64 23 DOMAIN 4: Professional Responsibilities COMPONENT 4C: Communicating with Families The student teacher communicates with families and caregivers frequently and with sensitivity to culture and equity, utilizing various modalities to provide information on student progress and school activities. Exemplary • The student teacher’s communication with families and caregivers is frequent and sensitive to cultural traditions and equity of access with PK-12 students contributing to the communication. • The student teacher’s response to family and caregiver concerns is handled with professionalism and respect. • The student teacher’s use of a variety of communications to engage families and caregivers in the instructional program is frequent and successful. Expected • The student teacher communicates frequently and professionally with families and caregivers about the instructional program and conveys information about individual student progress. • The student teacher attempts to engage families and caregivers in the instructional program using a variety of communication strategies. Emergent • The student teacher provides families and caregivers with infrequent or incomplete information regarding the instructional program. • Communications are typically one-way and may be inappropriate at times. Unsatisfactory • The student teacher’s communication with families and caregivers, relative to the instructional program and/or individual PK-12 students, is either nonexistent or sporadic and is often inappropriate. • The student teacher makes no attempt to engage families beyond school-required communications. Not Observed Discussion Prompts: • What process do you use to communicate the instructional program to families on a regular basis? How do you provide clear, consistent access to daily and weekly schedules, meeting links, and assignments for families and caregivers? • How is student progress communicated to families and caregivers? • Describe your family/caregiver communication plan that prioritizes each student’s preferences and needs. • What activities do you offer to successfully engage families and caregivers in their children’s learning? • How does your awareness of PK-12 students’ at-home learning context (e.g., space, device/internet access, and schedules) influence your working with students? • What supports do you provide to help families and caregivers learn to navigate the online tools and platforms used for instruction, especially any learning management system and video conferencing tools? • Describe how your approach to families and caregivers is equity- and culturesensitive. Evidence of Practice: • Newsletters and/or social media for classroom updates • Communication with parents through emails, phone calls, etc. • Online classroom assignment portal/ learning management system • Opportunities for family engagement • Awareness of families’ backgrounds 23
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