Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. III-C. Unsatisfactory Needs Improvement Exemplary Proficient Elements III-C-1. Rarely communicates with families Relies primarily on newsletters and Regularly uses two-way Regularly uses a two-way system except through report cards; rarely other one-way media and usually communication with families that supports frequent, proactive, and Two-Way solicits or responds promptly and responds promptly to about student performance and personalized communication with Communication carefully to communications from communications from families. learning and responds promptly families about student performance families. and carefully to communications and learning. Is able to model this from families. element. III-C-2. Makes few attempts to respond to May communicate respectfully and Always communicates Always communicates respectfully different family cultural norms and/or make efforts to take into account respectfully with families and with families and demonstrates Culturally responds inappropriately or different home language, demonstrates understanding of understanding and appreciation of families’ Proficient disrespectfully. and sensitivity to different culture, and values, but does so different home language, families’ Communication home language, culture, inconsistently or does not culture, and values. Is able to model families’ and values. this element. demonstrate understanding and sensitivity to the differences. Standard IV: 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 own practice, using informal means as educator’s 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. IV-A. Elements Unsatisfactory Needs Improvement Exemplary Proficient IV-A-1. Demonstrates limited reflection on May reflect on the effectiveness of Regularly reflects on the Regularly reflects on the practice and/or use of insights gained lessons/ units and interactions with effectiveness of lessons, units, effectiveness of lessons, units, and Reflective to improve practice. students but not with colleagues and interactions with students, interactions with students, both Practice and/or rarely uses insights to both individually and with individually and with colleagues; and improve practice. colleagues, and uses insights uses and shares with colleagues, gained to improve practice and insights gained to improve practice student learning. and student learning. Is able to model this element.
Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. III-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Way Communication Rarely communicates with families except through report cards; rarely solicits or responds promptly and carefully to communications from families. Relies primarily on newsletters and other one-way media and usually responds promptly to communications from families. Regularly uses two-way communication with families about student performance and learning and responds promptly and carefully to communications from families. Regularly uses a two-way system that supports frequent, proactive, and personalized communication with families about student performance and learning. Is able to model this element. III-C-2. Culturally Proficient Communication Makes few attempts to respond to different family cultural norms and/or responds inappropriately or disrespectfully. May communicate respectfully and make efforts to take into account different families’ home language, culture, and values, but does so inconsistently or does not demonstrate understanding and sensitivity to the differences. Always communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Always communicates respectfully with families and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element. Standard IV: 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. IV-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-A-1. Reflective Practice Demonstrates limited reflection on practice and/or use of insights gained to improve practice. May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element.