Support Provider. A Support Provider is a classroom teacher who provides assistance to non- 7 permanent teachers pursuant to new teacher programs. The Support Providers may 8 be assigned one (1) or a group of beginning teachers for whom he/she will provide 9 assistance or training.
Support Provider. 1. Classroom Unit Members shall file an application to become a Support Provider no later than May 1 each year and shall meet the following qualifications:
a. Be a permanent classroom Unit Member;
b. Possess substantial recent experience in classroom instruction;
c. Demonstrate exemplary teaching ability which includes effective communication skills, subject matter knowledge, and a mastery of a range of teaching strategies to meet pupil needs in different contexts, demonstrate strength in instructional strategies, classroom management, planning and organization for teaching, and principles of learning.
d. Commit to California Formative Assessment and Support System for Teacher (CFASST) training or alternative comparable program;
e. Joint Panel may recommend that Support Providers take additional training.
2. Support Providers shall be appointed for a one-year term but may reapply.
3. PAR Support Providers shall prepare at least two peer review reports and a final summary report per school year on the Referred Participating Teacher they assist. These reports shall contain a record of the events and observations which have occurred between Support Provider and Referred Participating Teacher and the Referred Participating Teacher and shall not be evaluated. They shall be submitted to the Joint Panel, the principal of the Referred Participating Teacher and the Referred Participating Teacher, and shall not be made available for placement in the personnel file.
Support Provider. 16.4.1 Classroom teachers shall file an application to become a Support Provider no later than May 1 each year and shall meet the following qualifications:
16.4.1.1 Be a permanent classroom teacher.
16.4.1.2 Possess substantial recent experience in classroom instruction.
16.4.1.3 Demonstrate exemplary teaching ability, which includes effective communication skills, subject matter knowledge, and a mastery of a range of teaching strategies to meet student needs in different contexts; demonstrate strength in instructional strategies, classroom management, planning and organization for teaching, and principles of learning.
16.4.1.4 Commit to California Formative Assessment and Support System for Teachers (CFASST) training or alternative comparable program.
16.4.1.5 Joint Panel may recommend that Support Providers take additional training or Support Providers may request additional training from the Joint Panel.
16.4.2 Support Providers shall be appointed for a one-year term but may reapply.
16.4.3 No more than one Referred Participating Teacher may be assigned to a Support Provider on an annual basis.
16.4.4 PAR Support Providers shall prepare at least two peer review reports and a final summary report per school year on the Referred Participating Teacher they assist. These reports shall contain a record of the events and observations that have occurred between Support Provider and Referred Participating Teacher and shall not be evaluative. They shall be submitted to the Joint Panel, the principal of the Referred Participating Teacher and the Referred Participating Teacher, and shall not be made available for placement in the personnel file.
Support Provider. Classroom Unit Members shall file an application to become a Support Provider no later than May 1 each year and shall meet the following qualifications:
Support Provider. In the event S-VAR desires to become an authorized support provider for MTI products, each S-VAR entity, (i.e., office, employee) that will provide support must be approved by MTI and participate in MTI training for the MTI products to be supported.
Support Provider. Continuation of the Support Provider Program (Induction/PAR) is dependent on funding from the state.
Support Provider. A. Classroom teachers shall file an application to become a Support Provider as needed and shall meet the following qualifications:
1. Have knowledge of New Teacher development.
2. Have substantial recent teaching experience including completed EL certification.
3. Have knowledge of the state-adopted academic content and standards and performance levels for students, state-adopted curriculum frameworks, and the California Standards for the Teaching Profession.
4. Have willingness to participate in professional training to acquire the knowledge and skills needed to be an effective support provider.
5. Have willingness to engage in formative assessment processes, including non-evaluative, reflective conversations about formative assessment evidence with New Teachers.
6. Have willingness to share instructional ideas and materials with New Teachers.
7. Have willingness to deepen understanding of cultural, ethnic, cognitive, linguistic, and gender diversity.
8. Have effective interpersonal and communication skills.
9. Have willingness to work with New Teachers.
10. Have a demonstrated commitment to personal professional growth and learning.
11. Have a willingness and ability to be an excellent professional role model.
12. Maintain a cooperative relationship in the PAR process with the site administrator.
13. Not be a member of the PAR Panel.
B. Support Providers shall be appointed for a two-year term subject to need and annual renewal. Support Providers shall be selected by a minimum vote of five PAR Panel members.
C. PAR Support Providers shall prepare at least two peer review reports and a final summary report per school year on the Referred Teacher they assist. These reports shall contain a record of the events and observations, which have occurred between Support Provider and Referred Teacher and shall not be evaluative. They shall be submitted to the PAR Panel, the site administrator of the Referred Teacher and the Referred Teacher, and shall not be made available for placement in the personnel file.
X. Xxxxxxxx and Caseload
1. The Support Provider shall be paid a yearly stipend in accordance with BTSA guidelines as the District budget allows. Stipends are based on full-year participation of staff. If staff participates for less than one full year, stipends will be pro-rated.
2. No more than one Referred Teacher may be assigned to a Support Provider who is a full-time teacher on an annual basis.
3. A Support Provider may be assigned one or two Beginning Te...
Support Provider. A tenured unit member who had experience and training in current best teaching practices and the subject area of the Participating Unit Member.
Support Provider. Continuation of the Support Provider Program (BTSA/PAR) is dependent on funding from the state.
Support Provider. 16.4.1 PAR Support Provider candidates will be selected by the PAR Joint Panel and must meet the following qualifications:
16.4.1.1 Be a permanent unit member.
16.4.1.2 Possess substantial recent experience in classroom instruction.
16.4.1.3 Demonstrate exemplary teaching ability, which includes effective communication skills, subject matter knowledge, and a mastery of a range of teaching strategies to meet student needs in different contexts, demonstrate strength in instructional strategies, classroom management, planning and organization for teaching, and principles of learning.
16.4.1.4 The PAR Joint Panel may recommend that PAR Support Providers take additional training or PAR Support Providers may request additional training from the PAR Joint Panel.
16.4.2 PAR Support Providers shall be appointed for the duration of each Referred or Volunteer Teacher’s participation in the PAR program.
16.4.3 No more than one Referred Teacher or Volunteer Teacher may be assigned to a PAR Support Provider at a time.
16.4.4 PAR Support Providers shall prepare at least two peer review reports and a final summary report per school year on the Referred Teacher or Volunteer Teacher they assist. These reports shall contain a record of the events and observations that have occurred between PAR Support Provider and the Referred Teacher or Volunteer Teacher, and shall not be evaluative. They shall be submitted to the PAR Joint Panel, the administrator of the Referred Teacher or Volunteer Teacher, and the Referred Teacher or Volunteer Teacher, and shall not be made available for placement in the personnel file. 16.4.5 Stipends and Caseload Stipends are based on full year participation of staff. If staff participates for less than one full year, stipends will be prorated.
