STANDARD 5: LEARNING COMMUNITIES A teacher will collaborate with colleagues, parents/guardians, and community members to improve student learning. Indicator Not LEVEL OF PERFORMANCE Observation Applicable Notes Ineffective Emerging Effective Highly Effective 1 2 3 4 5.1 Collaborates with The teacher rarely The teacher participates The teacher The teacher actively stakeholders in addressing participates in or in the school’s activities consistently participates in discussions school curriculum, instruction, provides but offers little participates in and activities, takes and assessment issues. information about additional information discussions and leadership roles, and the instructional about the instructional frequently provides frequently provides program program to stakeholders information about the information about the (curriculum, instructional program instructional program to instruction, and assessment issues) to stakeholders stakeholders to stakeholders (colleagues) 5.2 Uses multiple approaches The teacher makes The teacher makes The teacher routinely The teacher makes frequent to establish proactive, no attempt to minimal attempts to makes efforts to engage and successful efforts to relationships with contact or engage contact or engage families in student engage families in student parents/guardians and other families in order to families in order to learning and uses learning and uses multiple stakeholders in order to enhance student enhance student multiple approaches to approaches to establish enhance student learning. learning, or such learning as required by establish proactive proactive relationships attempts are district policy (e.g. relationships inappropriate progress reports)
STANDARD 5: LEARNING COMMUNITIES A teacher will collaborate with colleagues, parents/guardians, and community members to improve student learning. Indicator Not Applicable LEVEL OF PERFORMANCE Observation Notes Ineffective Emerging Effective Highly Effective 1 2 3 4 5.1 Collaborates with stakeholders in addressing school curriculum, instruction, and assessment issues. The teacher rarely participates in or provides information about the instructional program (curriculum, instruction, and assessment issues) to stakeholders (colleagues) The teacher participates in the school’s activities but offers little additional information about the instructional program to stakeholders The teacher consistently participates in discussions and frequently provides information about the instructional program to stakeholders The teacher actively participates in discussions and activities, takes leadership roles, and frequently provides information about the instructional program to stakeholders 5.2 Uses multiple approaches to establish proactive, relationships with parents/guardians and other stakeholders in order to enhance student learning. The teacher makes no attempt to contact or engage families in order to enhance student learning, or such attempts are inappropriate The teacher makes minimal attempts to contact or engage families in order to enhance student learning as required by district policy (e.g. progress reports) The teacher routinely makes efforts to engage families in student learning and uses multiple approaches to establish proactive relationships The teacher makes frequent and successful efforts to engage families in student learning and uses multiple approaches to establish proactive relationships
PTEP-Form-G-Professional-Teacher-Standards-Assessment-Form-%20LPUMS.docx