Peer Coaches Sample Clauses
The 'Peer Coaches' clause establishes the role and responsibilities of individuals designated as peer coaches within an organization or program. Typically, this clause outlines the qualifications required to become a peer coach, the scope of their duties—such as providing guidance, support, or feedback to colleagues—and any limitations on their authority. For example, it may specify that peer coaches assist with onboarding new team members or facilitate skill development sessions. The core function of this clause is to formalize the peer coaching process, ensuring clarity in expectations and fostering a supportive environment for professional growth.
Peer Coaches. 40.3.1 A peer coach is a permanent unit member who provides assistance to a participating teacher pursuant to the PAR program. Peer coaches will possess the following qualifications.
40.3.1.1 At least six (6) years of recent experience in the District as a teacher.
40.3.1.2 Demonstrated exemplary teaching ability as per Ed Code 44500.
40.3.1.3 Extensive knowledge and mastery of subject matter, teaching strategies, instruction techniques, and classroom management strategies necessary to meet the needs of pupils in different contexts.
40.3.1.4 Ability to communicate effectively both orally and in writing.
40.3.1.5 Ability to work cooperatively and effectively with others.
40.3.1.6 Possess effective leadership skills.
40.3.2 The number of coaches shall be determined by the number of eligible participants in the PAR program and funding available from the state for the program.
40.3.3 A coach’s term would be subject to annual evaluation by the panel. The documentation of such information shall not be made a part of the coach’s personnel file, except upon written request of the individual coach.
40.3.4 Coaches will be selected by the PAR panel and assigned to assist another teacher who is in need of development of subject matter knowledge, teacher strategies, teaching methodology or instruction.
40.3.5 Peer coach selection
40.3.5.1 A letter of vacancy will be posted at all sites and at the District Office.
40.3.5.2 Candidates must file an application with the Panel, and include references from at least two (2) people with direct knowledge of the applicant’s abilities to be a peer coach.
40.3.5.3 Panel members may observe candidates for peer coach performing in their classrooms prior to the selection. Observations will be arranged with the site administrator and the candidate.
40.3.5.4 The panel shall establish additional procedures for selecting peer coaches, which shall be made known in advance to all candidates. 40.3.6 Peer coach responsibilities
40.3.6.1 Coaches shall have responsibility for up to three (3) teachers, each of whom shall receive a minimum of twenty (20) hours of assistance, which must be completed prior to February 15.
40.3.6.2 The peer coach and participating teacher shall prepare an Individual Assistance Plan which outlines the assistance to be provided as well as time lines.
40.3.6.3 Peer coaches will be trained to offer both peer assistance and to understand the specific functions of the PAR program.
40.3.6.4 A peer coach will provide assis...
Peer Coaches. 1. A Peer Coach is a teacher who provides assistance to a Participating PAR Teacher pursuant to the PAR Program requirements. A Peer Coach also coaches VTs and ITs. The qualifications for the Peer Coach shall be set forth in the Review Panel Rules and Procedures, provided that the following shall constitute minimum qualifications;
a. Be a credentialed teacher with permanent status;
b. Have substantial recent experience in instruction;
c. Xxxxx demonstrate exemplary teaching ability, as indicated by, among other things, effective communication skills both orally and in writing, subject matter knowledge, and mastery of a range of teaching strategies necessary to meet the needs of pupils in difference contexts;
d. Have ability to work cooperatively and effectively with others.
2. In order to fill a position of Peer Coach, a notice of vacancy will be posted at all sites, online (and sent via email) and in the District Office. In addition to submitting an application form, each applicant is required to submit three references from individuals with specific knowledge of his or her expertise, as follows:
a. A reference from a building principal or immediate supervisor;
b. A reference from an Association representative;
c. A reference from another teacher. All applications and references shall be treated with confidentiality.
3. Peer Coaches shall be selected by a majority vote of the Review Panel after one or more representatives of the Panel have conducted site visitations and a observation of all final candidates. Interviews by the Review Panel shall also be part of the selection process.
4. Peer Coaches will be trained to both offer peer assistance and to understand the specific functions of the PAR/BTSA programs. The Review Panel will monitor and evaluate the effectiveness of the Peer Coach and will make decisions regarding their continuation in the program. The Review Panel may remove a Peer Coach from the position at any time because of the specific needs of the PAR/BTSA programs, inadequate performance of the Peer Coach or other just cause. Prior to the effective date of such removal, the review Panel will provide the Peer Coach with a written statement of the reasons for the removal, and at the request of the Peer Coach, will meet with him/her to discuss the reasons.
5. Expenditures for the PAR/BTSA programs shall not exceed revenues received from BTSA funds and funds made available through the passage of AB 1X without mutual agreement of the parties.
6. ...
Peer Coaches. 39.3.1 Peer Coaches will be selected to work with the following programs:
39.3.1.1 New Teachers and Intervention Teachers, as described herein;
39.3.1.2 Second year teachers, if assigned for part of a second year;
39.3.1.3 Coaches for the subsequent school year shall be selected during the Spring Semester of the prior school year. Coaches will be provided with training activities and materials prior to receiving their assignments at the beginning of the subsequent school year. It is the goal that coach selection shall take place prior to the annual process of voluntary teacher transfers.
39.3.2 Active Peer Coaches shall be released full-time to work in this Program. In addition the PAR Panel shall select a pool of Coaches who may be released on a full or part-time basis to work in the Program depending upon the needs of the Program, funding availability and teaching areas of Program participants.
