Career Ladder Effective July 1, 2014, TALC and the District agreed to the 11 implementation of a Career Ladder for the advancement of instructional staff on the 12 Performance Salary Schedule. Elements of the Career Ladder are outlined and posted on 13 the District website and include detailed descriptions of Career Ladder levels and the 14 requirements for movement. All instructional staff hired on or after January 8, 2018 will 15 be placed on the Apprentice level of the Career Ladder.
Outreach Activities Number of outreach events by event type (e.g., meeting with community group, attendance at public event, social media, materials distribution, other) Number of individuals reached (e.g., number in attendance at community meeting, contacts at public event, followers/likes/friends on social media, amount of materials distributed) Enrollment Activities Enrollment Assistance Contacts - Individuals # of those assisted from target population # of those assisted not from target population # of those assisted by application outcome (complete, incomplete, unknown) # of applications by enrollment outcome (enrolled, not enrolled, unknown) Enrollment Assistance Contacts – Small Businesses # of businesses assisted # of businesses assisted by coverage type (e.g., all carriers and plans, one carrier and all plans, unknown) Total number of employees represented by small business enrollment assistance contacts Total number of employees electing coverage Qualitative Reporting Assessment of organization’s progress toward outreach goals for the period; observations about most/least successful outreach and education activities during the reporting period Assessment of organization’s progress against enrollment goals Barriers encountered during reporting report with respect to outreach and/or enrollment activities Observations about the type of enrollment assistance requested by individuals and/or businesses – e.g., type of assistance requested, at what point in the process individuals/businesses seek assistance, at what point they no longer need assistance Assessment/observations about length of time spent on each person/entity assisted with enrollment Additionally, the Subrecipient will be expected to attend quarterly Navigator Organization summits to share lessons learned, collaborate on strategies to address shared challenges, and provide feedback to the State. Subrecipient Deliverables
Professional Development; Adverse Consequences of School Exclusion; Student Behavior The Board President or Superintendent, or their designees, will make reasonable efforts to provide ongoing professional development to Board members about the adverse consequences of school exclusion and justice-system involvement, effective classroom management strategies, culturally responsive discipline, appropriate and available supportive services for the promotion of student attendance and engagement, and developmentally appropriate disciplinary methods that promote positive and healthy school climates, i.e., Senate Bill 100 training topics. Board Self-Evaluation The Board will conduct periodic self-evaluations with the goal of continuous improvement. New Board Member Orientation The orientation process for newly elected or appointed Board members includes:
TRAINING AND EMPLOYEE DEVELOPMENT 9.1 The Employer and the Union recognize the value and benefit of education and training designed to enhance an employee’s ability to perform their job duties. Training and employee development opportunities will be provided to employees in accordance with college/district policies and available resources.
Reporting of Abuse, Neglect, or Exploitation Consistent with provisions of 33 V.S.A. §4913(a) and §6903, any agent or employee of a Contractor who, in the performance of services connected with this agreement, has contact with clients or is a caregiver and who has reasonable cause to believe that a child or vulnerable adult has been abused or neglected as defined in Chapter 49 or abused, neglected, or exploited as defined in Chapter 69 of Title 33 V.S.A. shall make a report involving children to the Commissioner of the Department for Children and Families within 24 hours or a report involving vulnerable adults to the Division of Licensing and Protection at the Department of Disabilities, Aging, and Independent Living within 48 hours. This requirement applies except in those instances where particular roles and functions are exempt from reporting under state and federal law. Reports involving children shall contain the information required by 33 V.S.A. §4914. Reports involving vulnerable adults shall contain the information required by 33 V.S.A. §6904. The Contractor will ensure that its agents or employees receive training on the reporting of abuse or neglect to children and abuse, neglect or exploitation of vulnerable adults.
Employee Development The Employer may provide employees the opportunity to participate in appropriate seminars, workshops or short courses. When possible and appropriate the Employer will provide to all staff information on seminars, workshops or short courses by posting a notice on the Employer’s internal web site.
Working Alone (a) Where an employee is employed under conditions which present a significant hazard of disabling injury, and when the employee might not be able to secure assistance in the event of an injury or other misfortunes, the Employer shall provide a means of periodically checking the well being of the employee. Checks shall be made at such intervals and by such means as are appropriate to the nature, hazard and circumstances of the employment.
Professional Development Program (a) The parties agree to continue a Professional Development Program for the maintenance and development of the faculty members' professional competence and effectiveness. It is agreed that maintenance of currency of subject knowledge, the improvement of performance of faculty duties, and the maintenance and improvement of professional competence, including instructional skills, are the primary professional development activities of faculty members.
Faculty Development Faculty who develop and/or teach Distance Education courses shall be provided with reasonable technical support and opportunities for Faculty development, consistent with the needs of the Faculty and availability of Board resources and services for that purpose. In the event that a Faculty member develops and/or teaches a Distance Education course for the first time, the Faculty member shall receive reasonable and appropriate professional development and technical support assistance, consistent with the needs of the Faculty and availability of Board resources and services for that purpose. In instances of succeeding assignments to teach Distance Education courses, the Faculty member is expected to demonstrate a level of technical competence sufficient to teach the course. Ongoing technical support assistance may be available to Faculty who teach succeeding offerings of the same course.
PROFESSIONAL ACTIVITY DAYS 22.01 (a) A Long-Term Occasional Teacher who is scheduled to work when there is a Professional Activity Day shall be required to participate in the scheduled professional activities and shall be paid for such day.
