Third Instance Sample Clauses

Third Instance. A meeting may be scheduled with the Mentor. Attendees at the meeting will include the Mentor, the Mentor Program Coordinator, and the Mentor’s site principal. Mentor expectations and commitment will be reviewed. Termination or return of the Mentor’s differential may also be discussed at this meeting or if no response from the mentor is received.
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Third Instance. A meeting may be scheduled with the Mentor. Attendees at the meeting will include the Mentor, the Mentor Program Coordinator, and the Mentor’s site principal. Mentor expectations and commitment will be reviewed. Termination of the Mentor’s differential may also be discussed at this meeting or if no response from the mentor is received. f. Specifics concerning the program not covered under this agreement are covered under a separate agreement amongst the Partnership Leadership Team. Rules and operating guidelines are established by the Joint Governance Panel. g. Principals shall retain full responsibility and authority to evaluate teachers being mentored in the program. h. Information about successful completion of mentoring will be sent from the Mentoring Program Coordinator to the APS Licensure office. i. Lead Mentor 1.) A Lead Mentor is a professional colleague who is an experienced Mentor with the Mentor Program. 2.) A Lead Mentor must hold a Level 2 or Level 3 License. NBCT and Level 3 preferred. 3.) Lead Mentors must apply, interview and be selected for the role.
Sample 1Sample 2
Third Instance. A meeting may be scheduled with the Mentor. Attendees at the meeting will include the Mentor, the Mentor Program Coordinator, and the Mentor’s site principal. Mentor expectations and commitment will be reviewed. Termination or return of the Mentor’s differential may also be discussed at this meeting or if no response from the mentor is received. f. Principals shall retain full responsibility and authority to evaluate Beginning Teachers being mentored in the program. g. Lead Mentor Roles, Responsibilities, Compensation 1.) A Lead Mentor is a professional colleague who is an experienced Mentor with the Mentor Program. 2.) A Lead Mentor must hold a Level 2 or Level 3 License. NBCT and Level 3 preferred. 3.) Lead Mentors must apply, interview and be selected for the role. 4.) Lead Mentors shall communicate and collaborate with other Lead Mentors and the Mentor Program Coordinator to plan for and ensure the smooth delivery of professional development for Mentors and/or Beginning Teachers. 5.) Job Description a.) Lead Mentors continue in their current positions as site-based teachers. b.) A Lead Mentor teacher will attend professional development planning meetings with other Lead Mentors and the Mentor Program Coordinator. c.) A Lead Mentor will deliver monthly professional development classes to a group of Mentors for utilization with their Beginning Teachers. d.) A Lead Mentor will communicate with the Mentor Coordinator prior to the day of the class to ensure smooth delivery of the professional development, and to provide a syllabus and monthly agendas. e.) Lead Mentors will help develop the Mentor Program by contributing their expertise and experience. They will assist in developing and implementing the professional development for the monthly Mentor teacher classes. f.) A Lead Mentor will prepare and organize materials needed for delivering professional development, conduct attendance, and submit class evaluations. g.) A Lead Mentor will collect and review professional development class evaluations following each Mentor/ class and then utilize the feedback to guide future professional development planning and delivery.
Sample 1
Third Instance. A meeting will be scheduled with the mentor. Attendees at the meeting will include the mentor, the Mentor Program Coordinator, the mentor’s Joint Governance Panel Liaison, and the mentor’s site principal. Mentor expectations and commitment will be reviewed. Termination of the mentor’s differential may also be discussed. ‌‌‌ For the school year 2007/08, the parties agree to a pilot of four district-wide days of scheduled in- services. The district-provided professional development includes: • Math for elementary and secondary teachers; • Teaching and Learning with Text for secondary core content teachers who are not participating in the math professional development; and, • Specialized content for various role groups. The goal of this pilot is to try to balance the needs of the teachers, schools, district and parents by calendaring the in-service days in advance and developing specific professional development. The District recognizes that the time, which is “banked” for in-services, is actually prep time that is given up by A-Schedule employees. In light of this, “Day One” of the in-service schedule will consist of a full day of uninterrupted “prep” for A-Schedule employees. In addition to this full day of preparation, the District agrees not to utilize the two hours beyond the duty under Article 5.C.4 for the period of August 9- September 6, 2007. The Federation agrees to support the pilot by supporting the District’s requirement that if an A-Schedule employee uses sick leave on two or more in-service days, the teacher will provide a doctor’s excuse upon his/her return to work. This pilot will be evaluated jointly by the District and the Federation before next spring’s negotiations to see if it merits continuation, with or without modification, for the 2008-2009 school year. Day One: Teacher Preparation August 13, 2007 – Whole District Day Two: District Professional Development September 17, 2007 – Del Norte, Sandia, Xxxxxxx, Eldorado, La Xxxxx and Alternative Clusters September 18, 2007 – Albuquerque, Highland, Cibola and Valley clusters September 21, 2007 – West Mesa and Rio Grande Clusters Day Three: District Professional Development/School November 5, 2007 – Albuquerque, Highland, Cibola and Valley Clusters November 6, 2007 – West Mesa and Rio Grande Clusters November 9, 2007 – Del Norte, Sandia, Xxxxxxx, Eldorado, La Xxxxx and Alternative Clusters Day Four: District Professional Development/School January 7, 2008 – Whole District • The 183rd day for ...
Sample 1
Third Instance. If the substitute receives a third referral within twelve (12) months of the second instance, the issue will be referred to Human Resources for further action, including additional training, discipline, or dismissal according to the procedures set forth in Article XVI. This section shall not be construed to limit the management rights under Article III.
Sample 1
Third Instance. A meeting will be scheduled with the mentor. Attendees at the meeting will include the mentor, the Mentor Program Coordinator, and the mentor’s site principal. Mentor expectations and commitment will be reviewed. Termination of the mentor’s differential may also be discussed. 11. Full-time Release Mentors a. Full-time Release Mentors will not receive additional compensation for their work as a mentor. b. The caseload for a full time mentor shall be no less than ten (10) and no more than twenty
Sample 1

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