Educators Sample Clauses

Educators. Should a Scoot Educator not satisfy requirements of the assigned position within the first 90 minutes of a half-day shift or the first four hours of a full-day shift, there will be no fee charged to the school or Scoot will diligently work to replace the Educator as quickly as possible by another suitably skilled and qualified Educator. To avoid a charge, the school must:

Educators. The parties agree that licensed positions in the ECFE and ABE programs shall be employed under the terms and conditions of this Agreement except as noted herein:

Educators. The duty free lunch period of each educator whose duties require attendance at school for at least four (4) hours in any school day shall in no case be less than forty (40) minutes, but no more than sixty (60) minutes per day. The educator’s lunch period shall be scheduled during a regular student lunch period. The Administration shall meet with Council representatives to review any deviation in planning time and determine whether further Administration action is needed. In a regular full work week, every full-time K-5 educator shall be granted twenty (20) continuous minutes of unscheduled and unassigned planning time per day. In addition to the twenty (20) minutes of continuous, unscheduled and unassigned planning time per day, full-time K-5 educators will be granted a minimum of five (5) forty (40)-minute periods of continuous, unscheduled and unassigned planning time in every full week (one (1) forty (40)-minute planning period for each of five days). Said period of time shall be exclusive of the regularly scheduled lunch period as provided for in this Article. The Administration shall meet with Council representatives to review any deviation in planning time and determine whether further Administration action is needed. Team meetings shall be held once a week during one (1) forty (40) minute planning period to address District and school priorities, excluding IEP, 504 and Intervention meetings. A minimum of three (3) meetings monthly shall be planned and led by the educators. A building Administrator may lead up to one (1) team meeting a month. Notification of the meeting by the building Administrator shall be provided five (5) days in advance, with an agenda communicated to the team at least 24 hours in advance of the meeting. Every reasonable effort will be made to limit the number of IEP, 504 and Intervention meetings for a given educator to once a week. Team planning will begin the second week of school and will conclude one week prior to the last week of school. There will be no team or Intervention meetings the weeks of parent-teacher conferences. Special Education team meetings may substitute the weekly team meetings as directed by the Building Administrator or designee. The meetings will be set at a mutually agreeable time between the Special Education team lead(s) and the Building Administrator or designee, to be held during the school day. All Special Education team meetings shall be planned by the Building Administrator or designee, and Spec...

Educators. Easily create math & science instructional materials to enable students to learn and collaborate together - Use EquatIO to flip your instruction - giving you increased classroom time to coach and mentor students and more time to provide 1:1 instruction for those students who need it - Monitor student progress - create formative assessments and quizzes - Enables teachers to become more of a facilitator instead of adopting a ‘sage on the stage approach, allowing participation in joint problem solving activities - Provide equal access to math and STEM content - including those with learning disabilities and visual impairments in classroom activities alongside their peers Students: - Engage students with math in a fully digital way with no tricky or complicated math languages or coding to learn - Create active learners instead of passive learners and ▇▇▇▇▇▇ a deeper understanding of and engagement with math concepts - Built with UDL principles in mind to support a wide range of learning styles - Increase engagement through a personalized learning experience, allowing students to demonstrate mastery in multiple ways - Provide students with choice in how they demonstrate that mastery can increase confidence and empowerment - students become better problem solvers, are more creative and more engaged SCHEDULE OF DATA Category of Data Elements Check if used by your system Application Technology Meta Data IP Addresses of users, Use of cookies etc. Other application technology meta data-Please specify: Application Use Statistics Meta data on user interaction with application Assessment Standardized test scores Observation data Other assessment data-Please specify: Attendance Student school (daily) attendance data Student class attendance data Communications Online communications that are captured (emails, blog entries) Conduct Conduct or behavioral data Demographics Date of Birth Place of Birth Gender Ethnicity or race Category of Data Elements Check if used by your system Language information (native, preferred or primary language spoken by student) Other demographic information-Please specify: Enrollment Student school enrollment Student grade level Homeroom Guidance counselor Specific curriculum programs Year of graduation Other enrollment information-Please specify: Parent/Guardian Contact Information Address Email Phone Parent/Guardian ID Parent ID number (created to link parents to students) Parent/Guardian Name First and/or Last Schedule Student scheduled cour...

Educators. Educators are defined as follows: a) Grade U: employees who have no formal early childhood education qualification;

Educators. ▇▇▇▇▇▇▇ Educators agree to the following while implementing Distance Learning:

Educators. First Responders in a Digitally Hostile World

Educators. The first category refers to users who will use our HPC-enabled solutions to pursue Research and Development objectives, both within not-for-profit and for-profit organisations. Probably the best way to taxonomise research users in this category is by the level of “alphabetisation” with HPC systems: 1.a) Researchers in Computational Science & Engineering, numerical analysts, software developers, who are interested in the development, and optimisation of HPC codes; 1.b) Computational bioengineers, biophysicists and biochemists, who have basic understanding of software and hardware, and are willing to learn the use of some specific tools in return for a greater flexibility and configurability; 1.c) Life-science researchers, experimental bioengineers, computational chemists, biophysicists and biochemists, who are only interested in using ready-to-use tools for applications possibly in an industry setting, and need to minimise the time spent learning their usage. Clinical users represent a continuum from fundamental research to clinical practice. Here for convenience we separate the category in: 2.a) Clinical researchers who contribute to the development or the validation of a predictive model; 2.b) Clinical researchers who use validated predictive models or their outputs to support their clinical research, for example the testing of disease mechanism hypotheses; 2.c) Clinical researchers who use HPC-enabled solutions to support, augment, and supplement clinical trials of new interventions not associated to a commercial product. Innovators use HPC-enabled solutions to develop new products and services to be widely commercialised. In this case the best taxonomy derives from the different phases of biomedical innovation: 3.a) Innovators who work in the design and optimisation of new products; 3.b) Innovators who work in the safety and efficacy assessment of new products, and in the related regulatory activities; 3.c) Innovators who work toward the development / deployment of commercial computational medicine solutions. The last category, educators, indicates a broad category of university lecturers who teach at various levels of higher education, and in various disciplines related to life science and medicine, who may use HPC-enabled solutions to improve their ability to teach the role that these methods and technologies can play in the handling of complexity typically associated with life sciences and medicine. It is important to notice that from a user perspec...

Educators. PORT ALLEGANY SCHOOL DISTRICT POLICY AND ETHICS AGREEMENT FORM