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5014]}, {"key": "and-higher", "type": "clause", "offset": [5040, 5050]}, {"key": "for-non", "type": "clause", "offset": [5141, 5148]}, {"key": "the-performance", "type": "clause", "offset": [5263, 5278]}, {"key": "basis-of", "type": "clause", "offset": [5294, 5302]}, {"key": "to-university", "type": "clause", "offset": [5409, 5422]}, {"key": "all-students", "type": "definition", "offset": [5424, 5436]}, {"key": "access-to", "type": "definition", "offset": [5447, 5456]}, {"key": "key-services", "type": "clause", "offset": [5461, 5473]}, {"key": "transition-support", "type": "definition", "offset": [5561, 5579]}, {"key": "student-support", "type": "clause", "offset": [5592, 5607]}, {"key": "health-and", "type": "clause", "offset": [5609, 5619]}, {"key": "industry-engagement", "type": "clause", "offset": [5646, 5665]}, {"key": "delivery-of", "type": "clause", "offset": [5706, 5717]}, {"key": "core-services", "type": "clause", "offset": [5718, 5731]}, {"key": "student-welfare", "type": "clause", "offset": [5754, 5769]}], "snippet": "In this section the University should refer to: \uf0b7 its objectives and/or priorities for teaching and learning \uf0b7 its strategies to ensure quality in teaching and learning UNIVERSITY ADMISSIONS TRANSPARENCY \uf0b7 how the University selects students for offers without an ATAR score, as part of its admissionsprocess \uf0b7 what evaluation strategies are in place for ensuring that students admitted without an ATAR are likely to succeed in their studies. UNIVERSITY RETENTION STRATEGIES \uf0b7 strategies to reduce the proportion of students that do not complete their course (including for students from regional and remote areas) \uf0b7 evaluation of these strategies, including follow-up with students who do not continue with their studies to better understand the reasons for this decision. As outlined in our new Strategic Plan, our main Teaching and Learning objective is to significantly improve the quality and flexibility of our qualifications through changes to our course architecture and through extending our online offering to meet market demand. To do this, we are: - streamlining the course and subject portfolio with current and likely future student demand; - simplifying our course architecture to reduce the burden of administration for our staff and increase flexibility and choice for our students; - increasing the use of online and mixed modes of delivery and support (through our Online Only, StudyFlex and Regional Connect programs); - ensuring our staff have the capabilities and resources they need to develop quality online courses and measure student experience and satisfaction to drive continuous improvement; - expanding our range of short courses (award and non-award) to support those seeking to retrain and upskill, with bundling options that encourage lifelong engagement; - co-designing our curriculum in partnership with industry and alumni and include industry-based experiences across all courses; and - continuing our efforts to decolonise the curriculum and support embedding of indigenous knowledge and perspectives across our courses Clever LearningThe actions which will help the University reach these goals are set out in detail in the Learning and Teaching Plan 2018-2022, and its related Student Success and Retention Plan and are being further advanced through strategic initiatives under Clever Learning -our strategic educational transformational program. Started in late 2019, the three-year program is our ambitious plan to deliver educational transformation across our course portfolio and student experience activities. The program integrates and builds on projects and work already underway to meet our strategic objectives of Outstanding Student Experience, Student Employability, One University, Operational Excellence and Revenue Growth. Organised around two clusters of activity \u2013 Course Offer and a Student Digital Experience Platform, Clever Learning has been integrated into our new Strategic Plan and has five main components: - Course management reform: Delivering a strong digital foundation for agile governance, management and publication of course and subject information. - Course portfolio and architecture: Delivering an efficient and robust course architecture that encourages strong interdisciplinary