Goal development Sample Clauses

Goal development. 12.1 Chosen a major or discipline Table 35: Chosen a major or discipline (GOAL1) All students (n=18,092) Group University of Ottawa (n=1,477) 12.2 Post-graduation plans Table 36: Post-graduation plans All students (n=18,092) Group University of Ottawa (n=1,477) Apply to professional program (GOAL3) Apply to graduate school (GOAL4) 12.3 Career planning Table 37: Career plans All students (n=18,092) Group University of Ottawa (n=1,477) Description of career plans (GOAL5) How well students know career options (GOAL6) 12.4 Steps taken for employment post-graduation
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Goal development. 12.1 Chosen a major or discipline Table 35: Chosen a major or discipline All Group ▇▇▇▇▇ students 1 2 3 University (n=14,886) (n=3,136) (n=6,176) (n=5,574) (n=542) 12.2 Post-graduation plans Table 36: Post-graduation plans All students (n=14,886) Group ▇▇▇▇▇ University (n=542) Apply to professional program Apply to graduate school 12.3 Career planning Table 37: Career plans All students (n=14,886) Group ▇▇▇▇▇ University (n=542) Description of career plans How well students know career options 12.4 Steps taken for employment post-graduation
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Goal development. 11.1 Choosing a discipline or major Table 40: Choosing an academic path All students (n=15,248) Group University of Winnipeg (n=825) 1 (n=5,263) 2 (n=7,365) 3 (n=2,620) Chosen a major or discipline (GOAL1) Changed major or program of study (GOAL2) 11.2 Plans for additional schooling Table 41: Post-graduation plans All students (n=15,248) Group University of Winnipeg (n=825) 1 (n=5,263) 2 (n=7,365) 3 (n=2,620) Apply to graduate school (GOAL4) Apply to professional program (GOAL3) 11.3 Career plans Table 42: Career plans All students (n=15,248) Group University of Winnipeg (n=825) 1 (n=5,263) 2 (n=7,365) 3 (n=2,620) Description of career plans (GOAL5) How well students know career options (GOAL6) 11.4 Steps taken to prepare for employment
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Goal development. Each unit member to be evaluated during the year shall utilize the following steps to develop a professional development plan. By May 15, or within 60 days of employment, unit members will meet with the evaluator to develop goals. Unit members will be trained in any assessments applicable to program quality and performance or measures required by the state. As available, performance data from the current year’s competencies, assessments and observations (eg., ECERS, CLASS) will be used in 5 Updated in Tentative Agreement April 2022
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Goal development. 20 a. The employee formulates a maximum of three goal(s) and meets with 21 his/her supervisor to collaboratively discuss the goals and develop an 22 action plan for each goal by October 30th. This plan shall be recorded on 23 the Formative Evaluation Strand Form (Form C); 24 25 b. Goal development may be a shared process with a team of colleagues 26 and the supervisor. In developing the goals, the method of assessment, 27 the timelines and any support that is to be provided by the District will be 28 identified and put in writing; 30 c. The supervisor for employees on the Formative Plan serves as an advisor, 31 facilitator and/or resource, not as an evaluator. The primary responsibility 32 for monitoring the plan lies with the employee. Evaluators concerned 33 about Unsatisfactory performance of an employee currently on the 34 Formative Plan can activate the Summative Form process and so inform 35 the employee. 36 d. Goals shall be related to the School Improvement Plan, Essential 37 Academic Learning Requirements, District Mission, Standards for Quality 38 Teaching and Learning, or professional growth. 39
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Goal development. 12.1 Chosen a major or discipline Table 35: Chosen a major or discipline (GOAL1) All students (n=18,092) Group University of Victoria (n=378) 12.2 Post-graduation plans Table 36: Post-graduation plans All students (n=18,092) Group University of Victoria (n=378) Apply to professional program (GOAL3) Apply to graduate school (GOAL4) 12.3 Career planning Table 37: Career plans All students (n=18,092) Group University of Victoria (n=378) Description of career plans (GOAL5) How well students know career options (GOAL6) 12.4 Steps taken for employment post-graduation
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Goal development. The consultant will work with the President, the Planning Council, and other members of the college community as determined by the President to review the outcomes of the assessment phase and begin developing draft goal statements for the College. The draft goal statements will be presented to the broader college community for comment.
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Goal development. 11.1 Choosing a discipline or major Table 40: Choosing an academic path All students (n=15,248) Group University of Victoria (n=295) 1 (n=5,263) 2 (n=7,365) 3 (n=2,620) Chosen a major or discipline (GOAL1) Changed major or program of study (GOAL2) 11.2 Plans for additional schooling Table 41: Post-graduation plans All students (n=15,248) Group University of Victoria (n=295) 1 (n=5,263) 2 (n=7,365) 3 (n=2,620) Apply to graduate school (GOAL4) Apply to professional program (GOAL3) 11.3 Career plans Table 42: Career plans All students (n=15,248) Group University of Victoria (n=295) 1 (n=5,263) 2 (n=7,365) 3 (n=2,620) Description of career plans (GOAL5) How well students know career options (GOAL6) 11.4 Steps taken to prepare for employment
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Related to Goal development

  • Staff Development As part of their induction, new staff will be made aware of this policy and will be asked to ensure compliance with its procedures at all times.

