ࡱ>  bbjbjoo .  |Z&d d %%%%%99998qD9Q_hAA"ccc>>>^^^^^^^`[c^%>>>>B^%%cc _F%c%c^>^%%^f9"Z6<!_0Q_*[rccl^%^>>>d :    Model Agreement on the Introduction and Implementation of the National Agreement on Performance Management and Review Systems n Further Education Colleges and Institutions in Wales Introduction This agreement and its appendices form a collective agreement between .........................(college) and ӣ covering the operation of Performance Management and Review in the College. It should be understood that PMAR is being undertaken for two separate but related purposes: - The annual setting of targets and review of the performance of all lecturing staff. To determine incremental progression above UP1 for lecturers demonstrating Teaching Excellence. Objectives of PMAR Paragraphs 3 16 below set out how PMAR will operate. Both parties agree that they implement the national agreement. A successful college is dependent on teams and individuals who are clear about what is expected of their role, who regularly receive feedback on how they are performing and are encouraged to develop their capabilities. As the purpose of the PMAR system is to support and assist teaching staff in their professional development, it will not be used for disciplinary and capability purposes. This PMAR System will be used for all staff employed on the ASL, MG and UP scales but will not be used to determine incremental progression for ASL and MG posts or for incremental progression from MG6 to UP1. It will only be used for the purpose of determining incremental progression for lecturers applying to move from UP1 to UP2 or UP2 to UP3. PMAR must operate within the College Equality and Diversity Policy and consequently be seen to operate fairly and equitably for all those who are involved. It must be seen as an entitlement for all staff. In particular, line managers must be aware of the dangers of stereotyped expectations which result in a biased approach. PMAR should be used positively to promote equality and diversity and to encourage all those involved to fulfil their potential for development. Training will be provided for staff and managers involved in PMAR to ensure that they are fully aware of the legislation and College policy that covers equality and diversity and to make certain that direct or indirect discrimination does not occur. The colleges Professional Development Committee (or equivalent) should consider fully the equality implications of the allocation of training and development and other resources, resulting from the operations of the PMAR system, and monitor developmental outcomes. This is in any case a requirement of the public sector equality duties. The PMAR Process There are 3 parts to the process: planning, managing and reviewing performance. In the first year of PMAR, there will be a requirement for 2 meetings in the course of the annual performance cycle at which the lecturer and reviewer will meet to set targets and a formal review at the end of the year in order to measure performance against the targets set at the start of the year. In subsequent years, one meeting will normally be sufficient to both review the previous targets and modify or set new ones. In some circumstances further meetings may be agreed to be necessary in individual cases. Planning Performance The reviewer will normally be the lecturers line manager. If a lecturer has reason to believe that the reviewer allocated to him/her for the purposes of PMAR is unsuitable, s/he will be required to evidence that unsuitability through the colleges PMAR appeals procedure. If the grievance is upheld then the college will appoint another reviewer. 8 Stage One of the process will involve planning performance. Action plans and targets will be developed around the requirements of team, department and college development needs which are relevant to the lecturers role. They will also take into account individual professional development needs. The reviewer and the lecturer will mutually agree the details of the targets. It is accepted that the national agreement precludes the use of student attainment targets when incremental progression is being assessed through PMAR. There will be a maximum of six targets. The planning performance pro forma will be completed by the reviewer and signed by both parties. 9. In order to enhance the performance of lecturers, it is expected that PMAR will identify CPD requirements. These will be agreed by both the reviewer and the lecturer and will be funded by the college. If sufficient funding is not available, then the lecturer and the reviewer will agree alternative CPD activity and, if necessary, amend the targets. Managing Performance 10. During the course of the year performance against the agreed targets will be monitored. Subject to agreement between the lecturer and the reviewer this may involve a meeting or more informal arrangements as appropriate. Actions agreed at such meetings will be recorded in the form of notes or in modified action plans by the reviewer. 