Professional Culture Sample Clauses

The 'Professional Culture' clause establishes expectations for maintaining a respectful, ethical, and collaborative work environment within an organization or between contracting parties. It typically outlines standards of conduct, such as promoting inclusivity, discouraging harassment, and encouraging open communication among team members. By setting these behavioral norms, the clause helps prevent workplace conflicts and fosters a positive, productive atmosphere, ultimately supporting organizational goals and reducing the risk of disputes.
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Professional Culture. Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.
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Professional Culture. Promotes success for all students by nurturing and sustaining a school culture of reflective practice, high expectations, and continuous learning for staff.
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Professional Culture. 10.1 The Association and the District agree that an open, professional, and collaborative culture is essential to the effectiveness of staff and students. In order to promote and establish such a culture the Association and the District agree that this Agreement currently contains language that provides accountability and member safeguards for maintaining professional relationships, including the following:
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Professional Culture. Promotes success for all students by nurturing and sustaining a school culture of reflective practice, high expectations, and continuous learning for staff. Indicator IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of teaching and learning with high expectations for achievement for all, including: 1. Mission and core values: Develops, promotes, and secures staff commitment to core values that guide the development of a succinct, results-oriented mission statement and ongoing decision making.
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Professional Culture. The teacher promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.
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Professional Culture. Evaluator’s will use this language as a way to communicate: Evaluators may include specific types of comments that seek clarity or information in a walkthrough report. Such comments may lead to a change in teaching practice, or even require one. In ascending order of urgency, those types of statements are:
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Professional Culture. Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. Indicator IV-A. Reflection: Demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning.
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Professional Culture. The length of an evaluation cycle is determined by the overall teacher rating. Teacher ratings will be submitted to the state of Massachusetts at the end of an evaluation cycle. All evaluations should be free of racial, sexual, religious, and other illegal discrimination and biases as defined in state and federal laws. For more information on the state evaluation system, interested parties can visit http:// ▇▇▇.▇▇▇.▇▇▇▇.▇▇▇/▇▇▇▇▇▇/.
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Professional Culture. Schein (1996) argues that in every organization you often find three different occupational (professional) cultures and these do not really understand each other and they often tend to have cross-purposes. These three common cultures are: operator culture, engineering culture and executive culture. Some of these are more universal and work also outside a specific organization like, for example, the engineering culture. The operator culture, on the other, hand is more specific and works more within a certain organization as a result of common experiences. Typical cross-border professional/occupational cultures also exist among accountants, for example (Schein, 1996). In our case we assume that the students-mentees involved in the cross-cultural internship programs will be influenced by their own home culture and some of them by both, their own and the professional (e.g. engineering) cultures. Figure 3: Schein's model of the organizational culture (in ▇▇▇▇▇▇▇▇▇, 2004, p. 539, modification).
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Related to Professional Culture

  • Professional Liability insurance shall be written with limits no less than $1,000,000 per claim and $1,000,000 policy aggregate limit, as applicable.

  • PROFESSIONAL DEVELOPMENT AND EDUCATIONAL IMPROVEMENT A. Both the Board and the Association encourage teachers to seek professional improvement. In order to assist teachers in extending and improving their skills the following plan will be implemented. B. All Teachers will be encouraged to earn a Masters degree or coursework toward additional certification that is in the field of education and within a teacher's discipline, or in an area that is beneficial to the school. C. The Board will pay teacher's expenses for undergraduate and/or graduate credits, specialty and additional endorsements under the following conditions. 1. In allocating budgeted funds priority will be given to the teachers in a “masters” program and those teachers who need to complete coursework for certification. 2. All courses must be approved, in advance, by the Superintendent. Courses for recertification purposes must be approved in advance by the certification committee and the superintendent. The teacher shall receive a written reply from the Superintendent within ten (10) days of application for course approval (See Appendix D). 3. Each teacher will be eligible for up to six (6) semester hours of credit or, if enrolled in a matriculated, organized program, 12 semester hours of credit for undergraduate will be paid if part of a graduate program or graduate courses per contract year. The Superintendent reserves the right to request intent to take courses prior to final budget preparation. Failure to communicate such intent at the time of the Superintendent’s request may jeopardize course reimbursement due to a lack of funding. 4. The administration will pay in advance the cost of the course. Presentation of evidence of satisfactory completion of the course (A grade of B or better) is the responsibility of the teacher. In the event the course is not completed or not completed satisfactorily, the teacher will refund the payment received in advance and in accordance with Appendix D – attached. 5. Teachers who resign shall not be eligible for reimbursement after the date of resignation Teachers who have been reimbursed for any course work toward securing a masters within the last two (2) years of employment shall be required to continue their service to RSU # 78 for an additional two (2) years (twenty-four months) or will be required to reimburse the district the cost associated with Masters courses taken prior to departing, Such reimbursement to the district shall be remitted via payroll deductions as arranged between the District and employee, unless the failure to continue employment is due to illness, disability, death, or reduction of position. 6. Reimbursement will only be for tuition and fees. It will not include reimbursement for mileage, books and other expenses unless the teacher is required to take the course by the administration.

  • Professional Dues The school district will pay the annual dues for the Superintendent’s membership in the following organizations: Nebraska Council of School Administrators (NCSA), The School Superintendents Association (AASA), and any other membership dues requested by the Superintendent and approved by the Board.

  • Professional Services Bodily injury" or "property damage" arising out of the rendering of or failure to render profes- sional services;

  • Professional Service Consultant agrees that all services and work performed under this agreement will be accomplished in a professional manner, in accordance with the accepted standards of Contractor’s profession.