*Descriptions at the distinguished level may not be appropriate for some settings Principle #10: The teacher intern fosters relationships with school colleagues, parent, and agencies in the larger community to support students’ learning and well being. Level of Performance ACEI Standard 5 Basic (1) Distinguished (3) (0) (2) Participation in Avoids becoming Participates in Volunteers to Frequently seeks School/District involved in School/district participate in opportunities to volunteer Events and school/district events when more than one for activities outside of own Projects. projects and events specifically activity and classroom or creates asked. makes activities such as substantial enrichment/remedial classes contributions, for students outside of Participates as regular school day. Values much a his/her role in making the possible as a entire school a productive full staff learning environment. member. Sensitivity to Does not really Identifies Is concerned Is persistent in seeking to Student Needs observe or identify special needs about all end discriminatory activity and Awareness clues to students of some aspects of a or harassment among of Community distress, special students but students. Also, teams with child’s Resources. needs etc. Does not does the classroom teacher to honor confidential communicate (cognitive, obtain support services information about concerns with emotional, students. classroom social, and teacher. physical) and Respects the is alert to privacy of signs of students and difficulty. confidentiality Takes steps to of information stop discrimination or harassment among student. Respectful and Provides minimal Adheres to the Teams with Demonstrates initiative in Productive information to parent existing the teacher to creating new avenues for or is insensitive to formats for communicate with families. parent concerns with parent with families. This may about students Does with parents. about their include: family learning not make an effort to Needs to be projects, a new or different child’s
*Descriptions at the distinguished level may not be appropriate for some settings Principle #10: The teacher intern fosters relationships with school colleagues, parent, and agencies in the larger community to support students’ learning and well being. ACEI Standard 5 Level of Performance (0) Basic (1) (2) Distinguished (3) Participation in School/District Events and Projects. Avoids becoming involved in school/district projects and events Participates in School/district events when specifically asked. Volunteers to participate in more than one activity and makes substantial contributions, Participates as much a possible as a full staff member. Frequently seeks opportunities to volunteer for activities outside of own classroom or creates activities such as enrichment/remedial classes for students outside of regular school day. Values his/her role in making the entire school a productive learning environment. Sensitivity to Student Needs and Awareness of Community Resources. Does not really observe or identify clues to students distress, special needs etc. Does not honor confidential information about students. Identifies special needs of some students but does communicate concerns with classroom teacher. Respects the privacy of students and confidentiality of information Is concerned about all aspects of a child’s (cognitive, emotional, social, and physical) and is alert to signs of difficulty. Takes steps to stop discrimination or harassment among student. Is persistent in seeking to end discriminatory activity or harassment among students. Also, teams with the classroom teacher to obtain support services Respectful and Productive with families. Provides minimal information to parent or is insensitive to parent concerns about students Does not make an effort to Adheres to the existing formats for with parents. Needs to be Teams with the teacher to communicate with parent about their child’s Demonstrates initiative in creating new avenues for with families. This may include: family learning projects, a new or different
2014-2015-CAS-Education-Program-Review-and-Assessment.docx