Further Education. Following guidelines and regulations for North Dakota Educator’s Professional Certificate, a teacher must receive six (6) semester hours of under graduate or graduate credit every five years or the teacher’s contract will not be renewed. All extra courses taken for credit should be in each respective teacher’s major or minor field. If the school board requests a teacher to take courses for the purpose of becoming qualified to teach or serve in another capacity, the position will be posted for 10 days and all teachers interested will submit an application for that position within 10 days of the final posting day. The school board will then select a teacher that shall be reimbursed, by the school district, for the cost of the tuition and textbooks only. In addition, 12 clock hours of approved in-service above and beyond the state mandated professional development and the required local faculty meetings shall be obtained during each school year which includes one week prior to the starting date, or any other time with approval by the superintendent. Failure to obtain shall result in loss of salary increment for succeeding years. Attend 12 hours of professional development obtained through NCEC, NDEA or other administrator approved professional development that are non-school hour activities.
Further Education. The Board of Education shall pay the cost of reasonable expense incurred in connection with any courses, workshops, seminars, conferences, out-of-district training sessions, or other such sessions which they require an employee to take. At the request of the employee, the Board may pay such expenses provided such work is directly related to positions within the O.E.A. bargaining units and upon the recommendation of the Superintendent of Schools. Reasonable expenses may included fees, meals, lodgings, and/or transportation costs incurred by personnel who attend such sessions, on the approval of the Board of Education.
Further Education. The Union will encourage employees to further their education to make themselves more valuable employees and will encourage them to participate in the Employer's training programs when made available.
Further Education. Q16. If one teacher in a discipline/ subject area volunteers to participate in developing a programme does this mean that others in the same discipline/ subject area also have to become involved?
Further Education. The tender is divided into 3 Lots. Tenderers may submit proposals for one or more lots and must be clear on which lots they are tendering for in their response. The minimum contract awarded will be one Lot. The quantities may also be varied depending on the funding available. Tenderers may tender for one or several lots. The three lots are as follows: Lot 1 CNC Press Brake Lot 2 Hydraulic swing beam sheer Lot 3 CNC Plasma Cutter It is important to note that the equipment must be fit for purpose meeting the requirements of the instructors delivering training to Apprentices/students in a trainee workshop environment. This list is not exhaustive. It is the intention of the Contracting Authority to establish a Single Party Supplier Framework for each lot from which calloff contracts will be awarded to the successful supplier (under the particular lots awarded) and will be run by the training centres as requirements arise over the lifetime of the Framework. In the context of a singleparty framework agreement, the successful framework member does not have to compete for each new contract. It is emphasised that a framework agreement constitutes no guarantee to purchase a specific quantity of supplies or Supplies from a particular economic operator. Indeed, the Contracting Authority reserves the right to operate outside of the framework agreement at its discretion, particularly should it become apparent that doing so would offer greater value for money. Notwithstanding the foregoing, the framework agreement approach has been adopted to leverage efficiencies and maximise cost savings over the duration of the framework. Internal identifier: 2
Further Education. 63 XXX Savings Clause.................................................................... 65 XXXI Local Professional Development Committee .......................... 65 XXXII Resident Educator ............................................................... 67 XXXIII Re-Employment of Retired Members .................................... 69 XXXIV Job Sharing ........................................................................ 70 XXXV Duration of Contract............................................................ 72 Appendix 1 Contract Addendum & Waiver for STRS Retiree .................... 73 Appendix 2 Staff Intent Form ................................................................ 75 Appendix 3 College Course Reimbursement Request............................... 76 Article No. Topic Page Appendix 4 Grievance Form .................................................................. 77 Appendix 5 Application for Additional Sick Leave .................................... 78 Appendix 6 Application to Donate Sick Leave to Bank ............................. 79 ARTICLE I
Further Education. In 2004/05 a large amount of provision associated with the training of adult literacy, numeracy and ESOL teachers was being delivered in Further Education institutions. Analysis of learners shows that 14,546 learners were enrolled in England FE colleges. What is already happening? The LLUK Skills for Life programme is taking forward a wide range of work across the UK and across all of the lifelong learning constituencies, including: • Collection of data on the Skills for Life workforce to identify the proportion of unqualified specialist Skills for Life staff • Development of qualifications frameworks for teacher, tutor, trainer and learning support roles which support learners with language literacy and numeracy needs • Support for the development of relevant qualifications • Support for innovative approaches which encourage recruitment, flexible approaches to training and flexible approaches to qualified status • Development of an Information and Advice Service for all with an interest in the professional development of the Skills for Life workforce Initial questions for employers
Further Education. Teachers Completing Postgraduate Study in Education Any teacher, before entering in a postgraduate study, may submit a written application to the Board, via the Principal, for financial assistance to do this study. A written Agreement between the Board and teacher will encompass the following rationale: Financial assistance can be granted to teaching staff engaging in an accredited course in postgraduate study in the form of a loan, providing that:
Further Education. At the Post-graduate School at the UTT; doctoral students must validate a minimum of 100 hours of further education and training. Further training envisaged in the framework of the proposed thesis: • At the UTT (give the name of the modules and the number of hours): • At the partner University:
Further Education. It is agreed that discussions will commence immediately regarding a conversion process for BTEI staff, according to the same principles as were applied in the recent agreement on Youthreach conversion. Furthermore, the parties agree to address the following as a priority: Discussion of an agreed contract for BTEI County Coordinators; Introduction of an incremental credit scheme for Youthreach Resource Persons and Youthreach Coordinators; applicability to the grades of Youthreach Resource Person and Coordinator of appropriate measures relating to contracts of indefinite duration, analogous to the recommendations of the Xxxx Report; application of Circular 8/2014 TUI raised a range of issues relating to Youthreach. The parties agree to an early meeting on these issues ahead of the forthcoming review of Youthreach. The parties agree to an early discussion on the Youthreach Operator Guidelines. The Lansdowne Road Agreement Chairman’s Note sets out a process in relation to the award of CIDs to people in certain education posts in Adult, Community and Further Education settings outside of recognised schools. It is agreed that this process will be brought to a conclusion as soon as is practicable but no later than the commencement of the 2017/18 academic year. The Chairman’s Note also sets out a subsequent process in relation to issues regarding ‘Tutors’ which do not come within the ambit of the Haddington Road Agreement. The Department confirms that this second process will encompass discussion of: the consolidation of certain education posts in Adult, Community and Further Education settings outside of recognised schools into defined grades with salary scale and public service terms and conditions; and where teacher posts are appropriate in the Adult, Community and Further Education sector as opposed to other grades. It is agreed that this process will be brought to a conclusion as soon as is practicable, subsequent to the CID process set out above, no later than the commencement of the 2017/18 academic year. Quality Assurance TUI expressed the need for greater standardisation of quality assurance processes and requirements across ETBs. To this end it is agreed that arrangements for regular formal engagement between the ETBI/QQI Forum and TUI will be put in place. SOLAS Appropriate arrangements will be made for engagement between SOLAS and TUI on strategic and policy issues of mutual interest.
