Common use of Consulting Teachers Clause in Contracts

Consulting Teachers. a. A Consulting Teacher is an experienced Mentor Teacher released part-time or full-time from the classroom. The Consulting Teacher is a professional colleague who provides support for teachers who are on an Intensive Evaluation plan or an Improvement Plan or who are accepted as a volunteer. The Consulting Teacher possesses classroom management and pedagogical strategies and the ability to apply these strategies across various subjects and grade levels. The Consulting Teacher possesses the oral and written communication skills necessary to motivate and support adult learners. Additionally, the Consulting Teacher has the ability to work cooperatively and effectively with other professional staff members. b. Consulting Teacher Roles and Responsibilities 1.) The Consulting Teacher provides non-evaluative intensive instructional support to the classroom teacher. 2.) Consulting Teachers will have the responsibility of working with and communicating with the school principal, the teacher, and the JGP Panel. a.) Consulting Teachers do not evaluate. The principal remains the evaluator and will continue with observations. It is recommended that observations, feedback and memos occur every two weeks. b.) The principal and the Consulting Teacher can concurrently recommend specific opportunities for professional development (such as classes, workshops, etc.) that are directly connected with the Improvement Plan. c.) Most formal conferences only include the teacher and the principal. Some conferences may involve the principal, the teacher, Human Resources and the ATF staff representative. d.) The Consulting Teacher will report to the JGP Panel on, or near, the target date(s). e.) The Consulting Teacher maintains confidentiality. f.) Consulting Teachers who are working with teachers on an alternative calendar or schedule may be asked to flex their time to accommodate their client. g.) Consulting Teachers have the responsibility for research and development for the intervention program and assist in writing the final program guidelines as directed by the Program Coordinator. h.) Consulting Teachers will be assigned to work first with teachers who are on a District Intensive Evaluation and then be assigned to work with teachers on a District Improvement Plan or approved volunteers until they reach their intervention limit. It is recommended that: (1.) Teachers who volunteer receive consultation and visits if PAR has capacity. (2.) Teachers on a District Improvement Plan receive weekly consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Improvement Plan. c. Teachers on a District Intensive Evaluation receive additional consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Intensive Improvement Plan. 1.) Consulting Teachers who do not have a full intervention load will assist with the Mentoring Program by contributing their expertise and experience. a.) Responsibilities may include, but are not limited to, the following as directed by the Mentor or PAR Coordinator: (1.) Participate in interviews for new Mentors. (2.) Review logs and observation forms from Mentors. (3.) Outreach in schools.

Consulting Teachers. a. A Consulting Teacher is an experienced Mentor Teacher released part-time or full-time from the classroom. The Consulting Teacher is a professional colleague who provides support for teachers who are on an Intensive Evaluation plan or an Improvement Plan or who are accepted as a volunteer. The Consulting Teacher possesses classroom management and pedagogical strategies and the ability to apply these strategies across various subjects and grade levels. The Consulting Teacher possesses the oral and written communication skills necessary to motivate and support adult learners. Additionally, the Consulting Teacher has the ability to work cooperatively and effectively with other professional staff members. b. Consulting Teacher Roles and Responsibilities 1.) The Consulting Teacher provides non-non evaluative intensive instructional support to the classroom teacher. 2.) Consulting Teachers will have the responsibility of working with and communicating with the school principal, the teacher, and the JGP Panel. a.) Consulting Teachers do not evaluate. The principal remains the evaluator and will continue with observations. It is recommended that observations, feedback feedback, and memos occur every two weeks. b.) The principal and the Consulting Teacher can concurrently recommend specific opportunities for professional development (such as classes, workshops, etc.) that are directly connected with the Improvement Plan. c.) Most formal conferences only include the teacher and the principal. Some conferences may involve the principal, the teacher, the Department of Human Resources Resources, and the ATF staff representative. d.) The Consulting Teacher will report to the JGP Panel on, or near, the target date(s). e.) The Consulting Teacher maintains confidentiality. f.) Consulting Teachers who are working with teachers on an alternative calendar or schedule may be asked to flex their time to accommodate their client. g.) Consulting Teachers have the responsibility for research and development for the intervention program and assist in writing the final program guidelines as directed by the Program Coordinator. h.) Consulting Teachers will be assigned to work first with teachers who are on a District Intensive Evaluation and then be assigned to work with teachers on a District Improvement Plan or approved volunteers until they reach their intervention limit. It is recommended that: (1.) Teachers who volunteer receive consultation and visits if PAR has capacity. (2.) Teachers on a District Improvement Plan receive weekly consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Improvement Plan. c. Teachers on a District Intensive Evaluation receive additional consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Intensive Improvement Plan. 1.) Consulting Teachers who do not have a full intervention load will assist with the Mentoring Program by contributing their expertise and experience. a.) Responsibilities may include, but are not limited to, the following as directed by the Mentor or PAR Coordinator: (1.) Participate in interviews for new Mentors. (2.) Review logs and observation forms from Mentors. (3.) Outreach in schools.

