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staffing, class sizes, workload for salaried teachers v. summer coordinator workload

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with respect to on-calls

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ELL and ESL workload (similar to music - stacking sections)

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ELL and ESL workload (similar to music - stacking sections)

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Do we need language to control how this is allocated

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may not be related to CBA, but worth looking at moving forward

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staffing timelines for site-specific specialty courses

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staffing timelines for site-specific specialty courses

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Experiential learning courses are by nature smaller that so-called 'traditional' classes.  This has to be the case given the structure of such programs.  This contravenes the proposed funding model.  What could we offer students that are 'at-risk' or dependant upon experiential learning in order to obtain secondary credits?

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how do qualifications influence staffing?
ergonomics - provide staff with training, equipment, appropriate working environment

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workload issues - can we look at tightening the extremes? E.g., what is the lowest number of acceptable students per staff in one semester? How do special needs students influence class size (e.g., looking at Quebec model)
how do specialized programs affect staffing ratio?

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current and/or past iterations
what is this going to look like moving forward?
department heads? chaplains? SERTs?  Language regarding central positions?

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look at other units' language with respect to movement in or out of IB
WE WANT TO KEEP THIS VOLUNTARY

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I agree

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opening a can of worms?  other areas where days in lieu might be worth considering?
eLearning workload for guidance?