Critical Element: Collaborative and Engaged Educator
Knowledge, Skills and Aptitudes (KSAs) from Teaching Quality Standard:
- a. (b) Teachers understand the legislated moral and ethical frameworks within which they work.
- b. (j) Teachers establish and maintain partnerships among school, home and community and within their own schools.
- c. (k) Teachers are career-long learners.
Teachers engage in continuous professional learning and use it to improve their professional practice.
Demonstrate knowledge of outcomes and competencies.
Legislation and policy are adhered to in all practices.
Teachers work in a collaborative manner characterized by sharing and co-creating resources, peer coaching and mentorship.
Teachers, within schools and across the jurisdiction, share data regarding student achievement and, in a supportive manner, engage in evaluation and revision of practice.
Awareness of the moral and ethical standards of the teacher’s class/community guides the approach to program design, communication and implementation.
Timely, effective communication between the teacher and home will be maintained.
Teachers seek opportunities to engage the community to support student learning.
Whenever possible, teachers collaborate with students to design learning opportunities and assessments that reflect unique interests and needs.
An engaged and collaborative educator is at the heart of a successful classroom. In order to create the best learning experience for students, educators "shift from a culture of teacher isolation to a culture of deep and meaningful collaboration." (1) Teachers collaborate to build projects, lessons, and assessments, and create a positive learning atmosphere within the school community.
A teacher involves the greater community in the education of students, understanding that "when responsibility for children's learning is shared by the school, home, and community, children have more opportunities for meaningful, engaged learning." (2) Together, teachers reflect on student results and make adjustments to individual and collective practice to provide positive learning experiences.
(1) Getting Started, Reculturing Schools to become PLCs, Dufour, pg. 10
(2) Judith G. Caplan, Director of Early Childhood and Family Education at North Central Regional Educational Laboratory in Oak Brook, Illinois, 1998