Personnel Development Sample Clauses

Personnel Development. System of Personnel Development (CSPD) is a component of the Department of Health and Social Services Birth to Three Early Intervention State Performance Plan. Activities and responsibilities for personnel development are coordinated with DOE through the Partner’s Council For Children with Disabilities (PCCD) committee. And its work in early childhood and in highly qualified personnel. • provide for adequate and appropriate pre and inservice training • include procedures to ensure an adequate supply of personnel • provide for acquiring and disseminating significant information derived from research and demonstration projects The Training Administrator for the Part C Birth to Three Early Intervention System will serve on the committee to ensure that the training needs, personnel development and promising practices associated with the Birth to Three Early Intervention System are adequately addressed. Interagency collaboration and joint planning are supported and endorsed by the PCCD Bylaws. Family members are an integral part of Delaware’s CSPD. Through the work of Delaware New Scripts, both the Part C Birth to Three Early Intervention System and the Department of Education support the active involvement of family members in the preparation and training of personnel to work with infants, toddlers and young children of diverse abilities and their families. Delaware New Scripts is comprised of family members, early intervention professionals, and educators working to promote families as change agents in order to enhance the early childhood intervention experience for children and families.
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Personnel Development. The State Department of Education, the State Department of Health and Welfare, Migrant and Seasonal Head Start Programs Branch, and the Region X Administration for Children and Families commit to collaboratively support shared training and technical assistance needs, and to coordinate and share training and technical assistance opportunities. 11 Head Start" includes Early Head Start (EHS), Head Start (HS), Migrant Seasonal Head Start (MSHS}, and the American Indian and Alaska Native Head Start (AIANHS).
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Personnel Development. A regionalized plan for personnel development will be prepared by the Directors' Council with input from the CAC Allocations to support the plan will be made by the AU as approved by the Governance Council in the Annual Budget Plan.
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Personnel Development. The School District will take measurable steps to recruit, hire, train, and retain highly qualified personnel to provide special education and related services to children with disabilities.
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Personnel Development. The Idaho Department of Education and the Department of Health and Welfare commit to jointly determine training and technical assistance needs and to coordinate and share training and technical assistance opportunities for both agencies' personnel and their primary target audiences at local school districts and regional programs with respect to early intervention, special education, transition procedures, conflict and dispute resolution, cultural sensitivity and family centered practices.
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Personnel Development. Supporting the Distributor’s ongoing efforts to develop its sales force.
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Personnel Development. In carrying out paragraph (1)(A), the Sec- retary shall support not less than 1 of the fol- lowing activities: (A) Assisting effective existing, improving existing, or developing new, collaborative personnel preparation activities undertaken by institutions of higher education, local educational agencies, and other local enti- ties that incorporate best practices and sci- entifically based research, where applicable, in providing special education and general education teachers, principals, administra- tors, and related services personnel with the knowledge and skills to effectively support students with disabilities, including— (i) working collaboratively in regular classroom settings; (ii) using appropriate supports, accom- modations, and curriculum modifications; (iii) implementing effective teaching strategies, classroom-based techniques, and interventions to ensure appropriate identification of students who may be ▇▇▇- gible for special education services, and to prevent the misidentification, inappropri- ate overidentification, or underidentifica- tion of children as having a disability, es- pecially minority and limited English pro- ficient children; (iv) effectively working with and involv- ing parents in the education of their ▇▇▇▇- ▇▇▇▇; (v) utilizing strategies, including posi- tive behavioral interventions, for address- ing the conduct of children with disabil- ities that impedes their learning and that of others in the classroom; (vi) effectively constructing IEPs, par- ticipating in IEP meetings, and imple- ▇▇▇▇▇▇▇ IEPs; (vii) preparing children with disabilities to participate in statewide assessments (with or without accommodations) and al- ternate assessments, as appropriate, and to ensure that all children with disabil- ities are a part of all accountability sys- tems under the Elementary and Secondary Education Act of 1965 [20 U.S.C. 6301 et seq.]; and (viii) working in high need elementary schools and secondary schools, including urban schools, rural schools, and schools operated by an entity described in section 6113(d)(1)(A)(ii) of the Elementary and Sec- ondary Education Act of 1965 [20 U.S.C. 7423(d)(1)(A)(ii)], and schools that serve high numbers or percentages of limited English proficient children. (B) Developing, evaluating, and dissemi- nating innovative models for the recruit- ment, induction, retention, and assessment of new, special education teachers who meet the qualifications described in section 1412(a)(14)(C) of this ti...
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Personnel Development. It is agreed that relief opportunities will be equitably distributed amongst all Clerical staff. This will allow staff to develop and understand the various functions of the PWU. This will also allow staff to develop their qualifications toward further vacancies. A list of Clerical staff will be produced in seniority order. When relief and/or rotational opportunities arise, the Clerical employees on this list will be provided these opportunities in order of seniority. It is recognized that from time to time the Employer may not be able to release the employee for the relief/rotational assignment (e.g. the employee may be on an out-of-town assignment or in collective bargaining, etc.). In these circumstances, the relief/rotational opportunity will be offered to the next senior employee. The next relief/rotational opportunity will be offered to the employee who was unavailable. In an effort to better understand PWU and the principles of the trade Union movement, staff will attend conventions which will promote this principle. The Employer will pay the costs for one (1) employee nominated by the Union to attend the CUPE and CLC conventions. Other conventions such as Women’s Conferences, Health and Safety Conferences etc. will be determined on a case by case basis and will be at the discretion of the Employer. Employees shall receive one hundred percent (100%) of approved reimbursable costs, paid for external training which: • creates or maintains employee’s capability related to current job performance; • creates employee’s capability for a position identified in a succession, retraining or deployment plan. Employees shall receive seventy-five percent (75%) of registration/tuition fees and learning material costs for external training activities which create employee’s capability for future jobs within PWU and provided such training is outside working hours.
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Personnel Development. The State Department of Education and the Department of Health and Welfare commit to jointly determine training and technical assistance needs and to coordinate and share training and technical assistance opportunities for both agencies' personnel and their primary target audiences at local school districts and regional programs with respect to early intervention, special education, transition procedures, conflict and dispute resolution, cultural sensitivity and family centered practices.
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Related to Personnel Development

