Common use of Program Process Clause in Contracts

Program Process. A. The participating teacher, administrator/immediate supervisor, and principal will sign off on the application.‌ B. The teacher submits the Intent to Participate Form I to his/her Assistant Principal/ Immediate Supervisor by September 15. C. The teacher and the immediate supervisor will meet in October. D. The teacher reads and studies the Goal Setting Guidelines given at that meeting. E. Teacher schedules a meeting with his/her supervisor (must be completed by November 1. 1. will review the Union Board Agreement;‌‌‌ 2. will review Board of Education Priorities, School Improvement Plan, Developmental Goals;‌ 3. will review his/her most recent formal evaluation and/or student survey data;‌ 4. will consult with colleagues, coordinators, teachers, or administrators, F. The teacher shall then identify goals from those listed on Goal Setting Guidelines. (Suggested 3-5). The selected goals will identify attributes that the teacher wishes to focus his/her energies on improving over the course of the school year. The teacher must exercise realistic judgment as to the number and scope of goal identified for focused attention and development. There is no right or wrong number of goals. THE GOALS IDENTIFIED SHOULD REFLECT THE TEACHER'S BEST THINKING AS TO WHAT IS NEEDED TO IMPROVE. G. Formal observations are to be scheduled simultaneously with the PDP. H. For the PDP, the teacher must prepare: 1. a BRIEF, BUT CLEAR Action Plan for each identified goal.‌ 2. a description of the expected outcomes, written in clear, understandable behavioral terms – e.g., "Teacher will learn to divide classes into small groups for collaborative problem solving activities," or " Teacher will master three strategies for engaging low-achieving students in day-to-day instruction."‌ 3. a description of the action plan the teacher will use to learn the new skill or improve his/her performance – e.g., "Work with a mentor teacher, a colleague, an administrator," or "Conduct visitations, observations, peer observations," or "Use video, parent feedback."‌ 4. a statement of desired support – e.g., released periods, mentor assistance, materials, conference funds, etc. These will be provided through existing funding as available.‌ 5. a review assessment of results to determine if the teacher has been successful in learning/developing a new skill or attribute – e.g., peer feedback, student feedback, self-assessment.‌ I. The teacher and the immediate supervisor must meet to review the teacher’s PDP and Action Plan: 1. At this conference, the immediate supervisor provides collegial feedback, support, and suggestions to affirm that the Plan has met the procedural requirements. The immediate supervisor also determines if the PDP and the Action Plan are acceptable and if the teacher can continue in the PDP model or will use only the formal evaluation process.‌ 2. Within five days of the conference, the teacher shall submit his/her Goals and Action Plan (Form 2) to the immediate supervisor. The immediate supervisor shall sign the Plan, indicating that it is complete and approved by the immediate supervisor. The immediate supervisor shall forward a copy to the Building principal for approval and signature, and return a signed copy to the teacher.‌ 3. The conference process must be completed by November 1.‌

Program Process. A. The participating teacher, administrator/immediate supervisor, and principal will sign off on the application.‌application. B. The teacher submits the Intent to Participate Form I to his/her Assistant Principal/ Immediate Supervisor by September 15. C. The teacher and the immediate supervisor will meet in October. D. The teacher reads and studies the Goal Setting Guidelines given at that meeting. E. Teacher schedules a meeting with his/her supervisor (must be completed by November 1. 1. will review the Union Board Agreement;‌‌‌Agreement; 2. will review Board of Education Priorities, School Improvement Plan, Developmental Goals;‌Goals; 3. will review his/her most recent formal evaluation and/or student survey data;‌data; 4. will consult with colleagues, coordinators, teachers, or administrators, F. The teacher shall then identify goals from those listed on Goal Setting Guidelines. (Suggested 3-5). The selected goals will identify attributes that the teacher wishes to focus his/her energies on improving over the course of the school year. The teacher must exercise realistic judgment as to the number and scope of goal identified for focused attention and development. There is no right or wrong number of goals. THE GOALS IDENTIFIED SHOULD REFLECT THE TEACHER'S BEST THINKING AS TO WHAT IS NEEDED TO IMPROVE. G. Formal observations are to be scheduled simultaneously with the PDP. H. For the PDP, the teacher must prepare: 1. a BRIEF, BUT CLEAR Action Plan for each identified goal.‌goal. 2. a description of the expected outcomes, written in clear, understandable behavioral terms – e.g., "Teacher will learn to divide classes into small groups for collaborative problem solving activities," or " Teacher will master three strategies for engaging low-achieving students in day-to-day instruction."‌" 3. a description of the action plan the teacher will use to learn the new skill or improve his/her performance – e.g., "Work with a mentor teacher, a colleague, an administrator," or "Conduct visitations, observations, peer observations," or "Use video, parent feedback."‌" 4. a statement of desired support – e.g., released periods, mentor assistance, materials, conference funds, etc. These will be provided through existing funding as available.‌available. 5. a review assessment of results to determine if the teacher has been successful in learning/developing a new skill or attribute – e.g., peer feedback, student feedback, self-assessment.‌ I. The teacher and the immediate supervisor must meet to review the teacher’s PDP and Action Plan: 1. At this conference, the immediate supervisor provides collegial feedback, support, and suggestions to affirm that the Plan has met the procedural requirements. The immediate supervisor also determines if the PDP and the Action Plan are acceptable and if the teacher can continue in the PDP model or will use only the formal evaluation process.‌ 2. Within five days of the conference, the teacher shall submit his/her Goals and Action Plan (Form 2) to the immediate supervisor. The immediate supervisor shall sign the Plan, indicating that it is complete and approved by the immediate supervisor. The immediate supervisor shall forward a copy to the Building principal for approval and signature, and return a signed copy to the teacher.‌ 3. The conference process must be completed by November 1.‌assessment.