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The unit for the measurement of full-time equivalence is a full-time teacher. The full-time equivalence of part-time teachers is determined by calculating the ratio of their hours worked to the statutory hours worked by a full-time teacher during the school year. For example, a teacher who works one-third of the statutory hours of a.
For example, 1 full-time teacher and 3 part-time teachers (i.e. half-time) would be a total of 2.5 FTE teachers. Related Topics. Full-time teacher - Teacher assigned 100% of an allocated unit. Part-time teacher - Teacher assigned less than 100% of an allocated unit.
The equivalent is calculated in persons-years. The unit for the measurement of full-time equivalence is a full-time teacher. The full-time equivalence of part-time teachers is determined by calculating the ratio of their hours worked to the statutory hours worked by a full-time teacher during the school year. For example, a teacher who works one-third of the statutory hours of a full-time ...
- Teaching Profession
- Formation of Teachers' Associations
- Collective Bargaining Rights
- Professional Concerns
- Teacher Education and Certification
- Self-Regulatory Powers
- Educational and Social Concerns
- International Development
The teaching profession, broadly defined, includes all those offering instruction in public or private institutions or independently. As defined here, the teaching profession includes only those who are licensed by the provincial and territorial authorities to provide instruction to elementary and secondary students in publicly supported schools. T...
The advances in education in the 1800s were accompanied by repeated attempts by teachers to form local associations. In the early days teachers' organizations were dominated by Department of Education officials, inspectors, clergymen and influential laymen. As a result, association meetings tended to be devoted principally to inspirational addresse...
The Alberta Teachers' Association was, in 1941, the first association to acquire full bargaining rights, including the right to strike. The Manitoba Teachers' Society acquired similar rights in 1948. However, in 1956, negotiation procedures substituting binding arbitration for strike rights were written into the Manitoba Public Schools Act. Saskatc...
Founders of the various teachers' associations sought not only economic security but the establishment of teaching as a profession that was equal in status to LAW and MEDICINE. In particular, teachers fought for compulsory membership in their association, a code of ethics, the power to discipline members who did not abide by the code, and for contr...
Although the provincial departments of education reserve the power to issue teaching certificates, teachers have nevertheless campaigned for higher standards of certification. Initially the goal was to ensure that all teachers completed high school before entering normal school, a goal that had not been achieved by 1939. After the Second World War ...
Teachers' associations have not yet assumed complete responsibility for the certification, decertification, competence and continuing education of their members. In the early 1980s, however, Ontario and Alberta proposed to the teachers' associations that they adopt a full self-governing role on the condition that the teachers agree to split their o...
Canadian teachers believe in a public education system rooted in equity and universality. They have consistently pressed for broad-based equitable funding that reflects the fact that public education is a collective responsibility. Evaluation of students has been a source of persistent concern among teachers. For example, the need for external exam...
CTF offers teachers the opportunity to participate in an international exchange and to volunteer service to colleagues in developing nations through Project Overseas. Since 1962 volunteer Canadian teachers have been volunteering their time and expertise to improve teaching performance and school management in over 50 countries in Africa, Asia, the ...
Educators include teachers, administrators, early childhood educators, long- term occasional (LTO) teachers and LTO early childhood educators. LTO educator data is based on data reported by school boards. The definition of an LTO teacher or LTO early childhood educator may vary across school boards based on local collective agreements in place.
This table displays the results of Organization of teachers' working time Number of weeks of instruction, Number of days of instruction, Net teaching time, Working time required at school, Total statutory working time, Primary, Lower secondary and Upper secondary, general programmes, calculated using weeks, days and hours units of measure (appearing as column headers).
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How many full-time teachers are there in Canada?
How much FTE does a faculty member teach?
How many full-time teachers are there?
Can a FTE faculty calculation model be based on a full-time teaching load?
What is the definition of a Full-Time Equivalent?
What does FTE mean in CACREP Standards?
If she is not teaching a full load during that time period, her FTE figure would be decreased based on the number of courses taught in relation to a full teaching load. For example, if the official full-time graduate teaching load is 4 graduate courses per semester, then each course accounts for .25 FTE, so a faculty member only teaching 3 courses that terms accounts for .75 FTE (i.e., 3 x .25 ...