Consulting Teachers. a. A Consulting Teacher is an experienced Mentor Teacher released part-time or full-time from the classroom. The Consulting Teacher is a professional colleague who provides support for teachers who are on an Intensive Evaluation plan or an Improvement Plan or who are accepted as a volunteer. The Consulting Teacher possesses classroom management and pedagogical strategies and the ability to apply these strategies across various subjects and grade levels. The Consulting Teacher possesses the oral and written communication skills necessary to motivate and support adult learners. Additionally, the Consulting Teacher has the ability to work cooperatively and effectively with other professional staff members. b. Consulting Teacher Roles and Responsibilities 1.) The Consulting Teacher provides weekly non-evaluative intensive instructional support to the classroom teacher. 2.) Consulting Teachers will have the responsibility of working with and communicating with the school principal, the teacher, and the JGP Panel. a.) Consulting Teachers do not evaluate. The principal remains the evaluator and will continue with observations. It is recommended that observations, feedback feedback, and memos from the principal occur every two weeks. b.) The principal and the Consulting Teacher can concurrently recommend specific opportunities for professional development (such as classes, workshops, etc.) that are directly connected with the Improvement Plan. c.) Most formal conferences only include the teacher and the principal. Some conferences may involve the principal, the teacher, the Department of Human Resources Resources, and the ATF staff representative. d.) The Consulting Teacher will report to the JGP Panel on, or near, the target date(s). e.) The Consulting Teacher maintains confidentiality. f.) Consulting Teachers who are working with teachers on an alternative calendar or schedule may be asked to flex their time to accommodate their client. g.) Consulting Teachers have the responsibility for research and development for the intervention program and assist in writing the final program guidelines as directed by the Program Coordinator. h.) Consulting Teachers will be assigned to work first with teachers who are on a District Intensive Evaluation and then be assigned to work with teachers on a District Improvement Plan or approved volunteers until they reach their intervention limit. It is recommended that: (1.) Teachers who volunteer receive consultation and visits if PAR has capacity. (2.) Teachers on a District Improvement Plan receive weekly consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Improvement Plan. c. Teachers on a District Intensive Evaluation receive additional consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Intensive Improvement Plan. 1.) Consulting Teachers who do not have a full intervention load will assist with the Mentoring Program by contributing their expertise and experience. a.) Responsibilities may include, but are not limited to, the following as directed by the Mentor or PAR Coordinator: (1.) Participate in interviews for new Mentors. (2.) Review logs and observation forms from Mentors. (3.) Outreach in schools.

