Curriculum Planning. Contractors must ensure that staff plan early learning experiences and maintain written curriculum plans which describe the activities for each class day. These written plans must address the following areas of development and learning from the Washington State Early Learning and Development Guidelines: social-emotional development, physical development, language development, cognitive development including literacy and mathematics. The planned curriculum must encompass: Each component of the daily routine. Children’s developmental and learning goals including Individualized Education Program (IEP). Information gained from child observation and assessment (E-11). Parent ideas for curriculum.
Curriculum Planning. A Professional Development/Sabbatical Leave for curriculum planning may be granted after the applicant has submitted a proposal demonstrating the need for revision of existing courses or development of new courses. Leaves granted in connection with curriculum planning may include non-paid part- time teaching if that teaching is integral to the proposed curriculum development.
Curriculum Planning. A sabbatical leave for curriculum planning may be granted after the applicant has submitted a proposal demonstrating the need for revision of existing courses or development of new courses. Leaves granted in connection with curriculum planning may include non-paid part-time teaching if that teaching is integral to the proposed curriculum development.
Curriculum Planning. A. Proposal submitted which demonstrates need for revision of courses/program -and-
Curriculum Planning. Teachers shall participate in all phases of formulation of report cards, curriculum planning, development and implementation; in selection of textbooks, materials and supplies, planning of facilities and special education programs. When it is necessary for teachers to participate in the above activities at times outside the regular school hours, they shall be compensated at the rate established in Appendix C.
Curriculum Planning. The Board desires that teachers take part in the selection of textbooks and urges teachers to work in committees with Building Principals, not only in the selection of textbooks, but in the development of a curriculum guide. The Board desires to provide up-to-date textbooks in adequate supply within its budget limitations and within reason so that an orderly revision or change of textbooks takes place. Recommendations to change textbooks are to be submitted to the Board through the building principal. Principals are designated to conduct an ongoing curriculum study for grades K-12. This should begin early in the current year. A status report is expected by the Board at the end of the first semester.
Curriculum Planning. Teachers shall have the right to participate in the planning of curriculum within the Greeneview School System. The teachers recognize the sole and exclusive responsibility of the BOARD to approve and implement courses of study and curriculum and the organization of such.
Curriculum Planning. The Board and the Association recognize the value of curriculum planning as a vital link in the teaching- learning process. The teacher in any given subject area or grade level, when requested by the principal and other administrative staff, will contribute to planning of the curriculum. No such contribution, however, shall require a violation of any other section of this document. The Board and the Association also recognize that the teacher is most qualified to write the curriculum in a given subject area, and the teacher should be involved in its development in order to implement a successful program.
Curriculum Planning. In creating the curriculum plan for 2019/20, the College has considered the following information: • Sustainable demand for existing historic provision assessed by analysis of application trends and take up of places; • Levels of retention and attainment on programmes (learner success by course); • New information from the Scottish Borders Regional Skills Assessment; • National priority for promoting and delivering vocational training opportunities in STEM subjects; • Inward investment in new digital technology; • Representation from local employers through regular employer engagement; • Scottish Government and SFC priorities; • The nature of the local economy; • Continuing liaison with the schools and the employers group to inform the expansion of Developing the Young Workforce provision; • Opportunities for All; • The needs of rural communities. As the only college in this rural region, we have developed a broad curriculum, which meets the needs of the large numbers of SMEs in the area, operating across a broad range of industries. In the region, public administration, education and health account for a significant proportion of jobs. Other key sectors are land-based industries (food & drink), manufacturing (engineering), construction, care and tourism. These fit well with the Scottish Government’s priority growth sectors. The College has developed a 5-year curriculum strategy to enable it to respond effectively to the needs of our region. The strategy considers several drivers that have long-term implications for the College and will shape the content and delivery methods over this period. One of the strategic drivers is to develop a Regional STEM Strategy, which will be devised in partnership with several organisations including SBC, SDS, universities and employers. Employer demand for those with engineering skills continues; this has led us to develop a new route for mechanical engineering, together with a successful bid to SDS to deliver the Foundation Apprenticeship for Civil Engineering in 2019-20. The College continues to progress the qualifications in the off-site manufacturing of timber frame housing. This follows on from the recent expansion of the engineering curriculum, and with our continuing commitment to the construction sector, these initiatives make up the College’s current strategy for developing and expanding its STEM curriculum. Science and Mathematics are embedded within the College’s approach to STEM, compared to its curriculum de...
Curriculum Planning. Curriculum planning is an essential part of the professional teaching assignment. Each unit member is responsible for planning their class presentation and activities such that subject matter is effectively covered in an orderly, timely and manageable way and in a manner conducive to learning. The curriculum should be continually evaluated by the unit member and the administration in respect to individual pupil needs, class needs, and overall educational objectives in terms of district educational philosophy and the information available from educational research and development projects. When curriculum evaluation in any area indicates a need for major revision or research that goes beyond the normal professional involvement of the unit member, a curriculum development group shall be established with Board approval and a suitable goal determined by the unit members and administrators involved. The unit members involved shall be either:
