Standard 3: Collaborative Work
Improving Outreach and Collaboration with Families and Community
As a teacher leader, I understand the impact that families, cultures, and communities have on student learning. As a result, the I seek to promote a sense of partnership among these different groups toward the common goal of excellent education.
As a teacher leader, I:
a) Use knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues,families, and the larger community;
b) Model and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances;
c) Facilitate colleagues’ self-examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students;
d) Develop a shared understanding among colleagues of the diverse educational needs of families and the community; and
e) Collaborate with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.
Advocating for Student Learning and the Profession
As a teacher leader, I understand the landscape of education policy and can identify key players at the local, state, and national levels. I advocate for the teaching profession and for policies that benefit student learning.
As a teacher leader, I:
a) Share information with colleagues within and/or beyond the district regarding how local, state, and national trends and policies can impact classroom practices and expectations for student learning;
b) Work with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students;
c) Collaborate with colleagues to select appropriate opportunities to advocate for the rights and/or needs of students, to secure additional resources within the building or district that support student learning, and to communicate effectively with targeted audiences such as parents and community members;
d) Advocate for access to professional resources, including financial support and human and other material resources, that allow colleagues to spend significant time learning about effective practices and developing a professional learning community focused on school improvement goals; and
e) Represent and advocates for the profession in contexts outside of the classroom.