39.3.3 The number of Coaches selected shall be determined by the number of Program participants and the availability of State funds appropriated for this Program.
39.3.4 There shall be at least one (1) Lead Coach. In addition to the Peer Coach’s responsibilities, a Lead Coach shall have additional responsibilities which shall include, but not be limited to, scheduling the work of the Peer Coaches and facilitating the work of the PAR Panel.
39.3.4.1 Depending upon the number of Program participants, the PAR Panel shall consider selecting one Lead Coach with an elementary school teaching background and one Lead Coach with a secondary school teaching background.
39.3.5 Peer Coaches shall have staggered terms. The first Lead Coach(s) shall have a four-year term. Approximately half the Coaches will have three and the other half four-year terms.
39.3.6 All such terms are subject to annual appraisal and review by the Panel and the Chief Administrative Officer.
39.3.7 Prior to starting service as a Peer Coach, each shall sign an agreement that provides, in part, a commitment to return to the classroom for a minimum of two (2) years after leaving the Program.
39.3.7.1 A Peer Coach who has completed a term must return to the classroom for a minimum of two (2) years before reapplying to the Program.
39.3.8 The parties do not see participation in the Program as part of a career ladder to becoming a District administrator.
39.3.9 At the conclusion of their service, Peer Coaches shall have return rights to a position for which they are qualified at their school of origin. If th...
Peer Coaches. 1. Peer Coaches shall be credentialed classroom unit members with permanent status. Coaches shall have substantial recent experience (at least five years). They shall have demonstrated exemplary ability, as indicated by effective communication skills, subject matter knowledge, and mastery of a range of strategies necessary to meet the needs of pupils in different contexts.
2. All Peer Coaches are subject to annual evaluation by the Committee. The documentation of such evaluation shall not be made a part of the coach's personnel file except upon the express written request of the individual coach.
Peer Coaches. 12.2.1 The number of coaches to be released shall be determined by the number of eligible teachers needing induction support. However, should additional coaching support be required, the parties shall negotiate how to provide the necessary support.
12.2.2 Coaches shall have staggered terms.
Peer Coaches. 1. A Peer Coach is a teacher who provides assistance to a R e f e r r e d Participating Teacher pursuant to the PAR Program requirements. A Peer Coach also coaches VTs and ITs. The minimum qualifications for the Peer Coach are as follows:
a. Be a credentialed teacher with permanent status;
b. Have substantial recent experience in instruction;
c. Demonstrate exemplary teaching ability, as indicated by, among other things, effective communication skills both orally and in writing, subject matter knowledge, and mastery of a range of teaching strategies necessary to meet the needs of pupils in different contexts;
d. Have the ability to work cooperatively and effectively with others.
2. In order to fill a position of Peer Coach, a notice of vacancy will be posted online (and sent via email) and in the District Office. In addition to submitting an application form, each applicant is required to submit one reference from an individual with specific knowledge of his or her expertise:
a. A building principal or immediate supervisor;
Peer Coaches. Peer coaches, also called peer advisors, community health workers, community health advisors, or promotoras, are people who live in the same community as the targeted population. They have an in-depth understanding of the day-to-day challenges of living with a chronic disease like HTN. They receive training in motivational interviewing, which they use to coach other community members with HTN on how to improve self-management within the context of their own lives, helping them to overcome challenges to achieving a healthy lifestyle and taking medications (Figure 3). First and foremost, they provide social and emotional support and encouragement, but they also assist patients by motivating them to understand which behaviors are increasing risks and to engage in risk management. They link their clients into community resources and back to the practice, encouraging the development of continuous relationships with a usual source of care. The key functions of peer coaching interventions are therefore assisting, supporting and linking into resources and care. By nature, peer coaching interventions are multi-level, since they reach into the community as well as the health system, and multi-component, stepping up as warranted by the individual’s needs. Interacting with a live peer coach is a potent experience because participants have discussions with someone like themselves, building a supportive relationship while the peer coach assists them in carrying out the healthcare team’s recommendations and in understanding educational materials. At the core of peer coaching interventions are the relationships patients forge with the peer coach. In our past programs, 96% of participants were either extremely or highly satisfied with working with their peer coach. Many of our peer coaches continue to speak regularly with their former clients, even years after the formal program has ended. A participant in one of our studies summarized his relationship with his peer coach this way: “She really cared about me. When we first started talking I didn’t really know what to think, but she really helped me. I started growing a garden because of her, and now it’s so plentiful I want to share the vegetables with her.” In preparation for the proposal that led to the current study, we engaged 40 Black Belt residents with chronic diseases in 5 focus groups to understand their perspectives on the challenges they face in curbing CVD risk. While participants had many questions about their...
Peer Coaches. Each year, the PAR Panel members shall review the PAR budget and shall determine if PAR funds do or do not exist to support the assignment of Peer Coach(s) for that school year. Peer Coach(s) shall have the following minimum requirements: Permanent teacher Have demonstrated exemplary teaching ability Letter of recommendation from Site or District Administrator At the beginning of each school year for which the PAR Panel determines funds exist to support Peer Coach assignments, teachers may apply for a Peer Coach position on a form prepared by the PAR Panel members. Notice of Peer Coach openings shall be posted at each school site for a period of no less than ten (10) working days.
Peer Coaches. Program Enrichment Personnel