Edge Hill University will Sample Clauses

Edge Hill University will. Ensure the appropriate payment is quoted on the confirmation of allocation email to initiate the agreement between Edge Hill University and the school/ college/ setting in advance of the Placement start date. • Provide the school/ college/ setting with the appropriate documents (or electronic links to the same) for completion by the school/ college/ setting. • Ensure that the school/ college/ setting is set up as a registered supplier so that payment can be made. This will include obtaining the school/ college/ settings BACS details, where appropriate. • Apply effective monitoring and tracking mechanisms for the receipt of the required documentation to Edge Hill University to ensure payment can be made. • Follow up on missing documentation in a timely period to reduce delays in making payment. • Ensure the required documentation is directed to the relevant department and logged to initiate the release of payment. • Release the appropriate payment amount as per the agreement or above pro-rata calculation structure in good time following the receipt of the required documentation. • Provide remittance by email to the school/ college/ setting to confirm when payment has been released.
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Edge Hill University will. For trainees who are pregnant, provide an individual Risk Assessment with targets, the school, college/setting review the targets set in the Risk Assessment on a weekly basis Ensure all trainees will have a DBS check, Occupational Health check and a check to ensure they are not prohibited from teaching. They also need to make a safeguarding declaration to confirm they are not banned from working with children. Trainees will not be subject to any further DBS or safeguarding checks and that the letter confirming their suitability to train to teach is accepted as proof of their clearance to work with children and young people in line with the DBS Code of Practice and the “Initial Teacher Training Criteria” from DfE (see xxxxx://xxx.xxx.xx/government/organisations/disclosure-and-barring-service ). Ensure that prior to Placement, a placement-based introduction to Health and Safety, Safeguarding, finance and the Code of Conduct and has been accessed by the trainee. In addition, they will have been introduced to The Prevent Duty and gained an understanding of their responsibilities about the advice given. Provide specific guidance to explain the requirements for each Placement and guidance on how to support the trainee throughout their training in the setting. Provide trainees access to resources linked to their Placement: xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ (see Placement paperwork within each department) Provide an outline of the processes and procedures for accurate and consistent assessment of all trainees, including moderation procedures on Placement (see relevant Placement handbook) xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ Training Roles and Responsibilities within the Edge Hill University Partnership
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Edge Hill University will. Provide mentor training and development for the school/college/setting’s relevant member of staff via a range of methods – the baseline being the first Visiting Tutor visit and then a range of opportunities including up to date online training, face to face at Edge Hill University and on request bespoke whole school/cluster training at the school/college/setting
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Edge Hill University will. Provide mentor training and development via a range of methods; there is a PowerPoint online which includes all paperwork and processes. Mentor Training is delivered via Teams before a placement commences, with regular additional webinar and ‘open’ Q and A sessions. In addition, the team will deliver bespoke sessions to schools (virtually or physically) requesting this. The Visiting Tutor initial visit will be part of the mentor training at the beginning of placement, with opportunities to attend further online and face to face mentor training events at Edge Hill Campus. • Provide trainees with virtual/physical enhancement opportunities/Continuous Professional Development (CPD) according to trainee need where possible and appropriate, such as, experience of a school in challenging socio-economic circumstances. • Consider the trainees’ workload when designing the centre and professional practice curriculum.
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Edge Hill University will. For trainees who are pregnant, provide an individual Risk Assessment with targets, the school, college/setting review the targets set in the Risk Assessment on a weekly basis • Ensure, prior to professional practice commencement, that all trainees have been subject to an Enhanced Disclosure and Barring Service (DBS) criminal records check, including a check of the children’s barred list and other relevant safeguarding checks, and keep records showing that trainees have obtained these. The school, college/setting will ensure that the trainee is not subjected to any further DBS or safeguarding checks and that the letter confirming their suitability to train to teach is accepted by the school/college/setting as proof of their clearance to work with children and young people in line with the DBS Code of Practice and the “Initial Teacher Training Criteria” from DfE; (see xxxxx://xxx.xxx.xx/government/organisations/disclosure-and-barring-service ). • Ensure that prior to embarking upon a Professional Practice University-based session will have been delivered focussed on an introduction to Health and Safety, Safeguarding, finance and the Code of Conduct. In addition, they will have been introduced to The Prevent Duty and gained an understanding of their responsibilities with regard to the advice given. • Provide specific guidance to explain the requirements for each Professional Practice and guidance on how to support the trainee throughout their training in the setting. • Provide trainees access to resources linked to their professional practice:: xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ (see professional practice paperwork within each department) • Provide an outline the process and procedures to enable schools, colleges, settings to accurately and consistently assess all trainees, including moderation procedures on Professional Practice (see relevant Professional Practice handbook) xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/