Consulting Teachers. a. A Consulting Teacher (Consulting Teacher) is an experienced Mentor Teacher released part-part- time or full-time from the classroom. The Consulting Teacher is a professional colleague who provides support for teachers who are on an Intensive Evaluation plan or an Improvement Plan or who are accepted as a volunteer. The Consulting Teacher possesses classroom management skills and pedagogical strategies a full understanding of subject area or grade level content and the ability to apply these strategies across various subjects and grade levelspedagogy. The Consulting Teacher possesses the oral and written communication skills necessary to motivate and support adult learners. Additionally, the Consulting Teacher has the ability to work cooperatively and effectively with other professional staff members. b. Consulting Teacher Roles and Responsibilities 1.) The Consulting Teacher provides non-evaluative intensive instructional support to the classroom teacher. 2.) Consulting Teachers will have the responsibility of working with and communicating with the school principal, the teacher, and the JGP PanelPAR Panel in order to provide consistent shared updates on the teacher’s progress. a.3.) Consulting Teachers do not evaluate. The principal remains the evaluator and will continue with observations. It is recommended that observations, feedback and memos occur every two weeks. b.4.) Written summaries may be provided to the principal prior to the target dates on the improvement plan. Meetings between Consulting Teacher and the principal will be scheduled as needed to discuss the summary. 5.) The principal and the Consulting Teacher can concurrently recommend specific opportunities for professional development (such as classes, workshops, etc.) that are directly connected with the Improvement Plan. c.6.) Most formal conferences only include the teacher and the principal. Some conferences may involve the principal, the teacher, Human Resources and the ATF staff representative. d.7.) The Consulting Teacher will report to the JGP PAR Panel on, or near, the target date(s)periodically. e.8.) The Consulting Teacher maintains confidentiality. f.9.) Consulting Teachers who are working with teachers on an alternative calendar or schedule may be asked to flex their time to accommodate their client. g.10.) Consulting Teachers have the responsibility for research and development for the intervention program and assist assistance in writing the final program guidelines as directed by the Program Coordinator. h.11.) Consulting Teachers will be assigned to work first with teachers who are on a District Intensive Evaluation and then be assigned to work with teachers on a District an Improvement Plan or approved volunteers until they reach their intervention limit. It is recommended that: (1.) Teachers who volunteer receive consultation and visits if PAR has capacity. (2.: a.) Teachers on a District Improvement Plan receive weekly consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Improvement Plan. c. Teachers on a District Intensive Evaluation receive additional consultation and visits from approximately 3-5 hours of intervention time a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Intensive Improvement Planweek. 1.) Consulting Teachers who do not have a full intervention load will assist with the Mentoring Program by contributing their expertise and experience. a.) Responsibilities may include, but are not limited to, the following as directed by the Mentor or PAR Coordinator: (1.) Participate in interviews for new Mentors. (2.) Review logs and observation forms from Mentors. (3.) Outreach in schools.

Consulting Teachers. a. A Consulting Teacher (Consulting Teacher) is an experienced Mentor Teacher released part-time or full-time from the classroom. The Consulting Teacher is a professional colleague who provides support for teachers who are on an Intensive Evaluation plan or an Improvement Plan or who are accepted as a volunteer. The Consulting Teacher possesses classroom management skills and pedagogical strategies a full understanding of subject area or grade level content and the ability to apply these strategies across various subjects and grade levelspedagogy. The Consulting Teacher possesses the oral and written communication skills necessary to motivate and support adult learners. Additionally, the Consulting Teacher has the ability to work cooperatively and effectively with other professional staff members. b. Consulting Teacher Roles and Responsibilities 1.) The Consulting Teacher provides non-evaluative intensive instructional support to the classroom teacher. 