Standard 10: Leadership and Collaboration

Standard #10: Leadership and CollaborationThe teacher seeks appropriate leadership roles and collaboration to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community member to ensure learner growth, and to advance the profession.

Performance Criteria for Standard 10: Leadership and Collaboration10(a) The teacher takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.10(b) The teacher works with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of learners.10(c) The teacher engages collaboratively in the schoolwide effort to build a shared vision and supportive culture, identify common goals, and monitor and evaluate progress toward those goals.10(d) The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.10(e) Working with school colleagues, the teacher builds ongoing connections with community resources to enhance student learning and wellbeing.10(f) The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.10(g) The teacher uses technology tools and a variety of communication strategies to build local and global learning communities that engage learners, families, and colleagues.10(h) The teacher uses and generates meaningful research on education issues and policies.10(i) The teacher seeks appropriate opportunities to model effective practice for colleagues, to lead professional learning activities, and to serve in other leadership roles.10(j) The teacher advocates to meet the needs of learners, to strengthen the learning environment, and to enact system change.10(k) The teacher takes on leadership roles at the school, district, state, and/or national level and advocates for learners, the school, the community, and the profession.

Standard 10: Leadership and Collaboration Evidence 1:Safety and Emergency Fire Evacuation Drill Exercises

Setting:Makalapa Elementary Playground Field

Participants:Administrators, Faculty, Staff Members and 700 Students

Common Core State Standards (CCSS) Addressed:None Available.

Standard 10: Leadership and Collaboration Evidence 1:The first piece of evidence for meeting Standard 10: Leadership and Collaboration is

participating in the school-wide Fire Evacuation Safety Drill held every month. The fire evacuation drills are mandatory practice drills. The purpose of the fire drill procedure is to provide guidance on the orderly evacuation of all buildings during a drill or real emergency. The fire procedure drill applies to all buildings and people within Makalapa Elementary this includes 700 students, faculty, staff members, and administrators. Therefore, the fire safety evacuation drill is a drill that is practiced every month to help all students, faculty, staff, and administrators to be prepared in case of a real fire evacuation occurs.

Standard 10: Leadership and Collaboration Reflection 1:Standard 10(c) states that, “The teacher engages collaboratively in the schoolwide effort to build a shared vision and supportive culture, identify common goals, and monitor and evaluate progress toward those goals.” I believe that participating, practicing, and reviewing safety procedures with my students such as the fire evacuation safety drills along with reading the emergency handbook, I am meeting Standard 10: Leadership and Collaboration.

As a teacher it is my responsibility to follow all school rules and safety procedures within my school community. As a teacher it is important that fire evacuation safety drills are practiced with the students, faculty and staff members within my school community. My responsibility role as a teacher is to guide my students, other students, and adults to safety. When the fire bell goes off, I am required to grab my safety vest, emergency handbook, class roster, fanny pack (containing emergency supplies). Next, gather all my students in a single file line, turn off the lights and shut the door. Upon leaving the classroom or wherever we may be on campus we need to remain calm and immediately go directly to the designated pole area located on the playground. Once at the designated pole area, I am required to make sure that all students are present at the pole line up. A head count of all students are taken twice, a confirmation of students present is then collected by a staff or administrative member. When all students are counted for and collected, we wait for the bell to ring, this is to alert us all that everything is clear and we can be dismissed back to our classes. When returning to the classroom, I turn on the television, so that the students’ and I can watch the Vice Principal announced her intake of how the school did overall in the fire evacuation drill practice. Thus, I believe it is very important that practicing a fire drill safety and procedures are a must in order to prepare ourselves for a real fire evacuation on our school campus.

Teacher Evidence 1: Makalapa Elementary Safety and Emergency HandbookHere is a picture of the required materials we need to take when a fire evacuation drill occurs on campus. Emergency handbag containing a safety vest, fanny pack (containing first aid supplies), Emergency handbook specifically for Makalapa Elementary School.

