Components of Domain 4 :: Professional Responsibilities
A. Communicating with Families - The teacher shares information about the school’s educational program and expectations for student performance. The teacher develops a mechanism for two- way communication with families about student progress, behavior, and personal needs or concerns.
B. Developing and Maintaining an Accurate Record System - The teacher keeps records of attendance, disciplinary actions, emergency contact information, and personal information. Teacher shares relevant information with appropriate school personnel.
C. Demonstrating Professional Work Ethic - The teacher adheres to district policy, procedures, and the Montana Code of Ethics. The teacher demonstrates leadership through honesty and integrity in relations with students, staff and the community.
D. Growing and Developing Professionally - The teacher chooses and participates in professional growth that is aligned with his or her professional needs and aligned with the needs of the students’, school, or district.
E. Reflecting on Professional Practice and Engaging in a Professional Community - The teacher engages in reflective thinking as an individual, as a team participant, or as a school community member with the goal of improving instruction and learning for all students.
B. Developing and Maintaining an Accurate Record System - The teacher keeps records of attendance, disciplinary actions, emergency contact information, and personal information. Teacher shares relevant information with appropriate school personnel.
C. Demonstrating Professional Work Ethic - The teacher adheres to district policy, procedures, and the Montana Code of Ethics. The teacher demonstrates leadership through honesty and integrity in relations with students, staff and the community.
D. Growing and Developing Professionally - The teacher chooses and participates in professional growth that is aligned with his or her professional needs and aligned with the needs of the students’, school, or district.
E. Reflecting on Professional Practice and Engaging in a Professional Community - The teacher engages in reflective thinking as an individual, as a team participant, or as a school community member with the goal of improving instruction and learning for all students.
The Importance of Domain Four
Teachers engage in many professional activities as they develop teaching skills. Domain Four gathers evidence of such activities, but is not expected to be an inclusive document of all professional growth activities. It is intended to focus on professional growth activities within the context of school, district, and student.
Communication and Record Keeping
Teachers communicate with families about the academic, developmental, and behavioral progress of the student. This communication is two-way and ongoing. Teachers understand family needs and work with the families to schedule meetings, phone calls, emails, and other interactions to keep the families constantly informed of progress. When appropriate, teachers involve students in the conversations. Teachers inform his or her evaluators of the communications when appropriate. Records are maintained by teachers as defined by district policy and procedures.
Professional Work Ethic
Teachers are expected to follow district policies and procedures including, but not limited to punctuality, confidentiality, adhering to duty schedules, modeling and enforcing school rules and regulations, completing assigned responsibilities, and cooperating with fellow staff.
Professional Growth
Teachers are expected to grow as professionals throughout his or her career. Teachers understand that methods, curriculum, and technology constantly evolve and there is a need to stay current in the field. Professional growth activities may include
Communication and Record Keeping
Teachers communicate with families about the academic, developmental, and behavioral progress of the student. This communication is two-way and ongoing. Teachers understand family needs and work with the families to schedule meetings, phone calls, emails, and other interactions to keep the families constantly informed of progress. When appropriate, teachers involve students in the conversations. Teachers inform his or her evaluators of the communications when appropriate. Records are maintained by teachers as defined by district policy and procedures.
Professional Work Ethic
Teachers are expected to follow district policies and procedures including, but not limited to punctuality, confidentiality, adhering to duty schedules, modeling and enforcing school rules and regulations, completing assigned responsibilities, and cooperating with fellow staff.
Professional Growth
Teachers are expected to grow as professionals throughout his or her career. Teachers understand that methods, curriculum, and technology constantly evolve and there is a need to stay current in the field. Professional growth activities may include
- Studying topics related to new curricula;
- Implementing new strategies or programs;
- Working with others on teams or in study groups;
- Conducting action research;
- Selecting professional goals is directly related to teaching standards, improving student learning, and school improvement; or
- Developing professional goals and working toward his or her accomplishment.
Reflective Thinking
Teachers take an active role in his or her school and participate in activities that will enhance his or her professional practice and improve student learning. Teachers understand that improvement of student learning is a collaborative effort of school staff and administration. Teachers reflect on his or her practice in terms of daily work and consider how to improve his or her skills and knowledge. Teachers can self-assess his or her own performance against standards, set goals to improve his or her personal practice, and document his or her progress.
Examples of Evidence for Domain Four
- Logs of communication with families
- Communications sent home to families
- Samples of email communications with families
- Interactive websites that provide information about events in the classroom, homework, and student progress
- Documents that demonstrate that parents are encouraged to actively assist in his or her child’s education
- Professional Responsibilities and Goal(s) Form
- Writings and videos of best professional practice (i.e., National Board Certification Program)
- Communication with families (phone log, progress reports, report cards, class contracts, emails, web‐site, letters)
- Maintenance of records (gradebooks, attendance, discipline, portfolios, other resources)
- Professional development ( departmental meetings, building meetings, district meetings, superintendent conference days, continuing education, in‐service courses, conferences, college courses, national board certification, additional certifications)
- Membership in professional/community organizations (SEPTA, HSA/PTA, NYSUT, AFT, TESOL, etc)
- Extra‐curricular activities (applied for/or granted coaching positions for sports, clubs, supervisions)
- School programs (grade level orientations, PSAT/SAT prep, career ed night, tutoring, homebound instruction, Saturday school, district arts programs, science fair, graduation, sports/awards nights, etc.)
- Committee involvement (school or district level)
- Turnkey and/or presentations to colleagues
- Hosted webinars or podcasts
- Cooperating teacher for a student teacher, mentoring a teacher
- College/work recommendations