Reflect on your performance in the components of Domain 4. (4b-4f) Complete a self-assessment using the Domain 1-4 rubrics (pages 12, 14, 16 and 18). Coal City Community Unit District #1 Post-Observation Conversation Form Teacher _______________________________ School _______________________________ Date __________________________________ Subjects/Course _________________________ Observer _______________________________ Date/Time of observation ___________________ Conversation Components Observable Components Domain 1 Planning and Preparation Domain 4 Professional Responsibilities Domain 2 Classroom Environment Domain 3 Instruction 1a-Demonstrating Knowledge of Content and Pedagogy 1b-Demonstrating Knowledge of Students 1c-Setting Instructional Outcomes 1d-Demonstrating Knowledge of Resources 1e-Designing Coherent Instruction 1f-Designing Student Assessments 4a-Reflecting on Teaching 4b-Maintaining Accurate Records 4c-Communicating with Families 4d-Participating in the Professional Community 4e-Growing and Developing Professionally 4f-Showing Professionalism 2a-Creating an Environment of Respect and Rapport 2b-Establishing a Culture for Learning 2c-Managing Classroom Procedures 2d-Managing Student Behavior 2e-Organizing Physical Space 3a-Communicating with Students 3b-Using Questioning and Discussion Techniques 3c-Engaging Students in Learning 3d-Using Assessment in Instruction 3e-Demonstrating Flexibility and Responsiveness Please respond to the following questions. Be prepared to discuss your responses during the conference. 1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know? (4a) 2. If you have samples of student work, what do they reveal about the students’ levels of engagement and understanding? Do they suggest modifications in how you might teach this lesson in the future? (4a)
supplies effectively. There is little evidence that students know or follow established routines. disruption of learning. With regular guidance and prompting, students follow established routines. guidance and prompting, students follow established classroom routines. and may be initiated by students. 2d Managing student behavior There appear to be no established standards of conduct, or students challenge them. There is little or no teacher monitoring of student behavior, and response to students’ misbehavior is repressive or disrespectful of student dignity. Standards of conduct appear to have been established, but their implementation is inconsistent. The teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior. Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. Teacher response to student misbehavior is consistent, proportionate, and respectful to students and is effective. Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and/or that of other students against standards of conduct. Teacher monitoring of student behavior is subtle and preventive. The teacher’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity 2e Organizing physical space The classroom environment is unsafe, or learning is not accessible to many. There is poor alignment between the arrangement of furniture and resources, including computer technology, and the lesson activities. The classroom is safe, and essential learning is accessible to most students. The teacher makes modest use of physical resources, including computer technology. The teacher attempts to adjust the classroom furniture for a lesson or, if necessary, to adjust the lesson to the furniture, but with limited effectiveness. The classroom is safe, and students have equal access to learning activities; the teacher ensures that the furniture arrangement is appropriate to the learning activities and uses physical resources, including computer technology, effectively. The classroom environment is safe, and learning is accessible to all students, including those with special needs. The teacher makes effective use of physical resources, including computer technology. The teacher ensures that the physical arrangement is appropriate to the learning activities. Students contribute to the use or adaptation of the physical environment to advance learning. Formative Conversation/Summative Conference Form: Domain 2 for Teachers – The Classroom Environment Domain 2 The Classroom Environment: Domain 2 Next Steps:
3d Demonstrating flexibility and responsiveness Counselor adheres to the plan or program, in spite of evidence of its inadequacy. Counselor makes modest changes in the counseling program when confronted with evidence of the need for change. Counselor makes revisions in the counseling program when they are needed. Counselor is continually seeking ways to improve the counseling program and makes changes as needed in response to student, parent, or teacher input. DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (School Counselor) COMPONENT LEVEL OF PERFORMANCE UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 4a Reflecting on practice The school counselor does not on practice, or the reflections are inaccurate or self-serving. The school counselor’s reflection on practice is moderately accurate and objective without citing specific examples, and with only global suggestions as to how it might be improved. The school counselor’s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Specialist makes some specific suggestions as to how the therapy program might be improved. The school counselor’s reflection is highly accurate and perceptive, citing specific examples that were not fully successful for at least some students. Specialist draws on an extensive repertoire to suggest alternative strategies. 