Collaborative Relationships
The competent teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support students’ learning and well-being.
Knowledge Indicators - The competent teacher:
9A. understands schools as organizations within the larger community context.
9B. understands the benefits, barriers, and techniques involved in parent/family relationships.
9C. understands school- and work-based learning environments and the need for collaboration with business organizations in the community.
9D. understands the collaborative process.
9E. understands collaborative skills which are necessary to carry out the collaborative process.
9F. understands concerns of parents of individuals with disabilities and knows appropriate strategies to collaborate with parents in addressing these concerns.
9G. understands roles of individuals with disabilities, parents, teachers, and other school and community personnel in planning individualized education programs for students with disabilities.
Performance Indicators - The competent teacher:
9H. initiates collaboration with others and creates situations where collaboration with others will enhance students’ learning.
9I. works with colleagues to develop an effective learning climate within the school.
9J. participates in collaborative decision-making and problem-solving with other professionals to achieve success for students.
9K. develops relationships with parents and guardians to acquire an understanding of the students’ lives outside of the school in a professional manner that is fair and equitable.
9L. works effectively with parents/guardians and other members of the community from diverse home and community situations and seeks to develop cooperative partnerships in order to promote students’ learning and well-being.
9M. identifies and uses community resources to enhance students’ learning and to provide opportunities for students to explore career opportunities.
9N. collaborates in the development of comprehensive individualized education programs for students with disabilities.
9O. coordinates and/or collaborates in directing the activities of a classroom para-educator, volunteer, or peer tutor.
9P. collaborates with the student and family in setting instructional goals and charting progress of students with disabilities.
9Q. communicates with team members about characteristics and needs of individuals with specific disabilities.
9R. implements and monitors individual students’ programs, working in collaboration with team members.
9S. demonstrates the ability to co-teach and co-plan.
9A. understands schools as organizations within the larger community context.
9B. understands the benefits, barriers, and techniques involved in parent/family relationships.
9C. understands school- and work-based learning environments and the need for collaboration with business organizations in the community.
9D. understands the collaborative process.
9E. understands collaborative skills which are necessary to carry out the collaborative process.
9F. understands concerns of parents of individuals with disabilities and knows appropriate strategies to collaborate with parents in addressing these concerns.
9G. understands roles of individuals with disabilities, parents, teachers, and other school and community personnel in planning individualized education programs for students with disabilities.
Performance Indicators - The competent teacher:
9H. initiates collaboration with others and creates situations where collaboration with others will enhance students’ learning.
9I. works with colleagues to develop an effective learning climate within the school.
9J. participates in collaborative decision-making and problem-solving with other professionals to achieve success for students.
9K. develops relationships with parents and guardians to acquire an understanding of the students’ lives outside of the school in a professional manner that is fair and equitable.
9L. works effectively with parents/guardians and other members of the community from diverse home and community situations and seeks to develop cooperative partnerships in order to promote students’ learning and well-being.
9M. identifies and uses community resources to enhance students’ learning and to provide opportunities for students to explore career opportunities.
9N. collaborates in the development of comprehensive individualized education programs for students with disabilities.
9O. coordinates and/or collaborates in directing the activities of a classroom para-educator, volunteer, or peer tutor.
9P. collaborates with the student and family in setting instructional goals and charting progress of students with disabilities.
9Q. communicates with team members about characteristics and needs of individuals with specific disabilities.
9R. implements and monitors individual students’ programs, working in collaboration with team members.
9S. demonstrates the ability to co-teach and co-plan.
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Reflection
Artifact: Social Studies Inquiry Project
PTS 9. Collaborative Relationships: The competent teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support students’ learning and well-being.
Write a paragraph explaining your knowledge and understanding of that standard—put the standard into your own words.
In my understanding, this standard is about awareness. Awareness of the many of people that are involved with the students besides you, and awareness of how you fit in to the mold that makes up your community. It’s important for teachers to be constantly thinking about how what they do in the classroom affects other parts of their students’ lives. Students go home at night to a home that might not be suitable for working on homework or studying, or to an empty home so it’s important for the teacher to communicate with the parents to understand that situation and know what’s going on in that students life. Students go to different classrooms during the day, and a teacher being aware of what they’re doing in these classroom, and even collaborate with these other teachers from time to time. Awareness is what I believe this standard to be all about, and knowledge and skills to be able to collaborate effectively is important to be a great teacher.
Explain how the artifact you chose demonstrates your understanding and application of the standard.
I chose the artifact that I did to show that I am very competent with collaborating with my colleagues and with the community at large. The artifact is my community inquiry project that I did for my Social Studies class, and in this inquiry I had to work with a team of my colleagues, and I also had to work directly with the community that I was student teaching in to gather information to complete the project. I think having done this shows that I understand knowledge indication 9D, which indicated the competent teacher “understands the collaborative process.” Similarly within the standard, it states the knowledge indicator 9A where the competent teacher “understands schools as organizations within the larger community context.” I believe that my artifact really reflects this because within the inquiry I had to research my school and its surrounding community in order to understand how they worked in tandem. I had to interview other teachers and parents in order to gain information, and I had to talk to others in the community in order to gather necessary information based on my inquiry. As part of my inquiry project, my group and I had to come up with a “solution” to a community problem and then present our information in a creative fashion. Within creating our creative solution and presentation we had to divvy up work among ourselves and finish our own jobs individually and then come together with the group again to make it fit together cohesively. I believe this process shows that I am competent given knowledge indicator 9E states the competent teacher “understands collaborative skills which are necessary to carry out the collaborative process.”
