Student Needs (Correlates with Domain Indicator 1.4) - Lesson plans meet the needs of diverse learners. - Adapts materials and resources to meet the objectives and learning needs of all students. -Reviews and analyzes a variety of data to adjust instruction for the class and individual students. -Asks students to set attainable individual goals and an action plan to monitor their plans so they are knowledgeable about their progress. -Lesson plans are differentiated based on student needs. - Adapts materials and resources to meet the objectives and learning needs of most students. -Reviews available data including item analysis to adjust instruction for the class. - Creates opportunities for learners to monitor and analyze their own progress. -Lesson plans lack strategies of differentiation for student needs. - Adapts materials and resources to meet the objectives and learning needs of some students. - Goals are not consistently established by learners. -Lesson plans are written and followed with little attention to student needs or outcomes. - Does not adapt and/or modify materials or resources to meet the objectives and learning needs of students. - Does not assist students in goal setting. Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory 1.5 Uses data prior to planning instruction. Assessments (Correlates with Domain Indicator 1.5) -Confers with colleagues to gather data on individual student needs and progress and plans accordingly. - Revises lesson plans based on data for individual student needs. -Uses data from ongoing formative and summative assessments to align lesson plans for the needs of students. -Utilizes summative assessment data in lesson planning. -Does not check for prior understanding before creating lesson plans.
CLASSROOM MANAGEMENT 2.1 Establish and maintain a student-centered learning environment that is a positive, safe, organized, equitable, flexible, inclusive, and collaborative in which students are actively engaged from bell to bell. Maintain academic focus by using a variety of motivational techniques. Maintain instructional momentum with smooth and efficient transitions from one activity to another. Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory 2.1 Establish and maintain a student-centered learning environment that is positive, safe, organized, equitable, flexible, inclusive, and collaborative in which students are actively engaged from bell to bell. Learning Environment (Correlates with Domain Indicator 2.1) Facilitate students to collaborate and maintain a positive, respectful and student-centered learning environment bell to bell. A wide variety of effective behavior management techniques have been established and utilized. Maximizes instructional time and minimizes interruptions by instilling classroom routines that are followed effortlessly by all students. Students assist with managing, distributing, and collecting materials and equipment Maintains a positive, respectful and learning environment where students are engaged from bell to bell Effective behavior management techniques have been established and utilized. Establishes and posts routines but students require prompting to follow them. Teacher manages the distribution and collection of materials and equipment without student assistance. Factors necessary for a student- centered learning environment are not consistently implemented. Students often not engaged from bell to bell. Behavior management techniques are not consistently applied, resulting in behavior problems. Establishes routines but they are not followed by all students or maintained by the teacher, resulting in the loss of instructional time. Developing routines and procedures for managing, distributing, and collecting materials and equipment. Interactions are often disrespectful, uncaring and negative. Students not engaged from bell to bell. Very few effective behavior management techniques are utilized, resulting in frequent behavior problems or demeaning of students. Has not established routines and instructional time is lost for routine tasks and interruptions. Has not established procedures for managing, distributing, and collecting materials and equipment.
Knowledge of Content (Correlates with Domain Indicator 3. 1) Displays extensive content knowledge with evidence of current information in the content area. Fully explains concepts and connects content to other areas, student experiences and interests or to current events. Sparks student excitement and interest in the content. Demonstrates content knowledge and delivers content that is factually correct. Content is clear and and key points or main ideas are emphasized. Connects the content to other disciplines. - Makes content errors with correction. Content is factually correct but explanations lack clarity and content is not well organized. Does not make connections to other disciplines. - Consistently makes content errors without correction. Explanations are unclear and fail to build student understanding of key concepts. Does not emphasize key points or make connections to other areas or disciplines. Students are confused but instruction continues as planned. Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory 3.2 The teacher develops learning goals with expected outcomes accompanied by scales, exemplars, or rubrics that describe levels of performance relative to the learning goal and communicates high expectations of learning for all students.