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Edge Hill University will. In collaboration with partners conduct a high quality, open and transparent recruitment and selection process. Ensure that the Partnership meets the ITE criteria (October 2018) xxxxx://xxx.xxx.xx/government/publications/initial-teacher-training-criteria/initial-teacher-training-itt-criteria-and-supporting-advice and will continue to meet the criteria. Offer on-going training for partners including subject specific (where appropriate) and generic mentor training for each identified mentor (see website for training opportunities, xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ under the specific age phase). Ensure compliance of trainees’ timetables through Visiting Tutors. Ensure trainees receive Visiting Tutor entitlement. Ensure Partnership Quality Officers communicate with partners to ensure that quality assurance processes have been followed and adhered to. Complete a review of the data and analyse trends to implement interventions, as appropriate. Communicate with Visiting Tutors, Mentors and trainees to gather feedback to review each Placement. Collate evaluations from a range of sources including National Student Survey results (NSS), Staff, Student Consultative Forum (SSCFS), data collection from programme teams, Professional Practice Evaluative Reports, External Examiners, and Partnership Quality Officers. The university will organise a panel of professionals to review DBS issues comprising representatives from the partnership and the faculty, where appropriate.
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Edge Hill University will. Provide specific briefings and documentation to explain the respective curriculum requirements for each Placement and guidance on how to support the trainee throughout their training in the setting. Ensure that there is ‘join-up’ with centre-based training and that which takes place in the placement setting For trainees who are pregnant, provide an individual Risk Assessment with targets, the school, college/setting review the targets set in the Risk Assessment on a weekly basis Ensure all trainees will have a DBS check, Occupational Health check and a check to ensure they are not prohibited from teaching. They also need to make a safeguarding declaration to confirm they are not banned from working with children. Ensure that prior to Placement, a placement-based introduction to Health and Safety, Safeguarding, and the Code of Conduct and has been accessed by the trainee. In addition, they will have been introduced to The Prevent Duty and gained an understanding of their responsibilities about the advice given. Provide trainees access to resources linked to their Placement: xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ (see Placement paperwork within each department) Provide an outline of the processes and procedures for accurate and consistent assessment of all trainees, including moderation procedures on Placement (see relevant Placement handbook) xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ Training Roles and Responsibilities within the Edge Hill University Partnership
Sample 1
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Edge Hill University will. In collaboration with partners conduct a high quality, open and transparent recruitment and selection process. Ensure that the Partnership meets the ITE criteria (October 2018) xxxxx://xxx.xxx.xx/government/publications/initial-teacher-training-criteria/initial-teacher-training-itt-criteria-and-supporting-advice and will continue to meet the criteria. Send payment upon receipt of the setting’s trainee’s End of Practice Report form or attendance record, as appropriate to the programme requirements (ensuring that the partner is aware of the reason for any reduction to the payment based upon reduction of days or if the partner is unable to meet the full requirements of the professional practice). Offer on-going training for the school/college/setting including subject specific (where appropriate) and generic mentor training for each identified mentor (see website for training opportunities, xxxxx://xxx.xxxxxxxx.xx.xx/educationpartnership/ under the specific age phase). Ensure compliance of trainees’ timetables through Visiting Tutors. Ensure trainees receive Visiting Tutor entitlement. Ensure Partnership Quality Officers communicate with schools/colleges/settings to ensure that quality assurance processes have been followed and adhered to. Complete a review of the data and analyse trends to implement interventions, as appropriate. Communicate with Visiting Tutors, Mentors and trainees to gather feedback to review each professional practice. Collate evaluations from a range of sources including National Student Survey results (NSS), Staff, Student Consultative Forum (SSCFS), External Examiners, and Partnership Quality Officers. The university will organise a panel of professionals to review DBS issues comprising representatives from the partnership and the faculty, where appropriate.
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Related to Edge Hill University will

