Professional Growth Model Sample Clauses

The Professional Growth Model clause establishes a framework for supporting and evaluating the ongoing development of employees' skills and competencies within an organization. Typically, this clause outlines processes such as regular performance reviews, goal setting, and opportunities for professional development like training or mentorship programs. Its core practical function is to ensure that employees receive structured feedback and resources to enhance their performance, thereby fostering continuous improvement and aligning individual growth with organizational objectives.
Professional Growth Model. A. The process involved in the professional growth model is intended to enable supervisors and teachers, who meet the qualifying criteria, to focus their collaborative energies on improving teaching skill in an articulated, mutually developed, and cooperative process. B. Entry Level Criteria 1. Teachers must have three years experience in the Woodland School District. 2. The teacher must have had two consecutive years of satisfactory evaluations, and have the principal’s recommendation. C. Application Procedure 1. Teachers who have satisfactorily met the entry level criteria can apply in writing for the PGM to their building principal by April 15. 2. The principal, if he/she does not agree that the teacher should be placed on the PGM, will provide the teacher with a written response stating the deficiencies and expected outcomes that would be necessary for approval. 3. The teacher has the right to appeal the decision first to the principal, then to the superintendent. However, this decision is not grievable. D. Evaluation Requirements 1. According to law, the principal will observe each teacher a minimum of 30 continuous minutes and a minimum of 60 total minutes. The primary purpose of these observations shall be to collect meaningful data for feedback on the teacher’s goals. 2. The principal may drop in informally or schedule observations in advance. 3. The principal will complete a short form evaluation report to be signed by the teacher. A copy will be sent for the superintendent’s review and placed in the teacher’s personnel file.
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Professional Growth Model. A. The process involved in the professional growth model is intended to enable supervisors and teachers, who meet the qualifying criteria, to focus their collaborative energies on improving teaching skill in an articulated, mutually developed, and cooperative process. B. Entry Level Criteria 1. Teachers must have three years experience in the Woodland School District. 2. The teacher must have had two consecutive years of satisfactory evaluations, and have the principal’s recommendation. C. Application Procedure 1. Teachers who have satisfactorily met the entry level criteria can apply in writing for the PGM to their building principal by April 15. 2. The principal, if he/she does not agree that the teacher should be placed on the PGM, will provide the teacher with a written response stating the deficiencies and expected outcomes that would be necessary for approval. 3. The teacher has the right to appeal the decision first to the principal, then to the superintendent. However, this decision is not grievable. D. Evaluation Requirements 1. According to law, the principal will observe each teacher a minimum of 30 continuous minutes and a minimum of 60 total minutes. The primary purpose of these observations shall be to collect meaningful data for feedback on the teacher’s goals. 2. The principal may drop in informally or schedule observations in advance. 3. The principal will complete a short form evaluation report to be signed by the teacher. A copy will be sent for the superintendent’s review and placed in the teacher’s personnel file. E. Removal From Program 1. Normally, a teacher would be in the PGM process for two years. However, if a teacher’s performance is of such concern that he/she is placed on probation, the teacher will be removed from the PGM and follow the probationary evaluation system as of February 1st of each year. 2. After two years on PGM, a teacher must return to the standard evaluation process as per Section 9.2 of this contract for a minimum of one year. 0 34,048 34,968 35,920 36,875 39,939 41,913 40,820 43,885 45,860 1 34,506 35,439 36,403 37,400 40,496 42,459 41,274 44,370 46,332 2 34,943 35,884 36,859 37,933 41,020 43,004 41,731 44,818 46,802 3 35,393 36,343 37,329 38,437 41,518 43,549 42,164 45,243 47,276 4 35,834 36,826 37,818 38,964 42,064 44,110 42,618 45,718 47,765 5 36,290 37,287 38,288 39,498 42,586 44,673 43,080 46,169 48,256 6 36,759 37,734 38,769 40,039 43,113 45,211 43,552 46,626 48,723 7 37,582 38,572 39,621 40,960 44,079...
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Professional Growth Model. A. THE PROCESS INVOLVED IN THE PROFESSIONAL GROWTH MODEL IS INTENDED TO ENABLE SUPERVISORS AND TEACHERS, WHO MEET THE QUALIFYING CRITERIA, TO FOCUS THEIR COLLABORATIVE ENERGIES ON IMPROVING TEACHING SKILL IN AN ARTICULATED, MUTUALLY DEVELOPED, AND COOPERATIVE PROCESS. B. ENTRY LEVEL CRITERIA 1. TEACHERS MUST HAVE THREE YEARS EXPERIENCE IN THE WOODLAND SCHOOL DISTRICT. 2. THE TEACHER MUST HAVE HAD TWO CONSECUTIVE YEARS OF SATISFACTORY EVALUATIONS, AND HAVE THE PRINCIPAL’S RECOMMENDATION. C. APPLICATION PROCEDURE 1. TEACHERS WHO HAVE SATISFACTORILY MET THE ENTRY LEVEL CRITERIA CAN APPLY IN WRITING FOR THE PGM TO THEIR BUILDING PRINCIPAL BY APRIL 15. 2. THE PRINCIPAL, IF HE/SHE DOES NOT AGREE THAT THE TEACHER SHOULD BE PLACED ON THE PGM, WILL PROVIDE THE TEACHER WITH A WRITTEN RESPONSE STATING THE DEFICIENCIES AND EXPECTED OUTCOMES THAT WOULD BE NECESSARY FOR APPROVAL. 3. THE TEACHER HAS THE RIGHT TO APPEAL THE DECISION FIRST TO THE PRINCIPAL, THEN TO THE SUPERINTENDENT. HOWEVER, THIS DECISION IS NOT GRIEVABLE. D. EVALUATION REQUIREMENTS 1. ACCORDING TO ▇▇▇, THE PRINCIPAL WILL OBSERVE EACH TEACHER A MINIMUM OF 30 CONTINUOUS MINUTES AND A MINIMUM OF 60 TOTAL 2. THE PRINCIPAL MAY DROP IN INFORMALLY OR SCHEDULE OBSERVATIONS IN ADVANCE. 3. THE PRINCIPAL WILL COMPLETE A SHORT FORM EVALUATION REPORT TO BE SIGNED BY THE TEACHER. A COPY WILL BE SENT FOR THE SUPERINTENDENT’S REVIEW AND PLACED IN THE TEACHER’S PERSONNEL FILE. E. REMOVAL FROM PROGRAM
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Related to Professional Growth Model

