Family and Community Engagement. The teacher promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
Family and Community Engagement. Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
Family and Community Engagement. ALL STAFF are expected to… • Create and participate in opportunities for meaningful and ongoing parent, family, and community involvement to engage family members as active partners in their child’s education and in the school community • Participate in school-wide events and celebrations • Model good citizenship for students through involvement in the community • Teachers and classroom staff: participate actively in conferences and build strong relationships with parents/family members; maintain ongoing and regular home-school communications, including home visits; use an active and detailed communications log to track dialogues Classroom staff in Investment Schools will work in close connection with community partners, and may be required to do some or all of the following: provide online grading for students, share e-mail address with parents, and attend community functions that promote student achievement. These are not options, but activities that will require active participation as part of the Investment Schools’ overall goal to increase school/community collaboration in partnership.
Family and Community Engagement. Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations. III-A-1. ParentlFamily Engagement Exemplary Proficient Needs Improvement Unsatisfactory Successfully engages most families and sustains their active and appropriate participation in the classroom and school community. Is able to model this element. Uses a variety of strategies to support families to participate actively and appropriately in the classroom and school community. Makes limited attempts to involve families in school and/or classroom activities, meetings, and planning. Does not welcome families to become participants in the classroom and school community or actively discourages their participation.
Family and Community Engagement. A. Engagement
Family and Community Engagement. We jointly commit to continue efforts to engage family and community members in the schools. This commitment is based on the belief that family and community support is key to maintaining an effective public education system in a democratic society. The Association and the District welcome parents and community members in the schools to observe, assist, and participate in the educational process.
Family and Community Engagement. The teacher promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations. Indicator III-A. Collaboration: Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school. III-A. Elements Exemplary Proficient Needs Improvement Unsatisfactory III-A-1. Learning Expectations Successfully prompts parents and/or students to use one or more strategies suggested to support learning at school and home and monitors effectiveness. The educator is able to model this element. Consistently provides parents and/or students with clear, user-friendly expectations for student learning and behavior. Regularly updates parents and/or students on curriculum throughout the year, and suggests strategies for supporting learning at school and home. Inconsistently provides parents and/or students with clear, user- friendly expectations for student learning and behavior, and occasionally suggests how parents and/or students can support children at home or at school. Little or no attempt to provide parents and/or students with behavior expectations, and rarely, if ever, communicates ways to support children at home or at school. Indicator III-B. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. III-B. Elements Exemplary Proficient Needs Improvement Unsatisfactory III-B-1. Two-Way Communication Regularly uses a two-way system that supports proactive, and personalized communication with parents and/or students about student performance and learning. The educator is able to model this element. Regularly uses two-way communication with parents and/or students about student performance and learning and responds promptly and carefully to communications from parents and/or students. Relies primarily on one-way communication and inconsistently responds promptly to communications from parents and/or students. Rarely communicates with parents and/or students, and/or fails to respond promptly and carefully to communications from parents and/or students.
Family and Community Engagement. The teacher promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations. Indicator III-B. Collaboration: Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school. III-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-B-2. Curriculum Support Rarely, if ever, communicates with parents on ways to support children at home or at school. Sends home occasional suggestions on how parents can support children at home or at school. Regularly updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Regularly updates families on curriculum throughout the year, and prompts most families to use one or more suggested strategies for supporting learning at school and home. Consistently seeks out feedback and evidence of impact. Models this practice for others.
Family and Community Engagement. We have no updates or changes in goals to report.
Family and Community Engagement. We can help our partner schools improve communication and engagement with families. Some of the strategies we use include letters to parents, invitations to the community to see the work in action, and direct assistance to school leaders in crafting community outreach communications. We have also developed a set of family-friendly narrated videos that offer parents and families tips and ideas they can use to support the work their students are doing in school. Student and Learning Development (with Thoughtful Classroom Tools & Strategies) Any Thoughtful Classroom initiative is “all about the learning.” No matter the unique goals of and needs or our partners, the top priority is to give teachers and administrators the support they need to develop the thinking and learning capacity of all students. Most important to this goal of Student Learning Development is our industry-leading position as developers of instructional tools. Collected in our award-winning series, Tools for Today’s Educators, our tools build critical thinking and promote deeper learning for all students. Our tools are practical and classroom-ready, meaning that they are easy for teachers at all grade levels and all content areas to integrate into everyday instruction. Of course, we recognize that different disciplines and teachers of select student populations including teachers of primary students, XXXx, and special-needs students often need additional support and guidance in adapting these tools for their students. We pride ourselves on helping teachers select, modify, and implement tools to address student needs and maximize their impact on student learning. Thoughtful Classroom partner schools that have used tools to improve the quality of teaching and learning have seen higher levels of teacher satisfaction, greater student engagement, higher test scores among a wide variety of student populations, and higher graduation rates. (NOTE: To better understand the positive impact that our Thoughtful Classroom approach can have on schools, including schools serving diverse and underserved communities, please see the case studies for Cherokee Bluff MS, Xxxxx USD, East Syracuse-Minoa CSD, and Children’s Aid College Prep Charter School in section D.4.2 of our Vendor Qualifications response.) With well over 200 proprietary tools that cover a wide variety of instructional purposes, we can work with the LEA to select and align tools to all academic disciplines as well as other initiatives, such as ...
