Teaching Techniques Clause Samples

The Teaching Techniques clause defines the methods and approaches that an instructor is permitted or required to use when delivering educational content. It may specify particular pedagogical strategies, such as interactive learning, lectures, or hands-on activities, and can outline expectations for adapting techniques to different learning styles or subject matter. This clause ensures that both parties have a clear understanding of how instruction will be conducted, promoting consistency and quality in the educational experience.
Teaching Techniques. 1. Demonstrates planning skills a. Selects a variety of teaching methods and procedures b. Includes relevant student activities c. Plans appropriate time allotments 2. Selects lessons which coincide with the district's curriculum 3. Displays knowledge of subject content a. Presents accurate information b. Explains specific topics or activities in context with subject matter Satisfactory Needs Improvement Unsatisfactory NA a. Speaks clearly b. Communicates ideas logically
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Teaching Techniques. It is expected that there will be a range of techniques and approaches utilised to address appropriately student needs. * Teachers will be expected to use appropriate role models to lead students towards achievable success. * Classrooms should be conducive to learning by being as attractive, positive and supportive of children’s learning as possible. * Routines should be appropriate, well established and understood by all students. * Develop respect and understanding by encouraging appropriate role model interactions. * Maintenance of maximum use of learning time. * Develop positive, good relationships with students which demonstrates a respect for their individual needs and cultural backgrounds. * Ensure that as far as possible the classroom is physically safe. * Provision is to be made for a purposeful working atmosphere. * All discipline procedures are to be in line with school policies and the school’s Student Management Plan. * Programmes must provide coverage of the essential learning areas of science, technology, social science, health and physical education and arts with a strong emphasis on literacy and numeracy * These programmes must be in line with the National Curriculum Statements and take account of all strands within each learning area. * Teachers will demonstrate a sound knowledge of current curriculum content and assessment at the appropriate levels to which they are teaching. * It is expected that teachers will maintain a high level of commitment to own learning which takes into account current curriculum development and learning theory. * Opportunities should be provided, where appropriate, to integrate programmes that advance te reo Maori and tikanga Maori initiatives (language and customs).
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Teaching Techniques. If the Arts Academy develops new teaching techniques or methods or significant revisions to known teaching techniques or methods, the Arts Academy shall report those to the District.
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Teaching Techniques. The teacher plans, implements and evaluates programs that facilitate learning. The following are considered to be indicators of effective teaching techniques: • Maintains attention • Maintains momentum of lesson • Communicates expectations • Demonstrates clarity of presentation and knowledge of subjects taught • Appropriately uses teaching strategies known to be effective in enhancing learning • Demonstrates efficient use of time and space • Presents lessons incorporating a variety of materials, instructional techniques, and learning activities. • Uses appropriate objectives in the lesson and communicates them to the students • Evaluates student progress
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Teaching Techniques. A. Content Area(s): Poor knowledge of the changes and/or trends in content area(s).  Lacks knowledge of some aspects of content in the area(s).  Moderately informed; adjusts when asked to changes in the content area(s).  Adjusts well to changes in content areas; demonstrates sufficient mastery of content.  Keeps current with changes in content areas; demonstrates excellent mastery of content. 
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Teaching Techniques.  It is expected that there will be a range of techniques and approaches utilised to appropriately address student needs.  Teachers will be expected to use appropriate role models to lead students towards achievable success.  Use a variety of technologies to support student’s learning.  Establish a learning partnership with parents, caregiver and the school community.
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Teaching Techniques. It is expected that there will be a range of techniques and approaches utilised to address appropriately student needs. * Teachers will be expected to use appropriate role models to lead students towards achievable success. THE CLASSROOM ENVIRONMENT AND MANAGEMENT * Classrooms should be conducive to learning by being as attractive, positive and supportive of children’s learning as possible. * Routines should be appropriate, well established and understood by all students. * Develop respect and understanding by encouraging appropriate role model interactions. * Maintenance of maximum use of learning time. * Develop positive, good relationships with students which demonstrates a respect for their individual needs and cultural backgrounds. * Ensure that as far as possible the classroom is physically safe. * Provision is to be made for a purposeful working atmosphere. * All discipline procedures are to be in line with school policies and the school’s Student Management Plan. NATIONAL CURRICULUM FRAMEWORK * Programmes must provide coverage of the essential learning areas of science, technology, social science, health and physical education and arts with a strong emphasis on literacy and numeracy * These programmes must be in line with the National Curriculum Statements and take account of all strands within each learning area. * Teachers will demonstrate a sound knowledge of current curriculum content and assessment at the appropriate levels to which they are teaching. * It is expected that teachers will maintain a high level of commitment to own learning which takes into account current curriculum development and learning theory. EDUCATION NEEDS OF MAORI * Opportunities should be provided, where appropriate, to integrate programmes that advance te reo Maori and tikanga Maori initiatives (language and customs). CULTURAL DIVERSITY ATTITUDES, VALUES AND ESSENTIAL SKILLS * Teaching programmes must reflect values that include honesty, fairness, reliability, respect for others, respect for the law, tolerance, caring, compassion, non-sexism and non-racism. * Teaching programmes must reflect positive attitudes towards people, ideas and things. * Programmes should also encourage and develop the essential skills of communication, information, problem solving, numeracy, self-management and competitiveness, social and co-operative, physical and work, and study. * Provide an environment in which learning and achieving is valued and where there is recognition of success. * ...
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Teaching Techniques. If the Academy develops new teaching techniques or methods or significant revisions to known teaching techniques or methods, the Academy shall report those to the RESA.
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Related to Teaching Techniques