11. An assessed teaching observation will form part of PMAR and will be undertaken by the reviewer or, where otherwise agreed, an alternative trained peer assessor. The observation will be carried out during the lecturers normal timetabled teaching sessions. A maximum of three hours in one year will be earmarked for the observation, pre observation discussion and post observation feedback. This will be treated as credited class contact time. The observation should, as far as possible, be used to provide evidence for Self Assessment Reports and such other purposes including Inspection Reports, in order to minimise the need to undertake additional observations. Protocols for the conduct of observations will be agreed with recognised unions. 12. In addition to observations, it is anticipated that a minimum of three hours in total per annum within the non-teaching element of contracted hours will be needed to satisfy the other requirements of the PMAR. 13. The reviewer will inform the lecturer in writing, with at least 10 working days notice, that s/he intends to undertake an assessed teaching observation. A date will be agreed with the lecturer for a pre-meeting to discuss which session will be observed and to ensure that there is sufficient time at the end of the observation session to discuss the feedback. (see also 11 above). 14. If the lecturer believes that the feedback is unfair or inaccurate, or if the session is not an accurate representation of his/her usual standard of teaching, then it must be recorded on the feedback form. If agreement on that session cannot be reached for such reasons, then the lecturer can request a further observation be conducted. Such a request will not be unreasonably refused. 15. Completed teaching observation forms for each lecturer will be held by the reviewer and will remain confidential to the lecturer, reviewer and HR Department, and any others e.g. the Quality Manager, agreed with recognised trade unions as part of the local arrangements covering teaching observations. Reviewing Performance 16. There will be an annual review meeting between the lecturer and the line manager, or other agreed reviewer, which will use the recorded objectives as a focus to discuss achievements and to identify any development needs. This will include the proposed action, resources available within the College budget, development plan and professional development policy, and the support to be provided. A written review statement will be prepared by the reviewer, at the review meeting. This will record the main points made and the conclusions reached, including any identified development needs on a separate annex. If it is not possible to complete the statement at the meeting it must be prepared by the reviewer, within 10 working days of the meeting. The lecturer will be provided with a copy and may, within 10 working days of first having access to the copy, add to it comments in writing. Lecturers are required to complete a self-evaluation form at the end of each year. The self-evaluation form will be used along with other evidence to measure progress made against the agreed targets set at the beginning of the performance cycle. The self-evaluation form is intended to focus the review process but will not form part of the record of the review. Copies of the review statement will be held by: The lecturer The manager, or specified reviewer The College in a central file which may be used to inform Quality procedures. All review statements will be kept on the central file for at least three years. The training and development needs from the review statement will be copied to the person responsible for continuous professional development. Appeals 17 Informal Stage If, at any stage during the planning, managing or reviewing performance, a lecturer wishes to express a concern about the way in which the PMAR is being operated, then s/he must raise that issue with his/her line manager. A record of the discussion must be recorded and agreed by both parties. A union representative may be present at this hearing. 18 Formal Stage If the informal stage fails to resolve the concerns, then the individual must provide in writing the nature of their concerns and the resolution they seek. On receipt of the written concerns the college will use the colleges grievance procedure to resolve the matter, moving directly to the formal written stage of the procedure. PMAR and Incremental Progression Threshold Progression (UP1 UP2) 19. Where PMAR is being used to determine Teaching Excellence leading to Threshold Progression, the lecturer will be required to produce evidence in portfolio form to illustrate s/he has met all the nationally agreed criteria and agreed performance targets. In these cases, the process for incremental progression from UP1 to UP2 will be as set out in 20 28 below. 20. At the beginning of the academic year in which a lecturer achieves UP1 on the pay scales, s/he will be informed by letter that s/he will be eligible to apply for Threshold Progression to UP2 through teaching excellence. The letter will include the details of a reviewer allocated to the lecturer. This will usually be his/her line manager as in previous PMAR cycles. However the lecturer may ask for a different reviewer during threshold progression and this will not be unreasonably refused. 