Common use of Collaboration Clause in Contracts

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-1. Learning Expectations Does not inform parents about learning or behavior expectations. Sends home only a list of classroom rules and the learning outline or syllabus for the year. Consistently provides parents with clear, user-friendly expectations for student learning and behavior. Successfully conveys to most parents student learning and behavior expectations. Is able to model this element. 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. Successfully prompts most families to use one or more of the strategies suggested for supporting learning at school and home and seeks out evidence of their impact. Is able to model this element. Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. III-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Way Communication Rarely communicates with families except through report cards; rarely solicits or responds promptly and carefully to communications from families. Relies primarily on newsletters and other one-way media and usually responds promptly to communications from families. Regularly uses two-way communication with families about student performance and learning and responds promptly and carefully to communications from families. Regularly uses a two-way system that supports frequent, proactive, and personalized communication with families about student performance and learning. Is able to model this element. III-C-2. Culturally Proficient Communication Makes few attempts to respond to different family cultural norms and/or responds inappropriately or disrespectfully. May communicate respectfully and make efforts to take into account different families’ home language, culture, and values, but does so inconsistently or does not demonstrate understanding and sensitivity to the differences. Always communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Always communicates respectfully with families and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element.

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-1. Learning Expectations Does not inform parents about learning or behavior expectations. Sends home only a list of classroom rules and the learning outline or syllabus for the year. Consistently provides parents with clear, user-friendly expectations for student learning and behavior. Successfully conveys to most parents student learning and behavior expectations. Is able to model this element. 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. Successfully prompts most families to use one or more of the strategies suggested for supporting learning at school and home and seeks out evidence of their impact. Is able to model this element. Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. III-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Way Communication Rarely communicates with families except through report cards; rarely solicits or responds promptly and carefully to communications from families. Relies primarily on newsletters and other one-way media and usually responds promptly to communications from families. Regularly uses two-two- way communication with families about student performance and learning and responds promptly and carefully to communications from families. Regularly uses a two-two- way system that supports frequent, proactive, and personalized communication with families about student performance and learning. Is able to model this element. III-C-2. Culturally Proficient Communication Makes few attempts to respond to different family cultural norms and/or responds inappropriately or disrespectfully. May communicate respectfully and make efforts to take into account different families’ home language, culture, and values, but does so inconsistently or does not demonstrate understanding and sensitivity to the differences. Always communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Always communicates respectfully with families and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element.

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-1. Learning Expectations Does not inform parents about learning or behavior expectations. Sends home only a list of classroom rules and the learning outline or syllabus for the year. Consistently provides parents with clear, user-friendly expectations for student learning and behavior. Successfully conveys to most parents student learning and behavior expectations. Is able to model this element. 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. Successfully prompts most families to use one or more of the strategies suggested for supporting learning at school and home and seeks out evidence of their impact. Is able to model this element. Note: At the Exemplary level, an educator's level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by "Is able to model." Part III: Appendix C. ESE Model Rubric for Teachers January 2012 page C- 10 of C-15 Indicator IIIIll-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. III-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Way Communication Rarely communicates with families except through report cards; rarely solicits or responds promptly and carefully to communications from families. Relies primarily on newsletters and other one-way media and usually responds promptly to communications from families. Regularly uses two-way communication with families about student performance and learning and responds promptly and carefully to communications from families. Regularly uses a two-way system that supports frequent, proactive, and personalized communication with families about student performance and learning. Is able to model this element. III-C-2. Culturally Proficient Communication Makes few attempts to respond to different family cultural norms and/or responds inappropriately or disrespectfully. May communicate respectfully and make efforts to take into account different families’ ' home language, culture, and values, but does so inconsistently or does not demonstrate understanding and sensitivity to the differences. Always communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ ' home language, culture, and values. Always communicates respectfully with families and demonstrates understanding and appreciation of different families’ ' home language, culture, and values. Is able to model this element. Note: At the Exemplary level, an educator's level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by "Is able to model." Part Ill: Appendix C. ESE Model Rubric for Teachers January 2012 page C-11 of C-15

