COMMUNICATING AND COLLABORATING WITH PARENTS AND THE SCHOOL COMMUNITY Clause Samples

COMMUNICATING AND COLLABORATING WITH PARENTS AND THE SCHOOL COMMUNITY. The teacher communicates and collaborates with student, families and all educational stakeholders in an ethical and professional manner to promote student learning.

COMMUNICATING AND COLLABORATING WITH PARENTS AND THE SCHOOL COMMUNITY. 1=Unsatisfactory; 2=Basic; 3=Proficient; 4=Distinguished PCC3 Professional Collaboration & Communication – Communication and Collaboration: Parents and guardians 1 2 3 4 PCC4 Professional Collaboration & Communication – Communication and Collaboration: Communication within the school community about student progress 1 2 3 4 SG 3.1/6.1 Establish Student Growth Goal(s) 1 2 3 4 SG 3.2/6.2 Achievement of Student Growth Goal(s) 1 2 3 4 Criterion 7 Scoring Bands Unsatisfactory Basic Proficient Distinguished Criterion 7 Score 1 2 3 4 Comments: Signature of Evaluator Date: My signature below indicates that I have received a copy of this report, have had the opportunity to read it and have discussed this report in a conference with the evaluator. It does not necessarily indicate agreement with the findings. Signature of Teacher Date: Comments attached by classroom teacher? Yes No Teacher Name: Assignment:  The focused evaluation is meant for proficient and distinguished educators and its purpose is to support professional growth.  If a non-provisional teacher received a “proficient” or “distinguished” rating on their last evaluation, then they are eligible for a focused evaluation three out of every four years.  One of the eight criteria must be assessed in every year that a comprehensive is not required.  The final criterion score will be considered the final summative score.  The focused evaluation will include the student growth rubrics of the selected criterion. If criterion 3, 6, or 8 is selected, evaluators will use the accompanying student growth rubrics.  If criterion 1, 2, 4, 5, or 7 is selected, evaluators will use criterion 3 or 6 student growth rubrics.  While there is not student growth impact rating, a rating of “1” on any student growth rubric row triggers a student growth inquiry. Directions: Circle the number in the right column which best describes demonstrated performance of the indicators listed below. Any indicators marked unsatisfactory or basic must be explained on attached sheets. Evaluations must be based on actual evidence collected through observation and conversation.

COMMUNICATING AND COLLABORATING WITH PARENTS AND THE SCHOOL COMMUNITY. Criterion Score PCC3 Professional Collaboration & Communication – Communication and Collaboration: Parents and guardians PCC4 Professional Collaboration & Communication – Communication and Collaboration: Communication within the school community about student progress Comments: Criterion 8: EXHIBITING COLLABORATIVE AND COLLEGIAL PRACTICES FOCUSED ON IMPROVING INSTRUCTIONAL PRACTICE AND STUDENT LEARNING Criterion Score PCC1 Professional Collaboration & Communication – Professional Learning and Collaboration: Collaboration with peers and administrators to improve student learning PCC2 Professional Collaboration & Communication – Professional Learning and Collaboration: Professional and collegial relationships PCC5 Professional Collaboration & Communication – Professional Responsibilities: Supports school, district, and state curriculum, policy and initiatives PCC6 Professional Collaboration & Communication – Professional Responsibilities: Ethics and advocacy SG8.1 Establish Team Student Growth Goal(s) Comments: Preliminary Summative Score (Total of 8 Criterion Scores): Additional Comments (Use additional page(s) if necessary):

COMMUNICATING AND COLLABORATING WITH PARENTS AND THE SCHOOL COMMUNITY. PCC3 Parents and Guardians PCC4 Communication within the School Community about Student Progress