Recommendations for Policy-makers Sample Clauses

Recommendations for Policy-makers. One of the recommendations for the Ministry of Education and Science is to develop a policy for implementing mentoring in all schools in Kazakhstan. The policy makers may have a significant responsibility of guaranteeing the success of the mentorship programs through the policies they formulate. They may promote mentoring programs through providing the required policy support and associated incentives. As an example, they can establish training for senior teachers in order to improve the quality of help provided by mentors. Therefore, mentors would feel more confident in their positions of sharing their skills and experience with mentees. Furthermore, the policies should inculcate high standards for mentorship programs or for those participating in the programs through outlining their specific roles and duties. There is also a need to develop the mentor training programs and ensuring that they adhere to the proposed standards. While every school can have a certain autonomy in implementing mentoring programs, there should be a common understanding what is expected from mentoring and whether mentoring programs meet state standards in different schools. Another recommendation is to provide a financial support for mentors. As participation in mentoring programs adds more responsibilities for mentors to their primary duties, their work should be recognized since mentoring is not subject to additional payment in Kazakhstan. An award scheme may be established to recognize the best mentors and offer all mentors formal academic recognition such as certificates and possible promotions at the state level. For instance, Xxxxxx (2013) propose to recognize mentors through “library access privileges; awards for outstanding mentors nominated by their mentees; free attendance to particular university seminars; and other professional acknowledgements” (p.781). If mentors feel recognized for their contribution in mentorship programs, the number of qualified and experienced teachers who are willing to share their expertise would increase.
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Recommendations for Policy-makers. The main recommendation for policy-makers is that each educational institution needs to clearly define what they mean by collaborative professional development taking into account conditions for collaboration and demands of the educational programmes. It is important to consider teachers’ knowledge and skills teachers have when organizing a collaborative professional programme for teachers’ development. This recommendation is consistent with recommendations by XxXxxxxxx et al. (2001). Moreover, it is recommended for policy-makers engage teachers in the organization of collaborative professional learning. Teachers’ voices should be included by conducting a survey or questionnaire to learn about working conditions of teachers in schools because teachers are those who participate in this collaboration and professionally grow.

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  • Recommendation The most appropriate course of action or option that the probation officer and department recommend or present to the juvenile court as a dispositional option for a juvenile offender that, in the professional judgment of the probation officer, is in the best interest of the juvenile and society in the professional judgment of the probation officer.

  • BOARD POLICIES The Borrower shall not modify the terms of any policy or resolutions of its board of directors if such modification could reasonably be expected to have or result in a Material Adverse Effect.

  • REQUESTS FOR FLEXIBLE WORKING ARRANGEMENTS 49.1 Employee may request change in working arrangements s.65 of the Act. Note 1: Section 65 of the Act provides for certain Employees to request a change in their working arrangements because of their circumstances, as set out in s.65(1A).

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  • Faculty Selection, Supervision, and Evaluation A. Faculty for a dual credit course will be approved and employed by Hill College. The instructor must meet credential requirements of Hill College and minimum requirements as specified by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). Each faculty member assigned to teach an academic course will have a master’s degree plus 18 hours in the specific discipline. Technical course instructors will have at least an associate degree and three years of work experience in the related business or industry. B. Instructors teaching dual credit courses must meet the same standards, review, and approval procedures as full- time, regular Hill College faculty. C. Faculty for a dual credit course who are not a full-time faculty member of Hill College report directly to the appropriate Xxxx of Instruction for the pathway in which the course(s) is being taught. The college shall supervise and evaluate part-time faculty teaching dual credit courses using the same or comparable procedures used for full-time faculty employed by college. D. The performance appraisal process for dual credit instructors will be conducted by the immediate supervisor and reviewed by the second line supervisor prior to the appraisal interview with the employee. The dual credit faculty evaluation process will mirror the evaluation process used at the college for all full-time faculty members and will be done according to the college policy manual. All dual credit faculty will be periodically evaluated using the following means: 1) random classroom observation by the immediate supervisor of that discipline, 2) student evaluations and 3) self-evaluation. E. All Dual Credit faculty instructors will be supervised by the following means: i. When dual credit classes are visited during a classroom observation, supervisors will ask to see items such as the textbook, observe instruction and interaction with students, and request a class syllabus and a sample of class tests, quizzes, labs, and/or projects. ii. Dual Credit instructors are given a self-evaluation form and are asked to fill it out and return the form to their Hill College supervisor. iii. All dual credit instructors are given a master syllabus for the course. The master syllabus provides grading policy and student learning outcomes. iv. All dual credit instructors are required to participate in the assessment process. v. All dual credit instructors are required to certify rosters. vi. All dual credit instructors are required to submit final grades. F. Faculty teaching courses, which result in the award of college credit, will be regularly employed faculty members of Hill College. All faculty selected by Hill College to teach dual credit classes will be considered employees of Hill College and will be compensated by the college in accordance with Hill College policy, procedures, and guidelines. G. Applications for employment and official transcripts from each college or university attended MUST be submitted and approved prior to the start of classes. All paperwork will be kept on file at Hill College.

  • Board Policy This Agreement constitutes officially adopted Board policy for the term of said Agreement, and the Board and the Association shall carry out the commitments contained herein and give them full force and effect.

  • Personnel Policies The School shall adopt, update, and adhere to personnel policies. These policies must be made readily accessible from the School’s website or school office, as described in Section 11.4. 1. If the policy is not available from the School’s website, the School shall submit the current policy to the Commission.

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