Domain: Community Builder Competency: Builds Relationships & Culture
Level-Specific Learning Statements
Aspiring
Analyzes classroom, school, and/or community culture and communicates the impacts of culture on relationships and learning.
Preparing
Observes classroom, school, and/or community culture and develops *culturally responsive relationships and/or communication plan to support student outcomes.
Emerging
Recognizes school and community culture and creates *culturally responsive relationships built on trust and mutual *respect for all.
Developing
Facilitates student discussions and evaluations of classroom, school, and community culture to promote understanding of the impacts of culture on relationships and learning.
Mastering
Measures level of student involvement in discussions and evaluations of classroom, school, and community culture as well as student understanding of the impacts of culture on relationships and learning.
Leading
Provides leadership, training, mentoring, resources, and supports for teachers and others in the larger professional community for the development of culturally responsive relationships built on trust and mutual respect for all.
A key competency in becoming a community builder is building relationships and culture. Teachers who master this competency understand the impacts of culture on relationships and learning. They create *culturally responsive relationships built on *respect for all, and they involve students in discussions and evaluations of classroom, school, and community culture.
MTDS Glossary
Culturally Responsive Relationships
Culturally responsive relationships are deep connections built on trust and recognition of each person’s unique cultural, academic, linguistic, and social identities. Culturally responsive relationships in the classroom will have a high level of rapport between the teacher and students as individual stories and personal experiences are shared in a respectful, caring environment. To support culturally responsive relationships, teachers can provide shared agreements, routines, and structures to promote a learning community where student input and voice are included to create a sense of belonging and ownership within the community.
Respect for All
Respect for all means having esteem for and sense of worth for all people, accepting everyone for who they are, providing courtesy for all people, and showing consideration for others.