  • Techniques Framework agreement: Information about the dynamic purchasing system: No dynamic purchase system

  • Processes Any employer, employee, trade union or employer’s association may at any point in time apply for an exemption from any of the provisions of this Collective Agreement. The applicant is required to complete and submit in writing with the relevant office of the Council, a fully and properly completed prescribed application for exemption form, accompanied by all relevant supporting documentation.

  • Teaching Higher education courses (MBGA funding envelope, including an amount contingent on meeting performance‑based funding requirements) $303,575,707 $290,043,940 $292,138,847 Additional amounts for RUCs (included in the Provider’s MBGA for higher education courses shown above) ▇/▇ ▇/▇ ▇/▇ ▇▇▇▇ for designated higher education courses (medicine) $40,095,000 $40,713,354 $41,395,040 Any funding for demand driven higher education courses (amounts to be paid based on actual student enrolments) $1,077,815* Will be paid on actuals Will be paid on actuals Will be paid on actuals Transition Fund Loading $30,492,851 $17,728,835 $3,449,482 Medical Student Loading $2,222,335 $2,199,208** $2,197,500**

  • TEACHING HOURS AND TEACHING LOAD Section 1 Work Day For the applicable agreement period, the normal work day will be seven and one-quarter (7 ¼) hours including arrival time fifteen (15) minutes before and departure time (15) minutes after the students’ school day. The normal work day will include uninterrupted prep time. The Building Principal, as authorized by the Superintendent, upon request of a teacher or group of teachers, may waive the requirement to remain fifteen (15) minutes after the school day for a specific day or days. It is recognized; however, that the proper performance of their duties may, on occasion, require these persons to work longer than the normal work day, i.e. for conferences, faculty meetings, department meetings, etc. Therefore, “mandatory meetings will occur two times per month and be no longer than 90 minutes in length, inclusive of the additional 15 minutes beyond the scheduled student school day. A schedule of the meetings will be distributed by June 30th of the previous school year, but may be changed at the discretion of the Principal with 48 hours’ notice.” Teachers will also remain at school after the fifteen (15) minutes described above, during one (1) day each calendar week for such periods of time as is necessary to provide students extra help, and/or to meet with parents or guardians, concerning the progress of their children or wards. No teacher shall be required to work more than a normal seven and one- quarter (7 ¼) hour day, including fifteen (15) minutes before and (15) minutes after the students’ school day, which will include uninterrupted prep time; this provision does not apply to other contractually agreed upon time and meetings. Should state law require a longer instructional day, or more days, the teachers shall work the added time and the parties shall immediately commence impact bargaining on the issue. This article does not purport to cover the arrival and departure time of teachers involved in special assignments. Section 2 Other Personnel Personnel other than classroom teachers will work at their assigned tasks for the length of the regular teachers' work day. The exact daily schedule will be worked out on an individual basis between the Administration and the employee with notification to the Association. Instructional Coaches are required to work an additional five (5) days at their per diem rate, beyond the work year for a total of 189 days. These days will be determined prior to the start of the new school year and at the discretion of the Superintendent and the Chief Academic Officer.

  • Teaching Load 11-1 The parties recognize that the number of students, the number of preparations, and the amount of planning time are related to student performance. 11-2 CLASS SIZE 11-2-1 The parties recognize that class size is related to economics and that reduction of class size is faced with fiscal constraints. The parties further recognize that it is not feasible at this time to set general numerical limitations upon class size because of physical space available, special programs, special student needs, attendance area variances, differences in scheduling systems, busing, and because of other variable causes affecting class size. Nevertheless, the parties shall make reasonable effort to maintain class size at reasonable, workable, and educationally effective levels in all situations. 11-3 TEACHER LOAD 11-3-1 Teaching load shall be defined as the number of separate class preparations that a teacher has per school day as delineated in the course description guide.