Common use of Growing and Developing Professionally Clause in Contracts

Growing and Developing Professionally. Unsatisfactory Basic Proficient Distinguished Teacher engages in no professional development activities to enhance knowledge or skill. Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. Teacher makes no e¤ort to share knowledge with others or to assume professional responsibilities. Teacher participates in professional activities to a limited extent when they are convenient. Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and colleagues. Teacher finds limited ways to contribute to the profession. Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Teacher welcomes feedback from colleagues —either when made by supervisors or when opportunities arise through professional collaboration. Teacher participates actively in assisting other educators. Teacher seeks out opportunities for professional development and makes a systematic e¤ort to conduct action research. Teacher seeks out feedback on teaching from both supervisors and colleagues. Teacher initiates important activities to contribute to the profession. Critical Attributes The teacher is not involved in any activity that might enhance knowledge or skill. The teacher purposefully resists discussing performance with supervisors or colleagues. The teacher ignores invitations to join professional organizations or attend conferences. The teacher participates in professional activities when they are required or when provided by the school district. The teacher reluctantly accepts feedback from supervisors and colleagues. The teacher contributes in a limited fashion to educational professional organizations. The teacher seeks regular opportunities for continued professional development. The teacher welcomes colleagues and super- visors into the classroom for the purpose of gaining insight from their feedback. The teacher actively participates in professional organizations designed to contribute to the profession. In addition to the characteristics of “proficient”: The teacher seeks regular opportunities for continued professional development, including initiating action research. The teacher actively seeks feedback from supervisors and colleagues. The teacher takes an active leadership role in professional organizations in order to contribute to the teaching profession.

Growing and Developing Professionally. Unsatisfactory Basic Proficient Distinguished Teacher seeks out opportunities for professional development and makes a systematic effort to conduct action research. Teacher seeks out feedback on teaching from both supervisors and colleagues. Teacher initiates important activities to contribute to the profession. Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration. Teacher participates actively in assisting other educators Teacher participates in professional activities to a limited extent when they are convenient. Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and professional colleagues. Teacher finds limited ways to contribute to the profession Teacher engages in no professional development activities to enhance knowledge or skill. Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. Teacher makes no e¤ort effort to share knowledge with others or to assume professional responsibilities. Teacher participates in professional activities to a limited extent when they are convenient. Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and colleagues. Teacher finds limited ways to contribute to the profession. Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Teacher welcomes feedback from colleagues —either when made by supervisors or when opportunities arise through professional collaboration. Teacher participates actively in assisting other educators. Teacher seeks out opportunities for professional development and makes a systematic e¤ort to conduct action research. Teacher seeks out feedback on teaching from both supervisors and colleagues. Teacher initiates important activities to contribute to the profession. Critical Attributes The teacher is not involved in any activity that might enhance knowledge or skill. The teacher purposefully resists discussing performance with supervisors or colleagues. The teacher ignores invitations to join professional organizations or attend conferences. The teacher participates in professional activities when they are required or when provided by the school district. The teacher reluctantly accepts feedback from supervisors and colleagues. The teacher contributes in a limited fashion to educational professional organizations. The teacher seeks regular opportunities for continued professional development. The teacher welcomes colleagues and super- visors into the classroom for the purpose of gaining insight from their feedback. The teacher actively participates in professional organizations designed to contribute to the profession. In addition to the characteristics of “proficient”: Effective,”  The teacher seeks regular opportunities for continued professional development, including initiating action research.  The teacher actively seeks feedback from supervisors and colleagues.  The teacher takes an active leadership role in professional organizations in order to contribute to the teaching profession.  The teacher seeks opportunities for continued professional development.  The teacher welcomes colleagues and supervisors in the classroom for the purposes of gaining insight from their feedback.  The teacher participates in professional organizations designed to contribute to the profession.  The teacher participates in professional activities when required or when provided by the school district.  The teacher reluctantly accepts feedback from supervisors and colleagues.  The teacher contributes in a limited fashion to educational professional organizations.  The teacher is not involved in any activity that might enhance knowledge or skill.  The teacher purposefully resists discussing performance with supervisors or colleagues.

