Intensive Assistance Sample Clauses

Intensive Assistance. A positive process to assist employees who may not meet minimum teaching criteria during the Summative Track. See Section 8.10.
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Intensive Assistance. The Intensive Assistance program includes additional human resource help in order to achieve a satisfactory level in areas of concern as related to performance competencies. Determination to place a professional employee on Intensive Assistance shall be made by the primary evaluator who will document that the evaluatee's performance does not meet the criteria and will so xxxx the teacher competency form. This determination will be made after fair and reasonable observation of the professional employee's performance and after consulting with the Department of Human Resources. The professional employee will be notified of his/her placement in the intensive assistance program and the rationale for placement in a conference with the evaluator. The reasons for placement on intensive assistance will be provided in writing. The evaluator will identify the deficiency and develop an improvement plan complete with timelines. The evaluatee will be allowed to give input to the plan. The written prescription for improvement may include the following types of assistance:
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Intensive Assistance. The school district will provide an Intensive Assistance Level as pursuant to the Code of Iowa 284.8(2).
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Intensive Assistance. Intensive Assistance is confidential, short-term support for the teacher in crisis. A request to the Human Resources Department for this level of support is initiated by a program administrator. Intensive Assistance may include the following steps: Step 1: The program manager/administrator informs the teacher and initiates a request to Human Resources for Intensive Assistance. A Human Resources representative contacts Professional Development Services and Career-In-Teaching. It is the teacher's prerogative to request Union representation at pertinent meetings. Step 2: The IAP team (which may consist of program manager/administrator, Human Resources representative, and PDS mentor) meets with the teacher and Union representative (optional) to discuss the nature of the crisis. Step 3: The PDS mentor and a District psychologist are involved; they will observe over a timeline prescribed by the team for a minimum of three hours, consisting of simultaneous and separate observations. The mentor's primary focus is classroom management (materials, time, and assignments), delivery of instruction, and student/teacher communication. The psychologist's primary focus is behavior management, student-teacher/student-student interactions. Step 4: The IAP team meets to write an Intensive Assistance Plan that addresses the specific needs of the teacher as determined through observation and discussion. Currently existing professional support goals will be incorporated into the IAP. The plan will specify the responsibilities of each team member and the timeline for the delivery of assistance. Step 5: The team meets with the teacher to describe (1) the IAP plan, and (2) the Career Transition/Outplacement service provided by the District. If the teacher's goal is to continue his/her career in teaching, a timeline is established and the IAP is implemented. Step 6: The team meets with the program manager/administrator to evaluate the effectiveness of the Intensive Assistance Plan in meeting the goals established in Step 4. The program manager/administrator determines the status of employment and the next steps to be taken. Step 7: A Human Resources representative, the program manager/administrator, and a Minneapolis Federation of Teachers representative meet with the teacher to share the recommendation to continue or to terminate the teacher's contract.
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Intensive Assistance. Intensive assistance to correct the problem must be provided during the Assistance Phase unless rejected by the teacher and documented by the building administrator.
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Intensive Assistance. A. Procedures for Intensive Assistance Track When an employee receives an overall unsatisfactory summative evaluation, the employee shall be placed in the Intensive Assistance track for a minimum of sixty (60) school days. While in the Intensive Assistance track, the District will provide additional resources to assist the employee in completing a successful summative evaluation. Such resources may include, but are not limited to university coursework, peer coaching, observation of other employees, and reading material. While in the Intensive Assistance Track the employee and his/her evaluator shall by mutual agreement decide if the supervisor will continue as evaluator or serve as facilitator to the employee. If the supervisor’s role becomes that of facilitator, a new evaluator will be chosen from and evaluator pool agreed upon by the Association and the District. New evaluator comments may be attached to the final evaluation. B. Employees in the Intensive Assistance Track shall meet regularly (a minimum of twice a month) with their supervisors/facilitators to develop and assess ongoing improvement strategies. C. Employees in the Intensive Assistance Track shall be evaluated at the end of sixty (60) school days using the summative evaluation process (long form). If the employee is again evaluated as unsatisfactory in the Intensive Assistance Track but has shown significant progress, he/she will continue in the Intensive Assistance Track for an additional sixty (60) school days. If, after completion of the Intensive Assistant Track, progress is unsatisfactory, he/she will be moved to Probation pursuant to Article VIII, Section 8. The employee shall be informed of this decision at the evaluation conference. Prior to the employer, or its authorized representatives, taking any official action regarding probation, a conference shall be held between the evaluator, the affected employee, his/her designated representative, and the Superintendent and/or his/her designated representative. D. Employees successfully completing the intensive assistance track will return to the summative track and may become eligible for the PGO after successfully completing four (4) additional years in the summative track.
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Intensive Assistance. When a teacher with more than five years experience receives an overall comprehensive summative evaluation performance rating of Basic, the District shall provide additional resources to assist the teacher in improving their performance.
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Intensive Assistance. A positive process to assist employees who may not meet minimum teaching criteria during the Summative Track. Available to employees with four (4) or more years experience. Employees remain in the Formative Track a maximum of three (3) years or until they voluntarily opt to cycle to the Summative Track or the District determines the employee has not met minimum criteria. The Formative Track uses collegial involvement aimed at accomplishing professional growth and improved instruction. Employees who wish to explore the option of utilizing the National Board for Professional Teaching Standards Certification Process in lieu of the formative goal process, may request approval of the District and the Association. The procedures required by state law for employees who cannot meet minimum teaching criteria after Intensive Assistance.
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Intensive Assistance 
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Related to Intensive Assistance

