Professional Culture. The teacher 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.
Professional Culture. Promotes success for all students by nurturing and sustaining a school culture of reflective practice, high expectations, and continuous learning for staff.
Professional Culture. Teachers xxxxxx the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.
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:
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. IV-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-A-1. Commitment to High Standards Does not encourage high standards of teaching and learning or high expectations for achievement and/or may demonstrate low expectations for faculty and staff. Inconsistently asks for a commitment to high standards of teaching and learning with high expectations for achievement for all. Xxxxxxx a shared commitment to high standards of teaching and learning with high expectations for achievement for all. Leads administrators and/or educators in developing a shared commitment to high standards of teaching and learning with high expectations for achievement for all. Revisits and renews commitment with administrator and/or educators regularly. Is able to model this element.
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. 2.
Professional Culture. Evaluator’s will use this language as a way to communicate: Evaluator Commentary within Evaluation Reports 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:
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:// xxx.xxx.xxxx.xxx/xxxxxx/.
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 Xxxxxxxxx, 2004, p. 539, modification).
