Common use of Third Instance Clause in Contracts

Third Instance. A meeting will be scheduled with the mentor. Attendees at the meeting will include the mentor, the Mentor Program Coordinator, the mentor’s Joint Governance Panel Liaison, and the mentor’s site principal. Mentor expectations and commitment will be reviewed. Termination of the mentor’s differential may also be discussed. ‌‌‌ For the school year 2007/08, the parties agree to a pilot of four district-wide days of scheduled in- services. The district-provided professional development includes: • Math for elementary and secondary teachers; • Teaching and Learning with Text for secondary core content teachers who are not participating in the math professional development; and, • Specialized content for various role groups. The goal of this pilot is to try to balance the needs of the teachers, schools, district and parents by calendaring the in-service days in advance and developing specific professional development. The District recognizes that the time, which is “banked” for in-services, is actually prep time that is given up by A-Schedule employees. In light of this, “Day One” of the in-service schedule will consist of a full day of uninterrupted “prep” for A-Schedule employees. In addition to this full day of preparation, the District agrees not to utilize the two hours beyond the duty under Article 5.C.4 for the period of August 9- September 6, 2007. The Federation agrees to support the pilot by supporting the District’s requirement that if an A-Schedule employee uses sick leave on two or more in-service days, the teacher will provide a doctor’s excuse upon his/her return to work. This pilot will be evaluated jointly by the District and the Federation before next spring’s negotiations to see if it merits continuation, with or without modification, for the 2008-2009 school year. Day One: Teacher Preparation August 13, 2007 – Whole District Day Two: District Professional Development September 17, 2007 – Del Norte, Sandia, Manzano, Eldorado, La ▇▇▇▇▇ and Alternative Clusters September 18, 2007 – Albuquerque, Highland, Cibola and Valley clusters September 21, 2007 – West Mesa and Rio Grande Clusters Day Three: District Professional Development/School November 5, 2007 – Albuquerque, Highland, Cibola and Valley Clusters November 6, 2007 – West Mesa and Rio Grande Clusters November 9, 2007 – Del Norte, Sandia, Manzano, Eldorado, La ▇▇▇▇▇ and Alternative Clusters Day Four: District Professional Development/School January 7, 2008 – Whole District • The 183rd day for professional development will continue to be planned as per the Negotiated Agreement. This day may be planned as a whole day (6.5 hours) or divided throughout the school year. It is the Instructional Council’s responsibility to work collaboratively with the whole staff to decide the content of the professional development and the date or dates it will be held. • On Day Three and Day Four, two half-days are intended to be used by schools to plan school- specific professional development. It is the Instructional Council’s responsibility to work collaboratively with the whole staff to decide the content of the professional development.

Third Instance. A meeting will be scheduled with the mentor. Attendees at the meeting will include the mentor, the Mentor Program Coordinator, the mentor’s Joint Governance Panel Liaison, and the mentor’s site principal. Mentor expectations and commitment will be reviewed. Termination of the mentor’s differential may also be discussed. ‌‌‌ For the school year 2007/08, the parties agree to a pilot of four district-wide days of scheduled in- services. The district-provided professional development includes: • Math for elementary and secondary teachers; • Teaching and Learning with Text for secondary core content teachers who are not participating in the math professional development; and, • Specialized content for various role groups. The goal of this pilot is to try to balance the needs of the teachers, schools, district and parents by calendaring the in-service days in advance and developing specific professional development. The District recognizes that the time, which is “banked” for in-services, is actually prep time that is given up by A-Schedule employees. In light of this, “Day One” of the in-service schedule will consist of a full day of uninterrupted “prep” for A-Schedule employees. In addition to this full day of preparation, the District agrees not to utilize the two hours beyond the duty under Article 5.C.4 for the period of August 9- September 6, 2007. The Federation agrees to support the pilot by supporting the District’s requirement that if an A-Schedule employee uses sick leave on two or more in-service days, the teacher will provide a doctor’s excuse upon his/her return to work. This pilot will be evaluated jointly by the District and the Federation before next spring’s negotiations to see if it merits continuation, with or without modification, for the 2008-2009 school year. Day One: Teacher Preparation August 13, 2007 – Whole District Day Two: District Professional Development September 17, 2007 – Del Norte, Sandia, Manzano▇▇▇▇▇▇▇, Eldorado, La ▇▇▇▇▇ and Alternative Clusters September 18, 2007 – Albuquerque, Highland, Cibola and Valley clusters September 21, 2007 – West Mesa and Rio Grande Clusters Day Three: District Professional Development/School November 5, 2007 – Albuquerque, Highland, Cibola and Valley Clusters November 6, 2007 – West Mesa and Rio Grande Clusters November 9, 2007 – Del Norte, Sandia, Manzano▇▇▇▇▇▇▇, Eldorado, La ▇▇▇▇▇ and Alternative Clusters Day Four: District Professional Development/School January 7, 2008 – Whole District • The 183rd day for professional development will continue to be planned as per the Negotiated Agreement. This day may be planned as a whole day (6.5 hours) or divided throughout the school year. It is the Instructional Council’s responsibility to work collaboratively with the whole staff to decide the content of the professional development and the date or dates it will be held. • On Day Three and Day Four, two half-days are intended to be used by schools to plan school- specific professional development. It is the Instructional Council’s responsibility to work collaboratively with the whole staff to decide the content of the professional development.