DOCSLIB.ORG

JCBE-JCTA Agreement 2018-2023 Published By: Jefferson County

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
JCBE-JCTA Agreement 2018-2023 Published By: Jefferson County JCBE-JCTA Agreement 2018-2023 Published by: Jefferson County Board of Education 3332 Newburg Road P.O. Box 34020 Louisville, Kentucky 40232-4020 Distributed to Employees by: Jefferson County Teachers Association Watterson City West Building 1941 Bishop Lane, Suite 300 Louisville, Kentucky 40218 Equal Opportunity/Affirmative Action Employer Offering Equal Educational Opportunities 2 TABLE OF CONTENTS Preamble Page 5 Articles 1 Definitions Page 6 2 School Board Authority Page 8 3 Recognition Page 9 4 Association Rights Page 9 5 Employee Rights Page 13 6 Academic Freedom Page 16 7 Student Discipline Page 17 8 Employee Evaluation Page 18 9 Employee Discipline Page 24 10 Personnel Files Page 27 11 Teaching Load and Duty Hours Page 28 12 Class Size Page 32 13 Materials and Facilities Page 36 14 Safety Page 38 15 Assignment Page 38 16 Transfers Page 40 17 Promotions Page 45 18 Layoff/Recall Page 45 19 Inservice/Professional Development Page 47 20 Assistance in Assault/Injury Page 48 21 Summer School/Extended School Services Page 49 22 School Calendar Page 50 23 Team Leaders, Department Heads, and Grade Group Chairpersons Page 52 24 Librarians Page 52 25 Exceptional Child Education Page 52 26 Leaves of Absence Page 53 27 Compensation Schedules Page 61 28 Miscellaneous Page 65 29 Grievance Procedure Page 67 30 Certified Early Childhood Teachers/Early Childhood Instructional Coaches Page 72 31 Job Sharing Page 74 32 Speech & Language Pathologists Page 75 33 Enhanced Support Schools Page 77 34 Negotiation of a Successor Agreement Page 80 35 Printing the Agreement Page 81 36 Savings Clause Page 82 37 Duration Page 82 3 TABLE OF CONTENTS CONTINUED Signature Sheet - - - - - Teams Page 83 Index Page 84 MOA’s - - - - - 4 1 PREAMBLE 2 3 The Jefferson County Board of Education and the Jefferson County Teachers Association 4 do hereby agree that the welfare and success of the children of Jefferson County is 5 paramount and will be promoted by both parties. 6 7 The parties further recognize that diversity is one of Jefferson County Public Schools 8 greatest assets in the education of our students. With that recognition, we renew our 9 commitment to foster a school system that treats each student, parent, and employee 10 with respect, dignity, and sensitivity to their unique needs and culture. 11 12 This Agreement is made and entered into by and between the Board of Education of 13 Jefferson County, Kentucky, hereinafter called the “Employer” and the Jefferson County 14 Teachers Association, hereinafter called the “Association;” the Employer and the 15 Association when jointly referred to are hereinafter called the “Parties.” 16 17 Therefore, the Parties mutually and in good faith agree to the following: 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 5 1 ARTICLE 1 – DEFINITIONS 2 3 As used in this Agreement, the following definitions apply: 4 5 1. Employer means the Board of Education of Jefferson County, Kentucky. 6 7 2. Association means Jefferson County Teachers Association. 8 9 3. Members or Membership means only employees belonging to the Association. 10 11 4. Days when used in this Agreement refer to school calendar days unless 12 otherwise specified. 13 14 5. Worked Days means those days which the employee is on duty. 15 16 6. Certificated Personnel means those persons holding positions for which 17 certificates may be issued except substitutes and superintendents as defined 18 under applicable state laws and who are employed by the Employer. 19 20 7. Employee means any certificated person who is represented by the 21 Association. 22 23 8. Superintendent means the Superintendent of Schools of Jefferson County, 24 Kentucky. 25 26 9. Negotiations means a process and a method that provides for the Employer 27 and the Association to negotiate on matters of mutual concern, to reach 28 agreement on such matters, and to make provisions for resolving disagreement 29 in the event of impasse. 30 31 10. Exceptional Child Education Pupil means a pupil covered under the provisions 32 of IDEA – Individuals with Disabilities Education Act as amended. 33 34 11. Seniority shall be computed from the first compensable day of employment as 35 a regular employee in the Jefferson County Public Schools following last break 36 in service; ties in seniority dates will be broken by the largest sum of the final 37 four digits of the employees’ Social Security numbers. 38 39 12. ARC means the Admissions/Release Committee. 40 41 13. Part-timers means any employee working less than a full duty day. 42 43 14. Vacancy means a position in the bargaining unit approved by the Board but not 44 having a teacher of record. 