Standard 4: Relationships with the Broader Community to Foster Learning: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. PERFORMANCE LEVEL Does Not Meet Standard Developing Proficiency Proficient Relative to Standard Exceeds Standard (E) Indicators (DNM) Toward Standard (DP) (PR) 4.1 Responds to Has little understanding and/or Is developing an understanding of Develops processes to stay in Develops processes to stay in touch takes little interest in the the changing diversity and touch with the changing diversity with the changing diversity and and Provides changing diversity and demographics of the school and and demographics of the school demographics of the school and Outreach to a demographics of the community community served. Organization and community served. Diversity is community served. Diversity is Diverse served. structures (parent groups and regularly celebrated. Parent regularly celebrated. Parent Community committees) do not necessarily organization, site council, booster organization, site council, booster reflect this diversity. clubs and/or advisory committees clubs and/or advisory committees are Suggested are in place and reflect this in place and reflect this diversity. Relationships with community Evidence: diversity. In addition parent Parent communication, school members and outside communication, school activities, activities, and calendars are Parent Survey; organizations are beginning to and calendars are structured in a structured in a culturally sensitive develop. Diversity is celebrated at Attendance at culturally sensitive manner. manner. School activities are open to times. Parent communication, PTA/PTC Meeting; School activities are open to the the broader community. Builds calendars and activities are at Site Visit by Director broader community. Relationships effective relationships with times not culturally sensitive. to one PTA/PTC are being built with community community members and outside meeting a year; members and outside organizations to support the needs of Copies of organizations to support the needs the school and various student and Demographic data of the school. parent groups. over time that tracks changes; Copy of parent involvement flyers/brochures for parent nights, family dinners, etc; CSIP; Parental Involvement; Climate Survey - Staff & Student; Attendance at Math/Reading Nights
Standard 4: Relationships with the Broader Community to Foster Learning: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. PERFORMANCE LEVEL Indicators Does Not Meet Standard (DNM) Developing Proficiency Toward Standard (DP) Proficient Relative to Standard (PR) Exceeds Standard (E) 4.1 Responds to and Provides Outreach to a Diverse Community Has little understanding and/or takes little interest in the changing diversity and demographics of the community served. Is developing an understanding of the changing diversity and demographics of the school and community served. Organization structures (parent groups and committees) do not necessarily reflect this diversity. Relationships with community members and outside organizations are beginning to develop. Diversity is celebrated at times. Parent communication, calendars and activities are at times not culturally sensitive. Develops processes to stay in touch with the changing diversity and demographics of the school and community served. Diversity is regularly celebrated. Parent organization, site council, booster clubs and/or advisory committees are in place and reflect this diversity. In addition parent communication, school activities, and calendars are structured in a culturally sensitive manner. School activities are open to the broader community. Relationships are being built with community members and outside organizations to support the needs of the school. Develops processes to stay in touch with the changing diversity and demographics of the school and community served. Diversity is regularly celebrated. Parent organization, site council, booster clubs and/or advisory committees are in place and reflect this diversity. Parent communication, school activities, and calendars are structured in a culturally sensitive manner. School activities are open to the broader community. Builds effective relationships with community members and outside organizations to support the needs of the school and various student and parent groups. Suggested Evidence: Parent Survey; Attendance at PTA/PTC Meeting; Site Visit by Director to one PTA/PTC meeting a year; Copies of Demographic data over time that tracks changes; Copy of parent involvement flyers/brochures for parent nights, family dinners, etc; CSIP; Parental Involvement; Climate Survey - Staff & Student; Attendance at Math/Reading Nights
philomathadministratorhandbook.docx