Leadership and Community
The Leadership and Community domain examines how teachers lead beyond their own classrooms, build family and community partnerships, communicate responsibly, and act ethically. Items often pose a conflict-a frustrated parent, a confidentiality dilemma, a community resource question-and ask for the most professional response.
Teacher leadership
Leadership can be formal (mentor, instructional coach, department chair) or informal (facilitating a PLC, modeling lessons, advocating for students). Effective teacher leaders use evidence and influence rather than authority, bring concerns through appropriate channels, and keep student welfare central.
Family and community partnerships
Epstein's framework names six types of involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating with community. Strong practice uses two-way communication in plain language, interpreters, and flexible meeting times, and contacts families about successes as well as problems. Community partnerships-libraries, social services, businesses, service agencies-extend resources for students and families.
Worked example
A parent who speaks limited English misses a conference and is described by a colleague as "uninvolved." The teacher instead arranges an interpreter, sends a short summary in the home language, offers an evening or virtual slot, and asks what support the family needs. Reasoning: absence of contact often reflects barriers, not indifference; removing the barrier is the professional obligation.
Traps
Contacting families only when problems arise; using educational jargon; sharing one student's information with another family; assuming disinterest from missed meetings; bypassing the chain of command; posting student details on social media.