Guiding Questions: Does the teacher send home frequent and culturally appropriate information regarding the instructional program and student progress? Does the teacher maintain two-way communication between the teacher and families? Does the teacher create opportunities for families to engage in the learning process? Standard Descriptors: Unsatisfactory Proficient Exemplary Teacher communication with Teacher makes sporadic attempts to Teacher communicates frequently with Teacher’s communication with families is families—about the instructional communicate with families about the families about the instructional program frequent and sensitive to cultural program, about individual instructional program and about the and conveys information about traditions, with students contributing to the students—is sporadic or culturally progress of individual students but does individual student progress. communication. inappropriate. not attempt to engage families in the Teacher some attempts to engage Response to family concerns is handled instructional program. Communications Teacher no attempt to engage families in the instructional program. with professional and cultural sensitivity. are one-way and not always appropriate families in the instructional Information to families is conveyed in a Teacher’s efforts to engage families in the to the cultural norms of those families. program. culturally appropriate manner. instructional program are frequent and successful. Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary Little or no information regarding School or district-created materials Information about the instructional In addition to the characteristics of the instructional program is the instructional program are sent program is available on a regular basis. “proficient”: available to parents. home. The teacher sends information about On a regular basis, students develop Families are unaware of their Infrequent or incomplete information is student progress home on a regular materials to inform their families about the children’s progress. sent home by teachers about the basis. instructional program. instructional program. Family engagement activities are Teacher develops activities designed to Students maintain accurate records about lacking. Teacher maintains school-required successfully engage families in their their individual learning progress and grade book but does little else to inform children’s learning, as appropriate. frequently share this information with Communication is culturally families about student progress. families. inappropriate. Teacher communications are Students contribute to regular and sometimes inappropriate to families’ ongoing projects designed to engage cultural norms. families in the learning process. Standard 4d: Participating in a Professional Community Guiding Questions: Does the teacher regularly participate with colleagues to share and plan for student success?
Guiding Questions: Does the teacher send home frequent and culturally appropriate information regarding the instructional program and student progress? Does the teacher maintain two-way communication between the teacher and families? Does the teacher create opportunities for families to engage in the learning process? Standard Descriptors: Unsatisfactory Proficient Exemplary Teacher communication with families—about the instructional program, about individual students—is sporadic or culturally inappropriate. Teacher no attempt to engage families in the instructional program. Teacher makes sporadic attempts to communicate with families about the instructional program and about the progress of individual students but does not attempt to engage families in the instructional program. Communications are one-way and not always appropriate to the cultural norms of those families. Teacher communicates frequently with families about the instructional program and conveys information about individual student progress. Teacher some attempts to engage families in the instructional program. Information to families is conveyed in a culturally appropriate manner. Teacher’s communication with families is frequent and sensitive to cultural traditions, with students contributing to the communication. Response to family concerns is handled with professional and cultural sensitivity. Teacher’s efforts to engage families in the instructional program are frequent and successful. Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary Little or no information regarding the instructional program is available to parents. Families are unaware of their children’s progress. Family engagement activities are lacking. Communication is culturally inappropriate. School or district-created materials the instructional program are sent home. Infrequent or incomplete information is sent home by teachers about the instructional program. Teacher maintains school-required grade book but does little else to inform families about student progress. Teacher communications are sometimes inappropriate to families’ cultural norms. Information about the instructional program is available on a regular basis. The teacher sends information about student progress home on a regular basis. Teacher develops activities designed to successfully engage families in their children’s learning, as appropriate. In addition to the characteristics of “proficient”: On a regular basis, students develop materials to inform their families about the instructional program. Students maintain accurate records about their individual learning progress and frequently share this information with families. Students contribute to regular and ongoing projects designed to engage families in the learning process. Standard 4d: Participating in a Professional Community Guiding Questions: Does the teacher regularly participate with colleagues to share and plan for student success?
redmond-teacher-handbook.docx