Thursday, July 18, 2013

Reflection #24: Two-Way Communication

Posted by Atsumori. Category:

The Massachusetts Educator Evaluation Rubric element 3C1, Two-Way Communication, emphasizes the need for educators to be both speak and listen 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?



Element 3C1: Two-Way Communication
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?

  • Create and share communication protocols with families at the start of the year.
  • Know family members names.
  • Spend time getting to know students and families during class events.


Student performance and learning.
What evidence and examples of student performance and learning do you discuss with families?

  • Decide as a team the schedule and priorities for family share related to student learning and performance.


Respond promptly and carefully to family communication?
How and when do you typically respond to family communication?

  • As part of your communication protocol explicitly let parents know when they can expect a response from you.


Model
How do you and your team share two-way communication protocols and information?
  • Discuss communication protocols with colleagues, share ideas, build consistency, but leave room for personalization and effective response.








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