Educator Sample Clauses

Educator. All certified/license, non-administrative employees, the nurse, and the school social worker assigned instructional and special service duties by the Board.
Educator. All certified personnel employed by the Board on the teachers' salary schedule. This definition includes classroom teachers, counselors, librarians, special education staff, department coordinators, and nurses.
Educator. This element requires of the practitioner the obligation and responsibility of educating clients, other service providers, agencies and the community generally regarding the causes of mental illness, its treatment and its prevention.
Educator. By the end of June/end of the second term the Regional/District/Area offices must have organised and managed the first “Developmental Cycle”. Schools will have participated and educators will have undergone appropriate training which was aligned to their specific developmental needs. Regional/District/Area Offices, Schools (SDTs) and Educators (with their DSGs) must now evaluate their own progress against the Improvement Plans that they developed. Plans should be reviewed in the light of progress made and, if necessary, plans can be revised and new priorities identified. This should not be a formal, structured process.
Educator. Observation of educator in practice for Performance Measurement By the end of the third term, Regional/District/Area Offices should have managed at least two developmental cycles in which various needs of different schools have been addressed. Through their schools, educators would have participated in these opportunities. Areas in need of development which were identified in the first term will have been addressed: perhaps not fully, but enough to enable educators to make sufficient progress in order to be able to qualify for pay-progression. For pay or grade progression purposes, it will be necessary to carry out a summative evaluation at the end of the year – using exactly the same instrument that has been used for the self-evaluation, the baseline evaluation and all subsequent self-evaluations during the year. The DSG will have been involved in mentoring and supporting the educator during the year in addition to assisting with the development of the PGP. The DSG should therefore have a clear idea of the progress that the educator has made. The summative evaluation, or Performance Measurement, is the validation/verification of earlier evaluations. This must be done by the educator’s DSG. The pre-evaluation discussion (and completion of the pre-evaluation form will be used to determine what contextual factors (if any) have impacted negatively on the progress that was expected; for example, a Regional/District/Area office that was unable to provide appropriate INSET. These observations/evaluations must take place between the end of September and end of November.
Educator. The DP nurse educates the patients and health care providers in the skills and knowledge related to patient care.
Educator. As an adviser, you may have to motivate students to excel and to carry out their plans and achieve their goals.
Educator. Feedback and Discussion The DSG must discuss their evaluation with the educator and must provide feedback. Differences (if any) need to be resolved. The completed instrument and report must be submitted to the Staff Development Team (SDT).
Educator. 9.1 The First Nation agrees to appoint an Educator who will act as a resource to residents of the Reserve (including the Owners and Occupiers) regarding the Collection Services and will also act as a communications liaison between the parties. The role of the Educator will be to inform the users of the Collection Services (including the Owners and Occupiers) about how and under what conditions the Collection Services will be provided to ensure high participation and satisfaction by the users of the Collection Services.
Educator. In educator roles, assumes the roles of staff or student educator and supporting resource / coordinator of other educator staff across facilities or service. • Contribute to the operational management of educator programs. • Responsible for the development and implementation of education and training pertaining to clinical practices. Accountability – Researcher* • In primarily research roles, will be responsible for clinical research programs and strategy within a service. *Note 2: Responsibilities for research roles may include management of a research–specific cost centre. Accountability – Management Stream • Responsible for operational management and resource allocation for a medium–sized team. • Accountable for the administration and control of budget/s, assets and/or facility management. • Responsible for the operational and strategic management of a medium–sized team (indicative size of team dependent on scope and diversity of clinical services provided, geographic spread of service delivery and the relative number of discipline health practitioners employed at that hospital / locality). • Undertakes strategic planning for a service. • Advocates for / influences the program / service. • Leads professional governance activities for a discipline within the service. • Leads clinical governance activities for the service.