2.) Consulting Teachers will have the responsibility of working with and communicating with the school principal, the teacher, and the JGP PAR Panel. a.3.) Consulting Teachers do not evaluate. The principal remains the evaluator and will continue with observations. It is recommended that observations, feedback and memos occur every two weeks. b.4.) The principal and the Consulting Teacher can concurrently recommend specific opportunities for professional development (such as classes, workshops, etc.) that are directly connected with the Improvement Plan. c.5.) Most formal conferences only include the teacher and the principal. Some conferences may involve the principal, the teacher, Human Resources and the ATF staff representative. d.6.) The Consulting Teacher will report to the JGP PAR Panel on, or near, the target date(s)periodically. e.7.) The Consulting Teacher maintains confidentiality. f.8.) Consulting Teachers who are working with teachers on an alternative calendar or schedule may be asked to flex their time to accommodate their client. g.9.) Consulting Teachers have the responsibility for research and development for the intervention program and assist in writing the final program guidelines as directed by the Program Coordinator. h.10.) Consulting Teachers will be assigned to work first with teachers who are on a District Intensive Evaluation and then be assigned to work with teachers on a District Improvement Plan or approved volunteers until they reach their intervention limit. It is recommended that: (1.: a.) Teachers who volunteer receive consultation and visits if PAR has capacity. (2.) Teachers on a District Improvement Plan receive weekly consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Improvement Plan. c. Teachers on a District Intensive Evaluation receive additional consultation and visits from approximately 3-5 hours of intervention time a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Intensive Improvement Planweek. 1.) Consulting Teachers who do not have a full intervention load will assist with the Mentoring Program by contributing their expertise and experience. a.) Responsibilities may include, but are not limited to, the following as directed by the Mentor or PAR Coordinator: (1.) Participate in interviews for new Mentors. (2.) Review logs and observation forms from Mentors. (3.) Outreach in schools.

Consulting Teachers. a. A Consulting Teacher (Consulting Teacher) is an experienced Mentor Teacher released part-time or full-time from the classroom. The Consulting Teacher is a professional colleague who provides support for teachers who are on an Intensive Evaluation plan or an Improvement Plan or who are accepted as a volunteer. The Consulting Teacher possesses classroom management skills and pedagogical strategies a full understanding of subject area or grade level content and the ability to apply these strategies across various subjects and grade levelspedagogy. The Consulting Teacher possesses the oral and written communication skills necessary to motivate and support adult learners. Additionally, the Consulting Teacher has the ability to work cooperatively and effectively with other professional staff members. b. Consulting Teacher Roles and Responsibilities 1.) The Consulting Teacher provides non-evaluative intensive instructional support to the classroom teacher. 2.) Consulting Teachers will have the responsibility of working with and communicating with the school principal, the teacher, and the JGP PanelPAR Panel in order to provide consistent shared updates on the teacher’s progress. a.3.) Consulting Teachers do not evaluate. The principal remains the evaluator and will continue with observations. It is recommended that observations, feedback and memos occur every two weeks. b.4.) Written summaries may be provided to the principal prior to the target dates on the improvement plan. Meetings between Consulting Teacher and the principal will be scheduled as needed to discuss the summary. 5.) The principal and the Consulting Teacher can concurrently recommend specific opportunities for professional development (such as classes, workshops, etc.) that are directly connected with the Improvement Plan. c.6.) Most formal conferences only include the teacher and the principal. Some conferences may involve the principal, the teacher, Human Resources and the ATF staff representative. d.7.) The Consulting Teacher will report to the JGP PAR Panel on, or near, the target date(s)periodically. e.8.) The Consulting Teacher maintains confidentiality. f.9.) Consulting Teachers who are working with teachers on an alternative calendar or schedule may be asked to flex their time to accommodate their client. g.) Consulting Teachers have the responsibility for research and development for the intervention program and assist in writing the final program guidelines as directed by the Program Coordinator. h.) Consulting Teachers will be assigned to work first with teachers who are on a District Intensive Evaluation and then be assigned to work with teachers on a District Improvement Plan or approved volunteers until they reach their intervention limit. It is recommended that: (1.) Teachers who volunteer receive consultation and visits if PAR has capacity. (2.) Teachers on a District Improvement Plan receive weekly consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Improvement Plan. c. Teachers on a District Intensive Evaluation receive additional consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Intensive Improvement Plan. 1.) Consulting Teachers who do not have a full intervention load will assist with the Mentoring Program by contributing their expertise and experience. a.) Responsibilities may include, but are not limited to, the following as directed by the Mentor or PAR Coordinator: (1.) Participate in interviews for new Mentors. (2.) Review logs and observation forms from Mentors. (3.) Outreach in schools.