6 1 15. Teacher of Record means an individual in the bargaining unit who is filling a 2 position with a change form completed by Personnel to verify the same. 3 4 16. Overstaff means a condition where a teacher is involuntarily placed on the 5 transfer list. 6 7 17. Laid Off is a condition in which a teacher’s contract is suspended due to lack 8 of a teaching position. 9 10 18. Restricted Certification is a condition in which a teacher’s certificate is not 11 considered valid for teaching in the Jefferson County Public Schools due to 12 lack of adequate teaching positions in the certification area. The teacher would 13 be laid off in a restricted certification area if it were not for having a second 14 certification that allows a teacher to maintain a position with the Employer. 15 16 19. Least Restrictive Environment is that education setting or program in which the 17 identified child can function most effectively based upon his/her unique needs 18 and capabilities. 19 20 20. Resource Room is a special education class configuration in which a student 21 identified by an ARC may spend up to 50% of the student day. 22 23 21. Special Area Teacher is an elementary art, music, physical education or 24 computer teacher who is assigned to work in different building locations on 25 different days of the week. 26 27 22. Traveling Teacher means a teacher who works at different building locations 28 on the same day of the work week. 29 30 23. Certificated means possessing a certificate issued by the Commonwealth of 31 Kentucky. 32 33 24. School Centers shall mean a building(s) in which teachers are assigned to 34 supervise students. 35 36 25. Home School means where the employees report their time and attendance. 37 38 26. Level 1, 2 and 3 Schools are schools that the District identifies as needing 39 additional support. 40 41 27. Employee Resolution Agreement means an agreement between the Employer, 42 the Association, and one or more employees to resolve disciplinary, 43 assignment, payment or other employment issues involving the identified 44 employee(s), where no grievance has been filed. Such an agreement does not 7 1 require approval of the Board and is not reported to the Board. Although 2 Employee Resolution Agreements, Grievance Resolution Agreements, and 3 Tribunal Resolution Agreements do not require Board approval or reporting to 4 the Board, alterations to job type, employment status, or the like that are 5 included in such agreements may be reported to the Board within normal and 6 customary reports to the Board. 7 8 28. Grievance Resolution Agreement means an agreement between the employer, 9 the Association, and one or more employees to resolve a written grievance, 10 which has been filed pursuant to this collective bargaining agreement. Such 11 an agreement does not require approval of the Board and is not reported to the 12 Board. 13 14 29. Tribunal Resolution Agreement means an agreement between the Employer, 15 the Association, and an employee to resolve a tribunal proceeding under KRS 16 161.790. Such an agreement does not require approval of the Board and is 17 not reported to the Board. 18 19 30. Memorandum of Understanding (“MOU”) means an agreement between the 20 Employer and the Association which resolves (1) the interpretation and 21 application of this collective bargaining agreement; (2) operational, logistical 22 and timing issues; (3) compliance with legislative and regulatory requirements; 23 or (4) other collaborative and cooperative endeavors that the parties want to 24 memorialize. MOUs may temporarily modify or suspend specific contract 25 provisions to address unusual situations that may arise; however, a MOU may 26 not permanently modify this collective bargaining agreement. A MOU may be 27 used instead of a Grievance Resolution Agreement if the resolution will have 28 an impact on a significant number of employees or on Employer operations. 29 All MOUs must be reported to the Board, but MOUs do not require Board 30 approval. 31 32 31. Memorandum of Agreement (“MOA”) means an agreement between the 33 Employer and the Association that (1) alters, amends or modifies the terms of 34 the collective bargaining agreement; (2) by Board policy or by law requires 35 Board action; or (3) the parties agree should be submitted to the Board for 36 approval. MOAs will not become effective except upon approval by the Board. 37 38 39 ARTICLE 2 – SCHOOL BOARD AUTHORITY 40 41 Section A The Board of Education of Jefferson County, Kentucky hereby specifically 42 retains and reserves unto itself, the Superintendent, the Principal/administrator, or 43 designee, and other administrative personnel of the school system all powers, rights, 44 authority, duties and responsibilities, and the exercise thereof, as conferred upon and 8 1 delegated to and vested in them by the Constitutions and the Laws and Regulations of 2 the United States of America and the Commonwealth of Kentucky except as otherwise 3 specifically provided for in this agreement.
