Common use of Composition and Selection Clause in Contracts

Composition and Selection. NOTE: After developing the PGP, the educator will be able to prioritise areas of development. The members of the DSG need to be selective in order to assist the educator to meet his/her needs. ⮚ For each educator the DSG should consist of the educator’s immediate senior and one other educator (peer). An educator’s peer must be selected by the educator on the basis of expertise that is related to the prioritised needs of the educator. It is important that the peer has the confidence and trust of the educator as he/she will have to offer constructive criticism as well as support and guidance. Only in exceptional cases, e.g. in the case of a principal, may a peer be selected from the staff of another school. ⮚ In some instances it is permissible for an educator to select more than one peer based on his/her particular needs. ⮚ In respect of one teacher schools the District / Circuit provides the support and mentoring. ⮚ Each educator may have a different DSG while some individuals (e.g. HoDs (Education Specialists)) will be involved in several DSGs (for different educators). ⮚ Once educators have determined who their DSGs are, this information will have to be factored in to the broad planning of the SDT to ensure that there are no “clashes” with Education Specialists (HoDs) having to evaluate different teachers at the same time and to ensure a reasonable spread and pace of work for evaluators towards the end of the year. ⮚ A member of the DSG may be changed in instances where development has already taken place and where new priorities have been identified.

Composition and Selection. NOTE: After developing the PGP, the educator will be able to prioritise areas of development. The members of the DSG need to be selective in order to assist the educator to meet his/her needs. ⮚  For each educator the DSG should consist of the educator’s immediate senior and one other educator (peer). An educator’s peer must be selected by the educator on the basis of expertise that is related to the prioritised needs of the educator. It is important that the peer has the confidence and trust of the educator as he/she will have to offer constructive criticism as well as support and guidance. Only in exceptional cases, e.g. in the case of a principal, may a peer be selected from the staff of another school. ⮚  In some instances it is permissible for an educator to select more than one peer based on his/her particular needs. ⮚  In respect of one teacher schools the District / Circuit provides the support and mentoring. ⮚  Each educator may have a different DSG while some individuals (e.g. HoDs (Education Specialists)) will be involved in several DSGs (for different educators). ⮚  Once educators have determined who their DSGs are, this information will have to be factored in to the broad planning of the SDT to ensure that there are no “clashes” with Education Specialists (HoDs) having to evaluate different teachers at the same time and to ensure a reasonable spread and pace of work for evaluators towards the end of the year. ⮚  A member of the DSG may be changed in instances where development has already taken place and where new priorities have been identified.