connectedness, simplified transition points, value add experiences for students and high academic standards - Short courses: Renewing our approach to short course and executive education delivery, as well as setting out the structural and policy context for these diverse offerings - Online and StudyFlex: Both expanding our partnerships for online offerings and building our internal capacity through planned systems, development and support programs - Student Digital experience platform: A fully integrated digital experience for students which will include a student engagement interface while also delivering streamlined and online-friendly services and supports for students navigating the University environment. The University\u2019s Performance Indicator framework allows for management, academic governance and corporate governance oversight of performance improvement and the effectiveness of strategy implementation. UNIVERSITY ADMISSIONS TRANSPARENCY La Trobe University has diligently engaged with the admissions transparency initiative, to the extent that it was recognised in the TEQSA Good Practice Note Making Higher Education Admissions Transparent for Prospective Students (July 2019). Entry requirements for prospective students are listed in the University\u2019s web pages for each public facing course profile, including those without an ATAR. This practice applies to all courses on offer at La Trobe. Examples of non- ATAR admissions pathways include: the Special Tertiary Admissions Test (STAT); Work Recognition Program, and via previous higher education participation. La Trobe is also moving toward offering accredited and/or approved delivery within selected senior secondary education institutions. This reform will include provision of both enabling curriculum and Higher Education in VCE Studies (HEVS) and will ensure predictive validity sits alongside equity for non ATAR admissions, by focussing on higher education preparedness. After admission, the University actively monitors the performance of students by basis of entry. All non ATAR students are contacted by Succeed@LaTrobe to ensure they have a supportive transition to university. All students also have access to all key services at each of our campuses: Student Success; Engagement and Employment advisors including transition support; Indigenous student support; health and counselling; library, and industry engagement support. The University is committed to delivery of core services locally, going beyond student welfare to ensure achievement.", "hash": "0cddf93257c0b8b5a5f2d6e3de547719", "id": 3}, {"samples": [{"hash": "b6ThqiZbP62", "uri": "/contracts/b6ThqiZbP62#teaching-and-learning", "label": "Master Contractual Agreement", "score": 31.6822239988, "published": true}, {"hash": "fQJwqm1A2Lt", "uri": "/contracts/fQJwqm1A2Lt#teaching-and-learning", "label": "Master Contractual Agreement", "score": 27.691142067, "published": true}, {"hash": "bKbDXsnbHwg", "uri": "/contracts/bKbDXsnbHwg#teaching-and-learning", "label": "Master Contractual Agreement", "score": 22.6061288041, "published": true}], "size": 5, "snippet_links": [{"key": "the-college-will", "type": "clause", "offset": [42, 58]}, {"key": "educational-goals", "type": "clause", "offset": [106, 123]}, {"key": "course-offerings", "type": "clause", "offset": [168, 184]}, {"key": "students-must", "type": "clause", "offset": [196, 209]}, {"key": "teaching-methods", "type": "clause", "offset": [253, 269]}, {"key": "the-method", "type": "definition", "offset": [337, 347]}, {"key": "student-learning", "type": "definition", "offset": [391, 407]}], "snippet": "The faculty and administration agree that the College will continue to focus on the needs, abilities, and educational goals of students. The diversity of the College\u2019s course offerings and of its students must lead the faculty to embrace a diversity of teaching methods ranging from the most traditional to the most innovative. Whatever the method, the outcome must be observable/measurable student learning.", "hash": "1232b78da15abfae061fc75275f4658c", "id": 4}, {"samples": [{"hash": "6fNGMo4vwwC", "uri": "/contracts/6fNGMo4vwwC#teaching-and-learning", "label": "Memorandum of Understanding", "score": 31.1019020718, "published": true}, {"hash": "epLAlQ9emc7", "uri": "/contracts/epLAlQ9emc7#teaching-and-learning", "label": "Memorandum of Understanding", "score": 