Load more

Recommended publications
  • AGREEMENT Between the United States Postal Service And
    AGREEMENT Between the United States Postal Service and the American Postal Workers Union, AFL-CIO Covering Information Technology/Accounting Services 2011-2016 AGREEMENT Between the United States Postal Service and the American Postal Workers Union, AFL-CIO Covering Information Technology/Accounting Services 2011– 2016 UNITED STATES POSTAL SERVICE 2011 IT/AS NEGOTIATIONS TABLE OF CONTENTS Subject Page Preamble 1 Article 1 Union Recognition 2 Article 2 Non-Discrimination and Civil Rights 3 Article 3 Management Rights 4 Article 4 Technological and Mechanization Changes 5 Article 5 Prohibition of Unilateral Action 7 Article 6 No Layoffs or Reduction in Force 8 Article 7 Employee Classifications 9 Article 8 Hours of Work 11 Article 9 Salaries and Wages 15 Article 10 Leave 1 8 Article 11 Holidays 2 1 Article 12 Probationary Period 2 4 Article 13 Assignment of Ill or Injured Regular Work Force Employees 25 Article 14 Safety and Health 2 7 Article 15 Grievance-Arbitration Procedure 30 Article 16 Discipline Procedure 35 Article 17 Representation 39 Article 18 No Strike 44 Article 19 Handbooks and Manuals 45 Article 20 Parking 46 Article 21 Benefit Plans 47 Article 22 Bulletin Boards 49 Article 23 Rights of Union Officials to Enter Postal Installations 50 Article 24 Employees on Leave with Regard to Union Business 51 Article 25 Higher Level Assignments 52 iii Subject Page Article 26 Work Clothes 54 Article 27 Employee Claims 55 Article 28 Employer Claims 56 Article 29 Training 57 Article 30 Local Working Conditions 5 8 Article 31 Union-Management
    [Show full text]
  • New York City Rubber Rooms: the Legality of Temporary Reassignment Centers in the Context of Tenured Teachers’ Due Process Rights
    NEW YORK CITY RUBBER ROOMS: THE LEGALITY OF TEMPORARY REASSIGNMENT CENTERS IN THE CONTEXT OF TENURED TEACHERS’ DUE PROCESS RIGHTS By Bree Williams Education Law & Policy Professor Kaufman May 14, 2009 1 I. INTRODUCTION Jago Cura, a 32 year-old English teacher, was three months into his teaching assignment in the New York City Public School District (“the District”) when he was assisting students in his class with a group project.1 For no discernible reason, he began to lose control of his students and the class environment turned chaotic.2 Unable to deal with the stress, Cura began screaming and cursing at his students and, shortly after that, picked up a chair and flung it toward a blackboard.3 The chair bounced off the blackboard and grazed a student.4 After a moment, Cura realized what he had done and left the classroom.5 The day after this incident, the principal of Cura’s school instructed him to go to a Department of Education building for work instead of his classroom to teach.6 Unbeknownst to him at the time, Cura was being sent to a Temporary Reassignment Center, or what teachers within the District have termed, a “rubber room.”7 Rubber rooms are Department of Education facilities throughout the District that serve as a type of holding facility where teachers awaiting investigations or hearings involving alleged mishaps are sent for an indefinite period of time. This paper analyzes the legality of rubber rooms as a form of re-assignment for teachers that have allegedly engaged in misconduct, in light of a teacher’s tenure rights and right of due process.
