TEACHER TRAINING. In an attempt to decrease the need to pull teachers out of their classrooms during the school year, West Ottawa teaching staff shall participate in A and C below; B is optional. The work shall consist of matters related to curriculum review, articulation, and development or other related topics. The administration shall determine whether and when to conduct such a summer work program and continuation work for staff.
TEACHER TRAINING. The Provider shall provide to its employees and contractors providing educational services under this Contract all training required by law and regulations related to child-care facilities. Further, ISD may, in its discretion, allow the Provider’s faculty to attend training provided to ISD Pre- Kindergarten teachers.
TEACHER TRAINING. All coursework to be completed for credit on the salary schedule must be from an accredited University, must be a graduate level course, and must be approved by the district Superintendent. Any course taken must be of relevance to the employee’s area of teaching or part of an approved Masters Program. Any course which does not meet this requirement will not be counted unless a written request has been submitted to the Superintendent and approved in advance of the course being taken. All hours will be considered and counted up to 32 hours after the Bachelors, and until a degree of Masters is conferred. Any hours in excess and which were not necessary will not be counted in addition to the Masters degree. Only hours taken after the degree of Masters has been conferred will count towards the salary schedule. All hours of completed coursework must be submitted to the district office no later than the third Friday of August in the form of an official transcript in order to be counted on the salary schedule for the upcoming school year. Any coursework completed after the beginning of the current school year must be submitted by the third Friday in January to be considered for Second Semester Credit on the Salary Schedule. Training shall be figured in semester hours and applied to the salary schedule. Adjustments to salary shall be completed within thirty (30) days after presentation. The increment shall be pro-rated over the period of the entire year. If the university is the reason for the delay, then the employee must submit a copy of his/her class schedule and grades received as evidence, until an official transcript is received from the university.
TEACHER TRAINING. In order to encourage teachers to participate in district approved advanced training, they will be given a substitute to complete their live training during the school day if applicable. If teachers are required to complete district approved live training in the evenings or weekends, they will be compensated $30 per hour. This will be reported through a timesheet, and must be approved by the building Principal prior to the training. This also does not apply to professional development staff who may seek out as part of the “PD on your own” or District Provided Professional Development.
TEACHER TRAINING. On initial appointment Employees with teaching duties will have access to a short course of induction teacher training. Release to commence the remainder of a recognised teacher training course will occur, for Employees in ongoing employment within twelve months of appointment, or earlier. Release will occur on a part-time basis. The course would normally be completed within two years.
TEACHER TRAINING. School-site inclusion planning teams shall meet with teachers teaching in inclusion classrooms at least twice yearly to determine what training, professional development, and support are needed. The Central and Cluster office personnel responsible for supporting inclusion shall arrange for such training to be provided.
TEACHER TRAINING. The Parties agree to provide:
a) The offer of quotas for teacher training in rural areas of the two countries in different modalities and levels of education.
b) The exchange of books and publications on educational and cultural issues.
c) The exchange of experiences in the design and development of training programs for women in rural areas.
TEACHER TRAINING. The closure of many formal schools due to the conflict, on top of the fighting itself, led to a massive brain drain of qualified teachers in Northeast Syria as people fled the area. This resulted in a nascent formal education system and the need for informal/non-formal education opportunities for children who lost out on education during the years when the formal system was closed and were too old to join the re- organized formal education system. In an effort to support the system, Injaz 2 provided educators of both formal schools and those working in informal/non-formal settings with different forms of training. The project also provided a training of trainers (ToT) to formal schoolteachers, with the expectation that the ToT graduates would cascade the knowledge out to other teachers in the formal education system. Injaz 2 ran two tracks of educator training: CBO educators, which included teachers, child protection officers (CPOs), PSS and social reintegration facilitators, and other relevant CBO staff; and formal education teachers. For CBO educators all training – on remedial literacy, remedial numeracy, SLP, PSS, and child safeguarding – was mandatory. In addition, every new employee that joined a CBO had to attend the child safeguarding training, and all teachers, CPOs, and facilitators attended PSS training. For the training of formal education teachers, Injaz 2 coordinated with the education committees in each governorate to nominate teachers who would be trained by master trainers. These master trainers were trained in SLP Arabic and math, SLP teaching strategies, remedial education, and the Injaz 2 PSS program. The master trainers then provided training on the same subjects to the formal education teachers nominated by the ECs. The training of formal education teachers ran from 2018 and through August 2021 before the start of the last academic year supported by Xxxxx 2, which concluded in November 2021. The ECs could only make teachers available during the winter and summer breaks in the academic calendar (generally in February and August each year). In addition to the more formalized training, the project’s training team provided direct mentoring and support to the CBO teachers to form teacher learning circles and WhatsApp groups, where project staff could communicate with all of the teachers at once. These circles and groups enabled teachers to share problems – such as how to keep children engaged – and source collective advice on how to addres...
