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Transcript of Domain 4:
Communicating with Families
* Use in Future Teaching
4A: Reflecting on Teaching Overview
* Teacher has no suggestions on how to improve a lesson
* Teacher says, "That was awful! I wish I knew what to do."
* Teacher makes general suggestions about how lesson should be improved for future
* Teacher says, "I guess that went okay."
*Teacher makes thoughtful and accurate assessment of lesson effectiveness
*Draw on extensive repertoire of skills
*Teacher offers specific alternative actions
*Teacher says, "Lesson went well but I am disappointed with how the group in back performed."
* Student Completion of Assignments
*Student Progress in Learning
* Non-Instructional Records
4B: Maintaining Accurate Records Overview
* Progress in learning is resulting in errors and confusion
* No system of records or records in disarray
* Student says, "I am sure I turned in assignment, but teacher lost it."
* Teacher's records for are only partially effective or may contain errors
*Records are difficult to understand
* Teacher may say,"I've got all of these notes on student data, I just don't have time to put it in."
*Teacher makes accurate assessments of lesson effectiveness
* Makes specific suggestions of what could be tried next time lesson is taught
*Teacher says, "I wasn't pleased with the level of engagement of the students."
*Instructional records are fully effective
*Teacher is efficient and effective at allowing students to see progress
*Teacher system is fully effective and students participate in maintaining records
*Students know how to use and communicate data through data folders
4C: Communicating with Families
* Engagement of families in instructional programs
*No attempt to engage families
*Parent may say,"I would like know what my kid is working on."
*Teacher makes sporadic attempts to communicate with families
*Teachers send home school or district created instructional materials
* Parent says, "I emailed the teacher about my child's struggles in math, but all I received back was a note he was doing fine."
*Teacher communicates frequently w/ families about student progress & attempts to engage families in instructional programs
* Teacher sends newsletters home or progress reports
* Teacher communicates frequently and sensitively w/ students contributing
* Students have a daily reflective log that goes home each week
4D: Participating in
Professional Community Overview
*Relationships with Colleagues
*Culture of Professional Inquiry
*Participation in School and District Projects
* Negative relationships with colleagues
*Avoids becoming involved in school events or projects
* Teacher says, "I work from 8:30 to 4:30 and not a minute more!"
* Teacher has cordial relationships and participates when asked or invited
* Principal says, "I wish I didn't have to ask for volunteers every time I needed a chaperone."
* Teacher relationships are cooperative and teacher volunteers at school events
* Basketball coach says," I will chaperone dance. Most of my athletes will be there anyway."
* Relationships characterized by mutual support and cooperation
* Teacher takes leadership role with faculty and participates
* Teacher leads a book study or annual event
4E: Growing & Developing Professionally Overview
* Enhancement of content knowledge
* Receptive to Feedback
* Service to Profession
* Teacher engages in no professional development
*Resists feedback on performance & does not share knowledge
* Teacher endures annual principal observations knowing that if she waits long enough, the principal will eventually leave!
* Very limited participation in professional activities
*Accepts very little feedback
* Teacher listens to principal feedback but is not sure the recommendation applies to them
* Seeks out professional development and welcomes feedback
*Participates actively in assisting others
*Teacher enjoys principal observations and always leads to informal conversation at lunch.
*Seeks out professional development
*Seeks out feedback from colleagues and principals
* The teacher's principal rarely observes the classroom so she conducts action research for her own benefit.
4F: Showing Professionalism Overview
* Integrity and ethical conduct
* Service to Students
* Decision Making
*School & District Regulations
* Teacher displays dishonesty
* Teacher is very self-serving
* Does not comply with regulations
* Teacher does not connect with students
* Teachers are honest in interactions
* Attempts to serve students but inconsistent
* Teacher does not notice that school practices result in poor conditions for students
* Displays high standards of honesty, integrity, and confidentiality
* Being fair to all students
* Maintains open mind and complies with regulations
* Teacher is trusted when information is shared by grade partners
* Teachers takes leadership role with colleagues
* Can be counted on holding the highest standards of honesty, integrity, and confidentiality
*Highly proactive in serving students
* Teacher asks principal for help when she realizes a colleague has been making disparaging comments about some disadvantaged students