31.0471547202, "published": true}, {"hash": "7QpUQCiPxWu", "uri": "/contracts/7QpUQCiPxWu#teaching-and-learning", "label": "Memorandum of Understanding", "score": 30.8430017011, "published": true}], "size": 3, "snippet_links": [{"key": "the-student", "type": "clause", "offset": [50, 61]}, {"key": "learning-experience", "type": "definition", "offset": [62, 81]}, {"key": "higher-education-institutions", "type": "clause", "offset": [122, 151]}, {"key": "national-forum", "type": "definition", "offset": [280, 294]}, {"key": "no-overlap", "type": "clause", "offset": [360, 370]}, {"key": "integrity-of", "type": "clause", "offset": [486, 498]}, {"key": "research-activity", "type": "definition", "offset": [499, 516]}, {"key": "in-relation-to", "type": "clause", "offset": [561, 575]}, {"key": "types-of", "type": "clause", "offset": [792, 800]}, {"key": "set-out", "type": "definition", "offset": [910, 917]}, {"key": "action-plan", "type": "definition", "offset": [941, 952]}, {"key": "learning-environment", "type": "clause", "offset": [1139, 1159]}, {"key": "and-higher", "type": "clause", "offset": [1273, 1283]}, {"key": "advisory-forum", "type": "clause", "offset": [1378, 1392]}, {"key": "for-ireland", "type": "clause", "offset": [1393, 1404]}, {"key": "march-2018", "type": "clause", "offset": [1439, 1449]}], "snippet": "The enhancement of the quality of teaching and of the student-learning experience in higher education in partnership with higher education institutions is a central concern of both the HEA and \u01ea\u01eaI. Both organisations will continue to support and engage with the activities of the National Forum for the Enhancement of Teaching and Learning and ensure there is no overlap or duplication of national enhancement initiatives. Both organisations are committed to supporting the quality and integrity of research activity conducted by higher education institutions. In relation to doctoral education, the implementation of the national framework by the HEA and \u01ea\u01eaI, in collaboration with higher education institutions, will help sustain the quality and strategic relevance of provision across all types of doctoral programme (including structured programmes, work-based programmes, and practice-led doctorates), as set out in the Innovation 2020 action plan. More broadly, enhancing the visibility of the quality of research in higher education and its assurance, and demonstrating its value and impact, as well as showcasing the high- quality learning environment of Irish higher education institutions, are challenges that the HEA will seek to address in partnership with \u01ea\u01eaI and higher education institutions through the National Framework for Doctoral Education and the National Advisory Forum for Ireland\u2019s Doctoral Framework (established March 2018).", "hash": "69f19a8a3fd86aeb19eb7d54aae0545e", "id": 5}, {"samples": [{"hash": "fGV4VWjHm52", "uri": "/contracts/fGV4VWjHm52#teaching-and-learning", "label": "Master Agreement", "score": 31.5617798253, "published": true}, {"hash": "BA0WeRW9WD", "uri": "/contracts/BA0WeRW9WD#teaching-and-learning", "label": "Master Agreement", "score": 31.5617798253, "published": true}], "size": 3, "snippet_links": [{"key": "in-addition-to", "type": "clause", "offset": [0, 14]}, {"key": "teaching-load", "type": "definition", "offset": [36, 49]}, {"key": "associated-with", "type": "definition", "offset": [94, 109]}, {"key": "the-faculty-member", "type": "clause", "offset": [147, 165]}, {"key": "learning-environments", "type": "clause", "offset": [269, 290]}, {"key": "for-all-students", "type": "clause", "offset": [291, 307]}, {"key": "teaching-materials", "type": "definition", "offset": [403, 421]}, {"key": "teaching-strategies", "type": "clause", "offset": [449, 468]}, {"key": "engaging-in", "type": "definition", "offset": [471, 482]}, {"key": "research-projects", "type": "definition", "offset": [495, 512]}, {"key": "professional-conferences", "type": "clause", "offset": [551, 575]}, {"key": "instructional-activities", "type": "definition", "offset": [689, 713]}, {"key": "textbooks-or-other", "type": "clause", "offset": [762, 780]}, {"key": "a-course", "type": "clause", "offset": [829, 837]}, {"key": "program-level", "type": "definition", "offset": [841, 854]}, {"key": "assessment-process", "type": "definition", "offset": [855, 