Common use of Acclimation Assistance to Educator(s) Clause in Contracts

Acclimation Assistance to Educator(s). The District agrees to allow Educator to participate in the District’s teacher induction program for teachers newly hired to the District and to provide professional guidance, support, and assistance upon the Educator’s arrival and throughout each Educator’s Initial Term in the same manner it provides to other newly hired teachers. TPG additionally agrees to provide the Educator with a Mentor. Additionally, the District agrees to provide the following support services for each Educator: Monitor initial adjustment and performance on an on-going informal basis and provide opportunities to share and discuss mutual observations and concerns with Educator; provide opportunities for and encourage Educator to take advantage of professional development; facilitate cultural exchange opportunities for Educator through District and district -wide activities and events and community involvement; communicate with TPG in a timely manner regarding Educator’s status, sharing observations and concerns about initial adjustment, progress, and overall performance , and assist Educator, if necessary, with other reasonable resources and support services. Additionally, in the event Initial-Term Educator arrives after classes have begun, the District agrees to provide Educator with a minimum of one day for classroom observation or other non-teaching, professional development activity to facilitate transition into Educator’s teaching duties.

Acclimation Assistance to Educator(s). The District agrees to allow Educator to participate in the District’s teacher induction program for teachers newly hired to the District and to provide professional guidance, support, and assistance upon the Educator’s arrival and throughout each Educator’s Initial Term in the same manner it provides to other newly hired teachers. TPG XXX additionally agrees to provide the Educator with a Mentor, so that the teacher has a Mentor from the District and one from EPI. Additionally, the District agrees to provide the following support services for each Educator: Monitor initial adjustment and performance on an on-going informal basis and provide opportunities to share and discuss mutual observations and concerns with Educator; provide opportunities for and encourage Educator to take advantage of professional development; facilitate cultural exchange opportunities for Educator through District and district -wide district-wide activities and events and community involvement; communicate with TPG EPI in a timely manner regarding Educator’s status, sharing observations and concerns about initial adjustment, progress, and overall performance performance, and assist Educator, if necessary, with other reasonable resources and support services. Prior to the commencement of student classes during Educator’s initial School Year, the District agrees to provide Initial-Term Educator one Temporary Duty Elsewhere (TDE) day during normal business hours in which to arrange housing, transportation, etc. Additionally, in the event Initial-Term Educator arrives after classes have begun, the District agrees to provide Educator with a minimum of one day TDE for classroom observation or other non-teaching, professional development activity to facilitate transition into Educator’s teaching duties.

Acclimation Assistance to Educator(s). The District agrees to allow Educator to participate in the District’s teacher induction program for teachers newly hired to the District and to provide professional guidance, support, and assistance upon the Educator’s arrival and throughout each Educator’s Initial Term in the same manner it provides to other newly hired teachers. TPG EPI additionally agrees to provide the Educator with a Mentor, so that the teacher has a Mentor from the District and one from EPI. Additionally, the District agrees to provide the following support services for each Educator: Monitor initial adjustment and performance on an on-going informal basis and provide opportunities to share and discuss mutual observations and concerns with Educator; provide opportunities for and encourage Educator to take advantage of professional development; facilitate cultural exchange opportunities for Educator through District and district -wide district-wide activities and events and community involvement; communicate with TPG EPI in a timely manner regarding Educator’s status, sharing observations and concerns about initial adjustment, progress, and overall performance performance, and assist Educator, if necessary, with other reasonable resources and support services. Prior to the commencement of student classes during Educator’s initial School Year, the District agrees to provide Initial-Term Educator one Temporary Duty Elsewhere (TDE) day during normal business hours in which to arrange housing, transportation, etc. Additionally, in the event Initial-Term Educator arrives after classes have begun, the District agrees to provide Educator with a minimum of one day TDE for classroom observation or other non-teaching, professional development activity to facilitate transition into Educator’s teaching duties.