    [Show full text]
  • THE NEW YORK CITY DEPAR1MENT of EDUCATION April 15, 2010 Michael Mulgrew, President United Federation of Teachers 52 Broadway, 1
    THE NEW YORK CITY DEPAR1MENT OF EDUCATION JOEL I. KLEIN. Cliana{fo, OFACE OF THE CHANCELLOR 52 CHAMBERS STREET - NEW YORK NY 10007 April 15, 2010 Michael Mulgrew, President United Federation ofTeachers 52 Broadway, 14th Floor New York, New York 10004 Dear Mr. Mulgrew: This letter will confirm the mutual understandings and agreements between the Board of Education ofthe City School District ofthe City ofNew York ("DOE") and the United Federation ofTeachers ("UFT"). Nothing in this Agreement shall constitute a waiver or modification ofany provision ofany collective bargaining agreement, letter (including but not limited to the June 27, 2008 letter from the Chancellor to the President ofthe UFT) or other agreement between the DOE and the UFT except as specifically set forth herein. Nothing in this agreement shall be construed to convert non-mandatory subjects ofbargaining into mandatory subjects ofbargaining. As used herein, the term "CBA" shall refer to the collective bargaining agreement covering teachers and corresponding provisions ofother UFT-DOE collective bargaining agreements. The long delays that have arisen in the current process ofinvestigating alleged acts of misconduct and adjudicating charges pursuant to Education Law § 3020-a benefit neither the DOE nor the employees represented by the UFT. The DOE and the UFT are committed to ensuring that the agreements reached here will be carried out so that those delays will be ended and the process outlined in the law, the contracts between the parties, and this Agreement will be adhered to. For purposes ofthis Agreement, all timelines shall be measured in calendar days, but shall not include the summer break, all recess periods and holidays.
    [Show full text]
  • Is It a Good Deal?
    IS IT A GOOD DEAL ? HOW NEW YORKERS SHOULD JUDGE THE NEXT TEACHERS ’ CONTRACT The New York City teachers’ contract expired on October 31, 2009. A new agreement may be reached soon. As the City faces a $5 billion budget gap for the next fiscal year and key educational reforms remain unfinished, here are key questions parents and taxpayers should ask to judge whether the next contract is a good deal for them. DOES IT SAVE TAXPAYERS MONEY ? Salary increases should be funded with value-generating concessions. The Mayor’s budget includes funds for two 4 percent annual raises costing $655 million annually; this is no longer affordable without offsetting savings. Pension and health insurance reforms should be implemented. Already agreed to increases in teachers’ contributions to their pension fund and additional pension benefit changes should be implemented, and new measures to curb health insurance costs should be put in place. DOES IT ENCOURAGE GOOD TEACHING ? Merit pay should replace seniority rewards. Ending pay increases solely for seniority after ten years would eventually save about $285 million annually, enough to fund a substantial merit pay program. Financial rewards should attract qualified teachers in shortage fields. Nearly one-in- ten teachers is not certified to teach in the subject to which they are assigned, especially in special education, math and science. Targeted pay increases should be used to help staff these areas. DOES IT END PAYMENTS TO THOSE WHO DO NOT OR CANNOT TEACH ? Compensation for teachers who are not teaching should end. About 1,400 teachers are paid to be in an “Absent Teacher Reserve”- at a cost of about $74 million annually – which does not require them to teach regularly.
