Distinguished Clause Samples
The 'Distinguished' clause serves to identify and set apart certain individuals, entities, or items within a contract or agreement for special recognition or treatment. In practice, this clause may specify particular parties who are granted unique rights, responsibilities, or exemptions compared to others involved in the agreement. By clearly distinguishing these parties or items, the clause ensures that their special status is recognized and that any related obligations or privileges are unambiguously allocated, thereby preventing confusion or disputes regarding their role.
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Distinguished. Professional practice at Level 4 is that of a master professional whose practices operate at a qualitatively different level from those of other professional peers. To achieve this rating, a teacher would need to have received a majority of distinguished ratings on the criterion scores. A teacher at this level must show evidence of average to high impact on student growth. Ongoing, reflective teaching and leading is demonstrated through the highest level of expertise and commitment to all students' learning, challenging professional growth, and collaborative practice.
Distinguished. Teachers at this level are master teachers who make contributions to the field, both in and outside their school. Their classrooms operate at a qualitatively different level, consisting of a community of learning, with students highly motivated, engaged, and assuming considerable responsibility for their own learning.
Distinguished. Distinguished means that the performance is clearly outstanding; the performance is superior, far exceeding expectations; or that performance is exceptional on a regular or continuing basis.
Distinguished. Professional practice at Level 4 is that of a master professional whose practices operate at a qualitatively different level from those of other professional peers. To achieve this rating, a teacher would need to have received a majority of distinguished ratings on the criterion scores. A teacher at this level must show evidence of average to high impact on student growth. Ongoing, reflective teaching and leading is demonstrated through the highest level of expertise and commitment to all students' learning, challenging professional growth, and collaborative practice. The intention of this section is to mirror the requirements of RCW 28A-405.100. All classroom teachers shall receive a comprehensive summative evaluation at least once every six (6) years. A comprehensive summative evaluation assesses all eight evaluation criteria and all criteria contribute to the comprehensive summative evaluation performance rating. The following categories of classroom teachers shall receive an annual comprehensive summative evaluation: Classroom teachers who are provisional employees under RCW 28A.405.220; Any classroom teacher who received a comprehensive summative evaluation performance rating of level 1 or level 2 in the previous school year. In the years when a comprehensive summative evaluation is not required, classroom teachers who received a comprehensive summative evaluation performance rating of level 3 or above in the previous school year may move to the focused evaluation track. See definition for classroom teacher RCW 28A.405.100. For classroom teachers, the parties have agreed to the instructional framework developed by ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇ as approved by OSPI. Student growth goals will be determined by the teacher based on student needs. The principal will collaborate with the teacher to ensure the goal or goals meet the criterion as outlined in the framework. There will be a maximum of three (3) student growth components selected for comprehensive evaluations and a maximum of one (1) student growth component selected for focused evaluations. The monitoring of data from the assessments will be discussed and monitored as part of the school improvement plan process and professional learning communities. Within two months of receiving the low student growth score or at the beginning of the following school year, one or more of the following must be initiated by the evaluator: • Examine student growth data in conjunction with other evidence including observatio...
Distinguished. Reduction will occur first to probationary teachers then non-probationary teachers within a LEAP end-of-year rating category in reverse order of being hired as a teacher. If hiring dates are identical, the tie shall be eliminated using the following criteria in descending order: ● Teachers on limited term assignments who have not secured mutual consent. ● Lowest second most current LEAP end-of-year rating. ● Years of District experience in the endorsement area. ● Highest degree held.
Distinguished. Professional practice at Level 4 is that of a master professional whose practices operate at a qualitatively different level from those of other professional peers. To achieve this rating, a teacher would need to have received a majority of distinguished ratings on the criterion scores. A teacher at this level must show evidence of average to high impact on student growth. Ongoing, reflective teaching and leading is demonstrated through the highest level of expertise and commitment to all students' learning, challenging professional growth, and collaborative practice. The intention of this section is to mirror the requirements of RCW 28A-405.100. All classroom teachers shall receive a comprehensive summative evaluation at least once every four (4) years. A comprehensive summative evaluation assesses all eight evaluation criteria and all criteria contribute to the comprehensive summative evaluation performance rating. The following categories of classroom teachers shall receive an annual comprehensive summative evaluation: Classroom teachers who are provisional employees under RCW 28A.405.220; Any classroom teacher who received a comprehensive summative evaluation performance rating of level 1 or level 2 in the previous school year. In the years when a comprehensive summative evaluation is not required, classroom teachers who received a comprehensive summative evaluation performance rating of level 3 or above in the previous school year may move to the focused evaluation track. See definition for classroom teacher RCW 28A.405.100. For classroom teachers, the parties have agreed to the instructional framework developed by ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇ as approved by OSPI.
Distinguished. Unsatisfactory: Professional practice at Level 1 shows evidence of not understanding the concepts underlying individual components of the criteria. This level of practice is ineffective and inefficient and may represent practice that is harmful to student learning progress, professional learning environment, or individual teaching practice. This level requires immediate intervention.
Distinguished. ● For Standard I – Engaging and Supporting All Students in Learning, at least 5 of 6 elements shall be rated “Distinguished” ● For Standard II – Creating & Maintaining Effective Environments for Student Learning, at least 6 out of 7 elements shall be rated “Distinguished” ● For Standard III – Understanding & Organizing Subject Matter for Student Learning, at least 5 out of 6 elements shall be rated “Distinguished” ● For Standard IV – Planning Instruction and Designing Learning Experiences for All Students, at least 5 out of 5 elements shall be rated “Distinguished” ● For Standard V – Assessing Students for Learning, at least 5 out of 7 elements shall be rated “Distinguished” ● For Standard VI – Developing as a Professional Educator, at least 6 out of 7 elements shall be rated “Distinguished”
Distinguished. 1st cohort – designated in ▇▇▇▇▇▇, ▇▇▇▇, to be effective as of July 1, 2015. Distinguished – designated by January 15, 2015, to be effective as of July 1, 2014. Subsequent cohorts - The standard review processes for accessing advanced pathways will be held annually in the Fall and salary increases will be retroactive to July 1 of that calendar year. Transformational and Distinguished status shall be reviewed every three years. No person who has been assigned as a Transformational and Distinguished shall suffer any reduction in pay if that person is involuntarily re-assigned to tl1e Professional Pathway without just cause. Review process to be determined by the Joint Governing Panel. Responsibilities Participate in the process to develop norm standards for all committee review members.
Distinguished. This is a level of exceptional performance. The quality and quantity of the work under this element consistently surpass expectations. Products or services provide exemplary models for addressing the most difficult and complex work challenges. Products are consistently produced ahead of the expected timeframes and consistently comply with applicable statutes, regulations, policies and procedures. Exhibits exceptional skills in organizing multiple assignments and adjusting to changing priorities. Develops and offers suggestions for organizational and work process improvements that substantially increase results, efficiency, or effectiveness. Consistently communicates verbally and in writing with exceptional clarity and effectiveness. Products are consistently well received and easily understood by the target audience. Demonstrates exceptional leadership in promoting teamwork and collaboration.