Personnel Development Sample Clauses

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).

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.

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.

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.

Personnel Development. Supporting the Distributor’s ongoing efforts to develop its sales force.

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...

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.

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.