    [Show full text]
  • SCARWAF/Foreman
    SCARWAF/Foreman SCARWAF In Every War, There Seems To Be At Least One Really Oddball, Bastard, Off-the-wall Unit. During The Korean Conflict, It Was An Outfit Called SCARWAF. Jim Foreman Copyright © 1988 SCARWAF/Foreman SCARWAF is a bizarre, tongue-in-cheek history of the 1903rd Engineer Aviation Battalion, SCARWAF; as being told some thirty-five years after the fact to a grandson, who had asked, "What did you do in the war, Grandpa?" SCARWAF is an acronym which means "Special Category Army Reassigned With the Air Force", or in plain language, a bastard, oddball unit made up of misfits. It is a story about Billy Bob Boomer, a professional rodeo cowboy; Jack "Red" Ryder, a rattlesnake hunter; Lester Price, who repaired traffic signals; Bobby Ward, a dogwood salesman; artist, Arthur Arthur Arthur and Obert Filpot, the most repulsive person in Texas. After being drafted, they were thrown together because the army, having no standard classification for their unusual civilian occupations, dumped them into a catch-all heading of Special Category. Knowing of no other use for such people, they were shipped off to an unknown unit which happened to also be designated as Special Category. Under the leadership of a National Guard unit from Chicago, which was made up for the most part by members of a street gang known as the Roaches, they finally realized that if they expected to survive should they find themselves in combat, they had better take charge of their own training. This story takes its protagonists from one fiasco to another as they stumble from the insanity of induction, through basic training and finally to Korea where they had to beg, borrow or steal nearly everything that they needed in order to accomplish their mission of building airstrips.
    [Show full text]
  • Human Resources Flexibilities and Authorities in the Federal Government
    Human Resources Flexibilities and Authorities in the Federal Government August 2013 Human Resources Flexibilities and Authorities in the Federal Government U.S. Office of Personnel Management 1900 E. St., NW Washington DC Website: http://www.opm.gov Human Resources Flexibilities and Authorities in the Federal Government 2 This page intentionally left blank. U.S. Office of Personnel Management Human Resources Flexibilities and Authorities in the Federal Government 3 Preface This handbook summarizes the major human resources (HR) flexibilities and authorities in the Federal Government and is intended as a reference material for managers, supervisors, and employees on personnel matters dealing with recruiting, retaining, and motivating the Federal workforce. These HR tools and requirements, which should be used in a strategic manner, are a critical component in ensuring that the Federal Government maintains a world-class workforce to serve the American people. Handbook Organization The Human Resources Flexibilities and Authorities Handbook is divided into three parts. Part I describes how the Governmentwide HR practices convey the message that the Federal Government is a "single employer" with common policies. Part II is designed for the non-executive workforce (e.g., General Schedule, Federal Wage System). It will help to: Learn what is available to assist in developing integrated and merit-based systems that make sense for the organization Foster greater balance of employees' work and nonwork time for greater productivity and higher morale Inject new skills and competencies into the workforce Develop compensation, performance and reward systems that send clear messages high performance is valued and rewarded Tackle workforce challenges in general Part III is devoted to the flexibilities and authorities designed specifically for the Senior Executive Service.
    [Show full text]
  • OPINION and ORDER #97477, That for the Reasons Stated in This
    Adams et al v. New York State Education Department et al Doc. 119 UNITED STATES DISTRICT COURT SOUTHERN DISTRICT OF NEW YORK - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - x TWANA ADAMS, et al., : Plaintiffs, : 08 Civ. 5996 (VM) (AJP) : -against- OPINION AND ORDER : NEW YORK STATE EDUCATION DEPARTMENT, et al., : Defendants. : - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - x ANDREW J. PECK, United States Magistrate Judge: Presently before the Court is the motion of defendants New York City, Chancellor Joel Klein and the New York City Board of Education (collectively, the "City Defendants" or the "City") for attorneys' fees and costs pursuant to Federal Rule of Civil Procedure 41(d). (Dkt. No. 98: City Notice of Motion.) The City Defendants seek to recover costs and attorneys' fees for work that they performed in Teachers4Action v. Bloomberg, 08 Civ. 548, that they cannot utilize towards defending the present case. (Dkt. No. 99: Greenfield Aff. ¶¶ 2-3.) For the reasons discussed below, the City Defendants' Rule 41(d) motion is GRANTED in the amount of $10,762.50 in attorneys' fees and $440.40 in costs for a total of $11,202.90. H:\OPIN\TWANA ADAMS Dockets.Justia.com 2 FACTS The "Teachers4Action" Prior Lawsuit On January 21, 2008, represented by then-attorney Edward Fagan, an alleged entity called "Teachers4Action," acting "on behalf of its members," sued Michael Bloomberg, New York City, Joel Klein, and the New York City Department of Education. (Teachers4Action, 08 Civ. 548, Dkt. No. 1: Compl.) On April 15, 2008, Teachers4Action filed an amended complaint – naming twenty-eight teachers as co-plaintiffs, including current plaintiff Twana Adams – against the same defendants and also added the United Federation of Teachers ("UFT"), UFT President Randi Weingarten, and UFT representative Betsy Combier as defendants.
