ENTRY YEAR PROGRAM. A. The Entry Year Program is intended to provide a formal program of positive support, xxxxxx professional growth, and prepare all entry year teachers for the performance-based assessment (currently Praxis III). An entry year teacher is defined as any bargaining unit member who is new to the profession and is employed under a 2-year provisional teaching license. The Entry Year Program and assessment examination does not replace the negotiated employment evaluation.
ENTRY YEAR PROGRAM. The Board of Education will continue to provide an Entry Year/Mentor Program. The Board will provide mentors with a stipend of Eight Hundred Dollars ($800.00) each year in which they actually serve as a mentor.
ENTRY YEAR PROGRAM. 18.02.1 In accordance with state standards, the Resident Educator Program will be implemented for all Professional Staff Members subject to the Resident Educator requirements of the Ohio Department of Education. The Administration and the Association shall regularly review local implementation of the Resident Educator Program
ENTRY YEAR PROGRAM. 26.1 The purpose of the entry year program is to provide support to an entry year certified employee or a certified employee with teaching experience entering his/her first year of service with the Board. A mentor shall be assigned to each new certified employee in the district at the start of the school year.
ENTRY YEAR PROGRAM. The Board shall participate in the ESC Resident Educator Program and shall follow all procedures and guidelines of the program. All members on a Resident Educator’s license shall be required to participate in the program. Should, at any time in the future, an ESC Resident Educator program cease to exist or should the Board opt out of the ESC program, a joint committee shall develop a District Resident Educator Program.
ENTRY YEAR PROGRAM. A $500 stipend per entry year teacher will be paid to unit members who serve as teacher mentors. The payment and the training of mentors shall be contingent upon continued State funding for entry year programs at levels no less than those in effect of the effective date of this agreement. Unit members who serve as teacher mentors meet state requirements for service as entry year teacher's mentors.
ENTRY YEAR PROGRAM. The Entry-Year mentoring experience includes a formal program of mentoring support, increases retention of high quality educators, and enhances student achievement.
ENTRY YEAR PROGRAM. A. The entry year teacher is a teacher in the first year (or second year in some limited instances) of employment and all teachers newly hired into the Brunswick School District, regardless of years of service. All entry year teachers must participate in the program. The PAR panel will have the authority to exclude a teacher from the program because of special job-related considerations.
ENTRY YEAR PROGRAM. The provisions of this Section 16.02 shall not be utilized so long as the Association and the Board continue the implementation of the PAR Program entry year version as contained in Subsection 16.01, herein. If the parties mutually agree to discontinue Section 16.01, then this Section 16.02 shall be implemented.
ENTRY YEAR PROGRAM. The purpose of the Entry Year Program is to provide a program of positive formal support, including mentors, to xxxxxx professional growth of beginning teachers and assessment of their performance. The Entry Year Program and assessment examination do not replace the employment evaluation and are used exclusively for licensure determination. Teachers who wish to serve as mentors must have been employed a minimum of five years in the District and shall be required to submit at least two written recommendations from peer teachers and one written recommendation from another professional in the field of education. The District shall provide mentors the opportunity to attend training in order to establish and maintain an effective Entry Year Program. The District shall pay all actual and necessary training costs, including Pathwise training or other training necessary to maintain appropriate mentoring skills. Coordinated release time shall be provided to the beginning teacher and assigned mentor to support professional growth and the objectives of the program through appropriate means, such as classroom observations by the mentor and the mentee. If any issues or concerns arise in the mentor/mentee relationship, such issues or concerns will be addressed by the Superintendent, Building Principal, NLEA President and NLEA Building Representative, working together with the mentor and mentee.