  • Reasonable Assistance The LFC will provide the Service Provider with such assistance as the Service Provider reasonably requires to comply with the conditions in clauses 2.2(a) and (c).

  • Employee Assistance Drug and alcohol counseling, rehabilitation, and employee assistance are available from or through the Employer’s employee assistance program provider(s) (E.A.P.).

  • Emergency Assistance Both Parties shall exercise due diligence to avoid or mitigate an Emergency to the extent practical in accordance with applicable requirements imposed by the Standards Authority or contained in the PJM Tariffs and NYISO Tariffs. In avoiding or mitigating an Emergency, both Parties shall strive to allow for commercial remedies, but if commercial remedies are not successful or practical, the Parties agree to be the suppliers of last resort to maintain reliability on the system. For each hour during which Emergency conditions exist in a Party’s Balancing Authority Area, that Party (while still ensuring operations within applicable Reliability Standards) shall determine what commercial remedies are available and make use of those that are practical and needed to avoid or mitigate the Emergency before any Emergency Energy is scheduled in that hour.

  • Relocation Assistance The Uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970, (42 U.S.C. § 4601), prohibits unfair treatment of persons displaced or whose property has been acquired because of Federal or Federal-aid programs and projects.

  • Directory Assistance 72.1 The Parties acknowledge that CenturyLink is not a Directory Assistance (DA) provider. CenturyLink provides directory listings information for its subscribers to third party DA providers to be included in the national and local databases used by such third party providers. The Parties agree that to the extent the DA provider contracted by CLEC for DA services to CLEC’s subscribers also populates the national DA database, then CLEC’s DA listings have been made available to CenturyLink’s subscribers and no further effort is needed by either Party. If for any reason, CLEC desires that CenturyLink act as a middleman conduit for the placement of CLEC’s DA listings in the DA database(s), then CenturyLink shall provide such compensable DA listings service pursuant to separate written terms and conditions between CenturyLink and CLEC which will be attached to this Agreement as an Amendment.

  • Regulatory Assistance Provider will permit regulators with jurisdiction over BFA or any BFA Recipient to examine Provider’s activities relating to its performance under this Agreement and the Services. Subject to Section 17.6, Provider will cooperate and provide all information reasonably requested by the regulator in connection with any such examination and provide reasonable assistance and access to all equipment, records, and systems requested by the regulator relating to the Services.

  • Tuition Assistance Bargaining unit employees can enroll in university or college, vocational technical school or extension courses. The course may be by correspondence or attendance at classes during non-working hours or during working hours with approval of the Agency Head and/or his/her Designee. Where practicable, in relation to work requirements, the Employer shall be liberal with the approval of requests for accrued/unused vacation leave, flex-time scheduling, compensatory time, or leave without pay for the purpose of enabling employees to attend classes conducted during an employee's regularly scheduled work hours.

  • Mutual Assistance The Parties will do all things reasonably necessary or appropriate to carry out the terms and provisions of this Agreement and to aid and assist each other in carrying out such terms and provisions.

  • Technical Assistance DFPS may provide informal support, guidance, clarification, and other forms of technical assistance via phone, email, and virtual meeting to resolve Grant or performance compliance issues. Grantee will document all such instances of technical assistance by DFPS in writing, including any implementation work.

  • Outplacement Assistance 12.1 Following a termination of employment, other than for Cause, the Executive shall be reimbursed by the Company for the costs of all outplacement services obtained by the Executive within the two (2) year period after the Effective Date of Termination; provided, however, that the total reimbursement shall be limited to an amount equal to twenty percent (20%) of the Executive’s Base Salary as of the effective date of termination.

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