Staffing and Professional Development. The District will actively recruit ESL-Certified Teachers for relevant teaching positions. Within 90 days of the effective date of this Agreement, the District will provide a plan for recruitment of such staff to the United States for review and approval. The District’s notices regarding vacancies will express a preference for candidates with an ESL certification. District employees responsible for the recruitment and hiring of teachers for the EL programs and special education personnel will meet annually to discuss ways to improve the recruitment, hiring, and assignment of applicants who are certified in ESL.
Staffing and Professional Development. 1. A report that includes the name of each ESL Teacher, bilingual teacher, and long-term substitute for either positions, their school assignment(s), hiring date, whether the teacher has or is “on track” to earn the ESL certification, and the anticipated date by which the teacher is expected to earn the ESL certification (if applicable). The District also will report this information for any core content teacher, including special education teachers, who have the ESL certification or are on track to earn it. The District will note any assignment changes, new hires, or departures since the prior report.
2. A report that includes the date on which District employees held a meeting pursuant to Paragraph 17, the participants in the meeting, and any improvements and/or policy changes to be implemented as a result of the meeting.
3. A report that includes the name of each core-content teacher who has taken advantage of the incentive program in Paragraph 19, the institution where they are working to obtain their ESL certification, and the anticipated conferral date.
4. A Sheltered Content Instruction training report that includes, for each school, the teachers, by name and subject, who have started, completed, or are expected to complete by the end of the school year the Sheltered Content Instruction training required by Paragraph 21.
5. A principal and instructional coach training report that includes sign-in sheets, dates, agendas, and training materials for the training discussed in Paragraph 26.
6. The District’s professional development plans for the upcoming school year related to the implementation of this Agreement (e.g., Shelter Content Instruction training for teachers, principal training), including each training’s date, title, target audience, hours, mandatory/voluntary status, and facilitator. The United States will review these plans and provide the District with any feedback within 60 days.
Staffing and Professional Development. 1. A report that includes for each school:
a. the number of ELs by WIDA English proficiency level and disability status (e.g., 100 total ELs, 25 L1, 25 L2, 25 L3, and 25 L4, and 20 with a disability);
b. the number of teachers of ESL13; the number of ESL teachers without an ESL certification; the number of teachers of Bilingual education; the number of Bilingual teachers without a Bilingual endorsement; and the number of teachers with dual certifications/endorsements of ESL and Bilingual;
c. the number of special education teachers (i) with an ESL certification,
Staffing and Professional Development. 1. A report that includes for each school: the number of ELs by WIDA English proficiency level and disability status (e.g., 100 ELs, 25 L1, 25 L2, 25 L3, and 25 L4, and 20 with a disability); the number of teachers of ESL; the number of ESL teachers with an ESL- certification; the number of special education teachers with an ESL- certification; and the number of core content teachers with an ESL certification.
2. A report that includes the teachers, by name and subject, who have started, completed, or are on track to complete the professional development on sheltering strategies required by Paragraph 17, including the hours of (a) training and (b) in-class support they received.
3. A principal training report that includes sign-in sheets, dates, agendas, and training materials for the training required by Paragraph 20.
4. The District’s professional development plans for the upcoming school year related to the implementation of this Agreement (e.g., Shelter Content Instruction training for teachers, principal training), including each training’s date, title, target audience, hours, mandatory/voluntary status, and facilitator. The United States will review these plans and provide the District with any feedback within 60 days.
Staffing and Professional Development. The District shall ensure that teachers of Designated ELD have the appropriate certification(s) based on California requirements. Such efforts shall include (a) requiring the District’s current Designated ELD teachers to obtain the appropriate certification(s) within a year; (b) recruiting Designated ELD teachers who have the appropriate certification(s) or are willing to earn appropriate certification(s) within a year; and (c) requiring that any newly hired teacher of Designated ELD who lacks the appropriate certification(s) take steps to earn it within a year of their date of hire.
Staffing and Professional Development. The District will actively recruit ESL-Endorsed Teachers for relevant teaching positions. Within 120 days of the effective date of this Agreement, the District will provide a plan for the recruitment of such staff to the United States for review and approval. The District’s notices regarding teaching vacancies will express a preference for candidates with the Maine Department of Education ESL endorsement. District employees responsible for the recruitment and hiring of teachers for the EL programs and special education personnel will meet annually to discuss ways to improve the recruitment, hiring, and assignment of applicants who are endorsed in ESL. The District will continue to encourage its teachers to pursue obtaining the Maine Department of Education ESL endorsement.
