Levels of Assistance Sample Clauses

Levels of Assistance. Subd 1. The principal/supervisor will inform the probationary teacher, in a timely manner, of sub-standard performance, and will notify the probationary teacher in writing of the below standard performance. a. The probationary teacher will seek available resources to improve performance to the level of district standard (i.e. mentor, EDC Coordinator, peers, EM-R).
Sample 1
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Levels of Assistance. Subd 1. (Level 2 Awareness) The principal/supervisor makes a formal contact with the teacher related to sub-standard performance using the Level 2 Awareness Notification Form. The purpose of this level of assistance is for the teacher and principal/supervisor to understand the context of the teacher’s decisions in the perceived area of sub-standard performance and for the principal/supervisor to judge whether the teacher’s performance is at district standard. If performance is judged to be below standard, the following steps will be taken: a. A time frame will be established for the teacher to demonstrate performance at standard. b. A method will be identified for how and what data will be collected to document performance at standard. c. A follow-up meeting will be scheduled to determine if performance is at the district standard. If performance is at standard, teacher moves out of awareness phase. If it has been determined that the teacher is not meeting the district standard, they will be recommended for the assistance phase.
Sample 1
Levels of Assistance. A. Annual indicative forward planning figures shall be set out in the Schedules. B. The amount provided by the Government of Australia each year shall be determined by the Government of Australia, in consultation with the Government of Papua New Guinea, and shall be subject to the Government of Papua New Guinea meeting performance targets, including benchmarks that are mutually determined by the Parties. C. All expenditure by the Parties in accordance with the provisions of this Annex shall be subject to the normal approval of appropriations by the Parliament of the Party providing the appropriation. D. The financial contribution estimates for an Activity provided by each Party as outlined in the Schedules shall be indicative planning figures only and not financial commitments. Annual financial estimates for the Program shall be arranged between the Parties and any variations mutually determined as appropriate.
Sample 1
Levels of Assistance. The level and type of help offered to students solving problems strongly influences the difficulty of the problems they will be able to tackle and the speed with which they answer them. At one end of the continuum is a traditional lecture approach, in which a technique or procedure is demonstrated by the teacher, and where students need only to emulate the method to correctly complete the exercises. At the other end of this same continuum is the Xxxxx Method, in which teachers give the barest of help to students, typically responding to a question with another probing question instead of giving an instruction. Most problem-solving teaching sits somewhere nearer the Xxxxx end of the spectrum—lest problems turn into 1This represents two and three hours of classes, alternating weekly. 2This represents a single, one-hour lecture a fortnight. procedural exercises—but that is not to say that giving students specific guidance on occasion has no pedagogic value. Lecturers who begin teaching problem-solving for the first time are frequently surprised by the extent to which students struggle with seemingly straightforward problems, especially near the start of a module. The didactic contract (Xxxxxxxxx, 1997) between student and teacher must be clearly articulated at the start of a problem-solving module; students who do not appreciate the point of such a module may be tempted to solve problems through means other than their own cognitive exertions. The overwhelming experience of the staff interviewed for our case-studies is that students who understand the aims of their modules recognise the importance of working for themselves, and resist the temptation to short-circuit the sometimes painful struggle to solve a problem. Nevertheless, lecturers may prefer to select their problems from an obscure source (such as a text-book in a foreign language) to minimise the risk of cheating and to reassure colleagues. The most important aspect of teaching students to solve problems on their own is to put them in a position where relevant mathematical thinking occurs spontaneously. To give them directions or to promote a particular heuristic is counterproductive – students need to be given time to be stuck and to find their own ways out. The principle job of the teacher is to help students to discover their own natural mathematical powers and bring them to bear on challenging problems – a deft touch with minimal intervention is required to achieve this.
Sample 1

Related to Levels of Assistance

  • Structure of Assistance The Program is envisioned as a revolving fund. The Program will make a five-year, non-recourse, zero-percent forgivable, non- amortizing loan in which a second lien is recorded on the property. Twenty percent of the loan will be forgiven for each year the loan is outstanding. If the property is sold or refinanced prior to the loan termination date, the Program will recover funds should sufficient equity be available from the transaction. The Program will recycle recovered funds in order to provide additional program assistance until December 31, 2017, at which time any recovered funds will be returned to Treasury.

  • Duration of Assistance Program funds will be distributed as a one-time payment to the servicer.

  • Plan of Assistance The Plan of Assistance is designed to be helpful. It is initiated when other means of the assistive process have not been successful and the supervisor determines that the classified employee needs additional assistance and support to maintain or achieve an acceptable level of performance.

  • Audit Assistance Each of the Parties and their respective Subsidiaries are or may be subject to regulation and audit by a Governmental Authority (including a Taxing Authority), standards organizations, customers or other parties to contracts with such Parties or their respective Subsidiaries under applicable Law, standards or contract provisions. If a Governmental Authority, standards organization, customer or other party to a contract with a Party or its Subsidiary exercises its right to examine or audit such Party’s or its Subsidiary’s books, records, documents or accounting practices and procedures pursuant to such applicable Law, standards or contract provisions, and such examination or audit relates to the Services, then the other Party shall provide, at the sole cost and expense of the requesting Party, all assistance reasonably requested by the Party that is subject to the examination or audit in responding to such examination or audits or requests for Information, to the extent that such assistance or Information is within the reasonable control of the cooperating Party and is related to the Services.

  • Turnover Assistance Grantee will provide any assistance and actions reasonably necessary to enable System Agency or its designee to effectively close out the Grant Agreement and transfer the performance and obligations of the Grant Agreement to another Grantee or to System Agency if necessary. Grantee agrees that this obligation survives the termination, regardless of whether for cause or convenience, or the expiration of the Grant Agreement and remains in effect until completed to the satisfaction of System Agency.

  • 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.

  • Legal Assistance The Board shall give full support including legal and other assistance for any assault upon the employee while properly acting in the discharge of his/her duties.

  • 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.

  • 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.

  • 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.

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