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-1. Learning Expectations Does not inform parents about learning or behavior expectations. Sends home only a list of classroom rules and the learning outline or syllabus for the year. Consistently provides parents with clear, user-user- friendly expectations for student learning and behavior. Successfully conveys to most parents student learning and behavior expectations. Is able to model this element. 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. Successfully prompts most families to use one or more of the strategies suggested for supporting learning at school and home and seeks out evidence of their impact. Is able to model this element. Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. III-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Way Communication Rarely communicates with families except through report cards; rarely solicits or responds promptly and carefully to communications from families. Relies primarily on newsletters and other one-one- way media and usually responds promptly to communications from families. Regularly uses two-way communication with families about student performance and learning and responds promptly and carefully to communications from families. Regularly uses a two-way system that supports frequent, proactive, and personalized communication with families about student performance and learning. Is able to model this element. III-C-2. Culturally Proficient Communication Makes few attempts to respond to different family cultural norms and/or responds inappropriately or disrespectfully. May communicate respectfully and make efforts to take into account different families’ home language, culture, and values, but does so inconsistently or does not demonstrate understanding and sensitivity to the differences. Always communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Always communicates respectfully with families and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element.

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-1. Learning Expectations Does not inform parents about learning or behavior expectations. Sends home only a list of classroom rules and the learning outline or syllabus for the year. Consistently provides parents with clear, user-friendly expectations for student learning and behavior. Successfully conveys to most parents student learning and behavior expectations. Is able to model this element. 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. Successfully prompts most families to use one or more of the strategies suggested for supporting learning at school and home and seeks out evidence of their impact. Is able to model this element. Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubic, this level of expertise is denoted by “is able to model.” Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. III-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Way Communication Rarely communicates with families except through report cards; rarely solicits or responds promptly and carefully to communications from families. Relies primarily on newsletters and other one-way media and usually responds promptly to communications from families. Regularly uses two-way communication with families about student performance and learning and responds promptly and carefully to communications from families. Regularly uses a two-way system that supports frequent, proactive, and personalized communication with families about student performance and learning. Is able to model this element. III-C-2. Culturally Proficient Communication Makes few attempts to respond to different family cultural norms and/or responds inappropriately Note: At the Exemplary level, an educator’s level of expertise is such that he or disrespectfully. May communicate respectfully and make efforts to take into account different families’ home language, culture, and values, but does so inconsistently or does not demonstrate understanding and sensitivity to the differences. Always communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Always communicates respectfully with families and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is she is able to model this elementelement through training, teaching, coaching, assisting, and/or demonstrating. In this rubic, this level of expertise is denoted by “is able to model.”

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-1. Learning Expectations Does not inform parents about learning or behavior expectations. Sends home only a list of classroom rules and the learning outline or syllabus for the year. Consistently provides parents with clear, user-friendly expectations for student learning and behavior. Successfully conveys to most parents student learning and behavior expectations. Is able to model this element. III-B-2. Curriculum Support Rarely, if ever, communicates with parents families on ways to support children at home or at school. Sends home occasional suggestions on how parents families can support children at home or at school. Regularly updates parents families 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. Successfully Regularly updates families on curriculum throughout the year, and prompts most families to use one or more of the suggested strategies suggested for supporting learning at school and home and home. Consistently seeks out feedback and evidence of their impact. Is able to model Models this elementpractice for others. III-B-2. Curriculum Support Indicator III-C. Communication: Communication Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. III-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Way Culturally Proficient Communication Rarely Communicates with or responds to families only through report cards, and/or communicates with families except through report cardsinappropriately or disrespectfully; rarely solicits or responds promptly makes no effort to understand different home languages, cultures, and carefully to communications from familiesvalues. Relies primarily on newsletters and other one-way media to communicate with families; usually responds promptly and usually respectfully to communications from families, but demonstrates inconsistent or little understanding of different home languages, cultures, and values. Regularly communicates with families about student learning and performance, and invites and responds promptly to communications from families. Regularly uses two-way communication with families about student performance while demonstrating understanding of and learning respect for different home languages, cultures, and responds promptly and carefully to communications from familiesvalues. Regularly uses a two-way system that supports frequent, proactive, and personalized communication with families about student performance learning and learning. Is able to model this element. III-C-2. Culturally Proficient Communication Makes few attempts to respond to different family cultural norms and/or responds inappropriately or disrespectfully. May communicate respectfully and make efforts to take into account different families’ home languageperformance, culture, and values, but does so inconsistently or does not demonstrate understanding and sensitivity to the differences. Always communicates respectfully with families and demonstrates while demonstrating understanding of and sensitivity to appreciation for different families’ home language, culture, and values. Always communicates respectfully with families and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model Models this elementpractice for others.

