IIIB - Collaboration
Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school.
OVERVIEW:
Families can play an active role in their children's learning and, when necessary, I always encourage collaboration with parents, guardians, and special education staff (where appropriate). In an effort to devise the best solutions to learning challenges and problems, I make it a point to collaborate with families and support staff in a variety of ways:
1. Direct communication with parents
2. Aspen Online Gradebook (which I regularly update more than once per week)
3. Google Classroom (which I use for all my classes)
4. Monthly class syllabus (a class-specific monthly planner that lists, day-by-day, everything we do in the class,
including all homework, tests/quizzes, reading, projects, papers, etc.)
5. Parent-Teacher conferences (both the school-wide events, and by parent request when needed)
6. Presence at IEP and 504 meetings
7. Progress Reports (made especially for each student when necessary)
8. Out-of-class conferences with support staff and paraprofessionals charged with students in my classes.
Families can play an active role in their children's learning and, when necessary, I always encourage collaboration with parents, guardians, and special education staff (where appropriate). In an effort to devise the best solutions to learning challenges and problems, I make it a point to collaborate with families and support staff in a variety of ways:
1. Direct communication with parents
2. Aspen Online Gradebook (which I regularly update more than once per week)
3. Google Classroom (which I use for all my classes)
4. Monthly class syllabus (a class-specific monthly planner that lists, day-by-day, everything we do in the class,
including all homework, tests/quizzes, reading, projects, papers, etc.)
5. Parent-Teacher conferences (both the school-wide events, and by parent request when needed)
6. Presence at IEP and 504 meetings
7. Progress Reports (made especially for each student when necessary)
8. Out-of-class conferences with support staff and paraprofessionals charged with students in my classes.
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EVIDENCE:
To the LEFT is an example of #1, direct personal communication with parents. Last spring and summer, I served as Program Coordinator for the Summer ELA Academy, which served 49 incoming 9th grade students. I was tasked with contacting every parent of a Grade 9 student, many via telephone, informing them of the district's offering and building interest in the academy. The flyer to the LEFT was designed by me and disseminated to all Grade 9 students and parents. |
[**MODELING NOTE: These communication strategies were modeled to AIC cohort colleagues during EDU 5618 - Professional Development and Professional Learning Communities.]
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EVIDENCE:
To the RIGHT is an email chain from this cycle (January 2020), where I responded to a concerned parent's email. As you can read, the concern was addressed to the parent's satisfaction, building a strong collaborative relationship for the remainder of the year. [**MODELING NOTE: These communication strategies were modeled to AIC cohort colleagues during EDU 6630 - Supervision of Evaluation and Instruction.]
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EVIDENCE:
The monthly day-to-day college-style syllabus, with which I run each class, has proven a very useful tool for collaboration between home, school, guidance, and the special education department. Whenever parents or support staff want to know more of what's going on in class (and what should be going on at home), I point them toward the syllabus. Every assignment, activity, test, quiz, project, and paper that occur in a given month are depicted clearly on this document. The students are expected to follow it themselves, of course, but it serves as a communication and collaboration tool for families as well.
Below is an example of a January syllabus for the 2019-20 AP Literature class:
The monthly day-to-day college-style syllabus, with which I run each class, has proven a very useful tool for collaboration between home, school, guidance, and the special education department. Whenever parents or support staff want to know more of what's going on in class (and what should be going on at home), I point them toward the syllabus. Every assignment, activity, test, quiz, project, and paper that occur in a given month are depicted clearly on this document. The students are expected to follow it themselves, of course, but it serves as a communication and collaboration tool for families as well.
Below is an example of a January syllabus for the 2019-20 AP Literature class:
