Rubrics for NCATE Standards

Candidates know the importance of establishing and maintaining a positive, collaborative relationship with families

K

Evidence shows that:

• Candidates do not know the variety of family beliefs, traditions, values, and practices across cultures and within society
  
  
• Candidates do not recognize the importance of involving families as partners in supporting the school both inside and outside the classroom

Evidence shows that:

• Candidates know the variety of family beliefs, traditions, values, and practices across cultures and within society
  
  
• Candidates recognize the importance of involving families as partners in supporting the school both inside and outside the classroom

Evidence shows that:

• Candidates establish and maintain positive, collaborative relationships with families
  
  
• Candidates know multiple strategies to involve families that encompass a variety of family beliefs, traditions, values, and practices

Candidates know how to use this collaboration to promote the intellectual, social, emotional, and physical growth of children

K, D

Evidence shows that:

• Candidates do not know how to work with families in order to encourage intellectual, social, emotional, and physical growth of K-6 students

Evidence shows that:

• Candidates know how to work with families in order to encourage intellectual, social, emotional, and physical growth of K-6 students
  
  
• Candidates demonstrate a respect for parents’ choices and goals for their children and know how to communicate with parents about curriculum
  
  
• Candidates know how to involve families in assessing and planning for individual children, including children with disabilities, developmental delays, or special abilities
  
  

Evidence shows that:

• Candidates know how to establish and maintain a positive, collaborative relationship with families to continuously promote the intellectual, social, emotional, and physical growth of their children
  
  
• Candidates respect parents’ choices and goals for their children and know how to communicate with parents about curriculum and children’s progress
  
  
• Candidates know how to involve families in assessing and planning for individual children, including children with disabilities, developmental delays, or special abilities