Qué dificultades considera que ha tenido en el momento de la enseñanza?

ELCC Standard 4 - Exemplary 3 - Proficient 2 - Developing 1 - Rudimentary 1.3 7 (50%) 4 (29%) 3(21%) 0 1.4 7 (50%) 4 (29%) 3(21%) 0 1.5 7 (50%) 4 (29%) 3(21%) 0 3.1 7 (50%) 4 (29%) 3(21%) 0 3.2 7 (50%) 4 (29%) 3(21%) 0 3.3 7 (50%) 4 (29%) 3(21%) 0 4.1 7 (50%) 4 (29%) 3(21%) 0 4.2 7 (50%) 4 (29%) 3(21%) 0 4.3 7 (50%) 4 (29%) 3(21%) 0

6.1 7 (50%) 4 (29%) 3(21%) 0 6.2 7 (50%) 4 (29%) 3(21%) 0

SCHOOL-COMMUNITY RELATIONS PROJECT

Objectives: The Candidate will demonstrate the ability to:

1. Assess the current status of school-community relations, parent and business/community involvement in a school setting, and

2. Develop a plan of action outlining strategies to improve these aspects of the total school program.

ELCC Standards: 1.3,1.4,1.5, 3.1,3.2, 3.3, 4.1, 4.2, 4.3, 6.1, 6.2

Expectations:

1. Assess the current status of the school in the three major areas outlined below. Collect information from all stakeholders (i.e. principal, faculty and staff, parents, and

community members) and use a variety of methods (i.e. interviews, surveys, observations, and artifacts)

2. Compile a narrative of your assessment procedures, findings (specific activities and practices) and conclusions (strengths and weaknesses). Include pertinent data in your narrative relative to your findings and include any instruments used and original data in appendices as documentation for your project.

3. Develop a plan of action to improve the school-community relations and involvement aspects of the school’s total educational program. This plan should be comprehensive and detailed, including specific goals and strategies.

4. The project should be presented in a small notebook/simple binding. The project should be typed, doubled spaced, and in no less than 12 font. Length should be sufficient to demonstrate completeness of project.

A copy of the completed project should be shared with the school site if requested.

Three areas to be assessed:

School Community Relations: Assess the current status of the school’s school-community relations program. This assessment should examine the following areas:

1. Communication with students 2. Communication with parents

3. Communication with faculty & staff 4. Communication with Central office 5. Communication with the media 6. Communication with the community

Parent Involvement: Assess the current status of parent involvement in the school. This assessment should focus on Epstein’s six types of involvement and identify and report specific

activities and practices that are observed/reported in these areas. Evaluate and estimate the impact* of each activity on student achievement.

Business/Community Involvement: Assess the current status of business and community involvement with the school. Identify and report specific activities and practices that are observed/reported. Evaluate and estimate the impact* of each activity on student achievement. Types of involvement to consider are:

Partnerships

Internships/Work Experience Programs Mentoring (one on one)

Volunteer Programs (volunteers in school) Presentations

Service Learning

Community Service (students in community) Resource sharing

*Definitions for the above types of involvement and the rubric for estimating impact of each activity on student achievement may be found as a part of the Mississippi School-Community Involvement Instruments (Appendix II.6.a, pgs. 4,5,7) This instrument may be accessed through the MDE website under “Evaluation Instruments”.

Scoring: The School-Community Relations Project rubric is attached.

SCHOOL- COMMUNITY ASSESSMENT PROJECT Levels Criteria: 4 - Exemplary 3 - Proficient (Good) 2 - Developing (Fair) 1- Rudimentary (poor) Score Proficiency of Standards 1.3, 1.4, 1.5, 3.2, 4.1, 4.2, 4.3, 6.1, 6.2

Clear and convincing evidence candidate can communicate and collaborate with families and community; involve them in vision by assessing levels of participation and need; and develop strategies for involvement and mobilization of Clear evidence candidate can communicate and collaborate with families and community; involve them in vision by assessing levels of participation and need; and develop strategies for involvement and mobilization of Limited evidence candidate can communicate and collaborate with families and community; involve them in vision by assessing levels of participation and need; and develop strategies for involvement and mobilization of Little or no evidence candidate can communicate and collaborate with families and community, involve them in vision by assessing levels of participation and need and developing strategies for involvement and

resources; understands and responds to larger context resources; understands and responds to larger context resources; understands and responds to larger context mobilization of resources; understands and responds to larger context Scope of Assessment Assessment is comprehensive & in- depth; examines all 3 major areas and most sub-areas

Assessment examines all 3 major areas and adequately and evenly

Assessment is superficial or does not include all 3 major areas

Assessment is inadequate for the major areas to be examined

Procedures Procedures/process is clearly stated and a variety of data sources are used

Procedures may be less clearly presented or less variety in data sources may be evident

Procedures are unclear and/or data sources are limited

Procedures are unclear and data sources are insufficient

Observations & Findings

Substantial data are clearly presented in each area;

observations & findings are specific and detailed

Sufficient data and observations & findings are presented in a clear manner

Data & observations presented are minimal or not clearly presented

No data are presented or observations are vague and general

Impact on Student achievement

Impact on achievement is rated consistently and in specific manner

Impact on achievement is rated consistently but in a general manner

Impact on achievement may be mentioned but not rated in consistent manner

Impact on achievement is not addressed or rated

Plan of Action Clearly related to findings, all 3 areas addressed in substantial manner with specific recommendations & activities outlined to improve areas as needed

Plan of action may be less specific but addresses all 3 areas and is related to findings; includes some recommendations & activities for improvement

Plan of action lacks completeness; may include general recommendations or activities and/or is not related to findings

Plan of action is not developed or is extremely insufficient

Documentation Instruments, artifacts,& data are included as documentation

Some information is included but less substantial than level 4 Limited documentation of assessment is included No documentation of assessment is included

Organization Well structured, synthesized and presented; components of project are easily identified; information is relevant and presented clearly and in logical sequence

Less well structured & synthesized; components are presented but more difficult to identify; ideas are logically and clearly presented

Limited structure & synthesis of ideas; components are difficult to identify and/or not presented in logical sequence; lacks clarity and focus

Organization is haphazard; ideas are extremely unclear and unfocused

Mechanics Errors in spelling, capitalization, punctuation, grammar, and usage are rare; word selection is precise & appropriate; no use of cliché’s, colloquialisms, run-on sentences or fragments

Few errors in spelling, capitalization, punctuation, grammar, and usage; word selection usually appropriate; occasional use of clichés, colloquialisms; run-on sentences or fragments are rare

Occasional errors in spelling, capitalization, punctuation, grammar, and usage; word selection often inappropriate or inaccurate; frequent use of clichés or colloquialisms; run-on sentences or fragments are frequent Errors in aspects of mechanics make written product unacceptable for graduate level

ASSESSMENT #8: ADDITIONAL ASSESSMENT