  • University Any notice may be served upon the University by delivering it, in writing, to the University at the address set forth on the last page of this Agreement, by depositing it in a United States Postal Service deposit box with the postage fully prepaid and with the notice addressed to the University at the aforementioned address, or by sending a facsimile of it to the University facsimile number set forth on the last page of this Agreement.

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  • Millwright Xxxxx be to assist and work under the direction and instructions I or A. He will work alone at times performing assignments in keeping with his training. During the course of his year, training must become proficient in good practices in the areas of fitting, aligning, lubricating and the operation of all shop tools and machines. In addition to the foregoing, he will be exposed to and the process of learning techniques required in trouble shooting key production machinery, pipe fitting, basic welding and machining but not be expected to display a high degree of proficiency in these areas at this point. Millwright Must be capable of performing the tasks of fittings, aligning, lubricating an able to operate all shop tools and machines. Must under direction become proficient in basic welding and pipe fitting as well as dismantling and reassembly of plant equipment. Under direction,will continueto develop skills in trouble shooting all plant equipment and improve his skills at machining part and be exposed to basic principles of hydraulics and pneumatic. He may work alone frequently, but occasionally will require direction and instructions form Millwright I or A. Millwright 11: be capable, without direction of fitting, aligning and lubrication and taking apart and reassembling plant equipment. In addition, is expected to be able to weld, operate shop tools and do pipe fitting as required. Must under direction, become proficient at effective methods of trouble shooting and repairing hydraulic, pneumatic and mechanical faults in plant machinery. I: Must be capable without direction of performing all practices under Xxxxxxxxxx Must under directionbecomeproficient at reading and understanding blueprints, all phases of installing new equipment, laying out hydraulic and mechanical drives and meet speed and power requirements correctly. Xxxxxxxxxx "A": Must he capable without direction, of performing all under Xxxxxxxxxx X, and Must take full responsibility for work done by himself or his assistant. Must he in possession of a Millwright Certificate or a Machinist Certificate or Welder Certificate. Millwrightspresently employed in this classification will not be required to have a Certificate.