Consulting Teachers. a. A Consulting Teacher is an experienced Mentor Teacher released part-time or full-time from the classroom. The Consulting Teacher is a professional colleague who provides support for teachers who are on an Intensive Evaluation plan or an Improvement Plan or who are accepted as a volunteer. The Consulting Teacher possesses classroom management and pedagogical strategies and the ability to apply these strategies across various subjects and grade levels. The Consulting Teacher possesses the oral and written communication skills necessary to motivate and support adult learners. Additionally, the Consulting Teacher has the ability to can work cooperatively and effectively with other professional staff members. b. Consulting Teacher Roles and Responsibilities 1.) The Consulting Teacher provides weekly non-evaluative intensive instructional support to the classroom teacher. 2.) Consulting Teachers will have the responsibility of working with and communicating with the school principal, the teacher, and the JGP Panel. a.) Consulting Teachers do not evaluate. The principal remains the evaluator and will continue with observations. It is recommended that observations, feedback feedback, and memos from the principal occur every two weeks. b.) The principal and the Consulting Teacher can concurrently recommend specific opportunities for professional development (such as classes, workshops, etc.) that are directly connected with the Improvement Plan. c.) Most formal conferences only include the teacher and the principal. Some conferences may involve the principal, the teacher, Human Resources Resources, and the ATF staff representative. d.) The Consulting Teacher will report to the JGP Panel on, or near, the target date(s). e.) The Consulting Teacher maintains confidentiality. f.) Consulting Teachers who are working with teachers on an alternative calendar or schedule may be asked to flex their time to accommodate their client. g.) Consulting Teachers have the responsibility for research and development for the intervention program and assist in writing the final program guidelines as directed by the Program Coordinator. h.) Consulting Teachers will be assigned to work first with teachers who are on a District Intensive Evaluation and then be assigned to work with teachers on a District Improvement Plan or approved volunteers until they reach their intervention limit. It is recommended that: (1.) Teachers who volunteer receive consultation and visits if PAR has capacity. (2.) Teachers on a District Improvement Plan receive weekly consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Improvement Plan. c. Teachers on a District Intensive Evaluation receive additional consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Intensive Improvement Plan. 1.) Consulting Teachers who do not have a full intervention load will assist with the Mentoring Program by contributing their expertise and experience. a.) Responsibilities may include, but are not limited to, the following as directed by the Mentor or PAR Coordinator: (1.) Participate in interviews for new Mentors. (2.) Review logs and observation forms from Mentors. (3.) Outreach in schools.

