Assistance Plans Sample Clauses
The Assistance Plans clause outlines the obligations and procedures for providing support or aid to certain parties under the agreement. Typically, this clause specifies the types of assistance available, such as training, technical support, or financial aid, and details how and when such assistance can be requested or delivered. Its core practical function is to ensure that parties have a clear understanding of the support mechanisms in place, thereby facilitating smooth cooperation and addressing potential issues proactively.
Assistance Plans. When an evaluator notes an area of concern with an evaluatee, informal assistance and support will be offered and documented. If documentation indicates that the area of concern persists, an assistance plan shall be jointly developed between the evaluator and evaluatee to outline a formalized plan of support. The Assistance Plan should be viewed as an evolving document to support the performance needs of the teacher and should begin with focus on the most impactful areas of concern. When a teacher has successfully sustained effective performance in an area of concern on an Assistance Plan, the plan should be adjusted to reflect any other impactful areas of concern or marked “Achieved,” and that Assistance Plan shall be concluded. It is expected that Assistance Plans will be addressed in the most expeditious manner possible so that a teacher will have the tools and/or skills to attain a “Developing” level as soon as possible. It is expected that the School Administration shall offer the utmost support and be available to “assist” the teacher and provide the necessary resources in a manner of mutual respect.
Assistance Plans. When an evaluator notes an area of concern with an evaluatee, informal assistance and support will be offered. If the area of concern persists, an assistance plan shall be jointly developed between the evaluator and evaluatee to outline a formalized plan of support. An Assistance Plan may only be drafted as a result of an “Ineffective” rating in a Domain and is supported by a preponderance of evidence presented by the Primary Evaluator. A teacher may only be placed on an Assistance Plan for no more than two interrelated Performance Measures at a time. When a teacher has successfully addressed all of the areas of concern on an Assistance Plan by achieving a Performance Level of “Developing” or above and the plan has been marked “Achieved,” that Assistance Plan shall be concluded. If there are other outstanding previously marked “Ineffective” areas, those may then be addressed in a newly-drafted and jointly-developed Assistance Plan. Rating higher than “Ineffective” will be addressed by the teacher in his or her Growth Plan (PGP). It is expected that Assistance Plans will be addressed in the most expeditious manner possible so that a teacher will have the tools and/or skills to attain a “Developing” level as soon as possible. It is expected that the School Administration shall offer the utmost support and be available to “assist” the teacher provide the necessary resources in a manner of mutual respect.
Assistance Plans. The Peer Assistance and Review (PAR) program identifies the areas of classroom management, instructional strategies, and student progress as critical components. The California Standards for the Teaching Profession align with those categories as follows: Classroom management Standard 2 Instructional strategies Standards 1, 3, and 4 Student progress Standard 5 On the Summative Evaluation, an "Unsatisfactory" rating in any category (Standards 1-5) requires mandatory participation in PAR. On the Summative Evaluation, two consecutive "Needs to Improve" in the same category (Standards 1-5) requires mandatory participation in PAR.