4b Maintaining records and submitting them in a timely fashion Counselor’s reports, records, and documentation are missing, late, or inaccurate, resulting in confusion. Counselor’s reports, records, and documentation are generally accurate but are occasionally late. Counselor’s reports, records, and documentation are accurate and are submitted in a timely manner. Counselor’s approach to record keeping is highly systematic and and serves as a model for colleagues in other schools. 4c Communicating with families Counselor provides no information to families, either about the counseling program as a whole or about individual students. Counselor provides limited though accurate information to families about the counseling program as a whole and about individual students. Counselor provides thorough and accurate information to families about the counseling program as a whole and about individual students. Counselor is proactive in providing information to families about the counseling program and about individual students through a variety of means. 4d Participating in a professional community Counselor’s relationships with colleagues are negative or and counselor avoids being involved in school and district events and projects. Counselor’s relationships with colleagues are cordial, and counselor participates in school and district events and projects when specifically requested. Counselor participates actively in school and district events and projects and maintains positive and productive relationships with colleagues. Counselor makes a substantial contribution to school and district events and projects and assumes leadership with colleagues. 4e
Letters or emails from parents and/or students Maintain a welcoming office space Develops means of inviting students to office Domain 3: Instruction Consistent and proactive parent contact via email, phone, or meetings Contact log form verifying contact attempts and completions Freshmen parent meeting presentation Registration and new student follow-up with emphasis on students’ needs and feeling welcome Instruction on college planning Instruction on scholarships Introductions during freshmen CCT with emphasis on being available for students’ needs Google doc surveys Meet individually with students for academic and career planning purposes, minimally annually Domain 4: Professional Responsibilities Keep PowerSchool scheduling and state reporting data current Review and discuss students’ progress with students, parents, teachers, etc. regularly Communication with community (letters, newsletters, website, etc.) Extra-curricular activities such as advisor or sponsorships of student clubs, activities, or athletics Membership and attendance in professional building or district committees Evidence of professional development Evidence of summer work
3e Demonstrating flexibility and responsiveness Speech pathologist adheres to his or her treatment methods, in spite of evidence of their inadequacy. Speech pathologist makes modest changes in treatment methods when confronted with evidence of the need for change. Speech pathologist makes revisions in treatment methods when they are needed. Speech pathologist is continually seeking ways to improve his or her treatment methods, and makes changes as needed in response to student, parent, or teacher input. DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (Speech Pathologist) COMPONENT LEVEL OF PERFORMANCE UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 4a Reflecting on practice Speech pathologist does not on practice, or the reflections are inaccurate or self-serving. Speech pathologist’s reflection on practice is moderately accurate and objective without citing specific examples and with only global suggestions as to how it might be improved. Speech pathologist’s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Speech pathologist makes some specific suggestions as to how the therapy program might be improved. Speech pathologist’s reflection is highly accurate and perceptive, citing specific examples that were not fully successful, for at least some students. Speech pathologist draws on an extensive repertoire to suggest alternative strategies. 4b Collaborating with teachers and administrators Speech pathologist is not available to staff for questions and planning and declines to provide background material when requested. Speech pathologist is available to staff for questions and planning and provides sufficient background material when requested. Speech pathologist initiates contact with educational team to confer regarding individual cases. Speech pathologist seeks out educational team regarding cases, soliciting their perspectives on individual students. 4c Maintaining effective data management system Speech pathologist’s data management system is either non-existent or in disarray; it cannot be used to monitor student progress or to make adjustments to treatment when needed. Speech pathologist has developed a rudimentary data management system for monitoring student progress; occasionally uses it to make adjustments to treatment when needed. Speech pathologist has developed an effective data management system for monitoring student progress; uses it to make adjustments to treatment when needed. Speech pathologist has developed a highly effective data management system for monitoring student progress; uses it to make adjustments to treatment when needed. Speech uses the system to communicate with teachers and parents. 4d Participating in a Speech pathologist’s relationships with colleagues Speech pathologist’s relationships with colleagues are cordial, and Speech pathologist participates actively in school and district events Speech pathologist makes a substantial contribution to school and district events