873]}, {"key": "in-work", "type": "clause", "offset": [885, 892]}, {"key": "student-engagement", "type": "clause", "offset": [910, 928]}, {"key": "best-practices", "type": "clause", "offset": [967, 981]}, {"key": "instructional-delivery", "type": "clause", "offset": [987, 1009]}], "snippet": "In addition to meeting the required teaching load and fulfilling the routine responsibilities associated with teaching, evidence that demonstrates the faculty member has fulfilled their responsibilities for this category would include such items as: \u2022 Create effective learning environments for all students \u2022 Developing new or substantially revised courses or program curricula \u2022 Developing innovative teaching materials or implementing innovative teaching strategies \u2022 Engaging in educational research projects resulting in findings disseminated at professional conferences and/or in peer-reviewed publications \u2022 Contributing to projects funded by external or internal grants to support instructional activities \u2022 Producing videos for instruction \u2022 Publishing textbooks or other teaching materials \u2022 Designing and implementing a course or program level assessment process \u2022 Engaging in work aimed to improve student engagement and retention \u2022 Incorporating current best practices into instructional delivery", "hash": "53361bc98932c29b9566e9a93e55bced", "id": 6}, {"samples": [{"hash": "fPRoqhvWDmG", "uri": "/contracts/fPRoqhvWDmG#teaching-and-learning", "label": "Access Agreement", "score": 25.8297321125, "published": true}, {"hash": "3IIdNB5FX9j", "uri": "/contracts/3IIdNB5FX9j#teaching-and-learning", "label": "Access Agreement", "score": 25.8297321125, "published": true}], "size": 3, "snippet_links": [{"key": "equal-opportunities", "type": "clause", "offset": [15, 34]}, {"key": "course-content", "type": "definition", "offset": [41, 55]}, {"key": "course-documents", "type": "clause", "offset": [92, 108]}, {"key": "teaching-materials", "type": "definition", "offset": [112, 130]}, {"key": "assessment-methods", "type": "clause", "offset": [134, 152]}, {"key": "courses-of-study", "type": "clause", "offset": [189, 205]}, {"key": "the-university", "type": "definition", "offset": [233, 247]}, {"key": "principle-of-academic-freedom", "type": "clause", "offset": [357, 386]}, {"key": "no-circumstances", "type": "clause", "offset": [460, 476]}, {"key": "this-clause", "type": "clause", "offset": [481, 492]}, {"key": "exercise-of", "type": "clause", "offset": [530, 541]}, {"key": "professional-courses", "type": "clause", "offset": [564, 584]}, {"key": "case-studies", "type": "definition", "offset": [633, 645]}, {"key": "learning-materials", "type": "clause", "offset": [772, 790]}, {"key": "wide-range", "type": "definition", "offset": [827, 837]}], "snippet": "3.1 We promote equal opportunities in: \uf0b7 course content; \uf0b7 teaching and learning methods; \uf0b7 course documents; \uf0b7 teaching materials; \uf0b7 assessment methods; and \uf0b7 structure and timetabling of courses of study.\n3.2 Staff and students of the University are expected to use language and imagery that will not cause offence to other people. However, it is a basic principle of academic freedom that views and opinions of all kinds should be tested and challenged; in no circumstances may this clause be used to discourage or prevent the exercise of that freedom. In some professional courses equal opportunities issues are explored through case studies of varied practice.\n3.3 We value the different cultures and life experiences of our students and use them in our teaching and learning materials, avoiding stereotypes.\n3.4 We use a wide range of teaching and assessment methods designed to meet the specific needs of all our students.", "hash": "28620e1374ad8a40732e74476abd1af5", "id": 7}, {"samples": [{"hash": "iCeDLlOLsUm", "uri": "/contracts/iCeDLlOLsUm#teaching-and-learning", "label": "Collective Bargaining Agreement", "score": 26.6564171217, "published": true}], "size": 3, "snippet_links": [{"key": "the-committee", "type": "clause", "offset": [20, 33]}, {"key": "access-to", "type": "definition", "offset": [156, 165]}, {"key": "education-classes", "type": "clause", "offset": [174, 191]}, {"key": "for-all-students", "type": "clause", "offset": [192, 208]}, {"key": "instructional-models", "type": "clause", "offset": [239, 