Personal/Social Development Sample Clauses

Personal/Social Development. Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others. Standard B: Students will make decisions, set goals, and take necessary action to achieve goals. Standard C: Students will understand safety and survival skills. XXXXXXXX X0 XXXXXX UNIFIED SCHOOL DISTRICT Student Services Coordinator Evaluation Report Student Service Coordinator: School: School Year: Evaluator: Title: Personnel Status:  Temporary  Probationary I  Probationary II  Permanent Highly Effective/Innovating Effective/Proficient Developing/ Professional Support Needed Unsatisfactory/Does Not Meet Standard This level is reserved for truly outstanding counseling that meets very demanding criteria and exceeds standards. Areas for growth will be identified. Professional performance meets standards. Areas for growth will be identified. Student Services Coordinators are not expected to remain at this level; performance has standard(s) which must be addressed. *If indicated below, a professional support plan will be implemented to meet standards. Performance is clearly unacceptable, does not meet standards, and needs to be improved. Re-evaluation and professional support plan are required. CSSCP Rating Standard 1: Engage, Advocate For and Support All Students In Learning  Highly Effective/Innovating  Effective/Proficient  Developing  *Professional Support Plan Needed  Unsatisfactory/Does Not Meet Standard Standard 2: Plan, Implement and Evaluate Programs to Promote Academic, Career, Personal and Social Development of All Students  Highly Effective/Innovating  Effective/Proficient  Developing *Professional Support Plan Needed  Unsatisfactory/Does Not Meet Standard Standard 3: Utilize Multiple Sources of Information to Monitor and Improve Student Behavior and Achievement  Highly Effective/Innovating  Effective/Proficient  Developing  *Professional Support Plan Needed  Unsatisfactory/Does Not Meet Standard Standard 4: Collaborate and Coordinate With School and Community Resources  Highly Effective/Innovating  Effective/Proficient  Developing *Professional Support Plan Needed  Unsatisfactory/Does Not Meet Standard 81 Standard 5: Promote and maintain a Safe Learning Environment for All Students  Highly Effective/Innovating  Effective/Proficient  Developing *Professional Support Plan Needed  Unsatisfactory/Does Not Meet Standard Standard 6: Developing as a Professional School Counselor  Highly E...
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Personal/Social Development. Key Elements for Area Four: 4-1 Provides help/resources for at risk students 4-2 Identifies and refers special needs students 4-3 Assists students in development and interpersonal skills 4-4 Maintains professional confidentiality Comment: 6 XXXXXX UNIFIED SCHOOL DISTRICT COUNSELOR EVALUATION
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Personal/Social Development. Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others. Standard B: Students will make decisions, set goals, and take necessary action to achieve goals. Standard C: Students will understand safety and survival skills. APPENDIX G6 XXXXXX UNIFIED SCHOOL DISTRICT School Counselor Evaluation Report School Counselor: School:
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Personal/Social Development. Key Elements for Area Four:
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Related to Personal/Social Development

  • Job Development Job development/placement is individualized and shall include weekly person-to-person job search assistance, assistance with identifying job leads, interview coaching and support, and maintaining a log of job search activities for the purposes of obtaining competitive integrated employment. By mutual consent of the consumer and the KARINA ASSOCIATION, INC. , these services may be provided in-person or by Skype, FaceTime, or other online communication tools. Job development/placement may also include arranging job trials/job shadowing for individuals with a DORS Trial Work Experience Plan, assistance with completing applications, assistance with employer follow-up after interviews, use of personal employment networks in job search, and resume update. It would include time spent calling employers, visiting and educating employers and similar activities. Job development/placement shall not be paid for using supported employment funding and shall not include the Discovery process, which is pre-vocational in nature and may be completed prior to job development. Up to 60 hours for job search assistance, authorized in 20-hour increments, may be used for job development. Additional hours of job development may be requested and require written justification by KARINA ASSOCIATION, INC. and approval of the DORS regional/program director. Authorizations for Job Development. DORS only pays for job development services which have been previously authorized by a DORS official. Job Development Reporting. The Employment Service Progress Form is expected to be submitted to DORS on a monthly basis per consumer. This form is available on the DORS website (xxx.xxxx.xxxxxxxx.xxx).

  • TRAINING AND EMPLOYEE DEVELOPMENT 9.1 The Employer and the Union recognize the value and benefit of education and training designed to enhance an employee’s ability to perform their job duties. Training and employee development opportunities will be provided to employees in accordance with college/district policies and available resources.

  • Workforce Development MPC’s technical training program is having a major impact in the region. Online modules, short courses, webinars, and on site/videoconferencing events are reaching state and local transportation department employees and tribal transportation planners. By harnessing the capabilities of the four LTAP centers located at the MPC universities and the multimedia capabilities of the Transportation Learning Network (which was founded and is partly funded by MPC) more than 76 technical training events were offered in the second half of 2015. These training modules and short courses are critical to transportation agencies that need to improve or renew the skills of engineering technicians and other frontline workers. Many MPC courses or training events result in the certification of workers. Even when certification is not required, TLN’s online learning management systems allow employees and employers to set learning goals and monitor progress towards these goals. MPC is making another major impact in workforce development. Altogether, 57 graduate students are working on MPC research projects under the tutelage of faculty researchers. These graduate students represent the researchers and technical analysts of tomorrow. Without the MPC program and the stipend funds that it provides, these students may not be specializing in transportation; but, instead would be seeking career opportunities in other fields. The MPC research program allows faculty to mentor graduate students while allowing the students to work on projects for federal and state transportation agencies—thereby, gaining valuable practical experience.

  • Training and Professional Development C. Maintain written program procedures covering these six (6) core activities. All procedures shall be consistent with the requirements of this Contract.

  • Training and Development 14.1 The parties are committed to, and acknowledge the mutual benefit to the employer and employee of planned human resource development and the provision and participation in relevant development opportunities (including accredited training).

  • Research and Development (i) Advice and assistance in relation to research and development of Party B;

  • PROFESSIONAL DEVELOPMENT AND EDUCATIONAL IMPROVEMENT A. The Board agrees to implement the following:

  • Professional Development 9.01 Continuous professional development is a hallmark of professional nursing practice. As a self-regulating profession, nursing recognizes the importance of maintaining a dynamic practice environment which includes ongoing learning, the maintenance of competence, career development, career counselling and succession planning. The parties agree that professional development includes a diverse range of activities, including but not limited to formal academic programs; short-term continuing education activities; certification programs; independent learning committee participation. The parties recognize their joint responsibility in and commitment to active participation in the area of professional development.

  • Employee Development The Employer may provide employees the opportunity to participate in appropriate seminars, workshops or short courses. When possible and appropriate the Employer will provide to all staff information on seminars, workshops or short courses by posting a notice on the Employer’s internal web site.

  • Skills Development The Company acknowledges the changing pace of technology in the electrical contracting industry and the need for employees to understand those changes and have the necessary skill requirements to keep the Company at the forefront of the industry. The Parties to this Agreement recognise that in order to increase the efficiency, productivity and competitiveness of the Company, a commitment to training and skill development is required. Accordingly, the parties commit themselves to:

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