Supervisor’s Role. At the Annual Summary Conference and again at the beginning of the year to assist the staff members with goals, student outcomes, and timelines.
Supervisor’s Role. At the Annual Summary Conference and again at the beginning of the year confirm the goals, student outcomes and timelines
Supervisor’s Role. At the Annual Summary Conference and again at the beginning of the year to approve the plan and facilitate attendance at appropriate workshops if necessary.
Supervisor’s Role.
1. Ongoing informal feedback from the Unit member’s Supervisor, faculty members, staff members, peers and others who work with the Unit member regarding their performance is expected.
2. When the formal evaluation process is conducted, the Unit member’s immediate supervisor shall meet with the Unit member to review the steps in the evaluation process and set the timeline in writing to complete the evaluation. Once the evaluation has begun (see section C of this Article), the Supervisor must complete the evaluation within 60 working days.
Supervisor’s Role. I understand that the role of the Supervisor is always to be present with the contact parent or family member and child/ren. I understand the role of the Supervisor is primarily observation, however, may intervene on occasions when it is determined that this will be helpful to the child/ren. I understand that the Supervisor will remain within hearing distance and have clear vision of the parent and child/ren during the entirety of the visit. Toileting and nappy changes for children that require assistance are supervised by the Supervisor. I understand that this rule is in place for the safety of all clients.
Supervisor’s Role. The supervisor must review this form and meet with the employee to discuss the request. The supervisor should suggest to the employee any adjustments to the schedule necessary to maintain the effectiveness of the work unit. If the supervisor agrees with the terms of the request as stated in the form, the supervisor and the employee must sign the form and forward it to the department director.
Supervisor’s Role. The supervisor is the key to a successful mentor-new teacher relationship. * The supervisor must make a good match between the mentor and the new teacher. * The supervisor in the in-service of the mentors must establish the ground rules and let the mentors know when to look to the supervisor for assistance. * The supervisor must attend to the scheduling of meetings, providing coverage/substitutes as needed, and being flexible if and when creative ideas for mentoring emerge from the process. * The supervisor must meet periodically, at least on a quarterly basis, with the new teacher and mentor to provide support and seek information on how the process is going. * The supervisor will set up or identify a work area where the mentor and new teacher can meet. * The supervisor will set up time or workshop days for all mentors and new teachers to discuss their programs. * The supervisor will provide a schedule of workshops to address concerns of the new teacher. Mentoring Documentation Process Both mentors and new teachers will keep track of their meetings/contacts utilizing the “Mentoring Planning Guide” and “Mentoring Activity Sheet”. The mentoring activity sheet must be filled out monthly. They must include: * The name of the new teacher and his or her teacher certificate identification number * The name of the mentor and his or her teacher certificate identification number * The number of clock hours successfully completed in the mentoring activity. * They type of mentoring activities completed. These forms will be used by the mentor, new teacher, and supervisor to examine areas of concern, growth, and will help the new teacher identify areas where they would like additional training opportunities as well as areas where they may be a resource for other staff members. The mentoring activity sheets must be sent to the Personnel Office and kept on file for seven years. (CR 100.2) Mentor Stipend Mentors will receive a stipend to be agreed upon in a separate memorandum of understanding (MOU) by the OCM BOCES and OCMBFT Mentoring Documentation Mentoring Planning Form Mentoring Activity Form (to be sent to personnel) Mentoring Program Evaluation Form MENTORING PLANNING FORM Mentoring Planning 2006-2010 Month Number of Contacts Documentation September N/A October Once a week Planning & Activity Forms November Twice a month Activity Form December Twice a month Activity Form January Once a month Activity Form February Once a month Activity Form March through June As ne...
Supervisor’s Role. 3.1 I understand that Supervisors support the rights of child/ren to have contact with both parents and Supervisors are present to assist both parents with this.
3.2 I understand that the role of the Supervisors is to oversee that the visits are pleasant and safe for the child/ren. Supervisors will normally only intervene at a Contact when a child is at risk of harm or CCS Agreement rules are breached.
3.3 I understand that the main client of the service is the child/ren. Supervisors do not ‘take sides’ with either party and will refer back to Legal Representatives should agreements not be reached by both parents.
3.4 I understand that the CCS will not force a child to have contact. Should a child refuse, or Supervisors see that this event will be detrimental to the child, both parents are responsible to seek outside assistance.
3.5 I accept that it is a role of all Supervisors to ensure that all parties adhere to this Service Agreement.
Supervisor’s Role. If a new supervisor takes over during the course of an employee’s rating period, the departing supervisor will be asked to provide documentation for the new supervisor, which supports what he/she has counseled the employee on during their tenure as supervisor.
Supervisor’s Role. I understand that the role of the Supervisor is to be present with the contact parent or family member and child/ren at all times. I understand the role of the Supervisor is primarily observation, however may intervene on occasions when it is determined that this will be helpful to the child/ren. I understand that the Supervisor will remain within hearing distance and have clear vision of the parent and child/ren during the entirety of the visit. It is the parent or family member’s role to respond to their children’s needs. This includes food and drink, play, toileting, behavior management, general care and all aspects of parenting. The Supervisor is not available to parent your child; however the Supervisor may give you parenting recommendations if deemed beneficial for the child/ren. Toileting and nappy changes for children that require assistance are supervised by the Supervisor. I understand that this rule is in place for the safety of all clients. The Supervisor will inform the contact parent when it is nearly time for the visit to end. This is to ensure the parent can complete any cleaning or packing up that may need to be done. I understand that factual observation notes are completed after each supervised contact visit. These notes include includes the Supervisor, dates, times, who attended, relevant conversations, observed interactions and activities, any incidents that occurred during the visit and the child/ren’s responses to the visits. These notes are strictly observation notes, MCCS staff do not make judgements or interpretation. These notes must be subpoenaed or requested by the Independent Children’s Lawyer in order for the MCCS to release them. I understand that the all parties must co-operate with the Supervisors while at the centre by: Speaking in a normal voice tone at all times. No whispering to the child/ren or allowing the children to whisper to you Speak only English during the visit No questioning the child/ren about where they live or attend school No questioning the child/ren for personal details about the other parent Using physical punishment as a means of managing behavior Using contact time to talk to or to discuss personal issues with the Supervisor No saying or doing things which will confuse or upset the child/ren, such as: Talking negatively about the other parent or their family Talking about court matters, child support, any other adult matter Making promises Talking about where the child/ren may live in the future Usin...
