Occasional Teaching Experience Sample Clauses

Occasional Teaching Experience. Where a teacher has the full-time equivalent of ninety-seven (97) days or more of occasional teaching experience within one (1) school year with the Avon Maitland District School Board, the teacher will be recognized as having one (1) year of experience for salary grid purposes. Where a teacher has the full time equivalent of fewer than ninety-seven (97) days of occasional teaching experience within one (1) school year, that occasional teaching experience will be accumulated from year to year on a full-time equivalent basis. When the accumulated occasional teaching time equals the full-time equivalent of ninety-seven (97) days with the Avon Maitland District School Board, the teacher will be recognized as having one
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Occasional Teaching Experience. Where a teacher has the full-time equivalent of ninety-seven (97) days or more of occasional teaching experience within one school year with the Avon Maitland District School Board, the teacher will be recognized as having one (1) year of experience for salary grid purposes. Where a teacher has the full time equivalent of fewer than ninety-seven (97) days or more of occasional teaching experience within one school year with the Avon Maitland District School Board, that occasional teaching time will be accumulated from year to year on a full-time equivalent basis. When the accumulated occasional teaching time equals the full time equivalent of ninety-seven (97) days, the teacher will be recognized as having one (1) year of experience for salary grid purposes. Experience may be counted as of January 1, 1998 for an occasional teacher beginning a Long Term Occasional assignment under the terms of this agreement.
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Occasional Teaching Experience. Where a teacher has the full-time equivalent of one hundred (100) days or more of occasional teaching experience within one (1) school year with the Avon Maitland District School Board, the teacher will be recognized as having one (1) year of experience for salary grid purposes. Where a teacher has the full time equivalent of fewer than one hundred (100) days of occasional teaching experience within one (1) school year, that occasional teaching experience will be accumulated from year to year on a full-time equivalent basis. When the accumulated occasional teaching time equals the full-time equivalent of one hundred (100) days with the Avon Maitland District School Board, the teacher will be recognized as having one (1) year of experience for salary grid purposes.
Sample 1
Occasional Teaching Experience. Where a teacher has the full-time equivalent of ninety-seven (97) days or more of occasional teaching experience within one (1) school year with the Avon Maitland District School Board, the teacher will be recognized as having one (1) year of experience for salary grid purposes. Where a teacher has the full time equivalent of fewer than ninety-seven (97) days of occasional teaching experience within one (1) school year, that occasional teaching experience will be accumulated from year to year on a full-time equivalent basis. When the accumulated occasional teaching time equals the full-time equivalent of ninety-seven (97) days with the Avon Maitland District School Board, the teacher will be recognized as having one (1) year of experience for salary grid purposes. Teaching experience as an elementary or secondary school teacher in a publicly funded school system within Canada will be recognized such that one full year of teaching experience will be equal to one year of experience for salary grid purposes The effective date for grid advancement will be September 1. In no case shall a teacher receive more than one full year's credit for a combination of teaching experience within one school year. Each teacher’s category classification on the salary grid shall be determined by the application of the Qualifications Evaluations Council of Ontario (Q.E.C.O.) Program 3, Program 4, or Program 5 at the teacher’s choosing.
Sample 1

Related to Occasional Teaching Experience

  • Teaching Experience Recognized Years of Experience: Uncredited Experience:

  • TEACHING HOURS AND TEACHING LOAD A. As professionals, teachers are expected to devote to their assignments the time necessary to meet their responsibilities, but they shall not be required to “clock in or clock out” by hours and minutes. Teachers shall indicate their presence for duty by placing their signature and time in the proper column of the faculty “sign-in” roster.

  • Teaching Loads The range of teaching loads, number of preparations and number of pupil contacts required should provide for effective instruction and meaningful teacher-student interaction. DPS and the Association agree to work together to seek increased state funding to decrease class size. The principal shall report to the CSC, after the roster verification process, the number of students in each class and this will be published in the CSC minutes on the school’s website. For the purposes of this section, a “class” shall be defined as any general education, including electives and model one classes. Upon request, after the roster verification process, the District shall provide the Association with the student information management system data regarding class enrollment.

  • Teaching Load Full teaching assignments shall normally include 12 course credit hours of scheduled teaching per academic quarter. A reassignment of duty, for the equivalent of 3 or 4 credit course, shall be provided during one term of the first academic year to all newly hired tenure track faculty to further their teaching, scholarship and service and to encourage faculty retention. Wherever possible the University will endeavor to arrange teaching schedules that avoid excessive numbers of preparations and recognize evening and/or off-campus assignments. Class sizes will be established and monitored by the appropriate academic xxxx in consultation with division chairs and affected faculty each term. The following equivalencies will be used in determining teaching assignments:

  • TEACHING CONDITIONS The parties recognize that the availability of optimum school facilities for both student and teacher is desirable to insure the high quality of education that is the goal of both the teacher and the Board. It is also acknowledged that the primary duty and responsibility of the teacher is to teach and that the organization of the school and the school day should be directed at insuring that the energy of the teacher is primarily utilized to this end.

  • Years Experience Company years experience in this category? This is an evaluation criterion worth a maximum of 10 points. See RFP for more information. (If applicable, vendor should download the Reseller/Dealers spreadsheet from the Attachments section, fill out the f orm and submit the document in the ”Response Attachments” RESELLERS section. EXAMPLE: BIGmart is a reseller of ACME brand televisions. If ACME were a TIPS awarded vendor, then ACME woul d list BIGmart as a reseller.

  • Academic Year Academic Year is defined as beginning with the start of fall semester and ending with the completion of spring semester.

  • NON-TEACHING DUTIES A. The Committee and the Association agree that a teacher's primary responsibility is to teach. It must be remembered, however, that in addition to that primary purpose there are other responsibilities within the School that must be assumed by teachers. The Committee and the Association recognize that paraeducators, clerical employees are useful and necessary in order to implement teaching. The Committee, having made provisions for paraeducators, will continue to work toward the improvement of this situation.

  • Teaching Assistants 1. All Teaching Assistants shall receive the same remuneration per base unit and the difference between the amount paid a Graduate Teaching Assistant and other Teaching Assistants is an associated scholarship. See XIII D. for appropriate compensation.

  • Team Teaching Unit members participating in team teaching assignments will receive formula hour credit in proportion to the percentage of in-class involvement. When team-taught class sizes exceed the normal, the formula conditions specified in Section 4.3.3 shall apply.

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