Prioritizing Goals Sample Clauses

Prioritizing Goals. What are the appropriate goals? What are important goals? What kinds of goals are worthwhile? While allowing flexibility in determining what would be most appropriate in each situation, it is important that we have a framework to use in thinking about what kinds of goals would be more worthwhile. There would seem to be three general categories of goals that teachers and supervisors could set. They are prioritized based upon the assumption that since the average supervisor/teacher contact during an evaluation period is less than 1% of the teacher's time in the building. The highest priority goals should be those goals that would seem to pay the greatest dividends in regard to teacher growth for the amount of time expended. Priority should, then, be given to teacher goals. The three types of goals are: 1. Top Priority I Goals are Teachers Goals 2. Priority II Goals are Learner Goals 3. Priority II Goals are Program Goals If instructional improvement is the primary purpose of the professional growth option, experience clearly indicates the importance of the goal-setting activity being a mutually developed, cooperative venture.
Sample 1Sample 2Sample 3
Prioritizing Goals. While allowing for flexibility in determining what would be most appropriate in each situation, it is important to have a framework to use in determining what kinds of goals would be more worthwhile.
Sample 1Sample 2
Prioritizing Goals. What are the appropriate goals? What are important goals? What kinds of goals are worthwhile? While allowing flexibility in determining what would be most appropriate in each situation, it is important that we have a framework to use in thinking about what kinds of goals would be more worthwhile. There would seem to be three general categories of goals that teachers and supervisors could set. They are prioritized based upon the assumption that since the average supervisor/teacher contact during an evaluation period is less than 1% of the teacher's time in the building. The highest priority goals should be those goals that would seem to pay the greatest dividends in regard to teacher growth for the amount of time expended. Priority should, then, be given to teacher goals. The three types of goals are:
Sample 1
Prioritizing Goals. What are the appropriate goals? What are important goals? What kinds of goals are worthwhile? While allowing flexibility in determining what would be most appropriate in each situation, it is important that we have a framework to use in thinking about what kinds of goals would be more worthwhile. There would seem to be three general categories of goals that teachers and supervisors could set. They are prioritized based upon the assumption that since the average supervisor/teacher contact during an evaluation period is less than 1% of the teacher's time in the building. The highest priority goals should be those goals that would seem to pay the greatest dividends in regard to teacher growth for the amount of time expended. Priority should, then, be given to teacher goals. The three types of goals are: 1. Top Priority I Goals are Teachers Goals 2. Priority II Goals are Learner Goals 3. Priority II Goals are Program Goals If instructional improvement is the primary purpose of the professional growth option, experience clearly indicates the importance of the goal-setting activity being a mutually developed, cooperative venture. HOQUIAM SCHOOL DISTRICT Planning Conference PROFESSIONAL GROWTH OPTION Additional Conf. PLANNING FORM (prior toFeb.1) Post Conference Staff Member Assignment Supervisor School Year Worksite Facilitator Through routine observation: Date: Staff Member: Date: Supervisor: Position: First Copy: Personnel File Second Copy: Employee Third Copy: Principal/Supervisor To be completed by June 0 1. Point values for co-curricular positions shall not be lowered during the term of employment of any person currently holding a position. 2. All co-curricular positions shall be posted annually. 3. Co-curricular positions are certificated bargaining unit positions. All qualified certificated bargaining unit members shall have the right of first refusal to any position that comes open prior to that position being offered to non-bargaining unit personnel. 4. Each individual point value shall be $156.35 ASB Advisor HS 30.5 2007 Band (gr. 7-12) HS 35 2007 Choir HS 23 2007 Debate HS 13 2007 Drama (per production) HS 29 2007 Drama (per production) Assistant ( 30 + participants) HS 19 2007 Gazette HS 12 (8 new employee) 2007 Hesperian HS 14 2007 Knowledge Bowl HS 12 2007 Knowledge Bowl MS 12 2007 Musical-MS MS 15 2007 Music Elem. 9 per bldg. 2007 Young Authors' Conferenc Elem. 13.5 2007 Math Olympiad Elem. 13.5 2007 Business Education 1.000 7 3 10 Business Educat...
Sample 1

Related to Prioritizing Goals

  • Program Goals CalHFA MAC envisions that these monies would be used to complement other federal or lender programs designed specifically to stabilize communities by providing assistance to homeowners who have suffered a financial hardship and as a result are no longer financially able to afford their first-lien mortgage loan payments or their Property Expenses when associated with a Federal Housing Administration (“FHA”) Home Equity Conversion Mortgages (“HECM”) loan, only.

