The Massachusetts Educator Evaluation Rubric element 3C1, Two-Way Communication, emphasizes the need for educators to be both speaker and listener when it comes to working with families. Families know their children well, and therefore bring important investment, information, insight, and needs to the learning discussion. Hence, it's imperative that the dialogue related to student success is a two-way conversation. To promote positive dialogue, it is in the best interest of educators to create and discuss communication protocols with students and family members at the start of the year. If needed, protocols can be revised to best meet the needs of the learning community. Since educators' and families' schedules, comfort level, and communication tools differ in this regard, it's best for educators to share multiple options for home-school communication.
Guided Reflection
As you reflect on element 3C1, read the standard, indicator, element, criteria, key points, and questions below. Use the grid to reflect upon, and to make notes related to this element's implications for your own practice. My example is available for your reference if desired.
Standard III: 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-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance.
Element III-C-1:Two-Way Communication
Criteria (exemplary)
Regularly uses a two-way system that supports frequent, proactive, and personalized communication with families about student performance and learning. Responds promptly and carefully to communications from families. Is able to model element.
- Two-way system of frequent, proactive, personalized communication: How do you support regular two-way communication with families that is proactive and personalized?
- Student performance and learning. What evidence and examples of student performance and learning do you discuss with families?
- Respond promptly and carefully to family communication? How and when do you typically respond to family communication?
- Model. How do you and your team share two-way communication protocols and information?
Key Points
|
Question
|
Effective Efforts
|
Implications for Your Practice
|
Results
|
Two-way system of frequent, proactive, personalized communication
|
How do you support regular two-way communication with families that is proactive and personalized?
|
| ||
Student performance and learning.
|
What evidence and examples of student performance and learning do you discuss with families?
|
| ||
Respond promptly and carefully to family communication?
|
How and when do you typically respond to family communication?
|
| ||
Model
|
How do you and your team share two-way communication protocols and information?
|
|
Reflections' Links
- Reflection #1 Subject Matter Knowledge
- Reflection #2 Child and Adolescent Behavior
- Reflection #3 Rigorous Standards-Based Unit Design
- Reflection #4 Well Structured Lessons
- Reflection #5 Variety of Assessment Methods
- Reflection #6 Adjustment to Practice
- Reflection #7 Analysis and Conclusions
- Reflection #8: Sharing Conclusions with Colleagues
- Reflection #9 Sharing Conclusions with Students