Goal Focus (Correlates with Domain Indicator 3.2) - Learning goals, objectives, essential questions, or outcomes are stated, displayed and discussed. -Clearly evident that rubrics, anchor charts or exemplars are being utilized. - Outcomes are correlated with state standards to deepen and enrich students' understanding, verbalization of thought and application of the subject matter. - Students value academic success as evidenced by the quality and pride in their work. -Learning goals, objectives, essential questions, or outcomes are stated and displayed and are correlated with state standards. -Consistently demonstrates high expectations for learning and achievement for all students by clear communications. Stated or displayed learning objectives of each lesson are not always correlated with state standards. Does not state or display learning goals, objectives, outcomes, or essential questions. 3.3 Monitor learning activities, including the use of formative assessment, provide feedback, and adjust instruction to meet student needs. Monitoring and Feedback (Correlates with Domain Indicator 3.3) - Utilizes and/or administers two or more formative assessments to assess student understanding and mastery of content. Feedback is consistently provided in a timely manner and is of high quality. Makes ongoing adjustments and reteaches as needed. Provides learners timely and consistent high quality feedback. Monitors classroom performance using formative assessment and adjusts teaching strategies. Corrects and provides specific academic praise. Inconsistently provides feedback in a timely manner. Does not monitor student learning. - Fails to provide feedback.
Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory 3.6 Engage students in activities that link prior knowledge to new content, other subject areas, life experiences and/or careers for relevant learning experiences. Prior Knowledge A(Correlates with Domain Indicator 3.6) - Fully explains concepts and connects prior knowledge to other subject areas, careers, disciplines, and life experiences. - Connects prior knowledge to other subject areas, careers, life experiences or disciplines. Attempts to make some connections to other content areas, careers, disciplines, life experiences or prior knowledge Does not make connections to other content areas, careers, disciplines, life experiences or prior knowledge.
Ethical Behavior (Correlates with Domain Indicators 4.1) -Always observes appropriate boundaries and respects confidentially. -Carries out all assignments. Keeps records accurately. -Is never late for duties or assignments. -Confident and competent in assigned content area/s and continues to seek ways to expand knowledge level. -School rules, administrative regulations, and Board policies are followed and enforced on a daily basis. -Talks with students about the importance of outcomes of assessments and motivates them to do well. -Is punctual and reliable with paperwork, duties and assignments. -Keeps accurate records, including timely and consistent input of data into FOCUS. -Completes assignments promptly and meets deadlines. -Maintains appropriate boundaries and student confidentially. -Licensed or certified in assigned content area. - Administrative regulations, school rules, and Board policies are followed and enforced. - Fully adheres to all testing protocols. -Sometimes uses questionable judgment. -Is late, misses deadlines, duties, or meetings and makes errors in records (attendance, grades, etc.). -Sometimes violates boundaries and occasionally discloses student information. Is taking course work to become certified or licensed. -Administrative regulations, school rules, and Board policies are not consistently followed or enforced. - Sometimes adheres to testing protocol. Does not adhere to The Code of Ethics and the Principles of Professional Conduct. -Acts in an unethical or ethically questionable manner and uses poor judgment. -Fails to complete assignments or keep records in a timely fashion as required. -Violates appropriate boundaries and discloses student information. -Has little knowledge of subject area and is not working toward certification or licensure. -School and district rules and policies are not followed or enforced. -Does not adhere to testing protocol. Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory
4.2 Support school and district initiatives by active participation in school and district activities, curriculum development, professional development, MTSS/IEP meetings, parent conferences, other services and/or programs. Contributions (Correlates with Domain Indicator 4.2) -Provides leadership and professional development (mentoring, grade level chair, department chair, SIT Chair, PLF, etc…) -Represents the faculty at meetings and/or training sessions and disseminates information to the faculty. Positively participates in the sharing of ideas and resources during meetings. Works with colleagues to plan and present professional learning. Rarely serves on committees or attends school activities. Rarely contributes ideas to improve the school or support its mission. -Works with school staff and other professionals to assist in meeting student needs and improving student performance only when directed to do so. -Attends but does not participate in meetings and planning sessions. -Attends professional development activities as required on individual professional development plan but does not implement strategies (follow-up, best practices). Declines invitations to serve on committees or attend school activities. Never contributes ideas to improve the school or support its mission. Actions are inconsistent with the School Improvement Plan or school mission. Frequently fails to work with school staff and other professionals to assist in meeting student needs and improving student performance. Is absent often during meetings and planning sessions. -Does not attend professional development meetings as required. Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory
4.3 Communicate effectively, orally and in writing, with students, parents, and community. Students and Families (Correlates with Domain Indicator 4.3) Deals immediately and successfully with parent concerns. Written communications are exemplary. Initiates and maintains a positive relationship with all stakeholders. - Clearly articulates academic progress to individual students, parents, and appropriate colleagues. -Communicates with stakeholders on a regular and timely basis and in a variety of formats. Communicates in a timely, positive, and consistent manner with parents for the benefit of students. Returns parent phone calls and emails promptly. Articulates academic progress to individual students, their parents, and appropriate colleagues. Attends parent conferences with student data and exemplars. Communications to parents are sporadic and inconsistent. Written and oral communications contain occasional errors. Is slow to respond to parent concerns. -Only provides academic data to students. Meets with colleagues as required by administration, but does not consistently inform colleagues of student progress. Fails to review portfolios of student work with students. Written and oral communications frequently contain errors and is inconsistent. Does not respond to parent concerns. Does not inform parents when students are failing.
Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory 4.4 Collaborate and assist others in acquiring new knowledge and understanding. Collaboration (Correlates to Domain Indicators 4.4) -Meets with colleagues twice a month to review student work, design lessons or share curriculum information. - Regularly meets, and often leads colleagues in the review of data for planning purposes. -Often leads and shares pertinent information at Professional Learning Community meetings. -Models effective techniques and strategies for colleagues. -Meets with colleagues monthly to review data, lesson plans, and student work. -Actively participates at Professional Learning Community meetings as evidenced by artifacts. - Implements professional learning and evaluates effectiveness of learning strategies. -Attends PD aligned to personal development goals for assigned area and applies new learning to instruction. -Attends collaborative meetings as required. -Is beginning to see some value in spending time sharing personal reflections and student work with colleagues. -Attends collaborative meetings but rarely contributes. -Sees little value in professional learning and collaboration/PLC’s.
Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory 4.5 Attend trainings where new technologies and new uses for technology are explored and implement those into the classroom. Technology (Correlates with Domain Indicator 4.5) -Seeks out new technologies and shares information with stakeholders. - Attends trainings where new technologies and new uses for technology are explored. -Often tries new ideas in the classroom. -Understands the need to learn more about technology and its use in the school setting and will cooperate when asked. -Does not implement technology strategies learned in training. -Does not attend technology training.
Domain A: Data-Based Decision Making and Evaluation of Practices (Behavior Specialists) Highly Effective Effective Needs Improvement Unsatisfactory 1. Collects and uses data to develop and implement interventions within a problem-solving framework. In addition to the characteristics of Effective: Uses and/or facilitates collecting district data relevant to informing problem identification, problem analysis and intervention design at the school and/or district level. Uses and/or facilitates collecting available school data and facilitates collection of additional student data (e.g., screening, progress monitoring and diagnostic assessment) relevant to informing problem identification, problem analysis and intervention design. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 2. Analyzes multiple sources of qualitative and quantitative data to inform decision making. In addition to the characteristics of Effective: Analyzes, integrates and interprets data from multiple sources at the school or district level and uses the data to facilitate informed school- and/or district-level decisions. Independently analyzes, integrates and interprets data from multiple sources at the individual and group level and uses the data to facilitate informed decisions. Practice is emerging but requires supervision, support and/or training to be effective. Does not demonstrate or ineffectively demonstrates the practice. 3. Uses data to monitor student progress (academic, social/emotional/behavioral) and health and evaluate the effectiveness of services on student achievement. In addition to the characteristics of Effective: Uses school or district data to monitor the effectiveness of MTSS supports and intervention program outcomes. Independently uses individual and group data to monitor student progress, evaluate the effectiveness of academic and behavioral instruction/intervention and modify interventions based on student data. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 4. Shares student performance data in a relevant and understandable way with students, parents and administrators.
In addition to the characteristics of Effective: Trains or mentors others to provide feedback on student performance and other assessment data to stakeholders and to present data in a way that is understandable and relevant to stakeholder interest/needs. Independently provides feedback on student performance and other assessment data to stakeholders (students, teachers, parents, administrators, school teams) and presents data in a way that is understandable and relevant to stakeholder interest/needs. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice.
5. Engages parents and community partners in the planning and design of instruction/interventions. In addition to the characteristics of Effective: Develops systems-level strategies (e.g., validate participation, decision making, two-way communication) for engaging families and community when planning and designing instruction/interventions. Independently engages families, community and educational stakeholders when planning and designing instruction/interventions. Parent input is valued and incorporated into plans. Practice is emerging but requires supervision, supports, and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice.
