Learning Communities Clause Samples

The Learning Communities clause establishes the framework for organizing participants into groups focused on collaborative learning and knowledge sharing. Typically, this clause outlines how members are assigned to communities, the expectations for participation, and the resources or support provided to facilitate group activities. Its core function is to foster a structured environment that encourages peer-to-peer engagement and collective skill development, thereby enhancing the overall effectiveness of the learning program.
Learning Communities. To qualify, a faculty member, in addition to participating in the faculty member’s own class, must participate in the linked class for a minimum of one hour per week and confer with their colleague on the planning of the classroom activities and instructional strategies. • For each unit (1 unit) of linked classroom time (not the faculty member’s own class) a faculty member shall receive 1 semester unit credit. • A maximum of six (6) unit equivalents may be credited to any single class movement for participation in this initiative.
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Learning Communities. Learning communities are two or more classes that are linked together by a common theme. The classes are taught by two different instructors; however, the same students should be registered for both classes. The enrollment roster of one should be identical to the enrollment roster of the other. The instructors link the content of the courses through common themes and concepts.
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Learning Communities. In fully coordinated learning communities, credit load for each faculty member shall be equivalent to the total credit hours for the community. For courses with state-recommended enrollment caps such as college level speech and college level English comp courses, the instructor receives the greater of credit load for two sections of their individual course or credit load for the community.
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Learning Communities. A Learning Community consists of two (2) or more courses team-taught by two (2) or more instructors. Each instructor shall be given full load credit for the course which he/she are assigned and Mode e credit for each additional hour assigned to teach in the Learning Community as agreed to with the appropriate supervisor(s). The maximum enrollment for a Learning Community will be the lowest class capacity of the courses in the community.
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Learning Communities. In fully coordinated learning communities that are 100% team-taught, the credit load for each faculty member shall be equivalent to the total credit hours for the learning community. For fully coordinated learning communities that are 50% team-taught, the course cap and credit load for each faculty member will be 75% of a fully- coordinated learning community that is 100% team-taught.
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Learning Communities. This agreement pertains to compensation for teaching courses designated as part of a learning community. A “learning community” is defined as a pair of course sections from different disciplines in which all students enroll in both sections, with no other students allowed to enroll, and in which the instructors collaborate in the planning of instructions. There will be three levels of instruction in learning communities: • Immersion – In this model, which is to be employed for the first time a learning community is offered, both instructors will be present for all class sessions of each section. Both sections will be considered part of each instructor’s load. • Continuing Immersion – In this model, the two instructors continue the activities described in the Immersion model, but with less time required for planning because of the experience gained in the Immersion activity. Each will receive a two-credit-hour load for this activity. • Thematic – In this model, the instructors engage in planning and frequent communication, but attend one another’s class section infrequently, if at all. Only those who have participated previously in the Immersion model will be eligible to do this. Each will receive a one-credit-hour load for this activity.
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Learning Communities. The opportunity for Professionals to consult with each other regarding best practices and evaluate the success of current programs for meeting the needs of students is vital. Toward that end the District will work to create and maintain successful, valuable learning communities: 1. The administration will consult with the staff regarding work on in-service days. Expansion of meeting times beyond the scheduled time will be by consensus agreement of the PLC team. Under no circumstances can the team leader mandate meetings beyond the schedule. 2. During mandated staff training or planning, the activity will be held in the location where the equipment and materials are most readily accessible. 3. An annual end of the year survey will be conducted in each building to evaluate the success of professional development time and make recommendations for the following year.
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Learning Communities. Two or more instructors from different disciplines offer a package of courses in which the instructors integrate the syllabi, work together to plan each class session, attend one another's classes, and meet together with students regularly. Each instructor will receive the full number of LHEs allocated to his or her own course. Each instructor may receive up to the full number of LHEs allotted to the other course(s). Compensation for the other course(s) will be determined by how thoroughly the courses are integrated based on the information presented in the proposal. Elements to be considered include but are not limited to: a. Number of classroom hours present and fully participating in the second course (assuming that approximately one third of the LHE load for any course is for in- classroom work) b. Extent of integration of the various syllabi c. Extent of assigned reading and background reading and research for the other course(s) d. Amount of student evaluation (reading papers, etc.) that requires the full attention of every faculty member in the package. e. Level of revision of integration required every time the package is taught The basis for such allocations of LHE will be primarily the proportion of time and effort required as compared with the 45 academic hours (37.5 clock hours) per LHE of work in preparation, delivery and assessment of a normal course. During the first-time offering of each multiple course package and in subsequent terms, as warranted, the instructors and appropriate ▇▇▇▇(s) will assess the effectiveness of the courses and instructors and review the appropriateness of the LHE allocation.
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Learning Communities. 1. Each Faculty Member will be paid an additional three (3) work units the first semester an integrated or linked learning community is offered and conducted. These work units are to compensate for the curriculum development. 2. Integrated learning communities (team taught) – Each Faculty Member will be paid applicable work units for each course in the learning community. 3. Linked learning communities (coordinated assignments) – Each Faculty Member will only be paid for their respective course. No additional work units will be paid for the learning community.
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Related to Learning Communities

