Indicator 61 – Communication

Professional Growth and Responsibilities

Maintaining Relationships

Indicator 61 – Communication

UETS 1 – The teacher understands cognitive, linguistic, social, emotional, and physical areas of student development.

Effective teachers show evidence of communication with at least one parent/guardian about a positive performance (academic or behavioral) by a specific student during the current academic year, and about possible problems (academic or behavioral) with a specific student’s performance during the current academic year, plus collaborates with families, colleagues, district personnel, or community resources, focusing on individual learner growth and development.

IDEAS/SUGGESTIONS:

  1. Be prepared to show a communication telling parents when their child does something well or praiseworthy such as:
    • An email that the parent has replied to
    • A copy of a certificate, letter, or note sent home
    • A telephone log which provides information about how you called, the date of the call, and the reason for talking to the parent
    • A district-approved electronic communication initiated by the teacher
  2. Be prepared to show a communication with a parent about possible problems such as:
    • An email that the parent has replied to
    • A copy of a note or a deficiency report you sent home
    • A copy of a behavioral contract you, the student, and the parent have signed
    • A telephone log which provides information about whom you called, the date of the call, and the reason for talking with the parent
  3. Be prepared to show an on-going collaboration with families or colleagues, focusing on individual learner growth and development such as:
    • A series of emails corresponding with a parent to address an individual student’s needs
    • A plan created between special education, school administration, or counselors and regular education to meet student needs
    • PLC minutes and notes concerning learner growth and development
    • A behavioral contract for one student that shows back and forth communication and has been signed by a parent
  4. Be prepared to show a collaboration with district-level personnel and/or community resources to better meet specific student’s needs such as:
    • Lesson plans developed from a meeting with the gifted and talented specialist
    • Research for implementing new strategies to meet the unique needs of a current student
      • A resource book used
      • A completed course
    • Working with a district behavior specialist to create a plan for a specific student

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