Professional Development and Support. (a) The specific nature of an employee’s skills requires professional development and training on an ongoing basis. It is the joint responsibility of both the employer and the employee to have due regard to this requirement.
(b) The employer will ensure access to reasonable, pre-approved professional development - provided by the employer as well as external opportunities relevant to the needs of the counsellor role within individual schools and the priorities of each school.
(c) The employer will provide time to complete professional practice requirements of the counsellor role i.e. follow up phone calls, scoring assessments, writing reports and case notes, maintaining files, participating in mandatory supervision and professional development, and involvement in system processes.
(d) The employer will provide counsellor supervision and monitor required participation.
Professional Development and Support. Section 1. The University recognizes that adequate supporting services are necessary for effective scholarship and professional development. All faculty, including tenure-related, fixed-term and academic professionals, are encouraged to participate in activities that enhance their professional development.
(a) In order to support scholarship and professional development the University shall fund a multifaceted Development Program that reflects both the need for bargaining unit members to fulfill the tasks of scholarly and scientific research, writing, teaching, advising, supporting student health and wellness and all other aspects of the mission of the University. All bargaining unit members, whether in academic professional, on-tenure track, tenure-track, or tenured appointments, shall be eligible to apply for and receive funds through this program.
(b) The Faculty Development Program and professional travel funds, as allocated in Section 3, will be administered by the Faculty Development Committee, with oversight by the Xxxxxxx or the Xxxxxxx'x designee. The Committee shall be composed of members selected by the Committee on Committees and representative of the breadth of the university faculty including tenure-related faculty, non-tenure track faculty and academic professionals.
Section 2. The University recognizes that professional travel for presentation of the products of scholarly work is necessary for effective professional development. Bargaining unit members and department chairs are encouraged to participate in activities that enhance their professional development.
Section 3. For fiscal years 2013-2014 and 2014-2015, the University will allocate $650,000 annually for the Faculty Development Program, to include $50,000 which previously funded the Career Support Fund in Article 16, and $500,000 annually for professional travel.
Professional Development and Support. Section 1. The University recognizes that adequate supporting services are necessary for effective scholarship and professional development. All faculty, including tenure-related, fixed-term and academic professionals, are encouraged to participate in activities that enhance their professional development.
(a) In order to support scholarship and professional development the University shall fund a multifaceted Development Program that reflects both the need for bargaining unit members to fulfill the tasks of scholarly and scientific research, writing, teaching, advising, supporting student health and wellness and all other aspects of the mission of the University. All bargaining unit members, whether in fixed-term, tenure-track, or tenured appointments, shall be eligible to apply for and receive funds through this program.
(b) The Faculty Development Program will be administered by the Faculty Development Committee, with oversight by the Xxxxxxx or the Xxxxxxx'x designee. The Committee shall be composed of members selected by the Committee on Committees and representative of the breadth of the university faculty including tenure-related faculty, fixed-term faculty and academic professionals. The Committee shall develop criteria and procedures for various categories of awards and determine which of its Committee members shall serve on review and selection committees. Membership on the Committee is for up to three years. The Committee on Committees should appoint members such that approximately one-third of the members are replaced annually with terms of service running during the academic year.
(c) The Faculty Development Committee sets the maximum grant amount at the beginning of each academic year up to $15,000. Eligible faculty will be notified of the criteria and procedures for awards during November of each academic year. Course release and computers shall be considered eligible expenditures where justified, as well as expenditures for data, research assistants, workshop fees, etc. General eligibility criteria include, but are not limited to:
1. bargaining unit members who are primarily instructional faculty requesting funding to support professional development;
2. bargaining unit members who are Academic Professionals requesting funding to support professional development;
3. bargaining unit members who are established investigators for whom the proposed project is essential for the successful pursuit of outside funding;
4. bargaining unit members wh...
Professional Development and Support. Section 1. The University recognizes that adequate supporting services are necessary for effective scholarship and professional development. All faculty, including tenure-related, fixed-term and academic professionals, are encouraged to participate in activities that enhance their professional development.
(a) In order to support scholarship and professional development the University shall fund a multifaceted Development Program that reflects both the need for bargaining unit members to fulfill the tasks of scholarly and scientific research, writing, teaching, advising, supporting student health and wellness and all other aspects of the mission of the University. All bargaining unit members, whether in academic professional, fixed-termnon-tenure track, tenure-track, or tenured appointments, shall be eligible to apply for and receive funds through this program.
(b) The Faculty Development Program and professional travel funds, as allocated in Section 3, will be administered by the Faculty Development Committee, with oversight by the Xxxxxxx or the Xxxxxxx'x designee. The Committee shall be composed of members selected by the Committee on Committees and representative of the breadth of the university faculty including tenure-related faculty, fixed-termnon-tenure track faculty and academic professionals. The Committee shall develop criteria and procedures for various categories of awards and determine which of its Committee members shall serve on review and selection committees. Membership on the Committee is for up to three years. The Committee on Committees should appoint members such that approximately one-third of the members are replaced annually with terms of service running during the academic year.
Professional Development and Support. (a) The specific nature of an employee’s skills requires professional development and training on an ongoing basis. It is the joint responsibility of both the employing authority and the employee to have due regard to this requirement.
(b) The employing authority will ensure access to reasonable, pre-approved professional development - provided by the employer as well as external opportunities relevant to the needs of the counsellor role within individual schools and the priorities of each school.
(c) The employing authority will provide time to complete professional practice requirements of the counsellor role i.e. follow up phone calls, scoring assessments, writing reports and case notes, maintaining files, participating in mandatory supervision and professional development, and involvement in system processes.
(d) The employing authority will provide counsellor supervision and monitor required participation.
Professional Development and Support. While much professional development and support has proven ineffective, research has pointed to qualities of professional support that enhance its effectiveness. A 2022 analysis of the literature finds professional development most likely to be effective when it includes: “
(1) built-in time for teacher-to-teacher collaboration around instructional improvement; (2) one-to-one coaching, where coaches work to observe and offer feedback on teachers’ practice; and (3) follow-up meetings to address teachers’ questions and finetune implementation.”19 This finding extends prior research, which found that professional learning in which teachers collaborate, receive coaching, and practice new approaches as part of regular daily schedules, is more effective at increasing teacher capacity and improving teacher performance.20 This evidence is supported by research on teacher coaching. In a meta-analysis of 60 rigorous studies, Xxxxx and colleagues found a strong positive impact on both teacher instructional practice and student learning.21 In addition, research on teacher retention also points to the importance of the support teachers receive in determining whether they stay in the profession. In a recent comprehensive meta-analysis synthesizing findings from 120 studies of teacher retention, three of the main factors positively correlated with retention were teachers’ perceived quality of administrative support, access to mentoring, and strong in-service professional development.
Professional Development and Support