Domain C: Instruction/Intervention Delivery and Facilitation (Behavior Specialists) Highly Effective Effective Needs Improvement Unsatisfactory 1. Collaborates with school-based and district-level teams to develop and maintain an MTSS to support the academic, social, emotional and behavioral success and health of all students. In addition to the characteristics of Effective: Facilitates the development of MTSS at multiple levels by implementing interventions that address schoolwide and/or district issues/concerns. Facilitates the development of MTSS at the school level by implementing interventions that match the intensity of student, group or school needs. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 2. Consults and collaborates at the individual, family, group and systems levels to implement effective instruction and intervention services. In addition to the characteristics of Effective: Consults and collaborates at multiple levels to implement and evaluate academic and social, emotional/behavioral and health interventions. Consults and collaborates with individuals, families and/or group levels to implement and evaluate academic, social, emotional/ behavioral and health interventions. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 3. Implements EBPs within a multi-tiered framework. In addition to the characteristics of Effective: Assists in implementing EBPs relevant at multiple levels of interventions and supports. Facilitates implementation of EBPs for individual students and/or targeted groups. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 4. Identifies, provides and/or refers for supports designed to help students overcome barriers that impede learning. In addition to the characteristics of Effective: Facilitates identification of systemic barriers to social/emotional/ academic learning and facilitates the development of broader support Identifies barriers to social/emotional/academic learning and connects students with resources that support positive student outcomes/goals. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice.
adapts communication style and content to a variety of audiences. communication skills. prompts to consistently demonstrate the practice. 6. Complies with national and state laws, district policies and guidelines and ethical educational and professional standards. In addition to the characteristics of Effective: Serves as a model for colleagues in displaying high standards of professionalism and ethics in accordance with laws, policies, guidelines and standards. Complies with applicable federal, state and local laws, rules and policies. Adheres to professional standards, ethics and practices. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice.
Domain C: Instruction/Intervention Delivery and Facilitation (OT/PT) Highly Effective Effective Needs Improvement Unsatisfactory 1. Collaborates with school-based and district-level teams to develop and maintain a MTSS to support the academic, social, emotional and behavioral success and health of all students. In addition to the characteristics of Effective: Initiates and supports colleagues with problem solving in planning, facilitating or delivering interventions that match intensity to need. Functions as part of school team in planning, facilitating or delivering interventions whose intensity matches student, group or school needs. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 2. Consults and collaborates at the individual, family, group and systems levels to implement effective instruction and intervention services. In addition to the characteristics of Effective: Mentors and leads other professionals in the design and implementation of therapeutic interventions that support effective instruction. Consults and collaborates with student, family and members of school environment to design and implement therapeutic interventions that support effective student instruction. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 3. Implements EBPs within a multi-tiered framework. In addition to the characteristics of Effective: Provides professional development in the selection and use of EBPs that support effective instruction. Seeks out and incorporates best available evidence-based practices in the implementation of interventions for students. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 4. Identifies, provides and/or refers for supports designed to help students overcome barriers that impede learning. In addition to the characteristics of Effective: Initiates, develops and implements systems to ensure learning barriers are addressed across multiple students and environments. Identifies barriers to learning and connects students to appropriate resources or refers to other professionals. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 5. Promotes student outcomes related to career and college readiness.
In addition to the characteristics of Effective: Advocates for opportunities to support postsecondary goals and engage students and their families to further explore goals, develop self-determination skills and promote independence. Selects and implements interventions that support the attainment of postsecondary goals or community readiness, including supporting increased student engagement and promotion of independence. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 6. Provides relevant information regarding child and adolescent development, barriers to learning and student risk factors. In addition to the characteristics of Effective: Develops and /or provides professional development opportunities on research and best practices related to human development, learning barriers and risk factors. Provides students, families and educational personnel with information, research and best practices related to human development, learning barriers and risk factors. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice.