259]}, {"key": "students-with-disabilities", "type": "definition", "offset": [283, 309]}, {"key": "to-place", "type": "definition", "offset": [344, 352]}, {"key": "least-restrictive-environment", "type": "clause", "offset": [369, 398]}, {"key": "educational-environment", "type": "clause", "offset": [432, 455]}, {"key": "to-ensure", "type": "clause", "offset": [499, 508]}, {"key": "instructional-materials", "type": "definition", "offset": [631, 654]}, {"key": "support-services", "type": "definition", "offset": [659, 675]}, {"key": "classroom-setting", "type": "definition", "offset": [751, 768]}, {"key": "students-with-individual-education-plans", "type": "clause", "offset": [802, 842]}, {"key": "all-teachers", "type": "clause", "offset": [891, 903]}, {"key": "responsible-for", "type": "clause", "offset": [904, 919]}, {"key": "the-student", "type": "clause", "offset": [942, 953]}, {"key": "directly-or-indirectly", "type": "clause", "offset": [978, 1000]}, {"key": "development-of-the", "type": "clause", "offset": [1009, 1027]}, {"key": "related-services", "type": "definition", "offset": [1062, 1078]}, {"key": "as-required-by", "type": "clause", "offset": [1079, 1093]}, {"key": "specialized-equipment", "type": "definition", "offset": [1282, 1303]}, {"key": "child-with-disabilities", "type": "definition", "offset": [1348, 1371]}, {"key": "behavioral-intervention-plan", "type": "definition", "offset": [1429, 1457]}, {"key": "as-needed", "type": "clause", "offset": [1543, 1552]}, {"key": "in-order-to", "type": "clause", "offset": [1653, 1664]}, {"key": "the-school-day", "type": "clause", "offset": [1727, 1741]}, {"key": "by-the-principal", "type": "clause", "offset": [1760, 1776]}, {"key": "special-education-director", "type": "clause", "offset": [1788, 1814]}, {"key": "classroom-placement", "type": "clause", "offset": [1845, 1864]}, {"key": "comply-with", "type": "clause", "offset": [1871, 1882]}, {"key": "a-student", "type": "definition", "offset": [1883, 1892]}, {"key": "in-addition", "type": "clause", "offset": [1900, 1911]}, {"key": "not-limited", "type": "clause", "offset": [2023, 2034]}, {"key": "educational-needs", "type": "clause", "offset": [2072, 2089]}, {"key": "to-develop", "type": "definition", "offset": [2100, 2110]}, {"key": "best-interests", "type": "definition", "offset": [2162, 2176]}, {"key": "public-schools", "type": "definition", "offset": [2301, 2315]}, {"key": "the-school-year", "type": "clause", "offset": [2335, 2350]}], "snippet": "The Association and the Committee share a common belief that the education of children in Smithfield is one that provides, to the greatest extent possible, access to regular education classes for all students. A full continuum of delivery/instructional models should be available to students with disabilities. School and district wide efforts to place students in the least restrictive environment, which is their most appropriate educational environment, must be evaluated carefully and regularly to ensure classroom compositions that facilitate maximum success of every child. The educational environment, including appropriate instructional materials and support services, must match the learning needs of all students. When the regular education classroom setting is the recommended placement for students with Individual Education Plans (IEPs), the following conditions must apply:\n1. All teachers responsible for the implementation of the student\u2019s IEP must be involved, directly or indirectly, in the development of the IEP.\n2. All necessary support and related services as required by laws and specified in the student\u2019s IEP must be maintained.\n3. All teachers responsible for the implementation of the student\u2019s IEP must be provided with ongoing appropriate training when specialized equipment or technological devices are required for a child with disabilities.\n4. All teachers responsible for the implementation of a Behavioral Intervention Plan (BIP) must be involved, directly or indirectly, in the BIP process.\n5. Consultation, as needed and requested, must be provided for all teachers responsible for implementation of IEPs and/or BIPs in order to meet the academic/behavioral needs of a child.\n6. Time during the school day shall be arranged by the principal and/or the Special Education Director for training/consultation.