MINISTRY/SCHOOL BOARD INITIATIVES Clause Samples

MINISTRY/SCHOOL BOARD INITIATIVES a) OSSTF/FEESO will be an active participant in the consultation process at the Ministry Initiatives Committee. Ministry Initiatives Committee shall meet at least quarterly each year to discuss new initiatives, including implications for training, resources. b) Teachers shall use their professional judgement as defined in C3.5 above. Teachers’ professional judgements are at the heart of effective assessment, evaluation, and reporting of student achievement. c) Teachers’ professional judgement is further informed by using diagnostic assessment to identify a student’s needs and abilities and the student’s readiness to acquire the knowledge and skills outlined in the curriculum expectations. Information from diagnostic assessments helps teachers determine where individual students are in their acquisition of knowledge and skills so that instruction is personalized and tailored to the appropriate next steps for learning. The ability to choose the appropriate assessment tool(s), as well as the frequency and timing of their administration allows the teacher to gather data that is relevant, sufficient and valid in order to make judgements on student learning during the learning cycle. i. Boards shall provide a list of pre-approved assessment tools consistent with their Board improvement plan for student achievement and the Ministry PPM. d) Teachers will be consulted, where possible, if a student’s grade/▇▇▇▇/comment is changed.

MINISTRY/SCHOOL BOARD INITIATIVES. ETFO will be an active participant in the consultation process to develop a Ministry of Education PPM regarding Ministry/School Board Initiatives.

MINISTRY/SCHOOL BOARD INITIATIVES. ETFO will be an active participant in the consultation process at the Ministry Initiatives Committee. The Ministry Initiatives Committee shall meet at least quarterly each year to discuss new initiatives, including implications for training and resources. Additionally, at the local level School Boards and locals shall meet regarding: • The development, implementation and evaluation of new ministry/School Board initiatives; • The timing of new ministry/School Board initiatives; • The integration of possible new ministry/School Board initiatives; and • Training and professional learning requirements.

MINISTRY/SCHOOL BOARD INITIATIVES. OSSTF/FEESO will be an active participant in the consultation process to develop a Ministry of Education PPM regarding Ministry/School Board Initiatives.

MINISTRY/SCHOOL BOARD INITIATIVES. OSSTF/FEESO will be an active participant in the consultation process at the Ministry Initiatives Committee. Ministry Initiatives Committee shall meet at least quarterly each year to discuss new initiatives, including implications for training, resources.

MINISTRY/SCHOOL BOARD INITIATIVES. ETFO will be an active participant in the consultation process at the Ministry Initiatives Committee. The Ministry Initiatives Committee shall meet at least quarterly each year to discuss new initiatives, including implications for training and resources. If a new or modified policy initiative is not discussed at the Ministry Initiatives Committee in advance of implementation, it will be discussed at the next meeting. Alternatively, the Crown will endeavor to provide an informational briefing to ETFO and OPSBA at another forum prior to the next Ministry Initiatives Committee, which may include other attendees at the discretion of the Crown. At the local level School Boards and locals shall meet regarding: • The development, implementation and evaluation of new ministry/School Board initiatives; • The timing of new ministry/School Board initiatives; • The integration of possible new ministry/School Board initiatives; and • Training and professional learning requirements.

MINISTRY/SCHOOL BOARD INITIATIVES. At the request of the OSSTF/FEESO Provincial Office, and in accordance with local notification processes, OSSTF Teachers and Occasional Teachers, subject to program and operational needs shall be released for provincial collective bargaining and related meetings.

MINISTRY/SCHOOL BOARD INITIATIVES a) OSSTF/FEESO will be an active participant in the consultation process to develop a Ministry of Education PPM regarding Ministry/School Board Initiatives. b) Teachers shall use their professional judgement as defined in C3.5 above. Teachers’ professional judgements are at the heart of effective assessment, evaluation, and reporting of student achievement. c) Teachers’ professional judgement is further informed by using diagnostic assessment to identify a student’s needs and abilities and the student’s readiness to acquire the knowledge and skills outlined in the curriculum expectations. Information from diagnostic assessments helps teachers determine where individual students are in their acquisition of knowledge and skills so that instruction is personalized and tailored to the appropriate next steps for learning. The ability to choose the appropriate assessment tool(s), as well as the frequency and timing of their administration allows the teacher to gather data that is relevant, sufficient and valid in order to make judgements on student learning during the learning cycle. i. Boards shall provide a list of pre-approved assessment tools consistent with their Board improvement plan for student achievement and the Ministry PPM. d) Teachers will be consulted, where possible, if a student’s grade/mark/comment is changed.

MINISTRY/SCHOOL BOARD INITIATIVES. ETFO will be an active participant in the consultation process to develop a Ministry of Education PPM regarding Ministry/School Board Initiatives. a) For the purposes of C10.00, the term "Teachers" shall include Occasional Teachers. b) Teachers shall use their professional judgement as defined in C2.5 above. The parties agree that a teacher's professional judgement is the cornerstone of assessment and evaluation. c) Teachers' professional judgement is further informed by using diagnostic assessment to identify a student's needs and abilities and the student's readiness to acquire the knowledge and skills outlined in the curriculum expectations. Information from diagnostic assessments helps teachers determine where individual students are in their acquisition of knowledge and skills so that instruction is personalized and tailored to the appropriate next steps for learning. The ability to choose the appropriate assessment tool(s), as well as the frequency and timing of their administration allows the teacher to gather data that is relevant, sufficient and valid in order to make judgements on student learning during the learning cycle. i. Boards shall provide a list of pre-approved assessment tools consistent with their Board improvement plan for student achievement and the Ministry PPM. ii. Teachers shall use their professional judgment to determine which assessment and/or evaluation tool(s) from the Board list of preapproved assessment tools is applicable, for which student(s), as well as the frequency and timing of the tool. In order to inform their instruction, teachers must utilize diagnostic assessment during the school year. d) The results of diagnostic assessments shall not be used in any way in evaluating teachers. No teacher shall suffer discipline or discharge as a consequence of any diagnostic assessment results.