that impact family–school relationships. prevention and intervention strategies. D Domain E: Professional Learning, Responsibility and Ethical Practice (OT/PT) Highly Effective Effective Needs Improvement Unsatisfactory 1. Develops a personal, professional growth plan that enhances professional knowledge, skills and practice and addresses areas of need on the evaluation. In addition to the characteristics of Effective: Solicits feedback from supervisors and colleagues and initiates activities or modifies plan based on performance outcomes. Maintains a plan for continuous professional growth and skill development aligned with performance evaluation outcomes and personal/professional goals. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 2. Engages in targeted professional growth opportunities and reflective practices (e.g., PLC). In addition to the characteristics of Effective: Facilitates professional learning activities and initiates activities that contribute to professional growth of self and others. Participates in professional learning opportunities and reflective practices consistent with the professional growth plan. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 3. Implements knowledge and skills learned in professional development activities. Integrates and applies acquired knowledge and training into professional practice in order to mentor and/or train others. Implements knowledge and skills learned in professional development activities into professional practice. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 4. Demonstrates effective recordkeeping skills. In addition to the characteristics of Effective: Tracks treatment dosage, tracks the impact of services on student outcomes and uses records to make decisions about Maintains complete and accurate records, including documentation of planning, implementation and Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate Does not demonstrate or ineffectively demonstrates the practice.
the service delivery system. evaluation of services. the practice. 5. Demonstrates effective oral and written communication skills. In addition to the characteristics of Effective: Facilitates communication and adapts communication style and content to a variety of audiences. Demonstrates coherent and professional written and oral communication skills. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 6. Complies with national and state laws, district policies and guidelines and ethical educational and professional standards. In addition to the characteristics of Effective: Serves as a model for colleagues in displaying high standards of professionalism and ethics in accordance with laws, policies, guidelines and standards. Complies with applicable federal, state and local laws, rules and policies. Adheres to professional standards, ethics and practices. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice.
In addition to the characteristics of Effective: Promotes professional development opportunities or mentors on practices related to child and/or adolescent language development, barriers to learning and risk factors. Provides students, families and educators with information on EBPs related to child and/or adolescent language development, barriers to learning and awareness and prevention of communication disorders. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice.
Domain D: Learning Environment (SLP) Highly Effective Effective Needs Improvement Unsatisfactory 1. Collaborates with teachers and administrators to develop and implement schoolwide PBS. In addition to the characteristics of Effective: Collaborates with educators and/or families to generalize positive behavior supports across settings. Consistently implements and maintains PBS in order to effectively manage student behavior in the therapeutic environment. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 2. Collaborates with school personnel and students to foster student engagement (e.g., involvement, motivation, persistence, resilience, ownership). In addition to the characteristics of Effective: Solicits other stakeholders’ perspectives on behalf of students and, when appropriate, engages the involvement of families in therapeutic intervention. Consistently optimizes service delivery time to actively engage students throughout the therapeutic environment to ensure student participation. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 3. Promotes safe school environments. In addition to the characteristics of Effective: Interacts with school community to support a safe and accessible environment conducive to student engagement and learning throughout the school setting. Consistently establishes a therapeutic environment conducive to student engagement and learning. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 4. Integrates relevant cultural issues and contexts that impact family–school partnerships. In addition to the characteristics of Effective: Promotes understanding of cultural issues and knowledge of language differences versus language disorders among stakeholders. Consistently reflects sensitivity to cultural issues and knowledge of language differences versus language disorders when interacting with students and families and when making intervention decisions. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice.
Domain E: Professional Learning, Responsibility and Ethical Practice (SLP) Highly Effective Effective Needs Improvement Unsatisfactory 1. Develops a personal, professional growth plan that enhances professional knowledge, skills and practice and addresses areas of need on the evaluation. In addition to the characteristics of Effective; Solicits feedback from supervisors and colleagues and initiates activities or modifies plan based on performance outcomes. Maintains a plan for continuous professional growth and skill development aligned with performance evaluation outcomes and personal/professional goals. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 2. Engages in targeted professional growth opportunities and reflective practices (e.g., PLC). In addition to the characteristics of Effective: Facilitates professional learning activities and initiates activities that contribute to professional growth of self and others. Participates in professional learning opportunities and reflective practices consistent with the professional growth plan. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 3. Implements knowledge and skills learned in professional development activities. Integrates and applies acquired knowledge and training into professional practice in order to mentor and/or train others. Implements knowledge and skills learned in professional development activities in professional practice. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 4. Demonstrates effective recordkeeping skills. In addition to the characteristics of Effective: Tracks treatment dosage, tracks the impact of services on student outcomes and uses records to make decisions about the service delivery system. Maintains complete and accurate records, including documentation of planning, implementation and evaluation of services. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 5. Demonstrates effective oral and written communication skills. In addition to the characteristics of Effective: Facilitates communication, and adapts communication style and content to a variety Demonstrates coherent and professional written and oral communication skills. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice.
of audiences. 6. Complies with national and state laws, district policies and guidelines and ethical educational and professional standards. In addition to the characteristics of Effective: Serves as a model for colleagues in displaying high standards of professionalism and ethics in accordance with laws, policies, guidelines and standards. Complies with applicable laws, rules, guidelines and policies at the federal, state and local levels. Adheres to professional standards, ethics and practices. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice.