  • Professional Growth ‌ The policy of the District shall be to encourage continued and active participation on the part of classified employees in a program of professional growth activities designed to improve service to students and the District, and to assist in the personal and professional development of the employee. Professional growth is designed as a continuous purposeful program of study/training to retain and extend the high standards of the classified employees. The purpose of this program will be: 1. To improve the standard of service of the classified staff; 2. To extend and constantly improve the standards of on-the-job performance; 3. To provide opportunities for personal growth and advancement and thereby exert a concerted effort to retain qualified classified personnel. The policy shall be interpreted and implemented as follows: 1. Professional growth credit shall be given for unit credit collegiate-level coursework. Non- collegiate courses shall be evaluated on a case-by-case basis by the employee’s immediate supervisor and the Chief Human Resources Officer or designee. 2. Professional growth credit will be provided for coursework completed on the employee’s own time. Released time for on-the-job training to participate in study/coursework, etc., shall not result in professional growth credit. 3. Professional growth credit shall be given only for that coursework begun and completed subsequent to the effective date of the Agreement into which this proposal is incorporated. 4. All coursework for professional growth credit shall be job-related or related to advancement to another District job and subject to prior approval of the employee’s immediate supervisor and the Chief Human Resources Officer. The burden of proof of job-relatedness falls to the employee making request for professional growth credit. 5. If the District determines that the coursework is not job related, the employee may appeal this decision using an appeal process similar to the one now operating with working out- of-class provisions of the Agreement. 6. Upon promotion of the employee to a new classification, the units completed for professional growth credit shall be reviewed by the new supervisor and the supervisor’s vice president to determine whether the growth credits shall carry over. a. If units were gained completing courses which provided employee with prerequisite skills for the new position, the professional growth credit will not be carried over. b. If the credit is not job-related to the new position, the credit will not be carried over. c. In both “a” and “b” above, the appeal process of Paragraph 5 shall apply. 7. The District shall have the right to require appropriate coursework as part of any professional growth program for an employee. 8. An employee shall have three (3) years in which to complete any cycle of professional growth. Units will not be carried over if the cycle is not completed within the three (3) years. 9. Upon completion of twelve (12) units (within the three-year timeline), the employee shall be eligible for the first step of professional growth increment. 10. Upon completion of an additional twelve (12) units (within the three-year timeline), the employee shall be eligible for a second step of the professional growth. 11. Professional growth increment shall be a flat rate of $50.00 per month per step.

