MTDS
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      • Community Builder >
        • Promotes Diversity Sensitivity
        • Builds Relationships & Culture
        • Works in a Community of Practice
        • Accesses & Builds Systemic Supports & Services
      • Classroom Manager >
        • Manages Behavior
        • Creates & Manages a Learning Environment
        • Monitors Progress Towards Learning Goals
        • Communicates Progress Towards Learning Goals
      • Instructional Designer >
        • Develops Research-Based Instruction
        • Aligns Instruction to Goals, Curriculum, and Assessments
        • Uses Data to Make Decisions
        • Differentiates to Meet Unique Student Needs
        • Plans Student Progress Monitoring
        • Designs Learning Activities, Tasks, and Experiences
        • Selects, Aligns, & Curates Strategies
      • Facilitator of Thinking & Learning >
        • Promotes Student Use of Technology
        • Facilitates Self-Directed Learning
        • Fosters Student Communication & Expression
        • Advances Critical Thinking & Problem-Solving Skills
        • Facilitates Student Inquiry & Research
        • Promotes Connection of Prior Knowledge to New Information
        • Engages Students in Content
      • Reflective Learner >
        • Increases Knowledge & Skill Through Professional Learning
        • Engages in On-Going Reflective Practice
        • Evaluates Effectiveness of IInstruction
        • Sets Growth Goals
      • Professional >
        • Understands & Promotes the Profession
        • Supports School District Vision, Mission, & Goals
        • Demonstrates Professional Growth & Development
        • Communicates Professionally
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      • Activity
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      • Culturally Responsive Relationships
      • Diversity Sensitivity
      • Documentation Structures
      • Evidence-Based
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Domain:  Community Builder
​Competency: Accesses & Builds Systemic Services & Supports

Level-Specific Learning Statements

Aspiring

Participates in cooperative partnerships to: (a) identify and communicate student needs; (b) understand processes to set/ monitor district, building, and/or classroom goals; and/or (c) design systemic solutions or report on an existing condition/solution.

Preparing

Works with cooperating teacher/university supervisor to understand the importance of systemic services/supports within the classroom, school, district, and/or community to meet student needs.

Emerging

With a mentor, identifies and/or accesses systemic services/supports within the classroom, school, district, and/or community to meet student needs.

Developing

Partners with colleagues to create new  family-school-community partnerships and/or communications to increase *systemic services/supports.

Mastering

Coaches/Mentors aspiring, preparing, and/or emerging teachers in accessing and building systemic services and/or supports through family-school-community partnerships to meet student needs. 

Leading

Leads, evaluates, and designs strategic systemic services and/or supports built through cooperative partnerships within the larger professional community to meet student needs (e.g. advocacy, grant writing, securing services, leading initiatives creating programs,  etc.).

MTDS Glossary 

Mentor

A mentor within MTDS is defined as any teacher who meets the minimum criteria included in the mentoring guidelines and may include (a) district-assigned mentor or administrator; (b) colleagues serving as informal mentors; (c) RPDC/Educational consultants; (d) professors and university supervisors; (e) retired teachers; (f) teachers involved in mentoring consortiums (g) anyone who meets the mentoring standard guidelines.

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  • Home
  • Framework
    • Effective Professional Development >
      • Sustained in Duration
      • Job-Embedded
      • Adult Learning Theories
    • Domains & Competencies >
      • Community Builder >
        • Promotes Diversity Sensitivity
        • Builds Relationships & Culture
        • Works in a Community of Practice
        • Accesses & Builds Systemic Supports & Services
      • Classroom Manager >
        • Manages Behavior
        • Creates & Manages a Learning Environment
        • Monitors Progress Towards Learning Goals
        • Communicates Progress Towards Learning Goals
      • Instructional Designer >
        • Develops Research-Based Instruction
        • Aligns Instruction to Goals, Curriculum, and Assessments
        • Uses Data to Make Decisions
        • Differentiates to Meet Unique Student Needs
        • Plans Student Progress Monitoring
        • Designs Learning Activities, Tasks, and Experiences
        • Selects, Aligns, & Curates Strategies
      • Facilitator of Thinking & Learning >
        • Promotes Student Use of Technology
        • Facilitates Self-Directed Learning
        • Fosters Student Communication & Expression
        • Advances Critical Thinking & Problem-Solving Skills
        • Facilitates Student Inquiry & Research
        • Promotes Connection of Prior Knowledge to New Information
        • Engages Students in Content
      • Reflective Learner >
        • Increases Knowledge & Skill Through Professional Learning
        • Engages in On-Going Reflective Practice
        • Evaluates Effectiveness of IInstruction
        • Sets Growth Goals
      • Professional >
        • Understands & Promotes the Profession
        • Supports School District Vision, Mission, & Goals
        • Demonstrates Professional Growth & Development
        • Communicates Professionally
    • Career Levels >
      • Aspiring Teacher
      • Preparing >
        • Preparing A
        • Preparing B
        • Preparing C
        • Preparing D
      • Emerging
      • Developing
      • Mastering
    • Glossary >
      • Action Research
      • Activity
      • Analysis of Student Needs
      • Classroom
      • Community of Practice
      • Culturally Responsive Relationships
      • Diversity Sensitivity
      • Documentation Structures
      • Evidence-Based
      • Innovative Practices
      • Lesson Planning Models
      • Learning Experience
      • Learning Targets
      • Mentor
      • Multiple Sources of Data
      • Reflection-for-Practice
      • Reflection-In-Practice
      • Reflection-On-Practice
      • Research-Based
      • Respect for All
  • Contact
  • Programs
    • Registration
    • Facilitator Dashboard
    • Emerging II (BTAP2)
    • Developing I-Teacher Academy
    • Developing II -Teacher Academy Graduates
    • Mastering Course C: Foundations of Coaching & Mentorings
    • Mastering: PDC
    • Leading-Teacher Leader Cohort
  • Recruitment & Retention