1. Task Description View Page
  2. Criteria for Standard(s)

Task Description View Page

SOUTHERN UNIVERSITY BATON ROUGE

College of Education

Task 02A: Written Communication from the Teacher

Student Teaching/Internship Courses

Standards Infused and Assessed

Base Standards:          Communication

Standards/Indicators Assessed:

ACEI Indicators:                           3.5.03                                             

INTASC Indicators:                           6.04, 6.09

LCET:                                             III.C.2; V.B.1

Task Description

The candidate documents his/her ability to communicate effectively in writing with students, parents, colleagues, administrators, and community resource personnel through a folder of representative written communications (e.g., written instructions or directions to students for task completion, written directions on tests, scripted directions used to begin group work, letters, e-mails, newsletters).

Directions

In this task, you will provide documentation of your communication skills as expressed in writing. You should do the following:

  1. Create a folder in which you can keep copies of important written communications with students, parents, colleagues, administrators, and community resource personnel. Examples of these written communications could be written instructions or directions to students for task completion, written directions on tests, scripted directions used to begin group work, letters, e-mails, newsletters, and any other forms of written documentation you choose.

  1. Throughout the semester, add materials to your file, making sure that you provide evidence that you can do the following:
    1. Communicate high expectations.
    2. Provide opportunities for students to learn from each other.
    3. Convey ideas and information clearly.
    4. Use appropriate communication techniques with colleagues, community specialists, administrators, and families.
    5. Use strategies that support individual and group inquiry.
    6. Include appropriate modifications for parents of Language Challenged students , even if there are none in your class. This will provide practice for the future.
  1. Be sure to annotate each entry in your folder with the skill you think it demonstrates. One way of doing the annotation would be to write the letter corresponding to the skills in 2a-f above on the top of each entry (e.g. code a document that shows you can “communicate high expectations” with the letter “a”), as appropriate.
  1. Be sure to include at least three examples of each skill. There should be a minimum of 15 examples.
  1. Be sure to watch your grammar.
  1. For any communications that need to be adapted for low proficiency LC students and their families, indicate the modifications needed.

Task O2A: Written Communication from the Teacher

Scoring Rubric

Name: __________________________________________         Submission #: ____

Decision for Proficiency on this Task (check one):

Rating Scale Key: T= target; A = acceptable; U = unacceptable
Element # Criterion for “target” rating Rating
Skills demonstrated 1 The teacher communicates high expectations. __ T __ A __ U 
  2 The teacher provides opportunities for students to learn from each other. __ T __ A __ U 
 3 The teacher conveys ideas and information clearly. __ T __ A __ U 
  4 The teacher uses appropriate communication techniques with colleagues, community specialists, administrators, and families. __ T __ A __ U  
  5 The teacher uses acceptable grammar in all documents. __ T __ A __ U  
  6 Adaptations for low proficiency LC students are noted, if applicable. __ T __ A __ U

Improvements Needed:

Comments:

Task Description View Page
Courses: Student Teaching/Internship
Task Name: 02A: Written Communication from the Teacher
Decision Level: During Student Teaching/Internship
Departments: Curriculum and Instruction, and Special Education
Degree: Bachelor’s
Program(s): All Teacher Preparation Programs
Task Description: The candidate documents his/her ability to communicate effectively in writing with students, parents, colleagues, administrators, and community resource personnel through a folder of representative written communications (e.g., written instructions or directions to students for task completion, written directions on tests, scripted directions used to begin group work, letters, e-mails, newsletters).
Diversity Infusion: Yes
Competency Type(s): Communication Skills
Communication
ACEI 3.5.0 Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.
3.5.03 They use oral and written discourse between themselves and their students, and among students, to develop and extend elementary students' understanding of subject matter.
INTASC 06.0 The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
06.04 The teacher knows about and can use effective verbal, nonverbal, and media communication techniques.(Knowledge)
06.09 The teacher models effective communication strategies in conveying ideas and information and in asking questions (e.g. monitoring the effects of messages, restating ideas and drawing connections, using visual, aural, and kinesthetic cues, being sensitive to nonverbal cues given and received).(Performances)
LCET Component III.C The teacher provides opportunities for student involvement in the learning process.
Attribute III.C.1 Accommodates individual differences. The beginning teacher will 1) adapt lessons to address students’ varied backgrounds, skills, interests, and learning needs; 2) use effective approaches to address varied students learning needs and preferences; and 3) acknowledge and respect cultural and socioeconomic differences among students when planning instruction.
LCET Component V.B The teacher creates partnerships with parents/caregivers and colleagues.
Attribute V.B.1 Provides clear and timely information to parents/ caregivers and colleagues regarding classroom expectations, student progress, and ways they can assist learning. The beginning teacher will 1) apply procedures for conducting effective parent-teacher conferences and communicate with families on a regular basis to share information about student progress and respond appropriately to families’ concerns; and 2) communicate effectively with parents and caregivers (e.g., provide jargon free examples of student performance, deescalate and resolve conflicts).

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Criteria for Standard(s)

Communication
Demonstrated: Partially Demonstrated:
Using the approved rating scale for this task, the instructor determines that performance is at the target level on all criteria, or performance is acceptable on not more than 2 criteria. If any criteria are rated as unacceptable, this Proficiency is not demonstrated in this task. Using the approved rating scale for this task, the instructor determines that performance is at the target level on all criteria, or performance is acceptable on 3 or more criteria. If any criteria are rated as unacceptable, this Proficiency is not demonstrated in this task.

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