4A 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.
ELEMENTS AND INDICATORS OF PERFORMANCE
Information about the Instructional Program
INFORMATION
Overview of Domain Four
Rubric for Domain Four
ARTIFACTS
OBSERVABLE EVIDENCE
EXAMPLE GOALS (S.M.A.R.T.)
GUIDING QUESTIONS
RESOURCES
Interview with Charlotte Danielson - Communicating with Families - Charlotte Danielson outlines challenges teachers can face when communicating with the families of their students. Play the Video
Source: http://www.iobservation.com/danielson-collection/online-professional-development-resource-library/
Education World :: Partnering with Parents
ELEMENTS AND INDICATORS OF PERFORMANCE
Information about the Instructional Program
- The teacher provides frequent and timely information about the instructional program to families.
- The teacher provides information in a format(s) accessible to all parents.
- The teacher provides information using understandable language and terms.
- The teacher communicates with families about the academic, developmental, and behavioral progress of the student.
- Communication between the teacher and family is two-way and ongoing.
- When appropriate, the teacher involves the student in the conversations.
- Families are actively engaged in the instructional program.
- The teacher makes frequent attempts to engage families in instruction.
INFORMATION
Overview of Domain Four
Rubric for Domain Four
ARTIFACTS
- Regular Parent Newsletter
- Web letter/Blog
- Weekly Content Assignments
- Parent Conference Record
- Family Contract Log
- Summer Assignment Letters
- PTC log with reflections
- Parent communication log (includes phone, email, in-person contacts)
- Log of school functions attended
- Calendar and sample of classroom newsletters/parent letters
- Parent notes and/or letters to me
- Website that shows how I keep parents informed about what is happening in the classroom on a regular basis
- Parent involvement in classroom
- Evidence of appropriate use of social media with parents/families
OBSERVABLE EVIDENCE
- Ensures consistent and timely communication with parents regarding student expectations, progress, and/ or concerns
- Uses multiple means and modalities to communicate with families
- Respects and maintains confidentiality of student/ family information
- Demonstrates awareness and sensitivity to social, cultural, and language backgrounds of families
- Responds to requests for support, assistance, and/or clarification promptly
- Utilizes the appropriate means of communication
- Presents to, works with, or speaks to the school board, ad hoc committees, PTSA, media, advisory groups, etc.
- Fosters partnerships with families/school/community
- Encourages parent and community involvement in classroom and school activities
- Accesses available expertise and resources to support students’ learning needs
- Works cooperatively with appropriate school personnel to address issues that impact student learning
EXAMPLE GOALS (S.M.A.R.T.)
- I will create and regularly update a classroom website that will communicate procedural and academic expectations with parents and all students.
GUIDING QUESTIONS
RESOURCES
Interview with Charlotte Danielson - Communicating with Families - Charlotte Danielson outlines challenges teachers can face when communicating with the families of their students. Play the Video
Source: http://www.iobservation.com/danielson-collection/online-professional-development-resource-library/
Education World :: Partnering with Parents