Strategies. The ESC will seek to achieve employment stability strategies as follows: - current and multi-year strategies should be developed within the resources available. Such strategies could include, but not necessarily be limited to, planning, retraining, identifying ways of determining employees’ skills, training and experience previously achieved, early retirement, voluntary exit programs, alternative assignment, secondment, employee career counselling, job sharing, job trading, job shadowing, and professional development; - discussions between the parties which explore these possible strategies would assist in the development of appropriate enhancements to Employment Stability; - data which is relevant to employment stability shall be made available to both parties.
Strategies. MAEM’s strategies with respect to all Offers, Third Party Contracts and all Scheduling activities shall be consistent with:
Strategies. DEVELOPMENT AND IMPLEMENTATION Within one year of the signing of the Chesapeake Bay Watershed Agreement, the Chesapeake Bay Program’s Goal Implementation Teams will develop Management Strategies for the Outcomes that support this Agreement’s goals. These strategies will outline the means for accomplishing each Outcome as well as monitoring, assessing and reporting progress and coordinating actions among partners and stakeholders as necessary. Where appropriate, Management Strategies should describe how local governments, nonprofit and private partners will be engaged; where actions, tools or technical support are needed to empower local governments and others to do their part; and what steps will be taken to facilitate greater local participation in achieving the Outcome. Participation in Management Strategies or participating in the achievement of Outcomes is expected to vary by signatory based on differing priorities across the watershed. This participation may include sharing knowledge, data or information, educating citizens or members, working on future legislation and developing or implementing programs or practices. Management Strategies, which are aimed at implementing outcomes, will identify participating signatories and other stakeholders, including local governments and nonprofit organizations, and will be implemented in two-year periods. The signatories and other partners shall thereafter update and/or modify such commitments every two years. Specific Management Strategies will be developed in consultation with stakeholders, organizations and other agencies and will include a period for public input and review prior to final adoption. The Principals’ Staff Committee will report on adoption of Management Strategies at the next Executive Council meeting and report on implementation of Management Strategies every two years. Management Strategies may address multiple Outcomes if deemed appropriate. Goal Implementation 15 Teams will re-evaluate biennially and update strategies as necessary, with attention to changing environmental and economic conditions. Partners may identify policy changes to address these conditions and minimize obstacles to achieve the Outcomes. Stakeholder input will be incorporated into the development and reevaluation of each of the strategies. The Chesapeake Bay Program will make these strategies and reports on progress available to the public in a transparent manner on its websites and through public meetings of the appropr...
Strategies. 1. Develop and maintain rigorous project safety specifications for use in all contracts.
Strategies. Consistent with the objectives and guiding principles, the University makes the following commitments:
Strategies. 5.1 Strategies 10 5.2 Fixed Rate Strategy 10 5.3 Point-to-Point Cap Index Strategy 11
Strategies. You select the Strategy and Index, if applicable, for which any portion of Premiums and Reallocations are allocated, subject to the terms of this Contract. We reserve the right to add Indexes as approved by the insurance supervisory official in the jurisdiction in which the Contract is issued. We may cease to offer a specific Index or cease to accept Premiums and/or Reallocations to a specific Index at any time. Any Additional Premiums and Reallocations accepted or continued application of amounts to any Strategy and Index are subject to the terms and conditions in existence for any Strategy and Index available at that time, including the then existing Fixed Rate Strategy Interest Rate and Index Caps which may differ from those applicable to previous allocations or Reallocations. Surrenders are taken on a last in first out basis and in the same proportion as the Accumulation Value associated with the Strategy and any applicable Index relative to the total Accumulation Value.
Strategies. Rubric Criteria Novice Educator Developing Educator Proficient Educator Distinguished Educator Educator Strategies Utilizing multiple methods 21st Century Learning Comments: Sources of Evidence: □ Students take the initiative in planning or adapting activity or project to enhance learning □ Student led classroom discussions □ Lesson plans outline instructional strategies □ Lesson plans how strategies are used for scaffolding/differentiation □ Educator reflection □ Student work reflects use of higher level thinking skills □ Examples of a process or product □ Graphic organizers for understanding □ Non-linguistic representations □ Summarizing activities □ Reward or praise for effort and/or accomplishments at targeted levels of performance □ Student growth log □ Technology integration plan □ 21st Century instructional model □ Other [Insert Text Box here] Areas of Improvement and/or Plan of Assistance: Resources needed to complete areas of improvement: STANDARD 4.1 Professionalism and Professional Learning Rubric Criteria Novice Educator Developing Educator Proficient Educator Distinguished Educator Engages in meaningful professional development Relies on variety of data to reflect on practice Comments: Sources of Evidence: □ Participation in district professional development □ Participates in & supports district initiatives □ Share information gained from professional development with staff members □ Written evaluation of a professional learning experience □ Video recording of teaching with feedback from a colleague or administrator □ Professional development aligned with goals □ Professional portfolio □ Educator reflection □ Student assessment scores □ Student evaluations □ Parents surveys □ Videotapes of lessons □ Analyzing student formative & summative assessment data to see impact on student growth □ Other [Insert Text Box here] Areas of Improvement and/or Plan of Assistance: Resources needed to complete areas of improvement: STANDARD 4.2 Being a Leader Rubric Criteria Novice Educator Developing Educator Proficient Educator Distinguished Educator Takes active role on instructional team & with community Displays honesty & integrity Complies with regulations Engages stakeholders Comments: Sources of Evidence: □ Supervises & effectively utilizes para-educators □ Attends school events □ Volunteers & serves on committees & school projects □ Notes from meetings with mentors/mentees □ Minutes of meetings (IEP, PLC, SIT, Title I, etc.) □ Participates in PLCs &/or ...
Strategies. Aboriginal culture and history taught at all grade levels with emphasis on local and traditional territories; encourage learning outside Classroom presentations on multi-cultural (cultural appropriation) racism and internal racism. Anti-racism activities for students and staff. Incorporate into PAC meetings. Create opportunities to learn about music, including fiddling Aboriginal student-led projects in classrooms Youth/Elder learning, connecting children (experiential) with culture, land and story. Increase inclusion of Elders in Classrooms. Providing guidance and information to Teachers/Administrators re: aboriginal content, resources and ways of knowing Workshops Encouragement of students to become involved in cultural extra curricular activities (bring Elders) • Native Dance • Drumming • Art • Culture Camps Encourage distributed learning courses with Aboriginal Content; connection with COTR courses for secondary students Increase quantity of cultural resource material available; share resources at District AESW meetings Establish interactive website database for cultural resources Encourage Band/ Métis Association involvement and support to increase knowledge of Aboriginal resources, programs and presentations; regular meetings to ensure involvement Aboriginal focused professional development workshops included on collaboratively planned professional development days annually Assemblies with cultural focus, i.e., Winter Celebration, Solstice, Orange Shirt Day Encourage Aboriginal students to include cultural learning in grad transitions documents/presentations Celebrate and coordinate activities on event days (Orange Shirt, National Aboriginal and Xxxxx Xxxx days/weeks)
Strategies. The will seek to achieve employment stability strategies as follows: current and strategies should be developed within the resources available. Such strategies could include, but not necessarily be limited to, planning, retraining, identifyingways of determiningemployees’skills, training and experience previously achieved, early retirement, voluntary exit programs, alternative assignment, secondment, employeecareer counselling,job sharing,job trading,job shadowing, and professional development; discussions between the parties which explore these possible strategies would assist in the development of appropriate enhancements to Employment Stability; data which is relevant to employment stability shall be made available to both parties,
