Common use of PROVISIONAL EDUCATOR CONSIDERATIONS Clause in Contracts

PROVISIONAL EDUCATOR CONSIDERATIONS. In an effort to support provisional teachers new to the profession, district office administration, principals, assistant principals, program coordinators, department chairs and mentors need to consider the following guidelines: 4.5.1. Provisional teachers may feel they need to volunteer, be on committees, coach, become a student club advisor, et al. to a level that is not manageable/reasonable. Understanding that certain assignments are part of the position for which they’ve been hired, beyond that make certain that new teachers understand they should not overcommit to activities/assignments to their detriment. 4.5.2. Inform new teachers about systems that are in place to support them if they’re feeling overwhelmed/over-committed. Examples of support include administration, their mentor/instructional coach, PLC team members, school counselors/social workers, district intervention counselors, district health insurance program options, etc. 4.5.3. Provisional employees in specialist positions (counselor, library/media) are clearly informed about their evaluation process in concert with classroom teachers.

PROVISIONAL EDUCATOR CONSIDERATIONS. In an effort to support provisional teachers new to the profession, district office administration, principals, assistant principals, program coordinators, department chairs and mentors need to consider the following guidelines: 4.5.1. Provisional teachers may feel they need to volunteer, be on committees, coach, become a student club advisor, et al. to a level that is not manageable/reasonable. Understanding that certain assignments are part of the position for which they’ve 've been hired, beyond that make certain that new teachers understand they should not overcommit to activities/assignments to their detriment. 4.5.2. Inform new teachers about systems that are in place to support them if they’re 're feeling overwhelmed/over-committed. Examples of support include administration, their mentor/instructional coach, PLC team members, school counselors/social workers, district intervention counselors, district health insurance program options, etc. 4.5.3. Provisional employees in specialist positions (counselor, library/media) are clearly informed about their evaluation process in concert with classroom teachers.

PROVISIONAL EDUCATOR CONSIDERATIONS. In an effort to support provisional teachers new to the profession, district office administration, principals, assistant principals, program coordinators, department chairs and mentors need to consider the following guidelines: 4.5.1. Provisional teachers may feel they need to volunteer, be on committees, coach, become a student club advisor, et al. to a level that is not manageable/reasonable. Understanding that certain assignments are part of the position for which they’ve been hired, beyond that make certain that new teachers understand they should not overcommit to activities/assignments to their detriment. 4.5.2. Inform new teachers about systems that are in place to support them if they’re feeling overwhelmed/over-committed. Examples of support include administration, their them mentor/instructional coach, PLC team members, school counselors/social workers, district intervention counselors, district health insurance program options, etc. 4.5.3. Provisional employees in specialist positions (counselor, library/media) are clearly informed about their evaluation process in concert with classroom teachers.