21. Applications for threshold progression (and progression from UP2 to 3) are voluntary. While the College is obliged to notify all eligible applicants of their entitlement to apply, it is the responsibility of individuals to make an application. 22. PMAR will operate as normal (para 3-16) for the two year period during which the lecturer is preparing for threshold progression (UP1 UP2). 23. Following the final review meeting the lecturer will submit a portfolio of evidence in support of his/her application to a progression panel consisting of ............ Under the national agreement the portfolio must contain evidence that during the past two years the lecturer has: undertaken two classroom observations which demonstrate: Evidence of consistent and effective session planning to meet students learning needs Evidence of consistent and effective use of a range of appropriate strategies for teaching and learning environment management Evidence of consistent and effective monitoring of student progress and provision of clear and constructive feedback successfully achieve targets set through PMAR which show that the lecturer: has participated in relevant CPD is able to demonstrate up to date subject knowledge has made a professional contribution to student learning and the overall work of his/her department and/or college. It is accepted that the national agreement prevents the College from adding to the criteria set out in section 23 or modifying them in any way whatsoever. 24. Evidence that would demonstrate compliance with the national standards during classroom observations is explained in Appendix 1. The process of determining evidence to demonstrate the achievement of targets and the amount and type of evidence required in the portfolio is set out in Appendix 2. 25. Given that the lecturer will have gone through the PMAR process there should not normally be any need for the panel to call her/him to a formal interview. However in certain circumstances and by mutual agreement it may be appropriate for lecturers to give oral evidence to the panel in support of their application. If the panel identifies any deficiencies in the evidence contained in the portfolio, the lecturer will be given a mutually agreed period of time (not less than one month) to rectify these deficiencies and resubmit the portfolio. 26. Following the final submission of the portfolio the panel will give their decision within 10 working days. In the case of both successful and unsuccessful applications the outcome should be confirmed with reasons in writing as soon as possible after the decision has been made. Oral feedback alone is not acceptable. Where the lecturer fails to meet the criteria and is not successful in his/her application to progress, feedback must be comprehensive. The reasons for failure to progress must be explained and linked to the nationally agreed criteria. Feedback should also be sensitive, informative and developmental. It should explain what needs to be done for threshold progression to be achieved. The letter should also explain the applicants rights of appeal as outlined in 28 below. 27. Procedures will be agreed with the recognised unions to ensure that the decisions of the panel are moderated and standardised to maintain consistency in their assessment of portfolios. 28. If the lecturer wishes to appeal against the panel decision they should use the PMAR appeals procedure set out in 17 & 18 above. Progression from UP2 UP3 29. Once a lecturer has demonstrated teaching excellence by progressing to UP2, there will be a normal expectation that s/he will move to the final point on the salary scale two years later, so long as they continue to meet the national criteria in observations and meet targets set through PMAR. 30. If they fail to meet these standards, the reviewer will explain this during the normal PMAR process and agree opportunities (including additional mutually agreed observations if necessary) for the lecturer to demonstrate improvement. 31. At the end of the two year period the reviewer will normally produce a statement confirming that the lecturer has maintained their excellence in teaching and has met their PMAR targets. This will be submitted to the progression panel who will confirm that the lecturer has met the criteria for progression to UP3. No additional portfolio will be required but again in exceptional circumstances the lecturer may be asked to give oral evidence to the panel. 32. In the rare cases where the reviewer is not prepared to confirm that standards have been maintained, the lecturer will be given the opportunity to update their threshold file and re-submit it to the progression panel who will make the decision. In the case of both successful and unsuccessful applications the outcome should be confirmed with reasons in writing as soon as possible after the decision has been made. Oral feedback alone is not acceptable. Where the lecturer fails to meet the criteria and is not successful in his/her application to progress, feedback must be comprehensive. The reasons for failure to progress must be explained and linked to the nationally agreed criteria. Feedback should also be sensitive, informative and developmental. It should explain what needs to be done for threshold progression to be achieved. The letter should also explain the applicants rights of appeal as outlined in 28 below. 