Effective School Practices: Promoting Collaboration and Monitoring Students’ Academic Achievement

Perspectives & Resources

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Objective

By completing the entire Perspectives & Resources section and reviewing the accompanying activities, the learner will:

  • Identify the principal’s role in supporting collaborative practices among the school and community
  • Demonstrate awareness of the principal’s role in monitoring student’s academic achievement and in promoting effective school practices

Standards

This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.


CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of new instructional practitioners but also the evidence-base used to assess those qualities in the classroom.

  • Standard 1: Content and Pedagogical Knowledge


CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities.

  • Standard 7: Collaboration


The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities. Please note that, because the IRIS Center has not yet developed resources aligned with DEC Topic 8: Transition, that topic is not currently listed on this page.

Teaming and Collaboration

  • TC1. Practitioners representing multiple disciplines and families work together as a team to plan and implement sup ports and services to meet the unique needs of each child and family.
  • TC2. Practitioners and families work together as a team to systematically and regularly exchange expertise, knowledge, and information to build team capacity and jointly solve problems, plan, and implement interventions.
  • TC3. Practitioners use communication and group facilitation strategies to enhance team functioning and interpersonal relationships with and among team members.
  • TC4. Team members assist each other to discover and access community-based services and other informal and formal resources to meet family-identified child or family needs.
  • TC4. Practitioners and families may collaborate with each other to identify one practitioner from the team who serves as the primary liaison between the family and other team members based on child and family priorities and needs.


InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation.

  • Standard 6: Assessment
  • Standard 10: Leadership and Collaboration


NCATE standards are intended to serve as professional guidelines for educators. They also overview the “organizational structures, policies, and procedures” necessary to support them.

  • Standard 1: Candidate Knowledge, Skills, and Professional Dispositions


When you are ready, proceed to Page 1.

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