Growing and Developing Sample Clauses

Growing and Developing. Professionally Does not accurately assess expertise and does not collaborate with other professionals. Assessment of expertise and collaboration with colleagues is inconsistent. Accurately assesses expertise and collaborates with professional colleagues. Accurately assesses expertise, and seeks feedback and/or input from colleagues. Appears to make no effort to engage in professional development. Participates or shares in limited professional development activities. Seeks out professional development opportunities and regularly shares with others. Creates specific professional growth activities for self and contributes to the professional growth of colleagues. Does not recognize and/or deal with dehumanizing biases, discrimination, prejudices, and/or instructional and personal racism and/or sexism. Has difficulty recognizing and/or dealing with dehumanizing biases, discrimination, prejudices, and/or instructional and personal racism and/or sexism. Recognizes and deals with dehumanizing biases, discrimination, prejudices, and/or instructional and personal racism and/or sexism. Recognizes and deals with dehumanizing biases, discrimination, prejudices, and/or instructional and personal racism and/or sexism in a professionally appropriate manner. Components of Domain 4: Professional Responsibilities The teacher participates in on-going professional development activities and collaborates with colleagues and families to advance learning for teachers and students. Descriptors Requires Attention Developing Proficient Exemplary
Sample 1Sample 2Sample 3See All (7)
AutoNDA by SimpleDocs
Growing and Developing. Professionally Teacher does not participate in professional development activities, and makes no effort to share knowledge with colleagues. Teacher is resistant to feedback from supervisors or colleagues. Teacher participates in professional development activities that are convenient or are required, and makes limited contributions to the profession. Teacher accepts, with some reluctance, feedback from supervisors and colleagues. Teacher seeks out opportunities for professional development based on an individual assessment of need, and actively shares expertise with others. Teacher welcomes feedback from supervisors and colleagues. Teacher actively pursues professional development opportunities, and initiates activities to contribute to the profession. In addition, teacher seeks out feedback from supervisors and colleagues. 4f: Showing Professionalism Teachers has little sense of ethics and professionalism, and contributes to practices that are self-serving or harmful to students. Teacher fails to comply with school and district regulations and timelines. Teacher is honest and well- intentioned in serving students and contributing to decisions in the school, but teacher’s attempts to serve students are limited. Teacher complies minimally with school and district regulations, doing just enough to “get by.” Teacher displays a high level of ethics and professionalism in dealings with both students and colleagues, and complies fully and voluntarily with school and district regulations. Teacher complies fully with school and district regulations. Teacher is proactive and assumes a leadership role in ensuring the highest ethical standards, and seeing that school practices and procedures ensure that all students, particularly those traditionally underserved, are honored in the school. Teacher takes a leadership role in seeing that colleagues comply with school and district regulations. Observation Analysis Summary Page Name of Teacher: Observer/Evaluator/Administrator’s Name: Observer/Evaluator/Administrator’s Position: Date of Observation: School: Grade Level: Subject: ADDITIONAL NOTES/COMMENTS: RECOMMENDATIONS: / Observer, Evaluator, or Administrator Date / Teacher Date “The signatures do not indicate agreement or disagreement but merely certify that the observation and conference as noted were held and that the opportunity was available for attaching written clarification/objections at the time of signing.” DOMAIN 5: SPECIAL EDUCATION PROFESSIONAL PRACTICE Com...
Sample 1
Growing and Developing. Professionally The teacher does not participate in professional development activities and makes no effort to share knowledge with colleagues. The teacher is resistant to feedback from supervisors or colleagues. The teacher participates in professional development activities that are convenient or are required, and makes limited contributions to the profession. The teacher accepts, with some reluctance, feedback from supervisors and colleagues. The teacher seeks out opportunities for professional development based on an individual assessment of need and actively shares expertise with others. The teacher welcomes feedback from supervisors and colleagues. The teacher actively pursues professional development opportunities and initiates activities to contribute to the profession. In addition, the teacher seeks feedback from supervisors and colleagues.
Sample 1

Related to Growing and Developing

  • Learning and Development (i) Managers and supervisors are responsible for promoting and supporting learning activities for employees in their area of responsibility.

  • Training and Development 14.1 The parties are committed to, and acknowledge the mutual benefit to the employer and employee of planned human resource development and the provision and participation in relevant development opportunities (including accredited training).

