Professional Development and Mentoring Clause Samples
Professional Development and Mentoring. The parties agree that the purpose of conducting an APPR is to improve professional practice and improve student performance. APPR must therefore be a significant factor in shaping the professional development opportunities provided to teachers. The HFHO BOCES and the Association shall cooperate in designing professional development activities that are appropriate for and responsive to the needs of each individual teacher as identified in his/her APPR. The PDP Committee in collaboration with the APPR and Mentoring Committees shall be responsible for developing and recommending to the Superintendent of HFHO BOCES all aspects of the Professional Development Plan, as well to suggest a tentative schedule for 3012c implementation. Teacher Improvement Plan (TIP) for all teachers whose performance is evaluated as Developing or Ineffective.
Professional Development and Mentoring. Section 1: It is the Committee's policy to allot substitute days for purposes related to instruction, such as visits to other schools and attendance at conferences. A teacher or group of teachers may apply to the school Principal or the Office for Curriculum and Instruction the use of these substitute days. Where substitutes are required for field trips that are part of the school's regular program and approved by the school's Principal, the substitute days will not be charged against the school's allotment.
Section 2: The Committee and the Association agree that there will be a Mentor Program. The Association will have input in the development of the Mentor Program and training. It is expected that teachers who become Mentors will make a three-year commitment to the program. All teachers selected as Mentors will receive training in their first year of participation in the program. Additional training will be provided for mentors as needed. Compensation for mentors will be as follows:
A. $600 or three (3) in-service credits and 15 PDP’s per teacher. Substitute coverage for mentors and mentees will be provided by the Committee, as needed.
Section 3: During the first 5 years of employment, all new teachers (and administrators for Unit B; see Unit B Contract) may be required to attend a set of professional development workshops or course(s). These will be for up to 45 PDP's (now 15) or 3 in-service credits over the 5 (now 1) years at no cost to the teacher. Further, the School Committee and the Administration will endeavor to provide courses for teachers during their first 5 years of employment, which will give them the opportunity to obtain graduate credits.
Professional Development and Mentoring. Student progress directly depends on the quality of the teaching staff: the better the teacher’s knowledge and pedagogical skills, the higher the students’ academic performance (Pons et al., 2015). In order to meet student needs teachers should obtain the necessary skills and knowledge to empower students in their education. Therefore, constant enhancement and improvement of staff professional knowledge and skills becomes one of the most important aims of senior management team as they endeavor to increase school effectiveness and gain higher results in state examinations (▇▇▇▇▇▇ & ▇▇▇▇▇▇▇▇, 1999).
Professional Development and Mentoring. The State and the Union agree to research and if possible jointly propose a mentoring system to improve Provider success, child care practices and compliance with standards of care as a part of the overall planning for Professional Development.