MTDS
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        • 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
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        • Understands & Promotes the Profession
        • Supports School District Vision, Mission, & Goals
        • Demonstrates Professional Growth & Development
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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. 

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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