Professional Practices & Responsibilities: Dimension 4.4
Dimension 3.1 School Community Involvement:
The teacher demonstrates leadership with students, colleagues, and community members in the school, district and community through effective communication and outreach.
Clarifying Statement:
This last dimension of the Professional Practices and Responsibilities domain - School Community Involvement - focuses on how the teacher assumes and takes on leadership roles and responsibilities in the school community. Effective communication and outreach activities are evaluated over the course of the year to ensure that the teacher is relating to and staying connected through leadership activities with students, colleagues, community members in the school, district, and overall community.
Standards Basis:
Standards Basis: 2A, 2B, 4A, 4D, 5B, 6B, 6C, 6D
Possible Sources of EvidencePossible Sources of Evidence:
- Conferences and Conversations with the Teacher, Including the End-of-Year Conference
- Classroom Artifacts
- Student Data
- Daily Interaction with Others
-
T-TESS Alignment to Practice
- Teachers clearly communicate the mission, vision, and goals of the school, and how they align to classroom expectations, for students, colleagues, parents, families, and other community members.
- Teachers assume leadership opportunities and communicate consistently, clearly and respectfully with all members of the school community, including students, parents, families, colleagues, administrators, and the community at large.
- Teachers understand that they hold a position of influence in the school community and seek opportunities to lead and improve connections with all stakeholders.
- Teachers understand the importance of family involvement in school operations to increase student performance.
- Teachers participate in decision-making forums through school committees to plan improvements for excellence within the school.
-
Key Questions
- How are teachers involved in leading learning with all stakeholders?
- In what ways do teachers systematically communicate with families regarding students' academic and social-emotional growth?
- How is information provided to families in a language and format that they understand and can use to support their child(ren)?
- What forums and media do teachers use to communicate with families and how do they know it is effective?
Distinguished
- Systematically contacts parents/ guardians regarding students’ academic and social/emotional growth through various methods.
- Initiates collaborative efforts that enhance student learning and growth.
- Leads students, colleagues, families and community members toward reaching the mission, vision and goals of the school.
Accomplished
- Systematically contacts parents/ guardians regarding students’ academic and social/emotional growth through various methods.
- Joins colleagues in collaborative efforts that enhance student learning and welfare.
- Clearly communicates the mission, vision and goals of the school to students, colleagues, parents and families, and other community members.
Proficient
- Contacts parents/guardians regularly regarding students’ academic and social/emotional growth.
- Actively participates in all school outreach activities
- Communicates the mission, vision and goals of the school to students, colleagues, parents and families.
Developing
- Contacts parents/guardians in accordance with campus policy.
- Attends most required school outreach activities.
- Communicates school goals to students, parents and families.
Improvement Needed
- Contacts parents generally about disciplinary matters.
- Attends few required school outreach activities.
Student-Centered Actions
Teacher-Center Actions
