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Performance Indicators at the Level III Level

10.1 Uses verbal and non-verbal communication techniques to foster positive interactions and promote learning in the classroom and school environment.

10.2 Engages in ongoing communication and shares instructional goals, expectations, and student progress with families in a timely and constructive manner.

10.3 Collaborates and networks with colleagues and community to reach educational decisions that enhance and promote student learning.

10.4 Uses precise language, correct vocabulary and grammar, and appropriate forms of oral and written communication.

10.5 Explains directions, concepts, and lesson content to students in a logical, sequential, and age-appropriate manner.

 10.6 Adheres to school and district policies regarding communication of student information.

 10.7 Creates a climate of accessibility for parents and students by demonstrating a collaborative and approachable style.

10.8 Listens and responds with cultural awareness, empathy, and understanding to the voice and opinions of stakeholders (parents, community, students, and colleagues).

10.9 Uses modes of communication that are appropriate for a given situation.

Performance Rubrics

Level I

Level II

Level III

Level IV

The teacher candidate inadequately communicates with students, district and school personnel, or other relevant stakeholders by poorly acknowledging concerns, responding to inquiries, or encouraging involvement.

The teacher candidate inconsistently communicates with students, district and school personnel, or other relevant stakeholders or communicates in ways that only partially enhance student learning

The teacher candidate communicates effectively and consistently with students, district and school personnel, and other relevant stakeholders in ways that enhance student learning.

The teacher candidate continually uses communication techniques in a variety of situations to proactively inform, network, and collaborate with stakeholders to enhance student learning. (Teacher candidates rated as Exemplary continually seek ways to serve as role models or teacher leaders. This level is not intended for formative assessments of teacher candidates and may only be used in the summative assessment with proper documentation of the teacher candidate’s consistent performance at this level.)

Examples of Evidence/Artifacts to demonstrate performance on this standard:

• Uses verbal and/or non-verbal communication to promote learning.
• Uses precise language, correct vocabulary/grammar, and appropriate forms of oral and written communication.
• Communicates in a logical and developmentally appropriate manner for the P-12 learners.
• Provides clear instructions.
• Communicates effectively with all relevant stakeholders.
• Encourage and open, warm, communicative climate in classroom that invites students’ comments, questions, and responses.
• Exhibit active listening.
• Explain rules, expectations, and concepts in a logical, sequential, and age-appropriate manner.
• Share instructional goals, expectations, and student progress in a timely and constructive manner.

What it is:

What it isn't:

• The very core of effective teaching is effective communication.
• Understanding the ebb and flow of the classroom.
• Using instructional objectives to plan classroom activities effectively
• Adapting to the flow of the class and allowed for spontaneity.
• Using effective communication to orient students to learning and helping them integrate new information with previously learned information. 
• Using a wide repertoire of communication skills
• Using a variety of communication behaviors, such as immediacy, humor, and clarity to sustain a positive and interactive environment.
• Creating relationships with students
• Encouraging an open, warm, and communicative environment that invited students’ comments, questions, and responses.
• Being an advocate of better strategies for meeting students’ learning needs, by being an active learner who seeks, applies, and communicates professional knowledge of curriculum, instruction, assessment, and student development.
• Being an advocate of teaching as a profession by appreciating and practicing principles, ethics, and legal responsibilities.
• Possessing strong communication skills.
• Offering clear explanations and directions.
• Using multiple forms of communication between school and home.

• Do not make the connections to what they do, say, and how they respond reflects on not only the individual teacher, but also the school, district, and community at large.
• Does not promote communication between school and home.

Sample Questions for Conferencing:

• How did you involve family members and community partners in your classroom?
• What do you find is the most effective way to contact family members of your students?