  • Research and Development (i) Advice and assistance in relation to research and development of Party B;

  • PHASED DEVELOPMENT 15.1 The Seller reserves to itself, and to its successors in title as Developer, all such rights as are provided for in section 25 of the STA, to erect and complete a phased development on the Land from time to time, but no later than 15 (fifteen) years from the date of opening of the Sectional Title Register, for its personal account.

  • Job Development Job development/placement is individualized and shall include weekly person-to-person job search assistance, assistance with identifying job leads, interview coaching and support, and maintaining a log of job search activities for the purposes of obtaining competitive integrated employment. By mutual consent of the consumer and the KARINA ASSOCIATION, INC. , these services may be provided in-person or by Skype, FaceTime, or other online communication tools. Job development/placement may also include arranging job trials/job shadowing for individuals with a DORS Trial Work Experience Plan, assistance with completing applications, assistance with employer follow-up after interviews, use of personal employment networks in job search, and resume update. It would include time spent calling employers, visiting and educating employers and similar activities. Job development/placement shall not be paid for using supported employment funding and shall not include the Discovery process, which is pre-vocational in nature and may be completed prior to job development. Up to 60 hours for job search assistance, authorized in 20-hour increments, may be used for job development. Additional hours of job development may be requested and require written justification by KARINA ASSOCIATION, INC. and approval of the DORS regional/program director. Authorizations for Job Development. DORS only pays for job development services which have been previously authorized by a DORS official. Job Development Reporting. The Employment Service Progress Form is expected to be submitted to DORS on a monthly basis per consumer. This form is available on the DORS website (xxx.xxxx.xxxxxxxx.xxx).

  • Felling and Bucking Felling shall be done to minimize breakage of Included Timber and dam- age to residual timber. Unless agreed otherwise, felling shall be done by saws or shears. Bucking shall be done to permit removal of all minimum pieces set forth in A2. Purchaser may buck out cull material when necessary to produce pieces meeting Utilization Standards. Such bucked out material shall contain a minimum amount of sound wood, not in excess of the net scale in percentage of gross scale, or based on the merchantability factor, whichever is stated in A2. If necessary to assess extent of defect, Purchaser shall make sample saw cuts or wedges. B6.411 Felling in Clearings. Insofar as ground conditions, tree lean, and shape of clearings per- mit, trees shall be felled so that their tops do not extend outside Clearcutting Units, construction clearings, and ar- eas of regeneration cutting. B6.000 Xxxxx Xxxxxxx. Stumps shall not exceed, on the side adjacent to the highest ground, the maximum heights set forth in A6, except that occasional stumps of greater heights are acceptable when Purchaser determines that they are necessary for safe and efficient conduct of logging. Unless otherwise agreed, Purchaser shall re-cut high stumps so they will not exceed heights specified in A6 and shall dispose of severed portions in the same manner as other logging debris. The xxxxx heights shown in A6 were selected with the objective of maximum reasonable utilization of the timber, unless Sale Area Map shows special areas where xxxxx heights are lower for aesthetic, land treatment, or silvicultural rea- sons.

  • Economic Development 1. The Parties aim to promote balanced economic growth, poverty reduction and the reduction of social-economic disparities.

  • Skills Development The Company acknowledges the changing pace of technology in the electrical contracting industry and the need for employees to understand those changes and have the necessary skill requirements to keep the Company at the forefront of the industry. The Parties to this Agreement recognise that in order to increase the efficiency, productivity and competitiveness of the Company, a commitment to training and skill development is required. Accordingly, the parties commit themselves to:

  • Gender and Development 13. The Borrower shall ensure, and cause EPSO and HVEN to ensure, that the principles of gender equity aimed at increasing Project benefits and impacts on women in the Project area consistent with ADB’s Policy on Gender and Development (1998) are followed during implementation of the Project, including (a) equal pay to men and women for work of equal value; (b) enabling working conditions for women workers; and (c) taking necessary actions to encourage women living in the Project area to participate in the design and implementation of Project activities.

  • Marketing and Advertising Provider shall not advertise or market to schools, students or their parents/guardians when the advertising is based upon any Student Data that Provider has acquired because of the use of that Provider’s site, Products, Services, or this Agreement.

Time is Money Join Law Insider Premium to draft better contracts faster.