Here are pictures of the inside of the Safety and Emergency Handbook which contains medical information for each student in the class, a class roster, emergency cards, table of contents listing, and etc.

Here are pictures of the inside of the Safety and Emergency Handbook which contains medical information for each student in the class, a class roster, emergency cards, table of contents listing, and etc.

Here are pictures of the Fire Evacuation Drill Plan and designated map showing the safety zone and line of students.

Standard #10: Leadership and CollaborationThe teacher seeks appropriate leadership roles and collaboration to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community member to ensure learner growth, and to advance the profession.

Performance Criteria for Standard 10: Leadership and Collaboration10(a) The teacher takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.10(b) The teacher works with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of learners.

10(c) The teacher engages collaboratively in the schoolwide effort to build a shared vision and supportive culture, identify common goals, and monitor and evaluate progress toward those goals.10(d) The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.10(e) Working with school colleagues, the teacher builds ongoing connections with community resources to enhance student learning and wellbeing.10(f) The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.10(g) The teacher uses technology tools and a variety of communication strategies to build local and global learning communities that engage learners, families, and colleagues.10(h) The teacher uses and generates meaningful research on education issues and policies.10(i) The teacher seeks appropriate opportunities to model effective practice for colleagues, to lead professional learning activities, and to serve in other leadership roles.10(j) The teacher advocates to meet the needs of learners, to strengthen the learning environment, and to enact system change.10(k) The teacher takes on leadership roles at the school, district, state, and/or national level and advocates for learners, the school, the community, and the profession.

Standard 10: Leadership and Collaboration Evidence 2:Collaborating between General Education and Special Education Teachers

Setting:General Education and Special Education Fully Self-Contained Classroom

Participants:5 Teachers: 5 females

Common Core State Standards Addressed:None Available.

Standard 10: Leadership and Collaboration Evidence 2:The second piece of evidence for meeting Standard 10: Leadership and Collaboration is meeting and collaborating with general education teachers. The purpose of meeting and collaborating with the general education teachers is to obtain general education assignments for students in the Fully Self-Contained classroom. Each student are required to do the general education assignments such as science, art, music, social studies, mathematics, language arts, health, and physical education. Each assignment for each child is modified by the special education teacher. Therefore, it is important that the special education teacher and the general education teacher work cohesively by collaborating with one another. When both general education and special education teachers work together, great results will be produced in the best interest of the students’ in a fully self-contained classroom and/or resource room.

Standard 10: Leadership and Collaboration Reflection 2:Standard 10(b) states that, “The teacher works with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of learners.” I believe that by having a

supportive, collaborative, and open communication between general education teachers and special education teachers will create a mutual bond as both will acquire support from one another in order to act in the best interest of their student’s diverse learning within a fully self-contained classroom. Because of this I am meeting Standard 10: Leadership and Collaboration.

As a Special Education (SPED) teacher it is important that I work collaboratively with the general education (Gen. Ed) teachers as we jointly facilitate how to meet the needs for all students attending a special education classroom. As a SPED teacher, my responsibility is to collect all work materials that are being taught by the general education teacher, so that I can modify the course work for each individual student in my classroom. As for the general education teacher it is also their responsibility to provide all the necessary assignments beforehand for each of their students attending a special education classroom. It is also the general education teacher’s responsibility to get to know their student(s) who are in the special education classroom and not pass them off. More importantly, both teachers are responsible in making sure that, we are following the students’ Individualized Education Plan (IEP) and are meeting their goals and learning objectives. Therefore, having a general and special education teachers’ work collaboratively with each other is important for the betterment of their students’ learning needs and success in their learning.

Teacher Evidence 2:Here are some example pictures of students work after completing the general education requirements for their grade level assignments.

Social Studies: 6th Grade Student

Health: 6th Grade Student

Science: 6th Grade Student

Art: 5th Grade Student

Science: 1st, 5th, 6th Grade Students