33. If the lecturer wishes to appeal against the panel decision they should use the PMAR appeals procedure set out in 17 & 18 above. Signed On behalf of College On behalf of ӣ Appendix 1 Observations for incremental progression: Observations should be assessed against three nationally agreed standards. It is agreed that the standards will have been demonstrated if the lecturer shows evidence of the bullet points detailed below. Evidence of consistent and effective session planning to meet students learning needs. Lecturers should be able to demonstrate that: they use knowledge of students learning needs to plan lessons and sequences of lessons for groups and individuals they communicate learning objectives clearly to students they effectively use assignments and other learning opportunities Evidence of consistent and effective use of a range of appropriate strategies for teaching and learning environment management Lecturers should be able to demonstrate that: they use effective lesson structures, classroom organisation and teaching strategies to motivate students appropriately they are able to differentiate within groups they promote high levels of general student behaviour. Evidence of consistent and effective monitoring of student progress and provision of clear and constructive feedback Lecturers should be able to demonstrate that: they set realistic and challenging targets for students progress based on prior attainment (using national, local, college/departmental targets where available and appropriate) they use assessment information to monitor students progress Documentation for observations Below is a list of possible sources of evidence which lecturers might use in conjunction with the observation to demonstrate compliance with the standards. Any documentation to be provided as evidence should be mutually agreed with the observer at the pre-observation discussion: schemes of work lesson plans planning files/records showing appropriate support/extension annotated students work, records of assignments set tutorial and/or course management records previous teaching observations including reference to use of teaching support staff CPD records or any other relevant information about professional development activities behaviour logs, concern notes and similar documentation relating to student behaviour monitoring and management assessment records, records of achievement monitoring data, records of target-setting discussions feedback from lesson observations parental consultation records. Appendix 2 Evidence for the Portfolio The portfolio must contain evidence that the lecturer has attained targets set during the PMAR process. Up to six targets may be mutually agreed between the lecturer and the reviewer. The actual number set should reflect the nature of the targets, the lecturers teaching and non-teaching duties and their achievability within the time available. The targets are intended to allow lecturers to demonstrate their contribution to three nationally agreed criteria. An agreed proforma will be used to structure the portfolio. It will contain three sections corresponding to the three national criteria. The lecturer will be expected to produce a short statement in each section explaining how s/he has attained the targets set under each criterion and provide evidence to support their statements. It is agreed that the lecturer would normally be expected to produce one piece of evidence to demonstrate completion of each target. This evidence will be agreed along with the targets at the initial target setting meeting. A single piece of evidence can be used to provide evidence for more than one criterion. The sections below provide guidance to reviewers and lecturers in agreeing targets and an appropriate piece of evidence to demonstrate completion. It is not a checklist. Lecturer participation in relevant CPD Targets should allow lecturers to demonstrate that: they can identify and pursue their professional development to improve their teaching and students learning. they can show how they have made effective use of the outcomes of their professional development experience in their teaching. they can show how they have shared the benefits of this experience with professional colleagues Note: professional development covers planned experience in and out of college. It includes college-based staff development, mentoring, courses, personal research, industry placements and any contractual CPD/professional development days. Below is a list of possible sources of evidence that lecturers might use to demonstrate compliance with this criterion: CPD records, certificates of attendance or any other relevant information about professional development activities