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:
- 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
- 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
- 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
- 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