  • Job Development ‌ a. Does the district conduct or access job development services to expand job opportunities for TA and SNAP participants? Yes No If Yes, select how the district participates in job development activities. District staff contacts employers to solicit jobs for TA and SNAP Participants. Describe below how this is done, including number of staff, frequency of contacts, etc. Self Sufficiency Supervisory Staff members promote the hiring of Temporary Assistance clients through the use of the Transitional Employment Advancement Program (TEAP). MCDSS offers periodic job interviews with 60 - 75 TA recipients (concentrating on the Safety Net Singles) to fill vacant positions with companies who may participate with TEAP or OJT. Daily, job openings are received from area employers and reviewed by the Self Sufficiency staff for possible applicant matching. All jobs are posted in our waiting rooms, handed out at our front windows, given during recertification interviews or employment assessments for clients and applicants to review and submit applications to. To find additional employers, intranet searches of employment web sites, phone calls, cold calls, and mailings are made to employers in the area to explain the TEAP and OJT contracts along with information about Tax Incentives. Self Sufficiency staff also attend Job Fairs, as they arise to speak with employers and discuss the benefits of hiring a client currently on Public Assistance. Individuals that are eligible for TEAP or OJT are also given a TEAP brochure and OJT literature to use to advise potential employers that they are eligible for TEAP or OJT if they are hired. The Employment Coordinator receives notifications of job postings from various Monroe County vendors, we then try to match clients with these positions. MCDSS screens recipients for job skills matching current openings at an employer. MCDSS then schedules recipients to come to office and have a job interview here in the building. We assist with online application filing and interview preparation before the interview is conducted with the employer. MCDSS receives notifications of community job fairs and advises employable individuals to attend. MCDSS is able to have a sign in table at these events and are able to mentor individuals and offer support during the fair. District contracts or has an agreement with another agency to contact employers and solicit jobs for TA and/or SNAP participants. Describe below how this is done, including number of staff, frequency of contacts, etc. RochesterWorks, Inc. - There are 3 full-time staff dedicated to employer outreach on the RochesterWorks Business Services team. Outreach is done on a daily basis in a variety of ways such as through daily job posts on behalf of business, presentations to business/industry associations and groups like the local ▇▇▇▇▇▇▇▇ of Commerce, Pro-ROC (Professional Recruiters of Rochester) and other networks; one-on-one meetings at employers’ worksites, virtually, over the phone or via email; virtual and in-person recruitment events; and monthly business newsletters. RochesterWorks also engages employers referred by our local county Economic Development Department as well as the Department of Labor, to promote and connect job seekers with hiring companies. In addition to free job posting, recruitment events, and promotion, RochesterWorks offers work-based training grants in the form of On-the-Job Training (partial wage subsidy) and Transitional Jobs (fully subsidized). Career Systems currently refers Job Seekers from a number of programs to area job fairs. They will continue this and consider a referral to a job fair to be equivalent to a referral to potential employment; it will be a condition of continued eligibility for the program. They will facilitate, monitor and report this attendance and participation. Career Systems will also develop relationships with hiring agencies that will allow groups of participants to be interviews at the job site. Career Systems staff will facilitate, monitor and report attendance at these functions.

  • Project Development a. Collaborate with COUNTY and project clients to identify requirements and develop a project Scope Statement. a. Develop a Work Breakdown Structure (WBS) for each project. b. Evaluate Scope Statement to develop a preliminary cost estimate and determinate whether project be vendor bid or be executed under a Job Order Contract (JOC).

  • 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: i) Developing a more highly skilled and flexible workforce. ii) Providing employees with career opportunities through appropriate training to acquire the additional skills as required by the Company. Taking into account; The current and future skill needs of the Company. The size, structure and nature of the Company. The need to develop vocational skills relevant to the Company and the Electrical Contracting Industry. Where, by agreement between the employee and employer, an employee undertakes training providing skills, which are not a company specific requirement, any time spent in the completion of this training shall be unpaid.

  • Joint Development If joint development is involved, the Recipient agrees to follow the latest edition of FTA Circular 7050.1, “Federal Transit Administration Guidance on Joint Development.”

  • Staff Development As part of their induction, new staff will be made aware of this policy and will be asked to ensure compliance with its procedures at all times.