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Guidelines for Expense Reimbursement
All professional learning expense reimbursement requests are subject to the terms established by negotiated agreements between the Windham Central Education Association and School Boards.
In accordance with the master agreement, Windham Central will typically cover expenses for the following.
Workshop registration and any additional fees required
Travel to and from the workshop by the least expensive means, carpooling is expected whenever possible
Parking – in cities, public transportation is encouraged to lower fees
Meals- within the time frame of the event, up to $50 per day limit
Hotel fees: Up to $150 per person per night limit, exceptions approved by Chief Financial Officer with adequate justification, sharing rooms is expected
When workshops are given in multiple locations, Windham Central will require the participant to attend the least expensive workshop in terms of travel, hotel, and meals costs.
Documentation (including all receipts) is required for all out of pocket expenses, and will be reviewed by the business office prior to reimbursement.
Approval for certain expenses is at the discretion of the Windham Central Grant Administrator as it pertains to the grant objective.
To initiate reimbursement, employees must provide the following information within 2 weeks of completing the professional learning activity:
certificate of completion (including total number of hours and college credits where applicable)
proof of payment: receipt, cancelled check, credit card statement clearly indicating the vendor, activity and participant name
receipts for lodging, meals, and other travel expenses itemized by category (see above) (receipts must match requested amount in My Learning Plan)
There is an expectation that, upon returning from workshops sponsored by the district through grants or otherwise, the participant will contribute to local sharing of expertise gained from the professional learning activity with colleagues in the WCSU in its ongoing efforts to improve student learning.
The Vermont Learning Collaborative is committed to high quality professional development for educators throughout our region. We serve supervisory unions in Windham, Windsor, Bennington and Rutland counties and one in Orange County.
Five Professional Standards for Educators
In 2003, the Vermont Standards Board of Professional Educators adopted the following standards for all Vermont educators. All faculty members address these standards in the Individual Professional Development Plan as well as participants in school improvement efforts.
Learning (Expertise in the Endorsement Area): Each Vermont educator is knowledgeable about the standards for his/her professional endorsement(s). Each educator continues to acquire new learning in the content of his/her endorsement(s) and reflects this new learning in professional practice.
Professional Knowledge (Methodology and Pedagogy): Each Vermont educator continues to acquire knowledge in best practices in teaching and the learning process, so as to improve Learning Opportunities for all students.
Colleagueship: Each Vermont educator works collaboratively with colleagues at local, state, and/or national levels to improve student learning through implementation of national professional standards, Vermont’s Framework of Standards and Learning Opportunities, district goals, and school goals and/or action plans.
Advocacy: Each Vermont educator works to improve the educational health of Vermont learners, and promotes fairness and equity for all students and members of the educational community. The educator engages the family and the community in partnerships to promote student learning.
Accountability: Each Vermont educator carries out professional responsibilities ethically. Each educator demonstrates professional growth over time in each of the Five Standards for Vermont Educators and in the competencies for his/her endorsement(s). This growth is documented through a professional portfolio that includes evidence of rigorous professional development, reflective practice, and adaptation of practice to improve student learning. In addition, a portion of each educator’s IPDP and professional portfolio is connected to his/her school’s initiatives for improving student learning.