Standard III: Family and Community Engagement. The teacher promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations. Indicator III-A. Engagement: Welcomes and encourages every family to become active participants in the classroom and school community. III-A. Unsatisfactory Needs Improvement Exemplary Proficient Elements Uses a variety of strategies to III-A-1. Does not welcome families to Makes limited attempts to involve Successfully engages most become participants in the families in school and/or support every family to families and sustains their active Parent/Family classroom and school community classroom activities, meetings, participate actively and and appropriate participation in Engagement or actively discourages their and planning. appropriately in the classroom the classroom and school participation. and school community. community. Is able to model this element. Indicator III-B. Collaboration: Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school. III-B. Elements Unsatisfactory Needs Improvement Exemplary Proficient III-B-1. Does not inform parents about Sends home only a list of classroom Consistently provides parents Successfully conveys to most learning or behavior expectations. rules and the learning outline or with clear, user-friendly parents student learning and Learning syllabus for the year. expectations for student learning behavior expectations. Is able to Expectations and behavior. model this element. Regularly updates parents on III-B-2. Rarely, if ever, communicates with Sends home occasional suggestions Successfully prompts most families curriculum throughout the year parents on ways to support children on how parents can support children to use one or more of the strategies Curriculum at home or at school. at home or at school. and suggests strategies for suggested for supporting learning at Support supporting learning at school and school and home and seeks out home, including appropriate evidence of their impact. Is able to adaptation for students with model this element. disabilities or limited English proficiency.
Standard III: Family and Community Engagement. The teacher promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations. Indicator III-A. Engagement: Welcomes and encourages every family to become active participants in the classroom and school community. III-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-A-1. Parent/Family Engagement Does not welcome families to become participants in the classroom and school community or actively discourages their participation. Makes limited attempts to involve families in school and/or classroom activities, meetings, and planning. Uses a variety of strategies to support every family to participate actively and appropriately in the classroom and school community. Successfully engages most families and sustains their active and appropriate participation in the classroom and school community. Is able to model this element. Indicator III-B. Collaboration: Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school. III-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-B-1. Learning Expectations Does not inform parents about learning or behavior expectations. Sends home only a list of classroom rules and the learning outline or syllabus for the year. Consistently provides parents with clear, user-friendly expectations for student learning and behavior. Successfully conveys to most parents student learning and behavior expectations. Is able to model this element. III-B-2. Curriculum Support Rarely, if ever, communicates with parents on ways to support children at home or at school. Sends home occasional suggestions on how parents can support children at home or at school. Regularly updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Successfully prompts most families to use one or more of the strategies suggested for supporting learning at school and home and seeks out evidence of their impact. Is able to model this element.