Consulting Teachers. a. A Consulting Teacher (CT) is an experienced Mentor Teacher released part-time or full-time from the classroom. The Consulting Teacher is a professional colleague who provides support for teachers who are on an Intensive Evaluation plan or an Improvement Plan or who are accepted as a volunteer. The Consulting Teacher possesses classroom management skills and pedagogical strategies and the ability to apply these strategies across various subjects and grade levels. The Consulting Teacher possesses the oral and written communication skills necessary to motivate and support adult learners. Additionally, the Consulting Teacher has the ability to work cooperatively and effectively with other professional staff members. b. Consulting Teacher Roles and Responsibilities 1.) The Consulting Teacher provides non-evaluative intensive instructional support to the classroom teacher. 2.) Consulting Teachers will have the responsibility of working with and communicating with the school principal, the teacher, and the JGP JGP. Panel. a.3.) Consulting Teachers do not evaluate. The principal remains the evaluator and will continue with observations. It is recommended that observations, feedback and memos occur every two weeks. Consulting Teacher do not evaluate. b.4.) The principal and the Consulting Teacher can concurrently recommend specific opportunities for professional development (such as classes, workshops, etc.) that are directly connected with the Improvement Plan. c.5.) Most formal conferences only include the teacher and the principal. Some conferences may involve the principal, the teacher, Human Resources and the ATF staff representative. d.6.) The Consulting Teacher will report to the JGP Panel on, or near, the target date(s). e.7.) The Consulting Teacher maintains confidentiality. f.8.) Consulting Teachers who are working with teachers on an alternative calendar or schedule may be asked to flex their time to accommodate their client. g.9.) Consulting Teachers have the responsibility for research and development for the intervention program and assist in writing the final program guidelines as directed by the Program Coordinator. h.10.) Consulting Teachers will be assigned to work first with teachers who are on a District Intensive Evaluation and then be assigned to work with teachers on a District Improvement Plan or approved volunteers until they reach their intervention limit. It is recommended that: (1.a.) Teachers who volunteer will receive consultation and visits if PAR has capacity. (2.b.) Teachers on a District Improvement Plan receive weekly consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Improvement Planvisits. c. c.) Teachers on a District Intensive Evaluation receive additional weekly consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Intensive Improvement Planincreased intervention. 111.) Consulting Teachers who do not have a full intervention load will assist with the Mentoring Program by contributing their expertise and experience. a.) Responsibilities may include, but are not limited to, the following as directed by the Mentor Program Coordinator or PAR CoordinatorLiaison: (1.) Participate in interviews for new Mentors. . (2.) Review logs and observation observations forms from Mentors. (3.) Outreach in schools.

Consulting Teachers. a. A Consulting Teacher is an experienced Mentor Teacher released part-time or full-full- time from the classroom. The Consulting Teacher is a professional colleague who provides support for teachers who are on an Intensive Evaluation plan or an Improvement Plan or who are accepted as a volunteer. The Consulting Teacher possesses classroom management and pedagogical strategies and the ability to apply these strategies across various subjects and grade levels. The Consulting Teacher possesses the oral and written communication skills necessary to motivate and support adult learners. Additionally, the Consulting Teacher has the ability to work cooperatively and effectively with other professional staff members. b. Consulting Teacher Roles and Responsibilities 1.) The Consulting Teacher provides non-evaluative intensive instructional support to the classroom teacher. 2.) Consulting Teachers will have the responsibility of working with and communicating with the school principal, the teacher, and the JGP Panel. a.) Consulting Teachers do not evaluate. The principal remains the evaluator and will continue with observations. It is recommended that observations, feedback and memos occur every two weeks. b.) The principal and the Consulting Teacher can concurrently recommend specific opportunities for professional development (such as classes, workshops, etc.) that are directly connected with the Improvement Plan. c.) Most formal conferences only include the teacher and the principal. Some conferences may involve the principal, the teacher, Human Resources and the ATF staff representative. d.) The Consulting Teacher will report to the JGP Panel on, or near, the target date(s). e.) The Consulting Teacher maintains confidentiality. f.) Consulting Teachers who are working with teachers on an alternative calendar or schedule may be asked to flex their time to accommodate their client. g.) Consulting Teachers have the responsibility for research and development for the intervention program and assist in writing the final program guidelines as directed by the Program Coordinator. h.) Consulting Teachers will be assigned to work first with teachers who are on a District Intensive Evaluation and then be assigned to work with teachers on a District Improvement Plan or approved volunteers until they reach their intervention limit. It is recommended that: (1.) Teachers who volunteer receive consultation and visits if PAR has capacity. (2.) Teachers on a District Improvement Plan receive weekly consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Improvement Plan. c. Teachers on a District Intensive Evaluation receive additional consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Intensive Improvement Plan. 1.) Consulting Teachers who do not have a full intervention load will assist with the Mentoring Program by contributing their expertise and experience. a.) Responsibilities may include, but are not limited to, the following as directed by the Mentor or PAR Coordinator: (1.) Participate in interviews for new Mentors. (2.) Review logs and observation forms from Mentors. (3.) Outreach in schools.