conduct in the therapy setting treatment. minimally successful. and responds appropriately. engage in self-monitoring of behavior. Responses are respectful and consistent. 2e Organizing physical space for testing of students and providing therapy The testing and treatment setting is disorganized. Materials are sometimes available. The testing and treatment settings are moderately well organized, and suitable for working with students. Materials are difficult to find when needed. The testing and treatment setting is well organized. Materials are available when needed. The testing and treatment setting is highly organized and therapist adapts to the specific environment. Materials are available when needed. DOMAIN 3: DELIVERY OF SERVICE (Occupational Therapist – OT ) COMPONENT LEVEL OF PERFORMANCE UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 3a Responding to referrals, and evaluating student needs Therapist fails to respond to referrals, or makes hasty assessments of student needs. Therapist responds when pressed to act on referrals and makes adequate assessments of student needs. Therapist responds to referrals in a timely manner and makes appropriate assessments of student needs. OT is highly collaborative and prompt in response to referrals and includes input of the team. Makes competent assessments of student needs for school-based therapy. 3b Developing and implementing interventions to maximize student success in meeting goals Therapist fails to create treatment plans suitable to students’ needs. Interventions are mismatched with the findings of the assessment. Therapist’s intervention plans for students are partially suitable for them, or are inconsistently aligned with identified needs. Therapist intervention plans for students are suitable for them and are aligned with identified needs. Therapist develops comprehensive plans for students, finding ways to creatively meet student needs and incorporate many related elements. 3c Communicating with families Therapist fails to communicate with families and secure necessary permissions and physician referrals or communicates in an insensitive manner. Therapist’s communication with families is partially successful: permissions and physician referrals are obtained, but there are occasional insensitivities to cultural traditions. Therapist secures necessary permission and physician referrals. Communication with families is clear and easily understood. The therapist communicates in a manner respectful of cultural considerations. Therapist secures necessary permissions and communicates with families in a highly responsive manner, which includes cultural, linguistic, and other considerations. Therapist reaches out to families of students to enhance trust. 3d Therapist neglects to collect Therapist collects most of the Therapist collects all the relevant OT is proactive in collecting important
DOMAIN 1: PLANNING AND PREPARATION (Social Worker) COMPONENT LEVEL OF PERFORMANCE UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 1a Demonstrating knowledge of social work techniques Social worker demonstrates little or no knowledge and skill in using social work techniques. Social worker does not plan to meet with students, parents, and/or colleagues individually or in groups. Social worker demonstrates basic understanding of school social work techniques. Social worker plans occasional meeting for and with students, parents, and/or colleagues that promote and plan for student success. Social worker demonstrates understanding of school social work techniques. Social worker plans regular meetings for and with students, parents, and/or colleagues that promote and plan for student success. School social worker demonstrates comprehensive and coherent understanding of school social work techniques. Social worker plans regular meeting for and with students, parents, and/or colleagues that promote and plan for student success. 1b Demonstrating knowledge of child adolescent development Social worker demonstrates little or no knowledge of child and adolescent development and psychopathology. Social worker displays partial knowledge of child and adolescent development. Social worker displays a broad knowledge and understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns. In addition to broad knowledge and understanding of the typical developmental characteristics of the age group, and exceptions to the general patterns, the social worker displays knowledge of the extent to which individual students follow the general patterns. 1c Social worker has no clear goals Social worker’s goals for the Social worker’s goals for the social Social worker’s goals for the social work