Growing and Developing Professionally. Unsatisfactory Basic Proficient Distinguished Teacher engages in no professional development activities Receptivity to enhance knowledge or skill. feedback from colleagues Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. Teacher makes no e¤ort to share knowledge with others or to assume professional responsibilities. Teacher participates in professional activities to a limited extent when they are convenient. Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and professional colleagues. Teacher finds limited ways to contribute to the profession. Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Teacher welcomes feedback from colleagues —either when made by supervisors or when opportunities arise through professional collaboration. Teacher participates actively in assisting other educators. Teacher seeks out opportunities for professional development and makes a systematic e¤ort to conduct action research. Teacher seeks out feedback on teaching from both supervisors and colleagues. Growing and Developing Professionally; Teacher makes no effort to share knowledge with others or to assume professional Teacher finds limited ways to contribute to the profession. Teacher participates actively in assisting other educators. Teacher initiates important activities to contribute to the profession. Critical Attributes The teacher Service to the profession responsibilities. Showing Professionalism; Integrity and ethical conduct Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is honest in interactions with colleagues, students, and the public. Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Teacher can be counted on to hold the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues Showing Professionalism; Service to students Teacher is not involved alert to students' needs. Teacher's attempts to serve students are inconsistent. Teacher is active in any activity serving students. Teacher is highly proactive in serving students, seeking out resources when needed. Showing Professionalism; Advocacy Teacher contributes to school practices that might enhance knowledge result in some students being ill served by the school. Teacher does not knowingly contribute to some students being ill served by the school. Teacher works to ensure that all students receive a fair opportunity to succeed. Teacher makes a concerted effort to challenge negative attitudes or skillpractices to ensure that all students, particularly those traditionally under- served, are honored in the school. The teacher purposefully resists discussing performance with supervisors or colleaguesShowing Professionalism; Decision making Teacher makes decisions and recommendations based on self-serving interests. The teacher ignores invitations to join Teacher's decisions and recommendations are based on limited though genuinely professional organizations or attend conferencesconsiderations. The teacher Teacher maintains an open mind and participates in professional activities when they are required team or when provided by the school districtdepartmental decision making. The teacher reluctantly accepts feedback from supervisors and colleagues. The teacher contributes in Teacher takes a limited fashion to educational professional organizations. The teacher seeks regular opportunities for continued professional development. The teacher welcomes colleagues and super- visors into the classroom for the purpose of gaining insight from their feedback. The teacher actively participates in professional organizations designed to contribute to the profession. In addition to the characteristics of “proficient”: The teacher seeks regular opportunities for continued professional development, including initiating action research. The teacher actively seeks feedback from supervisors and colleagues. The teacher takes an active leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional organizations in order to contribute to the teaching professionstandards.

Growing and Developing Professionally. Unsatisfactory Basic Proficient Distinguished Enhancement of Content Knowledge and Pedagogical Skill • Receptivity to Feedback from Colleagues • Service to the Profession As in other professions, the complexity of teaching requires continued growth and development in order to remain current. Conscientiousness about continuing to stay informed and increasing their skills allows teachers to become ever more effective and to exercise leadership among their colleagues. The academic disciplines themselves evolve, and educators constantly refine their understanding of how to engage students in learning; thus growth in content, pedagogy, and information technology are essential to good teaching. Networking with colleagues through such activities such as joint planning, study groups, and lesson study provides opportunities for teachers to learn from one another. These activities allow for job-embedded professional development. In addition, professional educators increase their effectiveness in the classroom by belonging to professional organizations, reading professional journals, attending educational conferences, and taking university classes. As they gain experience and expertise, educators find ways to contribute to their colleagues and to the profession. • Teacher engages in no professional development activities to enhance knowledge or skill. • Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. • Teacher makes no e¤ort effort to share knowledge with others or to assume professional responsibilitiesresponsibility. • Teacher participates in professional activities to a limited extent when they are convenient. • Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and colleagues. • Teacher finds limited ways to contribute to the profession. • Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. • Teacher welcomes feedback from colleagues —colleagues— either when made by supervisors or when opportunities arise through professional collaboration. • Teacher participates actively in assisting other educators. • Teacher seeks out opportunities opportunity for professional development and makes a systematic e¤ort effort to conduct action research. • Teacher seeks out feedback on teaching from both supervisors and colleagues. • Teacher initiates important activities to contribute to the profession. Critical Attributes • The teacher is not involved in any activity that might enhance knowledge or skill. • The teacher purposefully resists discussing performance with supervisors or colleagues. • The teacher ignores invitations to join professional organizations or attend conferences. • The teacher participates in professional activities when they are required or when provided by the school district. • The teacher reluctantly accepts feedback from supervisors and colleagues. • The teacher contributes in a limited fashion to educational professional organizations. • The teacher seeks regular opportunities for continued professional development. • The teacher welcomes colleagues and super- visors supervisors into the classroom for the purpose of gaining insight from their feedback. • The teacher actively participates in professional organizations designed to contribute to the profession. In addition to the characteristics of “proficientaccomplished”: • The teacher seeks regular opportunities for continued professional development, including initiating action research. • The teacher actively seeks feedback from supervisors and colleagues. • The teacher takes an active leadership role in professional organizations in order to contribute to the teaching profession.

