Professional Collaboration. A. Beginning with the 2015-2016 school year, all bargaining unit members whose primary assignment places them at a TK-6 or TK-8, Junior High or High School site shall participate in professional collaboration time accrued through the banking of instructional minutes.
Professional Collaboration. In an effort to address the teacher/parent/faculty relationship, the administration will encourage parent/teacher/faculty dialogue around issues in the classroom. Additional Duties All faculty and staff may be required to work duty assignments during important events that are mutually recognized to be important to the maintenance and advancement of the school as determined by the Labor Management Committee. The events include open houses, parent teacher conferences, graduation, duty assignments which will be no more than ten minutes prior to school and ten minutes after dismissal or other meetings required by law. Additional duties which result in compensation will be afforded just cause prior to discipline or removal of duties. Coaches Coaching vacancies shall be filled using existing teaching staff whenever possible. Coaches shall not be assigned morning or afternoon duty supervision during the playing season in which they are coaching. Coaches shall not be required to attend after school faculty meetings when a faculty meeting conflicts with a game. Head coaches have discretion over the appointment of assistant coaches with the approval of the CEO/Principal. Approval will not reasonably be withheld. The Athletic Director and the head coaches will meet at the start of the school year in order to develop guidelines for the management and regulations governing teams. Such guidelines will be subject to the approval of the CEO/Principal. To the extent possible, all head coaches shall have their dedicated prep period the last period of the day. Gym and practice times shall be coordinated between the head coaches and the athletic director. Priority will be given to teams that are in playing season.
Professional Collaboration. Teachers will:
Professional Collaboration. A. Meetings deemed necessary by the Superintendent, Business Manager/Director of Human Resources, building principal, or supervisor shall require payment to bargaining unit members at their regular rate of pay. Meetings that are necessary for licensing are paid meetings under this paragraph.
Professional Collaboration. It is agreed that professional collaboration is essential for the continuous improvement in teaching and learning.
Professional Collaboration. The principle goal for this Agreement is that we learn together to successfully engage each new challenge facing public education. It recognizes that teacher professionalism is the principle resource for achieving the goals and objectives of the Saginaw School District. It secures teacher involvement in the institutions which manage change including but not limited to, the School Improvement Teams and the Contract Maintenance Committee (CMC). It calls on teachers to exercise greater professional responsibility for the success of learning outcomes and public support. It promotes the ideal that a chief mission of administrators is to support professional educators in effective interaction with the students, parents and community they serve. The method we have chosen to pursue these goals is professional collaboration among teachers and administrators -- a relationship of mutual respect, open communication, consensus-building, mutual aid and innovative problem-solving.
Professional Collaboration. The participants highlighted the necessity of collaborative work with other teachers to understand new approaches in assessment better. Within both focus-group discussion and individual interviews the participants regardless their teaching experience mentioned that they need to be assigned mentors and observe lessons of more experienced colleagues to improve their assessment practices. The difficulties of newly hired teachers’ practices include lesson planning, developing tasks, managing time and matching the best form to assess students’ progress. In compliance with the enumerated difficulties, non-experienced teachers are assigned mentors who help to improve their professional development. However, young teachers have different opinions on mentoring. For instance, Participants F and H do not have a special plan to work with their mentors and address their mentors only when they experience difficulties. Likewise, Participant G does not work with mentor at all because apart teaching he works as a language coordinator and does not have enough time to address to work with mentor. Nevertheless, Participant I and Participant J regularly work with their mentors. Their mentors observe their lessons twice a week and work on the areas to improve. Participant I mentioned that he tries to observe the lessons of his mentor every week too. Likewise, Participant J said that they usually develop assessment sheets together with her mentor. My mentor is a very talented teacher. We have a demand from school administrators to observe at least four lessons a month. All teachers of our department try to observe her lessons. There is a real queue to her. When my mentor observes my lessons she gives me a feedback. Sometimes we plan together because both of us teach in Grade
Professional Collaboration. The Parties strive for a collaborative school environment at each school site, where teacher talents will be utilized to their fullest potential, offering perspectives in administrative, curricular and extra-curricular decision making. The Employer shall inform the Union of upcoming Network-wide committees needed to analyze or develop recommendations for programming, curriculum and instruction. The Employer and Union will develop a process for informing members, soliciting participation on the committees and selecting committee members.
