Title: FAMILY, COMMUNITY, AND SCHOOL PROFILE
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FAMILY, COMMUNITY, AND SCHOOL PROFILE | 208

TABLE 10.2
Teacher's Personal Belief System

| INTASC Principles/NBPST | Inquiry and Reflections/Guided |

Guide Questions

Propositions

Observations

Profile /Portfolio 
Entry

What meanings do I 
attribute to the term 
"family"?

Principles 9,10 
Propositions 1, 4, 5

1A, 1B, 1D, 1E, 
1F,6A

Introductory statement 
of the personal 
meanings attributed 
to family

What are the 
appropriate roles and 
responsibilities for 
families in the 
educational lives of 
children?

Principles 2, 9,10 
Propositions 1, 4, 5

IC, IG, 3E, 2A, 
5B,7C

Statement of 
presumptions of 
roles and 
responsibilities of 
families in the 
educational process

What biases or 
prejudices do I hold 
toward certain types 
of families?

Principles 2, 9, 10 
Propositions 1, 4, 5

2C, 2D, 2E, 3A, 
4E

Reflection on personal 
biases or prejudices 
toward certain 
families that 
potentially influence 
professional practice

How do staff members 
at my observation 
school view families 
and their 
contributions to the 
process of schooling?

Principles 5,7,9, 10 
Propositions 1, 4, 5

2H, 5D, 7A, 8H, 
9A,9E,9G

Analysis of the impact 
of views held by 
school faculty on 
families and 
family-school 
relations

FAMILY, COMMUNITY, AND SCHOOL PROFILE | 209

TABLE 10.3 
Perceptions of Schooling

| INTASC Principles/NBPST | Inquiry and Reflections/Guided |
Guide Questions | Propositions | Observations | Profile/Portfolio Entry

Do parents at my 
observation site hold 
specific views regarding 
power and authority? 
Are there groups of 
parents who feel 
disempowered?

Principles 5, 6, 
9, 10 
Propositions 3, 
4,5

4D, 5A, 5C, 5E, 
5F, 7B, 7C, 7D, 
7F, 7G

Documentation of beliefs 
about power and 
authority in a specific 
school context 
Documentation of levels 
and kinds of 
involvement among 
parents feeling 
empowered and 
those feeling 
disempowered

How do parents view 
» responsibility for 
communicating 
educational 
expectations 
» responsibility for 
connecting with schools 
» parental influence on 
students' failure or 
success 
» influence of parental 
attributes on school 
performance 
» school-home 
boundaries 
» sense of community

Principles 9, 10 
Propositions 4, 5

7E

Documentation of views 
of parental perceptions 
of schooling existing 
in a specific school 
context

Do parents from various 
sociocultural 
backgrounds differ in 
terms of perceptions of 
schools/schooling 
along ethnic-cultural 
and socioeconomic 
lines?

Principles 2, 3, 5, 
7,8,9,10 
Propositions 2, 3, 
4,5

IG, IH, 2C, 3B, 
5E, 5F, 6G, 7F

Documentation of 
sociocultural 
influences on parental 
perceptions schooling

What evidence suggests that 
continuities or 
discontinuities regarding 
the process of schooling 
exist between parents and 
school staff?

Principles 2, 5, 3, 
7,8,9,10 
Propositions 1, 2, 
3,4,5

5E, 6B, 8B, 8E, 
9A,9G

Description of 
continuities or 
discontinuities 
between parents and 
school personnel and 
the influence this 
situation has on 
school-home relations

FAMILY, COMMUNITY, AND SCHOOL PROFILE | 211

TABLE 10.4
Family-Community Characteristics

| INTASC Principles/NBPST | Inquiry and Reflections/Guided |
Guide Questions | Propositions | Observations | Profile/Portfolio Entry
What are the family structure and ethnic, cultural, language, and socioeconomic makeup of my school population? | Principles 2, 3, 5, 7,9,10 Propositions 1, 2, 3,4,5 | 2F, 3B, 3C, 3D, 3G,8H | Documentation of family characteristics existing in the school community

What are the unique attributes of families in my school community that potentially support teaching and learning

Principles 2, 3, 5, 7,9,10 Propositions 1, 2,3

2B, 2F, 3F, 6C, 6E, 6F, 9C, 9F, 9G

Documentation and analysis of family attributes existing in the school community 
Documentation and file of family resources and needs

What are the characteristics of the community where my school is located?

Principles 5, 7, 
9, 10 Propositions 2, 3, 4,5

4A, 4B, 4F, 9D

Documentation and analysis of characteristics of the community where the school is located

What resources are available in the community where my school is located?

Principles 5, 7, 
9, 10 Propositions 2, 3, 4,5

2G, 4B, 4C, 4H, 6D,9F

Documentation and analysis of resources available in the community where the school is located 
File of available community resources

FAMILY, COMMUNITY, AND SCHOOL PROFILE | | 212

TABLE 10.5 
School and Family Communication Patterns

| INTASC Principles/NBPST | Inquiry and Reflections/Guided |
Guide Questions | Propositions | Observations | Profile/Portfolio Entry

How does my school 
communicate with 
parents, and how do 
parents communicate 
with the school?

Principles 6, 9, 10 
Propositions 1, 
4,5

8A, 8B, 8F, 8H, 
8G, 9A, 9G.

Description of 
school-to-family and 
family-to-school 
communication 
practices

How does my school 
address varying 
language patterns 
observable among my 
students and their 
parents?

Principles 6, 9, 10 
Propositions 4, 5

8A,8D,8E

Documentation of 
language patterns 
existing in the 
school environment 
and school 
strategies used to 
communicate with 
linguistic minority 
families

How does my school 
communicate with the 
community where the 
school is located?

Principles 6, 9, 10 
Propositions 4, 5

8C,9D

Documentation of 
communication 
practices existing 
between the school and 
the surrounding 
community

What evidence suggests 
that communications 
practices at my school 
are effective or 
ineffective?

Principles 6, 9, 10 
Propositions 4, 5

8A, 8E, 8F, 9A

Analysis of the 
effectiveness of 
communication 
practices existing in a 
school environment