D5: Professional Communication

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Domain 5. Professional Communication

Rationale:
Effective teachers recognize that open lines of communication between teachers, parents and colleagues are critical to the learning process. The quality of written, verbal, and non-verbal communication with students, parents and colleagues maintains an open line of engagement between stakeholders. Alamo Heights ISD recognizes that in preparing students to be learners in the 21st century, teachers must demonstrate strong communications skills in their classrooms and as they communicate with parents and their colleagues.

Below are the foundational components identified as Alamo Heights ISD best practices for ensuring that teachers maintain professional communication.



5a. Written with students


Things to consider
Teacher’s written communication is without significant error in content or presentation.
Written errors are corrected.
Written errors do not interfere with the intent of the communication to parents, staff, community members, and other professionals. Communication reflects sensitivity to community standards.

Quantity
  • Focus on the extent to which written communication is informative.
  • Quality
  • Focus on the clarity of written communication.
  • Written communications are legible.
  • Communication serves a purpose.
  • Communication serves the purpose for which it was written.
  • Look for strength, impact, variety, and alignment of the communication with the intent.
  • Quality Indicators 
ahisd logo.jpgSuggested resources for continued professional development:
5b. Verbal/non-verbal with students

Things to consider
The teacher’s verbal and non-verbal communication establishes a learning climate that enhances student’s ability to learn.
Teacher’s verbal communication is without significant error in content or presentation.
Verbal and non-verbal errors are corrected.

Quantity
  • Focus on the extent to which oral communication supports learning
  • Quality
  • Students are successful in the learning.
  • Focus on the clarity of oral communications.
  • Oral communication is audible.
  • Classroom environment is conducive to learning.
  • Look for strength, impact, variety, and alignment of the communication with the learning objective.
  • Quality Indicators
ahisd logo.jpg
Suggested resources for continued professional development:http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/commun-1.htm

5c. Reluctant students

Things to consider
Teacher readily recognizes students who have difficulty in performance.
Teacher modifies and positively reinforces student-learning success.

Quantity
  • Look for uniformity and consistency of encouragement.
Quality
  • Look for strength, impact, variety, and alignment of teacher support and student success.
  • Focus on appropriateness of the modification.
  • Encouragement and support results in students success.
Quality Indicators

ahisd logo.jpg
Suggested resources for continued professional development:
Graphic Organizers for Reluctant Readers by Melodee Hickman, Reading Teacher
Teaching with the Brain in Mind, Eric Jensen
Teaching with Poverty in Mind: What Being Poor Does to Kids’ Brains and What Schools Can Do about ItBy Eric Jensen
Super Teaching: Over 1000 Practical Strategies By Eric Jensen
Different Brains, Different Learners: How to Reach the Hard to Reach By Eric Jensen
Choice Theory, A New Psychology of Personal Freedom, Choice Theory in the Classroom, Quality Schools By William Glasser

5d. Written with parents, staff, community, and other professionals

Things to consider
Teacher’s written communication is without significant error in content or presentation.
Written errors are corrected.
Written errors do not interfere with the intent of the communication to parents, staff, community members, and other professionals.
Communication reflects sensitivity to community standards.

Quantity
  • Focus on the extent to which written communication is informative.
  • Quality
  • Focus on the clarity of written communication.
  • Written communications are legible.
  • Communication serves a purpose.
  • Communication serves the purpose for which it was written.
  • Look for strength, impact, variety, and alignment of the communication with the intent.
  • Quality Indicators
ahisd logo.jpg
Suggested resources for continued professional development:
Video
Remind101.mov
5e. Verbal/non-verbal with parents, staff, community members, and other professionals

Things to consider
Teacher’s verbal and non-verbal communication establishes a climate of trust and mutual respect.
Teacher’s verbal and non-verbal communication is without significant error in content or presentation.
Verbal and non-verbal errors are corrected.

Quantity
  • Focus on the extent to which communication interferes with /supports interactions between parents, staff, community members, and other professionals.
Quality
  • Focus on the clarity of oral communication.
  • Oral communication is audible.
  • Look for strength, impact, variety, and alignment of the communication with the intent.
Quality Indicators

ahisd logo.jpg
Suggested resources for continued professional development:


5f. Supportive and courteous

Things to consider
Teacher models courtesy and respect through patience and active listening.
Incorrect responses are handled with dignity.

Quantity
  • Look for uniformity and consistency of interactions.
  • Quality
  • Teacher demonstrates support, courtesy and respect for students, parents, staff, community members, and other professionals that enhance student success.
  • Quality Indicators

ahisd logo.jpg
Suggested resources for continued professional development:


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