    [Show full text]
  • No. 31, Summer, 2010
    Summer 2010 No. 31 The $2 €2 Internationalist No to Imperialist Occupation – U.S./U.N. Forces Out! pp. 5 - 26 For Haitian-Dominican Workers Revolution in a Socialist Federation of the Caribbean Defend North Korea Against U.S. War Threats . 4 Israel’s Flotilla Massacre a War Provocation. 64-76 Australia $2, Brazil R$3, Britain £1.50, SL/ICL Twists and Turns Over Haiti. 27- 44 Canada $2, Europe €2, India Rs. 50, Japan ¥200, Mexico $10, Philippines 50 p, Mobilize to Stop Deportations. 52- 58 S. Africa R10, S. Korea 2,000 won 2 The Internationalist Summer 2010 In this issue... Defend North Korea Against U.S. War Order Now! Threats and Sanctions ........................... 4 This bulletin contains the Haiti: Workers Solidarity, Yes! analysis by Karl Marx of slavery under capitalism Imperialist Occupation, No! .................. 5 and his key writings on Brazilian Trotskyists: Kick U.N., U.S. the second American and Brazilian Occupation Troops Revolution. The new Out of Haiti!............................................. 8 edition adds articles by George Novack U.S. Puts Haiti Into Receivership on slavery and the (Under Gouverneur Bill Clinton) ........... 9 plantation system in North America, as well Haiti Earthquake: Capitalism, as polemics on the Occupation and Revolution ................ 17 policy of communists on the Civil War. Spartacist League Backs U.S. Imperialist Invasion of Haiti ................ 27 US$1 SL Twists and Turns on Haiti ................. 31 Order from/make checks payable to: Mundial Publications, Box 3321, Church Street Station, New York, New York 10008, U.S.A. Open Letter from the Internationalist Group to the Spartacist League/ICL ..
    [Show full text]
  • Rubber Room II by Dr.J.Hochstadt
    https://www.google.com/accounts/NewAccount?service=blogger&continue=https%3A %2F%2Fwww.blogger.com%2Floginz%3Fd%3D%252Fcreate-blog.g%26a %3DADD_SERVICE_FLAG&hl=en&sendvemail=true&followup=https%3A%2F %2Fwww.blogger.com%2Floginz%3Fd%3D%252Fhome%26a %3DSERVICE_ONLY&naui=8 Under Assault: Teaching in NYC The members of our union are an enormously educated and committed group of people, but you would never know it from the treatment they get at the hands of the present Department of Education. If the press won't write about the assault on the profession, we have to do it ourselves. (NOTE: Comments are deleted only when they are obviously spam.) SUNDAY, DECEMBER 13, 2009 Tweed and its RRs: filling in what Brill conveniently left out If you remember Steven Brill's article in the New Yorker last summer, which riled practically everyone who knows anything about the infamous Teacher Reassignment Centers in NYC, you'll know that not everyone got a chance to rebut his skewed reality. Of course, some did. In an Ednotes post called "Steven Brill Leads Major Assault on ATRs and Rubber Room," Scott asked: "Was Steven Brill commissioned as a hit man on the rubber room and ATRs?" He thought Brill interviewed selectively for this article, to put pressure on the union to give up some protections in the upcoming (now current) contract negotiations. He also laid out Brill's "persistent record" of media failures and, in an additional post, published a teacher's response to the piece. Attorney Joy Hochstadt also wrote a rebuttal and sent it to both Brill and the New Yorker.