  • Joint Development If joint development is involved, the Recipient agrees to follow the latest edition of FTA Circular 7050.1, “Federal Transit Administration Guidance on Joint Development.”

  • Project Development a. Collaborate with COUNTY and project clients to identify requirements and develop a project Scope Statement. a. Develop a Work Breakdown Structure (WBS) for each project. b. Evaluate Scope Statement to develop a preliminary cost estimate and determinate whether project be vendor bid or be executed under a Job Order Contract (JOC).

  • Career Development The City and the Union agree that employee career growth can be beneficial to both the City and the affected employee. As such, consistent with training needs identified by the City and the financial resources appropriated therefore by the City, the City shall provide educational and training opportunities for employee career growth. Each employee shall be responsible for utilizing those training and educational opportunities made available by the City or other institutions for the self- development effort needed to achieve personal career goals.

  • Job Development ‌ a. Does the district conduct or access job development services to expand job opportunities for TA and SNAP participants? Yes No If Yes, select how the district participates in job development activities. District staff contacts employers to solicit jobs for TA and SNAP Participants. Describe below how this is done, including number of staff, frequency of contacts, etc. Self Sufficiency Supervisory Staff members promote the hiring of Temporary Assistance clients through the use of the Transitional Employment Advancement Program (TEAP). MCDSS offers periodic job interviews with 60 - 75 TA recipients (concentrating on the Safety Net Singles) to fill vacant positions with companies who may participate with TEAP or OJT. Daily, job openings are received from area employers and reviewed by the Self Sufficiency staff for possible applicant matching. All jobs are posted in our waiting rooms, handed out at our front windows, given during recertification interviews or employment assessments for clients and applicants to review and submit applications to. To find additional employers, intranet searches of employment web sites, phone calls, cold calls, and mailings are made to employers in the area to explain the TEAP and OJT contracts along with information about Tax Incentives. Self Sufficiency staff also attend Job Fairs, as they arise to speak with employers and discuss the benefits of hiring a client currently on Public Assistance. Individuals that are eligible for TEAP or OJT are also given a TEAP brochure and OJT literature to use to advise potential employers that they are eligible for TEAP or OJT if they are hired. The Employment Coordinator receives notifications of job postings from various Monroe County vendors, we then try to match clients with these positions. MCDSS screens recipients for job skills matching current openings at an employer. MCDSS then schedules recipients to come to office and have a job interview here in the building. We assist with online application filing and interview preparation before the interview is conducted with the employer. MCDSS receives notifications of community job fairs and advises employable individuals to attend. MCDSS is able to have a sign in table at these events and are able to mentor individuals and offer support during the fair. District contracts or has an agreement with another agency to contact employers and solicit jobs for TA and/or SNAP participants. Describe below how this is done, including number of staff, frequency of contacts, etc. RochesterWorks, Inc. - There are 3 full-time staff dedicated to employer outreach on the RochesterWorks Business Services team. Outreach is done on a daily basis in a variety of ways such as through daily job posts on behalf of business, presentations to business/industry associations and groups like the local ▇▇▇▇▇▇▇▇ of Commerce, Pro-ROC (Professional Recruiters of Rochester) and other networks; one-on-one meetings at employers’ worksites, virtually, over the phone or via email; virtual and in-person recruitment events; and monthly business newsletters. RochesterWorks also engages employers referred by our local county Economic Development Department as well as the Department of Labor, to promote and connect job seekers with hiring companies. In addition to free job posting, recruitment events, and promotion, RochesterWorks offers work-based training grants in the form of On-the-Job Training (partial wage subsidy) and Transitional Jobs (fully subsidized). Career Systems currently refers Job Seekers from a number of programs to area job fairs. They will continue this and consider a referral to a job fair to be equivalent to a referral to potential employment; it will be a condition of continued eligibility for the program. They will facilitate, monitor and report this attendance and participation. Career Systems will also develop relationships with hiring agencies that will allow groups of participants to be interviews at the job site. Career Systems staff will facilitate, monitor and report attendance at these functions.