Growing and Developing Professionally. Unsatisfactory Basic Proficient Distinguished Teacher engages in no professional development activities to enhance knowledge or skill. Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. Teacher makes no e¤ort e ort to share knowledge with others or to assume professional responsibilities. Teacher participates in professional activities to a limited extent when they are convenient. Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and colleagues. Teacher finds limited ways to contribute to the profession. Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Teacher welcomes feedback from colleagues —either when made by supervisors or when opportunities arise through professional collaboration. Teacher participates actively in assisting other educators. Teacher seeks out opportunities for professional development and makes a systematic e¤ort e ort to conduct action research. Teacher seeks out feedback on teaching from both supervisors and colleagues. Teacher initiates important activities to contribute to the profession. Critical Attributes The teacher is not involved in any activity that might enhance knowledge or skill. The teacher purposefully resists discussing performance with supervisors or colleagues. The teacher ignores invitations to join professional organizations or attend conferences. The teacher participates in professional activities when they are required or when provided by the school district. The teacher reluctantly accepts feedback from supervisors and colleagues. The teacher contributes in a limited fashion to educational professional organizations. The teacher seeks regular opportunities for continued professional development. The teacher welcomes colleagues and super- visors into the classroom for the purpose of gaining insight from their feedback. The teacher actively participates in professional organizations designed to contribute to the profession. In addition to the characteristics of “proficient”: The teacher seeks regular opportunities for continued professional development, including initiating action research. The teacher actively seeks feedback from supervisors and colleagues. The teacher takes an active leadership role in professional organizations in order to contribute to the teaching profession.

Growing and Developing Professionally. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher engages in no professional development activities to enhance knowledge or skill. Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. Teacher makes no e¤ort effort to share knowledge with others or to assume professional responsibilities. Teacher participates in professional activities to a limited extent when they are convenient. Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and colleagues. Teacher finds limited ways to contribute to the profession. Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Teacher welcomes feedback from colleagues —either when made by supervisors or when opportunities arise through professional collaboration. Teacher participates actively in assisting other educators. Teacher seeks out opportunities for professional development and makes a systematic e¤ort effort to conduct action research. Teacher seeks out feedback on teaching from both supervisors and colleagues. Teacher initiates important activities to contribute to the profession. Critical Attributes The teacher is not involved in any activity that might enhance knowledge or skill. The teacher purposefully resists discussing performance with supervisors or colleagues. The teacher ignores invitations to join professional organizations or attend conferences. The teacher participates in professional activities when they are required or when provided by the school district. The teacher reluctantly accepts feedback from supervisors and colleagues. The teacher contributes in a limited fashion to educational professional organizations. The teacher seeks regular opportunities for continued professional development. The teacher welcomes colleagues and super- visors into the classroom for the purpose of gaining insight from their feedback. The teacher actively participates in professional organizations designed to contribute to the profession. In addition to the characteristics of “proficient”: :” The teacher seeks regular opportunities for continued professional development, including initiating action research. The teacher actively seeks feedback from supervisors and colleagues. The teacher takes an active leadership role in professional organizations in order to contribute to the teaching profession.