personal research/use of professional bursaries college-based and external professional development sessions/courses, minutes of staff meetings performance management evidence relating to him/herself notes of coaching, mentoring he/she has undergone observations of lessons use of national and local initiatives (eg literacy, numeracy, ICT) work shadowing evidence referenced in other standards PMAR records of CPD. The lecturer is able to demonstrate up to date subject knowledge Targets should allow lecturers to demonstrate that: they have a sound and up-to-date knowledge of good practice in teaching techniques relevant to their subjects/students they know their subject/specialism in sufficient depth to teach effectively they take account of relevant strategies eg literacy, numeracy, ICT, and use them appropriately in their teaching Below is a list of possible sources of evidence that lecturers might use to demonstrate compliance with this criterion: CPD records or other relevant information about professional development activities feedback from lesson observations, work on curriculum development, schemes of work linked to departmental/college development plans external reviews by Estyn, other teachers (where agreed) PMAR documentation planning records documentation relating to participation in internal verification, external moderation, markers meetings, Estyn inspections and similar activities which have a developmental content The lecturers professional contribution to student learning and the overall work of his/her department and / or college Targets should allow lecturers to demonstrate: how they contribute to the development plans for their department and/or college how they contribute to the implementation of departmental/college policies how they promote students understanding of the wider aspirations and values of the college Below is a list of possible sources of evidence that lecturers might use to demonstrate compliance with this criterion: planning records, departmental/college action plans lesson observations PMAR documentation contribution to curricular and extra-curricular activities curriculum working parties departmental/college committee membership and the effectiveness of contributions made departmental team work, working parties     PAGE  PAGE 13 :@BI ' ( s   CS8:ƺƍqƁaTTM hqbhh vhqNhh vOJQJ^Jh8khh v5OJQJ^JaJhqbhh v5OJQJ^JaJhh vOJQJ^JaJh@hh vOJQJ^Jhh v5OJQJ^J)hFuJhh v5>*CJOJQJ\^JaJhh vB*OJQJphhh vOJQJ^Jhh v hFuJhh v>*B*CJaJphhh vB*phhh vCJ aJ hFuJhh vCJ aJ  : ; $^`a$gdh v$a$gdh v  !.^.gdh v & F ^gdh v^gdh v & F gdh v$a$gdh vgdh v ( ) * :;LM$a$^gdh vgdh v & F gdh v$ h^a$gdh v$ & F ha$gdh v $ ha$gdh v $ & F a$gdh v$a$gdh v^gdh v:;LM/0###˼xl\l\lVllGlhh v5OJQJ\^JaJ hh vaJhh vB*OJQJ^JaJphhh vOJQJ^JaJ hFuJhh vhh vhh3ahh v^Jhh v>*CJ^JaJ#hFuJhh v>*CJOJQJ^JaJ%hFuJhh vB*OJQJ^JaJphhFuJhh vOJQJ^JaJ#hh3ahh v5CJOJQJ^JaJ&hh3ahh v5>*CJOJQJ^JaJhh3ahh v>*OJQJ^J/0stJK $a$$a$ $0^`0a$$ h0^`0a$$ & F ha$gdh vgdh v V"W"#######1$u$$%:%;%%% &S&&&/'{'' (U(($a$ $0^`0a$(((((()[)m)o)))) *K*Y*Z*[*\*]*^*_*g*h*z* $ & Fa$gdh v$8^8a$ $ & Fa$gdh v $ & Fa$gdh v$a$#Y*Z*_*g*h*z*{*-S-T-U-w----.. / /00001üymm]mYQLQ>hhh v5B*\ph hh v5hhh v5hh vhh vB*OJQJ^JaJphhh vOJQJ^JaJhh v5OJQJ^JaJ hh v5>*CJOJQJ^JaJ#hh3ahh v5CJOJQJ^JaJhh vOJQJ^JaJ h8khh v hh v5^J hh v^Jhh3ahh v>*CJ^JaJhh v>*CJ^JaJ&hh3ahh v5>*CJOJQJ^JaJhh vOJQJ^Jz*{**5+w+++++>,,,-S-T-U-w-x--- / /11$h^ha$ $0^`0a$$a$$a$gdh v $^a$gdh vgdh v111223333?443545555555N6$ & Fa$ $ & F a$gdh v$a$$a$gdh v$ & Fa$ $ & F a$gdh v$a$gdh v $ & F a$gdh v$0^`0a$gdh v $0^`0a$113?455h555O6666d7n7 88:S=_=`=>>CJFVFWFXF]FFFF/GWGG~~piU&hthh v5CJ OJQJ\^JaJ hh v5\hnUhh vOJQJ\^Jhh vOJQJ\^Jhh v5OJQJ\^Jhh3ahh v56OJQJ^Jh4hh v5OJQJ^Jh)j%hh vOJQJ^Jhh v5OJQJ^Jhh3ahh vOJQJ^JhJhh vOJQJ^Jhh vhh vOJQJ^Jhh vOJQJ^JaJ!N6O66688Y9Z9?:@:::;;==`=a=b= >!>>>>>>?$a$gdh v & Fgdh v$a$gdh v??@@BBCCzD{DEEWFXFYFFFFFF0G1G2G3G4G5G6G$a$gdh v$a$gdh v & Fgdh vgdh v6G7G8G9G:G;GG?G@GAGBGCGDGEGFGGGHGIGJGKGVGWGGGNHOHH & Fgdh vgdh vGGNHOHHHHHHHIIJIIIGJHJvJwJJJKKQKRKSKTKKKKLLL M MM#N$N%N4N5NANBN1OʻʪʪzmmhFrhh vOJQJ^J&hFrhh v5CJOJQJ\^JaJhthh v5\hh v5B*\ph hh v5\hh vhthh v\ hh v5hh v5CJOJQJ^JaJ#hthh v5CJOJQJ^JaJhthh vOJQJ^Jhh vOJQJ^Jhh v5OJQJ\^J*HHHHJIIIIGJHJvJwJJKSKTKKKKKLLLL & Fgdh v & Fgdh v & Fgdh vgdh v & Fgdh vh^hgdh vgdh vL M M$N%N5NBNNNN2OOO%P\P~PPPPPPPPPP & Fgdh v & Fgdh v & Fgdh v & F gdh vgdh vgdh v1O2OOOOOPPPPPPPCRRRRRRSSSTTTMTPTTTTTT@UAU\UdUUVVIVJVVV6W7WWW̸uh_Xhh vCJaJhj6hh v5\hwhh v\hwhh v5\hQdhh v5\ hh v\hj6hh v\ hh v5&hQdhh v5CJOJQJ\^JaJ hh v5CJOJQJ\^JaJhh v5OJQJ\^Jhh v5B*\ph hh v5\hh v.PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPRRTT@UAUUUVVIVJVV7WWWWXXYYvYYZ & Fgdh v & Fgdh vh^hgdh v$a$gdh vgdh vWWWXXYYuYvYYYZZ=Z>ZoZpZZZZZZZ[[[[[[X[Y[Z[[[\\=]>])______`DaFaubxbyb{b|b}bbbbbbbbbҾjhh v0JUjhh vUhh v5OJQJ\^Jhh vCJaJh_Xhh v5CJaJh_Xhh vCJaJhh v5B*\ph hh v5hh v5S*\hh v hh v5\<Z>ZpZZZZ[[[O[Y[Z[[[\R\\\=]>]]^O^b^s^(_ & Fgdh v & Fgdh vh^hgdh vgdh v & Fgdh v(_)_____$`o```DaEaFazaaaaaMbubvbwbxbybzb$a$gdh v & Fgdh v & Fgdh vh^hgdh vgdh vzb{b|b~bbbbbbbbbbbbbbbbgdh v&`#$$a$bbbbbbbbbbbbb hh v5\hh v0JmHnHuhh vjhh v0JU hh v0J ,1h. 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