  • Additional G-Cloud services 30.1 The Buyer may require the Supplier to provide Additional Services. The Buyer doesn’t have to buy any Additional Services from the Supplier and can buy services that are the same as or similar to the Additional Services from any third party. 30.2 If reasonably requested to do so by the Buyer in the Order Form, the Supplier must provide and monitor performance of the Additional Services using an Implementation Plan.

  • PROFESSIONAL GRIEVANCE PROCEDURE A. Any claim by the Association or a teacher that there has been a violation, misinterpretation, or misapplication of the terms of the Agreement or violation of any established policy shall be a grievance and shall be resolved through the procedure set forth herein. B. In the event that a teacher, or the Association believes there is a basis for a grievance, the teacher or representative of the Association within thirty (30) working days of the time the teacher knew of the circumstances giving rise to the grievance, shall first discuss the alleged grievance with the building principal either personally or accompanied by the Association Representative. The grievance process may begin at the Superintendent’s level when the building principal is not involved with an alleged incident. C. If, as a result of the informal discussion with the building principal, a grievance still exists, the teacher or representative of the Association may, within ten (10) working days, invoke the formal grievance procedure through the Association on the grievance report form, signed by the grievant and a representative of the Association. Said form shall be available from the Association Representative in each building. A copy of the grievance form shall be delivered to the building principal, it may be filed with the Superintendent or a representative designated by him. D. Within five (5) working days of receipt of the grievance the principal shall meet with the Association in an effort to resolve the grievance. The principal shall indicate his/her disposition of the grievance in writing within five (5) working days of such meeting and shall furnish a copy thereof to the Association. If the Association desires to proceed to the next step, it shall do so within fifteen (15) calendar days of the principal’s disposition. E. If the Association is not satisfied with the disposition of the grievance, or if no disposition has been made within five (5) working days of such meeting (or ten [10] working days from the date of filing, whichever shall be later) the grievance shall be transmitted to the Superintendent. Within seven (7) working days the Superintendent or his/her designee, shall meet with the Association concerning the grievance and shall indicate his/her disposition of the grievance in writing within five (5) working days of such meeting, and shall furnish a copy thereof to the Association. F. If the Association is not satisfied with the disposition of the superintendent, or if no disposition has been received within five (5) working days of such meeting the Association may proceed to a Board Level Hearing. This grievance hearing shall be heard in closed session, so long as it does not violate the open meetings act. If the grievance is not settled at the preceding step, it may be submitted to binding arbitration. Within fifteen (15) working days of the receipt of the Superintendent’s answer, the party choosing to arbitrate must give written notice to the other party, setting forth specifically the nature of the dispute to be arbitrated. The charging party shall file a Demand for Arbitration with the American Arbitration Association within fifteen (15) days from the notification date that arbitration will be pursued. The arbitrator shall be selected by the American Arbitration Association in accordance with its rules, which shall likewise govern the arbitration proceedings. G. The arbitrator shall have no power to rule on any of the following: 1. The termination of services of or failure to re-employ any probationary teacher. 2. Any claim or complaint for which there is another remedial procedure or forum established by law or by regulation having the force of law, including any matter subject to the procedures specified in the Teacher’s Tenure Act (Act IV Public Acts, Extra Session of 1937 of Michigan, as amended). 3. Any matter involving the content of a teacher evaluation. H. The Board and the Association shall not be permitted to assert in such arbitration proceedings any ground or to rely on any evidence not previously disclosed to the other party. The arbitrator shall have no power to alter, add to, or subtract from the terms of this Agreement. Both parties agree to be bound by the decision of the arbitrator and agree that judgment thereon may be entered in any court of competent jurisdiction. I. The fees and expense of the arbitrator shall be shared equally by both parties. J. The time limits provided in this Article shall be strictly observed but may be extended by written agreement of the parties. In the event a grievance is filed after May 15 of any year and strict adherence to the time limits may result in hardship to any party, the Board shall use its best efforts to process such grievance prior to the end of the school term or as soon thereafter as possible.

  • Enterprise Information Management Standards Performing Agency shall conform to HHS standards for data management as described by the policies of the HHS Chief Data and Analytics Officer. These include, but are not limited to, standards for documentation and communication of data models, metadata, and other data definition methods that are required by HHS for ongoing data governance, strategic portfolio analysis, interoperability planning, and valuation of HHS System data assets.

  • Professional Development Plan Professional Development Plan (PDP) refers to plans developed by faculty members addressing the criteria contained in Article 22 and Appendix G.