Instructional Leadership and Management Oversee Lead Teachers and Content Leads to implement a standardized, schoolwide framework, approach, and system for MWA instruction,
formal feedback, and instructional competency framework Continuously improve, refine, and ensure fidelity to the
formal feedback and evaluation
process Serve as the lead, along with the Division Directors, to develop, lead, and deliver site - based professional development to the MWA faculty Develop and monitor individualized professional development plans for all faculty — including informal classroom
observations, scheduled classroom
observations, teacher meetings, and
formal observations Analyze and report out instructional data and progress toward instructional goals to leadership stakeholders (CEO, Division Directors, Board)
Brandon, the answer is already in my original comment: 1) None of the climate models has been subjected to a
formal V&V
process (no validation report available) 2) None of the models is able to formally hind - cast past
observations and as a matter of fact there is a significant mismatch between models outputs and measurements over [1880 — 1970] and [2000 — 2010] periods, which means that all models would have failed to pass such a validation
process.
(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect
observation) supervisee performance,
formal and informal feedback mechanisms, and evaluation
processes (both summative and formative), and
processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental
process of the supervisory relationship itself; (iii) Management and administration which includes organizational
processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory
process within the institution or agency; institutional
processes for managing multiple roles of supervisors, and summative and formative evaluation
processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due
process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing
processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.