1 2 3 4 5 x 6 7 □ □ □ □ □ □ □ □ How to communicate effectively with multiple audiences 8 STANDARD FIVE - The teacher works collaboratively with school colleagues, parents/guardians, and the community to support students’ learning and well-being. The teacher has knowledge of the following: 1 x□ 2 3 x□ 4 x□ 5 x□ 6 7 □ □ □ The importance of reflecting on practice to improve instruction 8 □ 1 x□ 2 3 4 x□ 5 x□ 6 7 □ □ □ □ How to translate, evaluate, and apply current education research 8 □ Legal obligations as represented by statute, regulation, school board directive, court decision, or 1 x□ 2 3 4 5 x□ 6 7 □ □ □ □ □ other policy 8 □ 1 x□ 2 3 4 5 x 6 7 □ □ □ □ □ □ An understanding of the process of change 8 □ 1 x□ 2 3 4 5 6 7 □ □ □ □ □ □ □ An understanding of schools as organizations within the larger community context 8 1 x□ 2 3 x□ 4 5 6 7 □ □ □ □ □ An understanding of the importance of family/guardian involvement 8 An understanding of how student groups function and influence people and how people influence 1 x□ 2 3 4 5 6 7 □ □ □ □ □ □ □ students 8
How to communicate effectively with multiple audiences □ 1 □ 2 □ 3 □ 4 □ 5 x □ 6 □ 7 □ 8 STANDARD FIVE - The teacher works collaboratively with school colleagues, parents/guardians, and the community to support students’ learning and well-being. The teacher has knowledge of the following: The importance of reflecting on practice to improve instruction □ 1 x□ 2 □ 3 x□ 4 x□ 5 x□ 6 □ 7 □ 8 How to translate, evaluate, and apply current education research □ 1 x□ 2 □ 3 □ 4 x□ 5 x□ 6 □ 7 □ 8 Legal obligations as represented by statute, regulation, school board directive, court decision, or other policy □ 1 x□ 2 □ 3 □ 4 □ 5 x□ 6 □ 7 □ 8 An understanding of the process of change □ 1 x□ 2 □ 3 □ 4 □ 5 x □ 6 □ 7 □ 8 An understanding of schools as organizations within the larger community context □ 1 x□ 2 □ 3 □ 4 □ 5 □ 6 □ 7 □ 8 An understanding of the importance of family/guardian involvement □ 1 x□ 2 □ 3 x□ 4 □ 5 6 □ 7 □ 8 An understanding of how student groups function and influence people and how people influence students □ 1 x□ 2 □ 3 □ 4 □ 5 □ 6 □ 7 □ 8