Welcoming All Families into the School Community: Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class.

Communicating Effectively: Families and school staff engage in regular, two-way, meaningful communication about student learning.

Supporting Student Success: Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively.

Speaking Up for Every Child: Families are empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success.

(National Standards for Family-School Partnerships, 2009)

Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.

Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long-term change.

Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.

Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.

Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.

(Learning Forward, 2020)

1d. Teachers advocate for schools and students.

2a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.

2b. Teachers embrace diversity in the school community and in the world.

2c. Teachers treat students as individuals.

2d. Teachers adapt their teaching for the benefit of students with special needs.

2e. Teachers work collaboratively with the families and significant adults in the lives of their students.

3a. Teachers align their instruction with the North Carolina Standard Course of Study.

3d. Teachers recognize the interconnectedness of content areas/disciplines.

4a. Teachers know the ways in which learning takes pace, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

4b. Teachers plan instruction appropriate for their students.

4c. Teachers use a variety of instructional methods.

4d. Teachers integrate and utilize technology in their instruction.

4e. Teachers help students develop critical-thinking and problem-solving skills.

4f. Teachers help students work in teams and develop leadership qualities.

4g. Teachers communicate effectively.

4h. Teachers use a variety of methods to assess what each student has learned.

5a. Teachers analyze student learning.

5c. Teachers function effectively in a complex, dynamic environment.

(NCEES Information and Resources, 2018)