  • Learning and Development 8.1 The Ministry is committed to creating a people management environment where the focus is on enhancing capability and supporting our people to build successful and rewarding careers. 8.2 This will enable the Ministry to meet the needs and expectations of stakeholders and continuously improve the quality of the service it provides by ensuring we have the capability and capacity needed to meet the expectations of New Zealanders in delivering first class justice services. 8.3 The Ministry will value and prioritise development – promoting and supporting learning as a constant for everyone. Career and personal development will be a strong focus within the Ministry. 8.4 We will endeavour to ensure that every employee has access to a range of development opportunities that ensure they have the skills needed to perform effectively in their role, and to develop new skills for future roles. People will take responsibility for their own learning and development, and will have the support and tools to enable them to do this. 8.5 The Ministry recognises that our managers and team leaders are critical to our success. 8.6 We will ensure they have the skills necessary to be successful in their roles, and encourage and support them in continually developing their leadership and management skills. 8.7 We will work to clearly define management structures and career paths, and focus on ensuring we have the management and leadership capability necessary to lead us into the future. 8.8 We will work in partnership with our managers and team leaders to identify development opportunities that contribute to their success as a leader and supporting their career aspirations. 8.9 To achieve this, the Ministry will develop a comprehensive range of learning and development opportunities for managers and team leaders.

  • Management; Community Policies Owner may retain employees and management agents from time to time to manage the Property, and Owner’s agent may retain other employees or contractors. Resident, on behalf of himself or herself and his or her Guests, agrees to comply fully with all directions from Owner and its employees and agents, and the rules and regulations (including all amendments and additions thereto, except those that substantially modify the Resident’s bargain and to which Resident timely objects) as contained in this Agreement and the Community Policies of the Property. The Community Policies are available at ▇▇▇▇▇://▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇/policies.pdf or on request from the management office and are considered part of this Agreement.

  • Professional Development Plan Professional Development Plan (PDP) refers to plans developed by faculty members addressing the criteria contained in Article 22 and Appendix G.

  • Professional Development 9.01 Continuous professional development is a hallmark of professional nursing practice. As a self-regulating profession, nursing recognizes the importance of maintaining a dynamic practice environment which includes ongoing learning, the maintenance of competence, career development, career counselling and succession planning. The parties agree that professional development includes a diverse range of activities, including but not limited to formal academic programs; short-term continuing education activities; certification programs; independent learning committee participation. The parties recognize their joint responsibility in and commitment to active participation in the area of professional development.

  • Continuing Professional Development If, during the life of the Agreement, Continuing Professional Development (CPD) is introduced for plumbers, all time spent in complying with the CPD obligations will be the responsibility of each plumber.