\n7. Classroom placement shall comply with a student\u2019s IEP. In addition, when determining classroom placement, consideration shall be given to the needs of every child, including but not limited to social/emotional, behavioral, and educational needs, in order to develop well-balanced, inclusive classes which reflect the best interests of all students.\n8. After considering the existing classroom composition and IEP requirements, students entering Smithfield Public Schools after the start of the school year shall be assigned to classes on an alternating basis, provided such placement is not in conflict with a child\u2019s IEP.", "hash": "f37bdc23177ccc57ac93af723324d071", "id": 8}, {"samples": [{"hash": "d9hyWXfkdwX", "uri": "/contracts/d9hyWXfkdwX#teaching-and-learning", "label": "Outcome Agreement", "score": 23.3107460643, "published": true}], "size": 3, "snippet_links": [{"key": "delivery-of", "type": "clause", "offset": [6, 17]}, {"key": "excellent-research", "type": "definition", "offset": [18, 36]}, {"key": "world-class", "type": "definition", "offset": [64, 75]}, {"key": "teaching-and-learning-environment", "type": "clause", "offset": [76, 109]}, {"key": "the-basis", "type": "clause", "offset": [124, 133]}, {"key": "for-all-students", "type": "clause", "offset": [134, 150]}, {"key": "to-the-university", "type": "clause", "offset": [212, 229]}, {"key": "strategic-plan", "type": "definition", "offset": [232, 246]}, {"key": "priority-areas", "type": "definition", "offset": [278, 292]}, {"key": "priority-2", "type": "definition", "offset": [337, 347]}, {"key": "high-quality", "type": "clause", "offset": [349, 361]}], "snippet": "\u200c The delivery of excellent research-led teaching, as part of a world class teaching and learning environment that provides the basis for all students to achieve their potential, is one of the key themes central to the University\u2019s Strategic Plan (2015-2020). The SFC strategic priority areas aligned to this theme are as follows: \u00b7 SFC Priority 2: High Quality Teaching and Learning.", "hash": "1cd98d7f2c9ce1642113137d4c566d53", "id": 9}, {"samples": [{"hash": "7UNDTBgIpM9", "uri": "/contracts/7UNDTBgIpM9#teaching-and-learning", "label": "Staff Ict Security Policy and Staff Agreement", "score": 24.1718001369, "published": true}], "size": 3, "snippet_links": [{"key": "arrange-for", "type": "clause", "offset": [39, 50]}, {"key": "supervision-of-pupils", "type": "clause", "offset": [66, 87]}, {"key": "the-internet", "type": "clause", "offset": [127, 139]}, {"key": "the-school", "type": "definition", "offset": [156, 166]}, {"key": "resources-and-materials", "type": "clause", "offset": [220, 243]}, {"key": "professional-purposes", "type": "clause", "offset": [402, 423]}, {"key": "internet-access", "type": "definition", "offset": [485, 500]}, {"key": "online-resources", "type": "definition", "offset": [609, 625]}, {"key": "photographs-or-video", "type": "clause", "offset": [844, 864]}, {"key": "school-premises", "type": "clause", "offset": [874, 889]}, {"key": "the-head-teacher", "type": "definition", "offset": [921, 937]}, {"key": "memory-stick", "type": "definition", "offset": [956, 968]}, {"key": "removable-media", "type": "clause", "offset": [982, 997]}, {"key": "confidential-data", "type": "definition", "offset": [1019, 1036]}, {"key": "data-security-protocols", "type": "definition", "offset": [1143, 1166]}, {"key": "other-users", "type": "definition", "offset": [1241, 1252]}, {"key": "other-staff", "type": "clause", "offset": [1299, 1310]}, {"key": "i-understand", "type": "definition", "offset": [1347, 1359]}, {"key": "data-protection-policy", "type": "definition", "offset": [1365, 1387]}, {"key": "with-regard-to", "type": "clause", "offset": [1429, 1443]}, {"key": "information-management-system", "type": "definition", "offset": [1497, 1526]}, {"key": "private-and-confidential", "type": "clause", "offset": [1541, 1565]}, {"key": "deemed-necessary", "type": "definition", "offset": [1585, 1601]}, {"key": "required-by-law", "type": "definition", "offset": [1612, 1627]}, {"key": "to-disclose", "type": "definition", "offset": [1628, 1639]}, {"key": "such-information", "type": "definition", "offset": [1640, 1656]}, {"key": "appropriate-authority", "type": "definition", "offset": [1663, 1684]}, {"key": "the-collaborative", "type": "definition", "offset": [1699, 1716]}, {"key": "respond-to", "type": "definition", "offset": [1755, 