Other Schools. During the interview, many respondents tended to compare their current school with the school they previously worked at. Another interesting fact is that when talking about previous employment or other schools, the participants more open to criticize and to point out negative aspects of their, or their friends’ work there. I came from another city. We didn’t have any autonomy there. We only did what we were told to do by the principal. Once a week we had to renovate our classroom. It was obligatory. The principal used to come and check whether we had washed everything properly. (S1T1) When I used to work in my previous school, I could never speak my mind during the meetings. If I ever did that, I would then be prosecuted by the administration. (S2T3) Thus the data shows that the participants feel more autonomous at their present schools but complain about lack of autonomy in their previous schools. This also indicates that they may be afraid of being critical to the current schools or with the time the level of autonomy in schools is increasing. Influences of teacher autonomy on students’ academic performance One of the questions in the interview was whether the teachers thought that their autonomy would somehow affect their students’ academic achievement. All of the participants hesitated when answering this particular question. Their responses, again, depended on how they understand the notion of teacher autonomy. Even though each respondent believed that the students would benefit from their teachers’ autonomy, most of them struggled with providing a convincing reason or argument for their response. [There are] a lot of benefits for the students. A teacher should be able to adapt to each student… if we are given the freedom to conduct lesson as a game, the students will like it. A teacher should be able to feel the kids’ emotions…. A teacher should have emotional intelligence. The teacher’s autonomy is good for the kids. (S1T3) If a teacher is placed within some borders and restrictions, then he/she will not be able to adapt to the students’ needs, because of all these rules. But if a teacher is flexible, they can simplify a task or an exam, and this is a big advantage for the students. (S2T1) I think the teacher will be able to become closer to the students, and his/her authority will rise. (S2T2) The less the paperwork, the more attention I will be able to pay to my students. (S3T1) I can differentiate the materials I use and adapt to different studen...
Other Schools. See Appendix B for Custodial Overtime Lists
Other Schools. The School acknowledges that PrepNet has entered into similar services agreements with other schools. PrepNet shall maintain separate accounts for expenses incurred in the operation of the School and other schools assisted by PrepNet, and shall reflect in the School’s financial records only those expenses incurred in the operation of the School. If PrepNet incurs expenses that are for both the benefit of the School and other schools assisted by PrepNet, then PrepNet shall allocate, to the extent permitted by law, such expenses among all such affected schools, including the School, on a prorated basis based upon the number of enrolled students, the number of classrooms, or the number of teachers at the affected schools, or on such other equitable basis as is reasonably determined by PrepNet. In no event shall marketing and development costs incurred solely for the benefit of PrepNet (and not the School) be allocated to the School.
Other Schools. 8.1 The parties acknowledge that this arrangement is not exclusive and that K12 and its Affiliates will have the right to render similar services to other persons or entities including other public or private schools or institutions within and outside of the State (“Other Schools”).
Other Schools. The District and PAT shall meet to determine if the number of added professional development days shall be one (1) or two (2). If no consensus is reached, one (1) day shall be added.
Other Schools. The Parties acknowledge that K12 and its Affiliates will have the right to render similar services to other persons or entities including other public or private schools or institutions within and outside of the State (“Other Schools”). Notwithstanding the forgoing, K12 will not enter into any agreements with any publicly funded school in San Juan, McKinley, Cibola or Rio Arriba counties in New Mexico by which K12 would provide, during the Term, administrative and technical services for a virtual academy similar in scope to the Agreement between School and K12. K12 will be free to provide products and other services to public school districts in those counties.
Other Schools. The parties acknowledge that K12 and its Affiliates will have the right to render similar services to other persons or entities including other public or private schools or institutions within and outside of the State (“Other Schools”). K12 will maintain separate accounts for reimbursable expenses incurred on behalf of the School and Other Schools, if any. All grants or donations received by School, or by K12 for the specific benefit of School, will be maintained in separate accounts and used solely for the Program.
Other Schools. The parties acknowledge that this arrangement is not exclusive and that K12 will have the right to render similar services to other persons or entities including other public or private schools or institutions within and outside of the State of Ohio (“Other Schools”). K12 will maintain separate accounts for reimbursable expenses incurred on behalf of the Academy and Other Schools, if any. All grants or donations received by the Academy, or by K12 for the specific benefit of the Academy, will be maintained in separate accounts and used solely for the Academy.
Other Schools. The parties acknowledge that this arrangement is not exclusive and that K12 will have the right to render similar services to other persons or entities including other public or private schools or institutions within and outside of the State of Ohio (“Other Schools”). However, the parties agree that, other than Insight School of Ohio, K12 will not enter into new initial agreements similar in scope with this Agreement with other persons or entities within the State of Ohio unless 1) the Academy receives a grade of “meets” standards under the Authorizer’s Performance and Accountability Framework for the school year immediately before the effective date of the new initial agreement; or 2) the new initial agreement is for a school or program of a school that has a focus (such as, but not limited to, at-risk students, or career and technical education) different from that of the Academy. K12 will maintain separate accounts for reimbursable expenses incurred on behalf of the Academy and Other Schools, if any. All grants or donations received by the Academy, or by K12 for the specific benefit of the Academy, will be maintained in separate accounts and used solely for the Academy.
Other Schools. 6.1.1.Some of the posts might be eligible for an incentive at schools that meet the following criteria:
