Collaboration. 31.1 If the Buyer has specified in the Order Form that it requires the Supplier to enter into a Collaboration Agreement, the Supplier must give the Buyer an executed Collaboration Agreement before the Start date.
Collaboration. We believe joint effort toward common goals achieves trust and produces greater impact for L.A. County’s youngest children and their families.
Collaboration. With each other and with members of the community and colleagues from other organisations. We recognise that together we can achieve better outcomes. Quality In all aspects of our work. Our practice is evidence based and we continually strive to achieve excellence in all of our programs and services.
Collaboration. Each Party shall provide to the enforcing Party reasonable assistance in such enforcement, at such enforcing Party’s request and expense, including to be named in such action if required by Applicable Laws to pursue such action. The enforcing Party shall keep the other Party regularly informed of the status and progress of such enforcement efforts, shall reasonably consider the other Party’s comments on any such efforts, including determination of litigation strategy and filing of material papers to the competent court. The non-enforcing Party shall be entitled to separate representation in such matter by counsel of its own choice and at its own expense, but such Party shall at all times cooperate fully with the enforcing Party.
Collaboration. Provider will cooperate and comply in all respects with MPS obligations as a 21st Century CLC grant recipient. Provider will collaborate with MPS in accordance with 21st Century CLC Collaborative “Roles and Responsibilities”; attached hereto and incorporated herein by reference as Appendix E. Provider will work with the School to carry out the requirements set forth in this Agreement.
Collaboration a process by which two parties work together in a timely manner to achieve shared goals.
Collaboration. 3.16 The Association and the Board are committed to fostering an organizational culture of respect throughout the school system. This culture is built on the belief that all employees are essential for the school system to attain equity and excellence for all students. To accomplish this, there must be a system-wide commitment to fostering a culture of respect and accountability at all levels of the organization. The Association and the Board recognize that its collective bargaining relationship is essential to enhancing this culture the principles of which are based on the following: Trust in each other and the process; Use of collaborative processes; Recognition of every employee’s contributions; High expectations for all staff and students that are reasonable, clear and transparent; Open, honest contributions without fear of retribution; Open and effective communication; Respect for various points of view; and Civility in all interactions.
Collaboration. In order to facilitate collaborative working between licensed organisations, this Section A records certain amendments to the attached terms and conditions by which CLA grants a licence within the United Kingdom to photocopy, scan or otherwise reproduce, and to use or re-use extracts from material published in hard copy and electronic form in which copyright subsists.
Collaboration. A process of participation through which people, groups, and agencies work toward prevention goals.
Collaboration. Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school. III-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-B-1. Learning Expectations Does not inform parents about learning or behavior expectations. Sends home only a list of classroom rules and the learning outline or syllabus for the year. Consistently provides parents with clear, user-friendly expectations for student learning and behavior. Successfully conveys to most parents student learning and behavior expectations. Is able to model this element. III-B-2. Curriculum Support Rarely, if ever, communicates with parents on ways to support children at home or at school. Sends home occasional suggestions on how parents can support children at home or at school. Regularly updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Successfully prompts most families to use one or more of the strategies suggested for supporting learning at school and home and seeks out evidence of their impact. Is able to model this element. Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. III-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Way Communication Rarely communicates with families except through report cards; rarely solicits or responds promptly and carefully to communications from families. Relies primarily on newsletters and other one-way media and usually responds promptly to communications from families. Regularly uses two- way communication with families about student performance and learning and responds promptly and carefully to communications from families. Regularly uses a two- way system that supports frequent, proactive, and personalized communication with families about student performance and learning. Is able to model this element. III-C-2. Culturally Proficient Communication Makes few attempts to respond to different family cultural norms and/or responds inappropriately or disrespectfully. May communicate respectfully and make efforts to take into account different families’ home language, culture, and values, but does so inconsistently or does not demonstrate understanding and sensitivity to the differences. Al...
