|Sharing Learning Expectations at Student, Family,|
and Parent Meetings, and online helps to clarify
learning goals and expectations.
These are important questions as we consider the learning year ahead. Parents, family members, and students will be able to coach each other, discuss, and meet expectations if they understand the expectations well, and have a chance to work with you as the educator to understand and revise, if necessary, those expectations.
|Posting behavior expectations on a class blog or website helps|
parents, family members, and students clearly understand those expectations.
I also recommend that educators create a communication system for consistent, two-way school-home information share. Educators should share the communication framework with families and students at the start of the year through the class website, newsletters, and conversations. Similar to the expectations for behavior and learning, educators should be prepared to revise the communication system after student, family member, and parent conversations if needed.
There's substantial preparation involved when meeting The Massachusetts Educator Evaluation Rubric Standard element 3D1, Learning Expectations. School systems need to be aware of the importance of these pre- and early teaching year efforts, and respond by making time for teachers to do the work upfront with regard to establishing expectations and communication systems, and then communicating that work to students, family members, and parents through websites, home-school newsletters, and parent, family member, and student conversations. Knowing where we are going is a large part of achieving success, and sharing student learning and behavior expectations with clear communication systems is a vital element in this effort.
As you reflect on element 2D3, 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.
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-B. Collaboration: Collaborates with families to create and implement strategies for supporting student learning
Element III-B-1: Learning Experiences
Successfully conveys to most parents clear, user-friendly student learning and behavior expectations. Is able to model this element.
Key Points and Questions:
- Conveys student learning and behavior expectations. How do you create year-long and specific lesson/unit learning and behavior expectations? How do you convey these expectations to parents and family members?
- Clear, User-Friendly. How do you make learning and behavior expectations clear and user friendly?
Implications for Your Practice
Conveys student learning and behavior expectations.
How do you create year-long and specific lesson/unit learning and behavior expectations? How do you convey these expectations to parents and family members?
How do you make learning and behavior expectations clear and user friendly?
- 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
- Reflection #21 Parent/Family Engagement