Consulting Teachers. a. A Consulting Teacher is an experienced Mentor Teacher released part-time or full-time from the classroom. The Consulting Teacher is a professional colleague who provides support for teachers who are on an Intensive Evaluation plan or an Improvement Plan or who are accepted as a volunteer. The Consulting Teacher possesses classroom management and pedagogical strategies and the ability to apply these strategies across various subjects and grade levels. The Consulting Teacher possesses the oral and written communication skills necessary to motivate and support adult learners. Additionally, the Consulting Teacher has the ability to work cooperatively and effectively with other professional staff members. b. Consulting Teacher Roles and Responsibilities 1.) The Consulting Teacher provides non-evaluative intensive instructional support to the classroom teacher. 2.) Consulting Teachers will have the responsibility of working with and communicating with the school principal, the teacher, and the JGP Panel. a.) Consulting Teachers do not evaluate. The principal remains the evaluator and will continue with observations. It is recommended that observations, feedback and memos occur every two weeks. b.) The principal and the Consulting Teacher can concurrently recommend specific opportunities for professional development (such as classes, workshops, etc.) that are directly connected with the Improvement Plan. c.) Most formal conferences only include the teacher and the principal. Some conferences may involve the principal, the teacher, Human Resources and the ATF staff representative. d.) The Consulting Teacher will report to the JGP Panel on, or near, the target date(s). e.) The Consulting Teacher maintains confidentiality. f.) Consulting Teachers who are working with teachers on an alternative calendar or schedule may be asked to flex their time to accommodate their client. g.) Consulting Teachers have the responsibility for research and development for the intervention program and assist in writing the final program guidelines as directed by the Program Coordinator. h.) Consulting Teachers will be assigned to work first with teachers who are on a District Intensive Evaluation and then be assigned to work with teachers on a District Improvement Plan or approved volunteers until they reach their intervention limit. It is recommended that: (1.) Teachers who volunteer receive consultation and visits if PAR has capacity. (2.) Teachers on a District Improvement Plan receive weekly consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Improvement Plan. c. Teachers on a District Intensive Evaluation receive additional consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Intensive Improvement Plan. 1.) Consulting Teachers who do not have a full intervention load will assist with the Mentoring Program by contributing their expertise and experience. a.) Responsibilities may include, but are not limited to, the following as directed by the Mentor or PAR Coordinator: (1.) Participate in interviews for new Mentors. (2.) Review logs and observation forms from Mentors. (3.) Outreach in schools.

Consulting Teachers. a. A Consulting Teacher is an experienced Mentor Teacher released part-time or full-time from the classroom. The Consulting Teacher is a professional colleague who provides support for teachers who are on an Intensive Evaluation plan or an Improvement Plan or who are accepted as a volunteer. The Consulting Teacher possesses classroom management and pedagogical strategies and the ability to apply these strategies across various subjects and grade levels. The Consulting Teacher possesses the oral and written communication skills necessary to motivate and support adult learners. Additionally, the Consulting Teacher has the ability to work cooperatively and effectively with other professional staff members. b. Consulting Teacher Roles and Responsibilities 1.) The Consulting Teacher provides non-evaluative intensive instructional support to the classroom teacher. 2.) Consulting Teachers will have the responsibility of working with and communicating with the school principal, the teacher, and the JGP Panel. a.) Consulting Teachers do not evaluate. The principal remains the evaluator and will continue with observations. It is recommended that observations, feedback and memos occur every two weeks. b.) The principal and the Consulting Teacher can concurrently recommend specific opportunities for professional development (such as classes, workshops, etc.) that are directly connected with the Improvement Plan. c.) Most formal conferences only include the teacher and the principal. Some conferences may involve the principal, the teacher, Human Resources and the ATF staff representative. d.) The Consulting