Collaborative Planning Clause Examples

Collaborative Planning. 1. For secondary schools that have scheduled more than the five (5) preparation periods per week set forth in Article 7.2, principals may use one (1) of the additional preparation periods for collaborative planning. 2. For secondary schools that have not scheduled more than the five (5) preparation periods per week set forth in Article 7.2, principals may use one (1) of the five (5) preparation periods for collaborative planning. 3. For elementary schools that have scheduled more than the three (3) preparation periods per week set forth in Article 7.8A, principals may use one (1) of the additional preparation periods for collaborative planning. 4. If BCPSS desires to have a collaborative planning period in an elementary school, it shall add a fourth preparation period which may be used for that purpose. 5. If the number of a teacher’s weekly preparation periods is reduced due to an unforeseen circumstance, that teacher’s preparation time will not be further reduced for collaborative planning.

Collaborative Planning. Collaborative planning is defined as when teachers consult with one another to plan together for student progress, for improved delivery of instruction, or to develop curriculum related to their teaching assignment.

Collaborative Planning. The parties recognize collaborative planning as beneficial to the Employer, the Union and the community. All school employees are encouraged to participate. Participation shall be voluntary. When such participation occurs during regular working hours, the employee will receive his/her rate of pay. Participation outside of regular working hours shall be without additional compensation or work time credit as it is for all other school employees.

Collaborative Planning. ‌ Through each school’s site-based PPC, a regular week day shall be identified for collaborative planning with a maximum of one collaborative planning session per week. The collaborative planning schedule shall be adhered to by all instructional staff and must be focused on District Strategic Plan initiatives.

Collaborative Planning. Stakeholder collaboration efforts shall be primarily coordinated through the ongoing collaboration efforts of the COPWRR CROP initiative. CROP initiative collaboration efforts encourage achieving a consensus. It is the intent of the Parties that recommendations made to the USFS and BLM by collaboration planning stakeholders could be adopted as the decision by the USFS and BLM. To be most helpful to the USFS and BLM for decisions under this MOU, recommendations from collaborative planning efforts should be based on the good faith participation of the stakeholders to reach a consensus, on the best information available (as described in Section V.E) and must take into consideration the MOU’s Purpose and Objectives (Section I) and relevant Management Considerations (defined in Section V.D). Recommendations from the collaborative planning efforts shall not abrogate or limit the approval authority of USFS or BLM as relevant to their management responsibilities and requirements to comply with federal law or to the terms of this MOU. Stakeholder participation shall be open to all appropriate stakeholders and may vary depending on the projects being contemplated and the zone of interests each project impacts. For stakeholder involvement in projects developed under this MOU, it is anticipated that CTWS, USFS and BLM will plan annual meetings with participating stakeholders, produce annual reports with stakeholder input, and consult with interested stakeholders respecting project planning and environmental monitoring:

Collaborative Planning. Teachers shall also be permitted to engage in teacher initiated extra help for students during an “unassigned” period. The parties acknowledge that the principal shall have the discretion to direct a teacher to perform one of the other duties set forth in this paragraph in lieu of extra help for students without the consent of the affected teacher.

Collaborative Planning. Teacher and teacher planning, teacher and principal planning and teacher and student planning.

Collaborative Planning a. Collaborative planning, visitations to classrooms, collaborative instructional rounds, and mentoring among teachers are types of professional development. The Administrator shall be kept aware that these collaborative events/activities have taken place and when they occurred through email confirmation by the teachers. However, such collaborative events/activities must be aligned with the “District Initiatives” and/or “Building Best Practices”. The purpose of collaborative planning is to provide non- evaluative feedback. Administrators will not seek, nor will opinions be shared, that are in a personnel evaluative nature. If a teacher has a conflict with an assigned collaborative colleague related to a particular collaborative event/activity then s/he may seek an alternative collaborative colleague with whom to participate with approval of the building principal.

Collaborative Planning. Within each program, an instructional committee (PIC) and advisory committee (PAC) shall be established for the purpose of providing staff input into program planning. The PIC committee shall be chosen by the program administrator and shall include teachers, paraprofessionals, support staff, and others as deemed necessary. The PAC committee shall be elected by peers and may include others as deemed necessary by program administration. The program administrator shall chair the committee. These committees shall make recommendations which shall not be binding upon the administration and/or the Board.