BEGINNING TEACHER ASSISTANCE PROGRAM Sample Clauses

BEGINNING TEACHER ASSISTANCE PROGRAM. Should the District choose to participate in the beginning teacher assistance program, the provisions of WAC 392-196 and the following guidelines for participation shall be in effect:
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BEGINNING TEACHER ASSISTANCE PROGRAM. Should the District choose to participate in the Beginning Teacher Assistance Program, the following guidelines for participation shall be in effect:
Sample 1Sample 2Sample 3See All (5)
BEGINNING TEACHER ASSISTANCE PROGRAM. BTSA Joint Panel/Definitions
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BEGINNING TEACHER ASSISTANCE PROGRAM. (BTAP)‌ The District shall not require any employee to apply for participation. Substitute costs shall be paid by the District. No participating employee shall be subject to any additional evaluation procedure not outlined in the current Collective Bargaining Agreement. A mentor teacher shall not in any way participate in, or contribute to, the performance evaluation of the beginning teacher. Should the District receive any allocation for a Beginning Teacher Assistance Program, the District and the Association shall work together to establish any revisions or additions to the contract to fairly distribute the allocation among all participants.
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BEGINNING TEACHER ASSISTANCE PROGRAM. The District and Association affirm the crucial importance of supporting teachers new to the Bremerton School District through an intentional, structured, consistent and funded Beginning Teacher Assistance Program. The District and Association shall plan and implement the Program through a joint committee chaired by the Association President and the curriculum administrator or their designees. The committee shall publish a plan by July 1 for the following school year. The plan shall include the following components, as a minimum: (a) a selection process for mentor teachers that includes both administrators and bargaining unit members;
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BEGINNING TEACHER ASSISTANCE PROGRAM. The Employer and Association affirm the crucial importance of supporting teachers new to the Bremerton School District through an intentional, structured, consistent and funded Beginning Teacher Assistance Program. The Employer and Association shall plan and implement the Program through a joint committee chaired by the Association President and the curriculum administrator or their designees. The committee shall publish a plan by July 1 for the following school year. The plan shall include the following components, as a minimum: (a) a selection process for mentor teachers that includes both administrators and bargaining unit members; (b) a defined level of assistance for new teachers from mentor teachers; (c) stipends/compensation for mentor teachers and new teachers; (d) workshops for mentor teachers and new teachers; (e) use of substitutes to provide release time for mentor and new teachers; (f) tiered levels of support for new teachers from mentors, building level administration and central district curriculum/administration; and (g) a budget of at least $10,000 from staff development funds.
Sample 1
BEGINNING TEACHER ASSISTANCE PROGRAM. Should the District choose to participate in the Beginning Teacher Assistance Program, the following guidelines for participation shall be in effect:  Beginning teachers are eligible to participate in the district’s new teacher support program. A beginning teacher shall mean a certificated teacher with fewer than ninety (90) consecutive days of classroom teacher experience in either a public or private school in any grade, kindergarten through grade 12, and who is under contract for the current school year by Walla Walla Public Schools. The support program shall include New Staff Orientation, the assignment of a Peer Mentor and participation in the District’s Mentor Teacher Program. Each beginning teacher and their peer mentor shall be given the equivalent of two (2) release days to be taken in at least half day blocks to work on instruction and or curriculum.
Sample 1
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Related to BEGINNING TEACHER ASSISTANCE PROGRAM

  • Employee Assistance Program (EAP) Section 1. The Employer agrees to provide to the Union the statistical and program evaluation information provided to management concerning Employee Assistance Program(s).

  • Peer Assistance and Review Program 1. MCEA and MCPS agree to jointly operate a Peer Assistance and Review (PAR) Program. The PAR Program is a mechanism for maintaining systemwide quality control and ensuring that all MCPS teachers responsible for teaching students are functioning at or above the high MCPS standards of performance. It provides intensive assistance for any teacher who has not yet achieved that standard or who falls below acceptable standards. Assistance and review are provided to both experienced MCPS teachers in need of significant improvement and teachers in their first year of teaching.

  • TUITION ASSISTANCE PROGRAM A. As part of the University policy to encourage staff members to further their formal education, the Tuition Assistance Program for Employees was established. Under the Tuition Assistance plan, qualified Employees will be issued vouchers which will enable them to register without paying tuition. (Incidental fees, however, must be paid by the Employee.)

  • EDUCATIONAL ASSISTANCE PROGRAM The District’s Educational Assistance Program will be continued during the life of this Agreement. Employees who wish to enroll in job-related and promotion oriented courses, which will improve their job knowledge, and performance will be compensated by the District for expenses as follows:

  • Dependent Care Assistance Program The County offers the option of enrolling in a Dependent Care Assistance Program (DCAP) designed to qualify for tax savings under Section 129 of the Internal Revenue Code, but such savings are not guaranteed. The program allows employees to set aside up to five thousand dollars ($5,000) of annual salary (before taxes) per calendar year to pay for eligible dependent care (child and elder care) expenses. Any unused balance is forfeited and cannot be recovered by the employee.

  • Peer Assistance and Review (PAR) Consulting Teachers (CT) will be assigned to all new teachers with no prior teaching experience and tenured teachers rated ineffective on the qualitative measures at the end of the previous school year and recommended by the PAR Panel. Evaluations for Probationary and Ineffective Teachers:

  • Employee Assistance Program A. The State recognizes that alcohol, nicotine, drug abuse, and stress may adversely affect job performance and are treatable conditions. As a means of correcting job performance problems, the State may offer referral to treatment for alcohol, nicotine, drug, and stress related problems such as marital, family, emotional, financial, medical, legal, or other personal problems. The intent of this section is to assist an employee's voluntary efforts to treat alcoholism, nicotine use, or a drug-related or a stress-related problem.

  • Employee Family Assistance Program (EFAP) services and the PEBT The Parties request that the PEBT Board undertake a review to assess the administering of all support staff Employee Family Assistance Program (EFAP) plans.

  • Peer Assistance 1. The District will offer peer assistance to any employee it determines to have a deficiency specified in ORS 342.865 (1) (a), (d), or (h) (if applicable) or who is placed on a program of assistance for performance reasons. The District may also offer peer assistance under any other circumstances it deems appropriate.

  • Employee Assistance Programs Consistent with the University's Employee Assistance Program, employees participating in an employee assistance program who receive a notice of layoff may continue to participate in that program for a period of ninety (90) days following the layoff.

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