  • University strategies Our aspirations and key priorities for enhancing teaching and learning quality We aspire to produce flexible and creative thinkers – leaders for Australia and the wider world. To do this, we need to provide an enriching university experience that equips our graduates with enquiring minds and essential life skills in critical thinking and communication. Our students must have excellent opportunities to participate in co-curricular activities if they wish to do so, and have access to high quality infrastructure and support services. To maintain and build on our success in these areas, our short- to medium-term priorities will focus on three complementary areas. Our plans Renewing our curriculum and learning environments We will continue to implement our curriculum renewal strategy by pursuing a coordinated University-wide process of reform of our courses. At the heart of this strategy lies a commitment to providing an 'engaged enquiry' learning experience for our students, in order to strengthen the development of our graduate attributes. Such learning experiences reflect the University’s reputation for both research and community engagement. They are consistent with our students' expectations as learners and our staff as teachers. 'Engaged enquiry’ provides the vehicle by which we will focus on further enhancing the research and inquiry learning outcomes that are central to our graduate attributes. We are currently mapping students’ reports of research- enriched learning experiences, and working with our Engaged Enquiry Scholars networks to identify and disseminate examples of approaches that xxxxxx effectively the development of research skills by our undergraduate students. The second aspect of our ‘engaged enquiry' curriculum strategy is the embedding of community- engaged learning, including work-integrated learning (WIL), in our curricula. This commitment will involve professional disciplines in particular, in further strengthening the engagement of employers in our teaching and curriculum development, and in further developing our pedagogical expertise in this area to inform curriculum renewal. One example of how we are pursuing this agenda is seen in the establishment of a new WIL research group in the Faculty of Health Sciences. Our approach to curriculum renewal will continue to be both holistic and sustainable. We will use University-wide agreed principles to link our faculties’ curriculum renewal work explicitly to the need for responsiveness to external drivers. These include employer needs, accreditation and regulatory accountabilities, changes in student and employment market needs, and the renewal of our physical and virtual teaching infrastructure outlined in Section 4.4.2 (Teaching and Learning Infrastructure) of this compact. Building on the findings of recent Office for Learning and Teaching (OLT) projects we will seek, through implementation of our new assessment policy, to develop our assessment practices to provide better direct evidence of student achievement of our graduate attributes. Our unit and course evaluation processes will provide clear accountability mechanisms to assist in monitoring students’ development of graduate attributes, including generic skills. During the next phase of reform we will implement a systematic process of faculty-led curriculum reviews, and support faculties to refine their understanding of how research-enriched and community-engaged pedagogies can deliver an engaged enquiry experience for students in different disciplines. This pedagogical work will build on the substantial body of excellent practice already in place in many parts of the University. It will also respond to the outcomes of relevant OLT projects, and will be supported by the development of new institutional datasets on our students’ experiences of the development of graduate attributes through engaged enquiry. There will also be new support for enhanced curriculum governance and review through our central teaching and curriculum committees. We will initiate new strategic curriculum projects and establish additional Teaching Scholars Networks to develop agreed curriculum benchmark standards and xxxxxx curriculum and teaching expertise across the faculties. Through collaboration between disciplines and faculties, our curriculum renewal projects will generate new resources and benchmark standards for use in future curriculum reviews and professional development for our staff. Enhancing teaching quality, support and recognition Alongside and supporting the process of curriculum reform is our work on enhancing and further valuing the high quality of teaching and curriculum across the institution. Following consistent improvements over the past five years in our performance against measures of student experience of their courses (Student Course Experience Questionnaires) we recently developed and introduced the first stage of a new University-wide strategy to enhance the quality of our students' experiences in all units of study. Through compacts on faculty teaching standards, we will continue to use a University-agreed teaching standards framework to help faculties address teaching quality issues. This process will be supported by new institutional data reporting processes. Each year, faculties will be required to negotiate improvement targets aligned to University-agreed standards and their own strategic priorities, and will be supported to identify and address quality issues. Longer term, we will embed these compacts in an annual cycle of planning, reporting and monitoring. We will extend the scope of our faculty teaching compacts to draw on a broader range of data than that relating to units of study, and will include additional institutional standards in relation to other institutional teaching priorities, such as engaged enquiry. During the life of our 2014-16 compact, we will extend this support to individual teachers through the rollout of the new Academic Planning and Development process for teaching, as well as through research and ongoing enhancements to our range of professional development opportunities for University teachers and research higher degree supervisors. This will complement the University’s enhancement and support for the career opportunities for teachers through the University’s new academic promotion process. It will also allow us to develop further the University and faculty teaching award and grants schemes. We will build institutional recognition for our talented teachers by engaging them in our curriculum renewal process, connecting them with each other through the establishment of additional Teaching Scholars Networks and by providing opportunities for their further professional development. Recognition of the importance of excellence in teaching will also be supported by the annual Sydney Teaching Colloquium, a successful initiative launched in 2011, which brings together the university teaching community to celebrate their achievements, critically debate key educational initiatives and share their expertise and exemplary practice. Improving the student experience Our Teaching and Learning strategies recognise that student wellbeing and the general quality of their experience while at university must underpin our efforts to improve teaching and learning. During the timeframe of our 2014-16 compact, we will deliver a greater coherence across all aspects of the student experience. This will include improvements in priority areas such as: enhancing the student enrolment and ongoing administration process by completing the Sydney Student project providing specialist services and resources to support the emotional and mental wellbeing of students, such as personal counselling and psychological resilience resources establishing early identification systems for students, particularly those from underrepresented groups and international students, who may be struggling in the early phase of their studies developing and expanding existing formal and informal support networks through consistent mentor training and staff development programs collaborating with our student representative organisations, to ensure that income from the Student Services and Amenities Fee (SSAF) is used effectively to enhance access to amenities such as sports and cultural activities, the social dimensions of clubs and societies, and also to improve the quality and affordability of food and beverages available on campus endeavouring to maintain the high ratings we have received from the National Union of Students for our approach to involving students in decisions about the allocation of SSAF funds expanding affordable accommodation options around our campuses. 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  • Licensee Licensee represents and warrants that:

  • Cardiff Capital Region has secured a deal worth £1.2 billion. Over its lifetime, local partners expect the City Deal to deliver up to 25,000 new jobs and leverage an additional £4 billion of private sector investment.

  • Use of University Facilities Members may use the office assigned to them in connection with such professionally-related activities as preparation of professional manuscripts and materials, scholarly endeavors, approved consultancies, and service to professional associations, schools, or other groups or agencies for whom such service is appropriate. Upon request, faculty may use laboratories and studios for non-sponsored research and other scholarly activity. Upon request, faculty may use meeting rooms and other physical facilities for professionally-related groups subject to availability and prevailing policies of the University governing use of facilities. The facilities of the TRC, Print Shop, computer labs and the use of University equipment are available to the faculty in connection with professional writing, research, or approved service projects subject to availability and to reimbursement at prevailing rates charged by the University.

  • University Policies Contractor shall, at no additional cost to the University, comply with all policies and procedures of the University. Current policies are available at xxxx://xxxxxx.xxxxx.xxx/ and include without limitation, the University’s smoking policy available at xxxx://xxxxxx.xxxxx.xxx/2011/06/02/smoking/. In the event the University establishes new policies or procedures following execution of the contract, or makes modifications to policies or procedures in existence at the time of contract execution, Contractor shall comply with such new or modified policies or procedures upon written notice.

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