  • Project Goals The schedule, budget, physical, technical and other objectives for the Project shall be defined.

  • Contract Goals A. For purposes of this procurement, OGS conducted a comprehensive search and determined that the Contract does not offer sufficient opportunities to set goals for participation by MWBEs as subcontractors, service providers, or suppliers to Contractor. Contractor is, however, encouraged to make every good faith effort to promote and assist the participation of MWBEs on this Contract for the provision of services and materials. The directory of New York State Certified MWBEs can be viewed at: xxxxx://xx.xxxxxxxxxxxxxx.xxx/FrontEnd/VendorSearchPublic.asp?TN=ny&XID=2528. Additionally, following Contract execution, Contractor is encouraged to contact the Division of Minority and Women’s Business Development ((000) 000-0000; (000) 000-0000; or (000) 000-0000) to discuss additional methods of maximizing participation by MWBEs on the Contract. B. Good Faith Efforts Pursuant to 5 NYCRR § 142.8, evidence of good faith efforts shall include, but not be limited to, the following: 1. A list of the general circulation, trade, and MWBE-oriented publications and dates of publications in which the Contractor solicited the participation of certified MWBEs as subcontractors/suppliers, copies of such solicitations, and any responses thereto. 2. A list of the certified MWBEs appearing in the Empire State Development (“ESD”) MWBE directory that were solicited for this Contract. Provide proof of dates or copies of the solicitations and copies of the responses made by the certified MWBEs. Describe specific reasons that responding certified MWBEs were not selected. 3. Descriptions of the Contract documents/plans/specifications made available to certified MWBEs by the Contractor when soliciting their participation and steps taken to structure the scope of work for the purpose of subcontracting with, or obtaining supplies from, certified MWBEs. 4. A description of the negotiations between the Contractor and certified MWBEs for the purposes of complying with the MWBE goals of this Contract. 5. Dates of any pre-bid, pre-award, or other meetings attended by Contractor, if any, scheduled by OGS with certified MWBEs whom OGS determined were capable of fulfilling the MWBE goals set in the Contract. 6. Other information deemed relevant to the request.

  • Goals Goals define availability, performance and other objectives of Service provisioning and delivery. Goals do not include remedies and failure to meet any Service Goal does not entitle Customer to a Service credit.

  • Program Objectives Implement a rigorous constructability program following The University of Texas System, Office of Capital Projects Constructability Manual. Identify and document Project cost and schedule savings (targeted costs are 5% of construction costs). Clarification of Project goals, objectives.

  • Goal The goals of the Department’s grants are to: 1. Reduce delinquency, increase offender accountability, and rehabilitate juvenile offenders through a comprehensive, coordinated, community-based juvenile probation system;

  • Design Criteria A/E shall prepare all work in accordance with the latest version of applicable County’s procedures, specifications, manuals, guidelines, standard drawings, and standard specifications. A/E shall prepare each Plans, Specifications, and Estimates (PS&E) package in a form suitable for letting through County’s construction contract bidding and awarding process.

  • Performance Indicators The HSP’s delivery of the Services will be measured by the following Indicators, Targets and where applicable Performance Standards. In the following table: INDICATOR CATEGORY INDICATOR P=Performance Indicator E=Explanatory Indicator M=Monitoring Indicator 2022/23 Organizational Health and Financial Indicators Debt Service Coverage Ratio (P) 1 ≥1 Total Margin (P) 0 ≥0 Coordination and Access Indicators Percent Resident Days – Long Stay (E) n/a n/a Wait Time from Home and Community Care Support Services (HCCSS) Determination of Eligibility to LTC Home Response (M) n/a n/a Long-Term Care Home Refusal Rate (E) n/a n/a Quality and Resident Safety Indicators Percentage of Residents Who Fell in the Last 30 days (M) n/a n/a Percentage of Residents Whose Pressure Ulcer Worsened (M) n/a n/a Percentage of Residents on Antipsychotics Without a Diagnosis of Psychosis (M) n/a n/a Percentage of Residents in Daily Physical Restraints (M) n/a n/a

  • Metrics Institutional Metrics System-Wide Metrics

  • Performance Measure Grantee will adhere to the performance measures requirements documented in