Campbellsville University

School of Education
CAP 4 Portfolio Only
Source of Evidence: Records and Communication
Your instructor will use this evidence to evaluate your performance on the following:
Kentucky Framework for Teaching Components Kentucky Teacher Performance Standards
4B- Maintaining Accurate Records (KTPS/InTASC)
4C- Communicating with Families 6-Assessment
10-Leadership and Collaboration

Guidelines for Developing the Source of Evidence: Records and Communication

An essential responsibility of teachers is to keep accurate records of both instructional and non-instructional events.
Accurate records are vital because they inform the teacher’s interactions with colleagues, students and families. The
methods for keeping these records will vary depending on the type of information being recorded and the requirements
of the school districts. Another responsibility of teachers is to establish relationships with families by communicating with
them about the instructional program and their child’s progress and providing opportunities for them to be part of the
educational process. A teacher’s effort to communicate with the students’ families conveys a message of caring on the
part of the teacher.

You will complete parts 1 and 2 at the beginning of each student teaching placement in collaboration with your
cooperating teacher. At the conclusion of each placement you will write a brief reflection on part 2 .

There are no specific guidelines for developing this Source of Evidence since the prompts/questions are simple and
straightforward.

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 Campbellsville University

School of Education

Source of Evidence: Records and Communication

Name: Tiffany Riggins Date: 04/20/2018 CU Course: ED 414

1. Records (4B)

Briefly describe and show evidence of

a. Routine classroom events (e. g. attendance, completion of assignments, etc.)

-Doesn’t take attendance each period.

-Students begin putting together instruments when in the room.

-Teacher turns on drone, and students begin long tones on Concert F for example.

- After 20minutes the teacher has a macro rehearsal where the run the whole piece that they are studying.

-The teacher then starts to micro rehearsal and focuses on a little detail such as a dotted eighth note rhythm
in the clarinets or the intonation between Bb and A in the flutes.

-The students rehearse until 4minutes before the bell rings and then at that time they will put up their
instruments and sit and talk quietly.

b. Individual student learning/progress

-Teachers assess learning by section, as an ensemble, or solo. The teacher assesses by rhythm, intonation,
pitch, technique, articulation, and presence.

c. Non-instructional matters (e. g. permission slips, picture money, equipment inventories, etc.)

NTI homework is turned in the next school day. Students turn in their homework at the front of the classroom.

Permission slips are given to the teacher.

The teacher explains events in detail so that students are not worried of what is going to happen at the event,
ex: Concert Festival.

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2. Communication (4C)

Describe the ways that you communicate with students and families regarding:

a. The learning of their child

I take the time to walk around the classroom and introduce myself to the students, and have met several
parents during my collaboration teachers planning. I ask them what they are working on, and if they have any
questions. I try to learn names as quick as I can. I’ve always been told I have good student rapport, so it is easy
for me to talk to students, and for them to approach me.

b. The instructional program in which their child is involved.

I advocate for the band program, and that’s what I talk about whenever parents approach me. I always say
how distinguished they are, and as individuals as well.

c. The ways that families could become involved in their child’s learning.

I always talk about support. Support is the key ingredient to a successful band program. Just being able to
spend time with the parents, and their students is enough to build a structure that is strong and supportive.

Reflect on how your efforts to communicate with students and families had a positive impact on the environment in
your classroom and how they could be improved.

I have a good rapport with students and families because I show up. When I say I am going to be somewhere I always
make sure that I keep my promise and show up. Even before my student teaching placement, I always would help the
Russell County Band and attend their community performances, and talk to parents just how impressed I am of the
band program. The first step is putting yourself out there where people can reach you. I think I can better improve the
environment by not being so shy, and being a little bit more assertive and less “on your level” because I am a student.
I think it is hard at this age to separate yourself from talking like the students are your friends because you are so used
to being a student yourself, and the age gap isn’t that far. I think just for me to think of myself being older than the
same will help me get more respect too.

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