Teacher will report to the JGP Panel on, or near, the target date(s). e.) The Consulting Teacher maintains confidentiality. f.) Consulting Teachers who are working with teachers on an alternative calendar or schedule may be asked to flex their time to accommodate their client. g.) Consulting Teachers have the responsibility for research and development for the intervention program and assist in writing the final program guidelines as directed by the Program Coordinator. h.) Consulting Teachers will be assigned to work first with teachers who are on a District Intensive Evaluation and then be assigned to work with teachers on a District Improvement Plan or approved volunteers until they reach their intervention limit. It is recommended that: (1.) Teachers who volunteer receive consultation and visits if PAR has capacity. (2.) Teachers on a District Improvement Plan receive weekly consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Improvement Plan. c. Teachers on a District Intensive Evaluation receive additional consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Intensive Improvement Plan. 1.) Consulting Teachers who do not have a full intervention load will assist with the Mentoring Program by contributing their expertise and experience. a.) Responsibilities may include, but are not limited to, the following as directed by the Mentor or PAR Coordinator: (1.) Participate in interviews for new Mentors. (2.) Review logs and observation forms from Mentors. (3.) Outreach in schools.

Consulting Teachers. a. A Consulting Teacher is an experienced Mentor Teacher released part-time or full-time from the classroom. The Consulting Teacher is a professional colleague who provides support for teachers who are on an Intensive Evaluation plan or an Improvement Plan or who are accepted as a volunteer. The Consulting Teacher possesses classroom management and pedagogical strategies and the ability to apply these strategies across various subjects and grade levels. The Consulting Teacher possesses the oral and written communication skills necessary to motivate and support adult learners. Additionally, the Consulting Teacher has the ability to can work cooperatively and effectively with other professional staff members. b. Consulting Teacher Roles and Responsibilities 1.) The Consulting Teacher provides weekly non-evaluative intensive instructional support to the classroom teacher. 2.) Consulting Teachers will have the responsibility of working with and communicating with the school principal, the teacher, and the JGP Panel. a.) Consulting Teachers do not evaluate. The principal remains the evaluator and will continue with observations. It is recommended that observations, feedback feedback, and memos from the principal occur every two weeks. b.) The principal and the Consulting Teacher can concurrently recommend specific opportunities for professional development (such as classes, workshops, etc.) that are directly connected with the Improvement Plan. c.) Most formal conferences only include the teacher and the principal. Some conferences may involve the principal, the teacher, Human Resources Resources, and the ATF staff representative. d.) The Consulting Teacher will report to the JGP Panel on, or near, the target date(s). e.) The Consulting Teacher maintains confidentiality. f.) Consulting Teachers who are working with teachers on an alternative calendar or schedule may be asked to flex their time to accommodate their client. g.) Consulting Teachers have the responsibility for research and development for the intervention program and assist in writing the final program guidelines as directed by the Program Coordinator. h.) Consulting Teachers will be assigned to work first with teachers who are on a District Intensive Evaluation and then be assigned to work with teachers on a District Improvement Plan or approved volunteers until they reach their intervention limit. It is recommended that: (1.) Teachers who volunteer receive consultation and visits if PAR has capacity. (2.) Teachers on a District Improvement Plan receive weekly consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Improvement Plan. c. Teachers on a District Intensive Evaluation receive additional consultation and visits from a PAR Program Consulting Teacher for the purposes of instructional support based on the goals in the Intensive Improvement Plan. 1.) Consulting Teachers who do not have a full intervention load will assist with the Mentoring Program by contributing their expertise and experience. a.) Responsibilities may include, but are not limited to, the following as directed by the Mentor or PAR Coordinator: (1.) Participate in interviews for new Mentors. (2.) Review logs and observation forms from Mentors. (3.) Outreach in schools.