Staffing and Professional Development. The District will employ a sufficient number of ESL-Licensed teachers and core content teachers of ELs who are adequately trained to provide the EL services required by this Agreement. The District will actively recruit for relevant teaching and administrative positions, including special education positions, candidates who have an ESL License, are trained in Sheltered Content Instruction and/or have bilingual language skills. The District’s notices regarding teaching vacancies will list the North Carolina ESL K-12 Licensure as a requirement for ESL teaching positions and as a preference for non-ESL teaching positions. The District employees responsible for recruiting and hiring ESL and special education teachers will meet at least twice annually to discuss ways to improve the recruitment, hiring, and assignment of dually-licensed (ESL and Special Education) teachers and other qualified candidates.
Staffing and Professional Development. The District will ensure that: standard ESL and ESL reading classes are taught by ESL-Certified Teachers; bilingual classes are taught by Bilingual-Endorsed Teachers who are also certified in the content area they teach; and ESL instruction integrated in grade-level English/Language Arts is (a) taught by a teacher who is dually certified in English/Language Arts and ESL; (b) taught by an ESL-Certified teacher who is at least appropriately trained in the English/Language Arts standards and curriculum for the relevant grade level(s), is trained on and uses an ESL curriculum aligned with the grade-level English/Language Arts standards, and provides the ELs explicit ESL; or (c) co-taught by an ESL-Certified Teacher and a teacher certified in English/Language Arts; and (d) all such teachers have completed the training required by Paragraph 19 below. The District may temporarily assign substitute teachers in emergency circumstances (e.g., ESL-Certified teacher is absent and requires a temporary substitute because of illness during the COVID-19 pandemic). The District may also temporarily assign long-term substitute teachers to fill ESL and Bilingual teacher vacancies for at least the first school year in which this Agreement is effective provided that: (a) the District evaluates each of those long-term substitute teachers’ credentials and provides support and guidance to any potential candidate for certification as an ESL or bilingual teacher to assist them on a path to obtain such certification; (b) the District provides, and requires all long-term substitute teachers assigned to teach ESL or Bilingual classes to complete, continuous, appropriate professional development on ESL or Bilingual education throughout the duration of their service as long-term substitute teachers; and (c) the District provides all long-term substitute teachers assigned to teach ESL or Bilingual classes with consistent and documented mentoring—paired with an experienced Bilingual-Endorsed Teacher or ESL-Certified Teacher—through the District’s teacher mentoring program and with the goal of ultimately hiring the substitute as a full-time teacher upon completion of the ESL or Bilingual teacher certification/endorsement requirements.
Staffing and Professional Development i. A report that includes for each school: the number of ELs by WIDA English proficiency level and disability status (e.g., 100 ELs, 25 L1, 25 L2, 25 L3, and 25 L4, and 20 with a disability); the number of teachers of ESL; the number of ESL teachers with an ESL endorsement; the number of special education teachers (a) with an ESL endorsement and (b) without an ESL endorsement; and the number of core content teachers (a) with an ESL endorsement and (b) without an ESL endorsement.
ii. A report that includes the teachers, by name and subject, who have started, completed, or are on track to complete the professional development on sheltering strategies required by Paragraph 21.a including the hours of (a) training and (b) in- class support they received.
iii. A report that includes the teachers, by name and subject, who have completed the professional development on teaching XXXXX required by Paragraph 22.b.
iv. A principal/administrator training report that includes sign-in sheets, dates, agendas, and training materials for the training required by Paragraph 27.
v. The District’s professional development plans for the upcoming school year related to the implementation of this Agreement (e.g., Shelter Content Instruction training for teachers, principal training), including each training’s date, title, target audience, hours, mandatory/voluntary status, and facilitator. The United States will review these plans and provide the District with any feedback within 60 days.
Staffing and Professional Development. 1. The DISTRICT will provide regular and ongoing staff supervision of teaching staff and family service staff, and a system of individualized and ongoing professional development. • For Teaching Staff o Walk through observations and document review will be completed two times a year by the Principal. Observations will include environments, daily routines, transitions, positive guidance, and teacher engagement with children, safe supervision practices, and health and nutrition practices, along with other program specific requirements. o Reflective discussion and feedback will take place with the teacher within 3-5 days (number of days) of observation. o Individual professional development planning will be done by the Principal in collaboration with the MARC Education Coordinator/Coach during Fall, Winter Spring (timeframe), and plans will be revisited two times per year. o Formal, summative performance-based evaluations and individualized professional development plans with goals related to performance-based evaluations will be completed annually. • For Family Service Staff o Observations will be completed by the Principal two times per year. Observations will include review of the family assessment and goal setting process, parent meetings, sharing community resources and informal interactions such as greeting families and children. o The Principal will use the MARC Practice Profile as a basis for reflective supervision, to identify areas of strength and areas for growth and analyze progress. This will occur two times per year. o Individual professional development planning will be done with the Principal during fall and spring, and plans will be revisited two times per year.