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-1. Learning Expectations Does not inform parents about learning or behavior expectations. Sends home only a list of classroom rules and the learning outline or syllabus for the year. Consistently provides parents with clear, user-friendly expectations for student learning and behavior. Successfully conveys to most parents student learning and behavior expectations. Is able to model this element. 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. Successfully prompts most families to use one or more of the strategies suggested for supporting learning at school and home and seeks out evidence of their impact. Is able to model this element. Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. III-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Way Communication Rarely communicates with families except through report cards; rarely solicits or responds promptly and carefully to communications from families. Relies primarily on newsletters and other one-way media and usually responds promptly to communications from families. Regularly uses two-way communication with families about student performance and learning and responds promptly and carefully to communications from families. Regularly uses a two-way system that supports frequent, proactive, and personalized communication with families about student performance and learning. Is able to model this element. III-C-2. Culturally Proficient Communication Makes few attempts to respond to different family cultural norms and/or responds inappropriately or disrespectfully. May communicate respectfully and make efforts to take into account different families’ home language, culture, and values, but does so inconsistently or does not demonstrate understanding and sensitivity to the differences. Always communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Always communicates respectfully with families and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element.

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-1. Learning Expectations Does not inform parents about learning or behavior expectations. Sends home only a list of classroom rules and the learning outline or syllabus for the year. Consistently provides parents with clear, user-friendly expectations for student learning and behavior. Successfully conveys to most parents student learning and behavior expectations. Is able to model this element. 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 When appropriate, communicates strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Successfully prompts most families to use one or more of the strategies suggested for supporting learning at school and home and seeks out evidence of their impact. Is able to model this element. Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. III-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Way Communication Rarely communicates with families except through report cards; rarely solicits or responds promptly and carefully to communications from families. Relies primarily on newsletters and other one-way media and usually responds promptly to communications from families. Regularly When necessary uses two-way communication with families about student performance and learning and responds promptly and carefully to communications from families. Regularly uses a two-two- way system that supports frequent, proactive, and personalized communication with families about student performance and learning. Is able to model this element. III-C-2. Culturally Proficient Communication Makes few attempts to respond to different family cultural norms and/or responds inappropriately or disrespectfully. May communicate Communicates respectfully and make efforts to take into account different families’ home language, culture, and values, but does so inconsistently or does not demonstrate understanding and sensitivity to the differences. Always communicates Communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Always communicates Communicates respectfully with families and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element.

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-1. Learning Expectations Does not inform parents about learning or behavior expectations. Sends home only a list of classroom rules and the learning outline or syllabus for the year. Consistently provides parents with clear, user-friendly expectations for student learning and behavior. Successfully conveys to most parents student learning and behavior expectations. Is able to model this element. 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. Successfully prompts most families to use one or more of the strategies suggested for supporting learning at school and home and seeks out evidence of their impact. Is able to model this element. Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Standards and Indicators of Effective Teaching Practice: Teacher Rubric Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. III-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Two-Way Communication Rarely communicates with families except through report cards; rarely solicits or responds promptly and carefully to communications from families. Relies primarily on newsletters and other one-way media and usually responds promptly to communications from families. Regularly uses two-way communication with families about student performance and learning and responds promptly and carefully to communications from families. Regularly uses a two-way system that supports frequent, proactive, and personalized communication with families about student performance and learning. Is able to model this element. III-C-2. Culturally Proficient Communication Makes few attempts to respond to different family cultural norms and/or responds inappropriately or disrespectfully. May communicate respectfully and make efforts to take into account different families’ home language, culture, and values, but does so inconsistently or does not demonstrate understanding and sensitivity to the differences. Always communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Always communicates respectfully with families and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element.