1765]}, {"key": "school-ict", "type": "definition", "offset": [1860, 1870]}, {"key": "still-photographs", "type": "clause", "offset": [1947, 1964]}, {"key": "the-background", "type": "clause", "offset": [2060, 2074]}, {"key": "in-accordance-with", "type": "definition", "offset": [2117, 2135]}, {"key": "dress-and-appearance", "type": "clause", "offset": [2146, 2166]}, {"key": "the-appendix", "type": "clause", "offset": [2178, 2190]}, {"key": "home-learning", "type": "definition", "offset": [2218, 2231]}, {"key": "security-policy", "type": "definition", "offset": [2255, 2270]}, {"key": "staff-agreement", "type": "clause", "offset": [2275, 2290]}], "snippet": "\uf0b7 I will always actively supervise, or arrange for suitable adult supervision of pupils that I have directed or allowed to use the Internet. \uf0b7 I will embed the school\u2019s e-safety curriculum into my teaching, using agreed resources and materials. \uf0b7 I will ensure I am aware of digital safety-guarding issues so they are appropriately embedded in my classroom practice. \uf0b7 I will only use the Internet for professional purposes when pupils are present in an ICT suite, or a classroom with Internet access. \uf0b7 I will not publish or distribute work that is protected by copyright. \uf0b7 I will teach pupils to reference online resources when they use them in a report or publication. \uf0b7 I will not give out or share personal addresses (including email), telephone / fax numbers of any adult or students working at the school. \uf0b7 I will not take pupil data, photographs or video from the school premises without the full permission of the head teacher e.g. on a laptop, memory stick or any other removable media. \uf0b7 I will ensure any confidential data that I wish to transport from one location to another is protected by encryption and that I follow school data security protocols when using any such data at any location. \uf0b7 I will respect the privacy of other users\u2019 data, and will never enter the file areas of other staff without their express permission. \uf0b7 I understand that data protection policy requires that any information seen by me with regard to staff or pupil information, held within the school\u2019s information management system, will be kept private and confidential, EXCEPT when it is deemed necessary that I am required by law to disclose such information to an appropriate authority. \uf0b7 I will use the collaborative year group inboxes to communicate and respond to pupils\u2019 work. I will not communicate with pupils by personal emails. I Know I can contact the school ICT technician if unsure. \uf0b7 If recording videos/video lessons (including taking still photographs) I will film in a neutral area where nothing personal or inappropriate can be seen or heard in the background. Additionally, I will ensure I am dressed in accordance with the Staff Dress and Appearance section in the Appendix on Safeguarding for Online Home Learning found in the Staff ICT Security Policy and Staff Agreement. \uf0b7 I will not conduct livestreaming lessons.", "hash": "04fd627fb146f790cc101aa22cbebec5", "id": 10}], "next_curs": "Cl4SWGoVc35sYXdpbnNpZGVyY29udHJhY3RzcjoLEhZDbGF1c2VTbmlwcGV0R3JvdXBfdjU2Ih50ZWFjaGluZy1hbmQtbGVhcm5pbmcjMDAwMDAwMGEMogECZW4YACAA", "clause": {"size": 158, "parents": [["research-and-knowledge-exchange", "Research and Knowledge Exchange"], ["knowledge-exchange-ke", "Knowledge Exchange (KE"], ["introduction", "Introduction"], ["faculty-roles-and-responsibilities", "Faculty Roles and Responsibilities"], ["collaboration", "Collaboration"]], "title": "TEACHING AND LEARNING", "children": [["areas-of-institutional-strength", "Areas of Institutional Strength"], ["additional-comments", "Additional Comments"], ["metrics", "Metrics"], ["stem", "STEM"], ["retention", "Retention"]], "id": "teaching-and-learning", "related": [["e-learning", "E-LEARNING", "E-LEARNING"], ["working-and-labor-synergies", "Working and Labor Synergies", "Working and Labor Synergies"], ["transition-planning", "Transition Planning", "Transition Planning"], ["business-continuity-planning", "Business Continuity Planning", "Business Continuity Planning"], ["training-and-employee-development", "TRAINING AND EMPLOYEE DEVELOPMENT", "TRAINING AND EMPLOYEE DEVELOPMENT"]], "related_snippets": [], "updated": "2025-07-07T12:37:53+00:00"}, "json": true, "cursor": ""}}