    [Show full text]
  • Benefits and Employment Policy Manual
    North Carolina Public Schools Benefits and Employment Policy Manual Public Schools of North Carolina Department of Public Instruction Division of District Human Resources 6368 Mail Service Center Raleigh, North Carolina 27699-6368 http://www.ncpublicschools.org/ Revised June 2020 Table of Contents Category Policy ID# Subject ID# 1.0 Definitions Definitions..................................................................... 1.1 2.0 Holiday Leave Paid Legal Holidays ...................................................... 2.1 Bona Fide Religious Holidays ....................................... 2.2 3.0 Annual Vacation Leave Annual Vacation Leave ................................................. 3.1 Annual Vacation Leave for Catastrophic Illness .............................................. 3.2 Annual Vacation Leave for New Parents ......................................................... 3.3 Bonus Vacation Leave .................................................. 3.4 4.0 Sick Leave Sick Leave ..................................................................... 4.1 Extended Sick Leave ..................................................... 4.2 Voluntary Shared Leave ................................................ 4.3 Voluntary Sick Leave Bank ........................................... 4.4 Disability Income Plan .................................................. 4.5 5.0 Personal Leave Personal Leave .............................................................. 5.1 6.0 Educational/Professional Leave Educational Leave ........................................................
    [Show full text]
  • 08755-9781452765013.Pdf
    © 2007 International Monetary Fund September 2007 IMF Country Report No. 07/330 Democratic Republic of the Congo: Poverty Reduction Strategy Paper Poverty Reduction Strategy Papers (PRSPs) are prepared by member countries in broad consultation with stakeholders and development partners, including the staffs of the World Bank and the IMF. Updated every three years with annual progress reports, they describe the country’s macroeconomic, structural, and social policies in support of growth and poverty reduction, as well as associated external financing needs and major sources of financing. This country document for the Democratic Republic of the Congo, dated June 2006, is being made available on the IMF website by agreement with the member country as a service to users of the IMF website. To assist the IMF in evaluating the publication policy, reader comments are invited and may be sent by e-mail to [email protected]. Copies of this report are available to the public from International Monetary Fund x Publication Services 700 19th Street, N.W. x Washington, D.C. 20431 Telephone: (202) 623-7430 x Telefax: (202) 623-7201 E-mail: [email protected] x Internet: http://www.imf.org Price: $18.00 a copy International Monetary Fund Washington, D.C. ©International Monetary Fund. Not for Redistribution This page intentionally left blank ©International Monetary Fund. Not for Redistribution DDeemmooccrraattiicc RReeppuubblliicc ooff tthhee CCoonnggoo PEACE – JUSTICE – WORK June 2006 ©International Monetary Fund. Not for Redistribution TABLE
    [Show full text]
  • Unionized Charter School Contracts As a Model for Reform of Public School Job Security
    \\jciprod01\productn\N\NYU\88-4\NYU406.txt unknown Seq: 1 26-SEP-13 15:43 UNIONIZED CHARTER SCHOOL CONTRACTS AS A MODEL FOR REFORM OF PUBLIC SCHOOL JOB SECURITY PETER KAUFFMAN* To have a strong public education system, it is imperative to recruit and maintain high-caliber public school teachers and ensure that school administrators can termi- nate underperformers. Teachers unions have contributed to this effort by increasing professionalism in teaching and giving teachers a role in school management, but they have also detracted from it by making it too difficult to terminate incompetent teachers. Nonunionized charter schools that employ teachers at will, on the other hand, may leave teachers vulnerable to arbitrary or malicious terminations. Union- ized charter schools, a relatively recent phenomenon, produce teacher contracts that, as the result of labor negotiations between two prominent players in education, could provide valuable lessons for reform to the American public education system. This Note’s analysis of contracts from the unionized charter schools in New York City reveals that they provide teachers with more job protection than employment at will but far less than provided in the public school union contract. Traditional public schools and unions should reform their collective bargaining agreements to provide a level of job security similar to that in the unionized charter school con- tracts. This may create the right balance between allowing principals to terminate incompetent teachers and protecting teachers from arbitrary or malicious terminations. INTRODUCTION ................................................. 1380 R I. THE PROBLEM .......................................... 1390 R II. CONTRACTS ANALYSIS .................................. 1394 R A. Union Contract ..................................... 1395 R B.
    [Show full text]