Evidence Ineffective Developing Effective Highly Effective Components 4c: Teacher communication with Teacher makes sporadic attempts Teacher communicates frequently Teacher’s communication with families, about the instructional to communicate with families with families about the families is frequent and sensitive program, or about individual about the instructional program instructional program and conveys to cultural traditions, with students Communicating students, is sporadic or culturally and about the progress of information about individual contributing to the communication. with Families inappropriate. Teacher makes no individual students but does not student progress. Response to family concerns is attempt to engage families in the attempt to engage families in the Teacher makes some attempts to handled with professional and instructional program. instructional program. But engage families in the instructional cultural sensitivity. Teacher’s communications are one-way and program; as appropriate efforts to engage families in the not always appropriate to the Information to families is conveyed instructional program are frequent cultural norms of those families. in a culturally appropriate manner. and successful. Evidence
Evidence Components Ineffective Developing Effective Highly Effective 4c: Communicating with Families Teacher communication with families, about the instructional program, or about individual students, is sporadic or culturally inappropriate. Teacher makes 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. But 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 makes some attempts to engage families in the instructional program; as appropriate 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. Evidence
APPR%20Plan%203012%20D%202016-17%20Teachers.docx