If the artifact has not been used in your practice, i.e., a class assignment, reflect upon how your teaching will be impacted by the assignment.
The biggest way that I believe this artifact will change my teaching is that I think I will use an assignment/project like this in my classroom. Not only do I think that teachers need to be aware of their communities, but I also feel that students need to be aware of their communities. They need to have an idea of their community’s strengths and weakness’, and knowing these things gives a good way to practice real world problem solving. I would make slight changes to this though, so that students could have a chance to actually show their ideas to the community or the school principal, and depending on the solution they came up with, maybe even be able to act on their ideas. I think this is a great project for upper elementary aged students and that they would have fun, and also it could have a good affect on the community.
Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a Diverse Society as a result of satisfactorily meeting the standard.
After having met the requirements for this standard I feel more prepared to teach in a diverse community because I have now had an experience in what it means to be a community member. Not that I haven’t always been a community member of one kind or another, but I’ve never had the experience from a teachers stand point and being a community member. Having had this experience now, I feel better prepared to enter the community and feel comfortable getting to know my students, their parents, and the community at large. I also have now had an experience doing this kind of project so I will be better able to give the same kind of project to my students and know what sort of things I expect and I’m looking for from them.
Artifact: Social Studies Inquiry Project
PTS 9. Collaborative Relationships: The competent teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support students’ learning and well-being.
Write a paragraph explaining your knowledge and understanding of that standard—put the standard into your own words.
In my understanding, this standard is about awareness. Awareness of the many of people that are involved with the students besides you, and awareness of how you fit in to the mold that makes up your community. It’s important for teachers to be constantly thinking about how what they do in the classroom affects other parts of their students’ lives. Students go home at night to a home that might not be suitable for working on homework or studying, or to an empty home so it’s important for the teacher to communicate with the parents to understand that situation and know what’s going on in that students life. Students go to different classrooms during the day, and a teacher being aware of what they’re doing in these classroom, and even collaborate with these other teachers from time to time. Awareness is what I believe this standard to be all about, and knowledge and skills to be able to collaborate effectively is important to be a great teacher.
Explain how the artifact you chose demonstrates your understanding and application of the standard.
I chose the artifact that I did to show that I am very competent with collaborating with my colleagues and with the community at large. The artifact is my community inquiry project that I did for my Social Studies class, and in this inquiry I had to work with a team of my colleagues, and I also had to work directly with the community that I was student teaching in to gather information to complete the project. I think having done this shows that I understand knowledge indication 9D, which indicated the competent teacher “understands the collaborative process.” Similarly within the standard, it states the knowledge indicator 9A where the competent teacher “understands schools as organizations within the larger community context.” I believe that my artifact really reflects this because within the inquiry I had to research my school and its surrounding community in order to understand how they worked in tandem. I had to interview other teachers and parents in order to gain information, and I had to talk to others in the community in order to gather necessary information based on my inquiry. As part of my inquiry project, my group and I had to come up with a “solution” to a community problem and then present our information in a creative fashion. Within creating our creative solution and presentation we had to divvy up work among ourselves and finish our own jobs individually and then come together with the group again to make it fit together cohesively. I believe this process shows that I am competent given knowledge indicator 9E states the competent teacher “understands collaborative skills which are necessary to carry out the collaborative process.”
If the artifact has not been used in your practice, i.e., a class assignment, reflect upon how your teaching will be impacted by the assignment.
The biggest way that I believe this artifact will change my teaching is that I think I will use an assignment/project like this in my classroom. Not only do I think that teachers need to be aware of their communities, but I also feel that students need to be aware of their communities. They need to have an idea of their community’s strengths and weakness’, and knowing these things gives a good way to practice real world problem solving. I would make slight changes to this though, so that students could have a chance to actually show their ideas to the community or the school principal, and depending on the solution they came up with, maybe even be able to act on their ideas. I think this is a great project for upper elementary aged students and that they would have fun, and also it could have a good affect on the community.
Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a Diverse Society as a result of satisfactorily meeting the standard.
After having met the requirements for this standard I feel more prepared to teach in a diverse community because I have now had an experience in what it means to be a community member. Not that I haven’t always been a community member of one kind or another, but I’ve never had the experience from a teachers stand point and being a community member. Having had this experience now, I feel better prepared to enter the community and feel comfortable getting to know my students, their parents, and the community at large. I also have now had an experience doing this kind of project so I will be better able to give the same kind of project to my students and know what sort of things I expect and I’m looking for from them.