Letter to parents introducing self and services offered Sample of grouping arrangements for different experiences/activities Student interest survey Letters or emails from parents Letters or emails Descriptions of other evidence of team building, or community building activities (POPS) Domain 3: Delivery of Service FBA/BIP collection of data Group contract with rules/expectations Conflict resolution plan Case notes Phone log Caseload-minutes per IEP-goals of each kid Domain 4: Professional Responsibility Peers observation/consult Pre and post-test from social-emotional curriculum Evidence of professional memberships or associations Log of professional readings DOMAIN 1: PLANNING AND PREPARATION (Psychologist) COMPONENT LEVEL OF PERFORMANCE UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 1a Demonstrating knowledge and skill in using appropriate data collection procedures Psychologist demonstrates little or no knowledge and skill in using appropriate assessments to evaluate students. Psychologist uses a limited number of appropriate assessments to evaluate students. Psychologist uses appropriate assessments based on the referral question(s) to evaluate students and determine areas of strength and weaknesses. Psychologist uses a wide range of appropriate assessments to evaluate students and knows the proper situations in which each should be used. 1b Demonstrating knowledge of child and adolescent physical, social and cognitive development Psychologist demonstrates little or no knowledge of child and adolescent physical, social, and cognitive development. Psychologist demonstrates basic knowledge of child and adolescent physical, social, and cognitive development. Psychologist demonstrates thorough knowledge of child and adolescent physical, social, and cognitive development. Psychologist demonstrates extensive knowledge of child and adolescent development, physical, social, and cognitive development.
budget limitations 3b Collaborating with teachers in the design of instructional units and lessons Librarian declines to collaborate with classroom teachers in the design of instructional lessons and units. Librarian collaborates with classroom teachers in the design of instructional lessons and units when specifically asked to do so. Librarian initiates collaboration with classroom teachers in the design of instructional lessons and units. Librarian initiates collaboration with classroom teachers in the design of instructional lessons and units, locating additional resources from sources outside the school. 3c Engaging students in enjoying literature and in learning information skills Students are not engaged in enjoying literature and in learning information skills because of poor design of activities, poor grouping strategies, or inappropriate materials. Only some students are engaged in enjoying literature and in learning information skills due to uneven design of activities, grouping strategies, or partially appropriate materials. Students are engaged in enjoying literature and in learning information skills because of effective design of activities, grouping strategies, and appropriate materials. Students are highly engaged in enjoying literature and in learning information skills and take initiative in ensuring the engagement of their peers. 3d Assisting students and teachers in the use of technology in the LRC Librarian declines to assist students and teachers in the use of technology in the LRC. Librarian assists students and teachers in the use of technology in the LRC when specifically asked to do so. Librarian initiates sessions to assist students and teachers in the use of technology in the LRC. Librarian is proactive in initiating sessions to assist students and teachers in the use of technology in the LRC. 3e Demonstrating flexibility and responsiveness Librarian adheres to the plan, in spite of evidence of its inadequacy. Librarian makes modest changes in the library program when confronted with evidence of the need for change. Librarian makes revisions to the library program when they are needed. Librarian is continually seeking ways to improve the library program and makes changes as needed in response to student, parent, or teacher input. DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (Librarian ) COMPONENT LEVEL OF PERFORMANCE UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 4a Reflecting on practice Librarian does not on practice, or the reflections are inaccurate or self-serving. Librarian’s reflection on practice is moderately accurate and objective, without citing specific examples and with only global Librarian’s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Librarian Librarian’s reflection is highly accurate and perceptive, citing specific examples. Librarian draws on an extensive repertoire to suggest alternative strategies and their
DOMAIN 1: PLANNING AND PREPARATION (Reading Specialist) COMPONENT LEVEL OF PERFORMANCE UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 1a Demonstrating knowledge of current trends in specialty area and professional Instructional specialist demonstrates little or no familiarity with specialty area or trends in professional development. Instructional specialist demonstrates basic familiarity with specialty area and trends in professional development. Instructional specialist demonstrates thorough knowledge of specialty area and trends in professional development. Instructional specialist’s knowledge of specialty area and trends in professional development is wide and deep; specialist is regarded as an expert by colleagues.