III-C-2. Does not set clear expectations for or May set expectations for Sets clear expectations for and Sets clear expectations for, models, Culturally provide support to administrators administrators regarding culturally provides support to administrators and provides differentiated support Proficient regarding culturally sensitive sensitive communication but does not regarding culturally sensitive regarding culturally sensitive communication and/or allows provide support to them; and/or communication. Ensures that communication. Ensures that inappropriate disrespectful occasionally communicates in ways district-wide communication with communication with families is communication with families that that are culturally insensitive to some families is always respectful and always respectful and demonstrates ignores different family cultural norms. families’ home language, culture, and demonstrates understanding of and understanding and appreciation of values. sensitivity to different families’ different families’ home language, home language, culture, and culture, and values. Is able to model values. this element. Indicator III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner. III-D. Unsatisfactory Needs Improvement Exemplary Proficient Elements III-D-1. Fails to provide systems and support May systems and support to address Provides systems, and support for Provides system and support for all Family for personnel to consistently reach out concerns with families as they arise, administrators to reach out to school personnel to out to families Concerns to families in response to concerns, but agreed-upon solutions are not families as concerns arise and proactively, as soon as concerns and agreed-upon solutions are often always in the best interest of students. works to reach equitable solutions arise. Effectively reaches equitable not in the best interest of students. in the best interest of students. solutions that satisfy families, faculty, and staff and are in the best interest of students. Is able to model this element. Standard IV: Professional Culture. Promotes success for all students by nurturing and sustaining a school culture of reflective practice, high expectations, and continuous learning for Indicator IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching and learning with high expectations for achievement for all. IV-A. Unsatisfactory Needs Improvement Exemplary Proficient Elements
III-C-2. Culturally Proficient Does not set clear expectations for or provide support to administrators regarding culturally sensitive communication and/or allows inappropriate disrespectful communication with families that ignores different family cultural norms. May set expectations for administrators regarding culturally sensitive communication but does not provide support to them; and/or occasionally communicates in ways that are culturally insensitive to some families’ home language, culture, and values. Sets clear expectations for and provides support to administrators regarding culturally sensitive communication. Ensures that district-wide communication with families is always respectful and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Sets clear expectations for, models, and provides differentiated support regarding culturally sensitive communication. Ensures that communication with families is always respectful and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element. Indicator III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner. III-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-D-1. Family Concerns Fails to provide systems and support for personnel to consistently reach out to families in response to concerns, and agreed-upon solutions are often not in the best interest of students. May systems and support to address concerns with families as they arise, but agreed-upon solutions are not always in the best interest of students. Provides systems, and support for administrators to reach out to families as concerns arise and works to reach equitable solutions in the best interest of students. Provides system and support for all school personnel to out to families proactively, as soon as concerns arise. Effectively reaches equitable solutions that satisfy families, faculty, and staff and are in the best interest of students. Is able to model this element. Standard IV: Professional Culture. Promotes success for all students by nurturing and sustaining a school culture of reflective practice, high expectations, and continuous learning for Indicator IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching and learning with high expectations for achievement for all. IV-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary
PartIII_AppxA.docx