Standard 8: Collaborates with Colleagues/Parents/Others
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Standard 3
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Standard
10
List of documents associated with this portfolio
Scoring
Guide:
3 = Meets indicator, high competency
2 = Meets some components of indicator, improvement required
1 = Does not meet indicator, instruction and practice required.
The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
| Performance criteria - the extent to which the teacher... | Self-scoring and
examples
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| 8.1. Initiates collaboration with others and creates situations where collaboration with others will enhance student learning. |
As a technology resource teacher, collaboration is basically my job description. As an illustration of a specific initiative, I offer D-ARTS, a grant proposal written in collaboration between the University of Kentucky's College of Fine Arts, Fayette County's Office of Educational Technology, administrators and teachers at both the School for the Creative and Performing Arts (SCAPA), and Cardinal Valley Elementary School. This proposal specifically attempts to leverage UK subject area expertise through the offering of interactive arts events, to be delivered through portable two-way interactive videoconferencing equipment. Although this grant is still pending (awards will be announced in September), the documentation for this grant, which I wrote, is provided here in support of this standard. |
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| 8.2. Discusses with parents, students and others the purpose and scope of the collaborative effort. |
Parents of SCAPA, through their parent-teacher organization, were fully informed of the design of this grant, and approved. |
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| 8.3. Articulates expectations for each collaborative event, e.g., time lines and responsibilities. |
See above |
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| 8.4. Demonstrates productive leadership and team membership skills that facilitate the development of mutually beneficial goals, e.g., issue and conflict resolution. |
See above |
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| 8.5. Secures and makes use of school and community resources that present differing viewpoints. |
This performance indicator is especially well illustrated by the convergence of two very different school communities in this grant - SCAPA, with extremely high arts participation and overall academic excellence, and Cardinal Valley Elementary, with its low humanities test scores, extremely divergent student population (over 40% Hispanic), and high percentage of low SES students. |
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| 8.6. Recognizes and responds appropriately to differences in abilities, contributions, and social and cultural backgrounds. |
See above |
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| 8.7. Invites colleagues, parents, community representatives, and others to help design and implement collaborative instructional projects. |
See above |
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| 8.8. Analyzes previous collaborative experiences to improve future experiences. |
Not applicable in this setting |
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| 8.9. Assesses students' special needs and collaborates with school services and community agencies to meet those needs. |
See above |