In addition to the characteristics of Effective: Provides leadership and training in the use of evidence- based and best practices to improve student instruction and interventions. Applies evidence-based and best practices when facilitating the development and planning of student instruction and interventions. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 4. Develops intervention support plans that help the student, family or other community agencies and systems of support reach a desired goal. In addition to the characteristics of Effective: Collaborates with community agencies (e.g., Vocational Rehabilitation, Agency for Persons with Disabilities, etc.) to develop systems of support. Facilitates the development of plans with the collaboration of a team that may involve community agencies (e.g., Vocational Rehabilitation, Agency for Persons with Disabilities, etc.) and other systems of support in an effort to support the student and their family with specific needs. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 5. Engages parents and community partners in the planning and design of instruction/interventions. In addition to the characteristics of Effective: Facilitates strategies and engages in the planning and design of student instruction and interventions with input from the parent and community partners. Engages and collaborates with parents and community partners to ensure their input in the planning and design of instruction and interventions. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice.
Domain C: Instruction/Intervention Delivery and Facilitation Highly Effective Effective Needs Improvement Unsatisfactory 1. Collaborates with school-based and district level teams to develop and maintain a multi-tiered continuum of services (MTSS) to support the academic, social, emotional, behavioral success and health of all students. In addition to the characteristics of Effective: Coordinates and facilitates the collaboration of school-based or district level teams. Collaborates with a team of school-based personnel to implement multi-tiered supports that address academic, social/emotional behavioral and health success of students. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 2. Consults and collaborates at the individual, family, group and systems levels to implement effective instruction and intervention services. In addition to the characteristics of Effective: Coordinates and facilitates students, their families and the appropriate team members. Consults and collaborates with students, their families and the appropriate team members to support the development and implementation of effective instruction and intervention services that will support the student’s needs. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 3. Implements evidence-based practices within a multi-tiered framework. In addition to the characteristics of Effective: Coordinates and facilitates the collaboration of appropriate team members. Collaborates with the appropriate team members to facilitate the implementation of evidence- based practices that are proven to achieve positive student outcomes within a multi- tiered framework. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 4. Identifies, provides and/or refers for supports designed to help students overcome barriers that impede learning. In addition to the characteristics of Effective: Provides training and mentoring of professionals of the process. Assists in the planning and collaboration of professionals through the referral process of a student to determine and adjust supports after student data has been Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice.
collected and interpreted to develop an effective individualized plan for student 5. Promotes student outcomes related to career and college readiness. In addition to the characteristics of Effective: Implements activities that promote self-advocacy and transitional needs. Coordinates collaboration with the student, teachers, guidance counselors and other appropriate team members to promote in the self-advocacy and transitional needs related to career and college readiness through self determination which will prepare the student with post school outcome goals. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. Domain C: Instruction/Intervention Delivery and Facilitation Highly Effective Effective Needs Improvement Unsatisfactory 6. Provides relevant information regarding child and adolescent development, barriers to learning and student risk factors. In addition to the characteristics of Effective: Selects, develops, modifies and/or adapts materials and resources which support learning objectives by addressing student development, student risk factors, varying student learning styles and special needs of the student. Coordinates and supports collaboration between the school psychologist, [delete “assigned”] teachers and other relevant professionals to help a student’s team understand any relevant information regarding the student’s risk factors and student development that may be causing barriers to learning. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice.
Domain D: Learning Environment Highly Effective Effective Needs Improvement Unsatisfactory 1. Collaborates with teachers and administrators to develop and implement school-wide positive behavior supports. In addition to the characteristics of Effective: Coordinates and facilitates collaboration. Collaborates with educators and administrators to develop and/or implement a school- wide positive behavior support system that includes high expectations for all students Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 2. Collaborates with school personnel and students to foster student engagement (e.g., involvement, motivation, persistence, resilience, ownership). In addition to the characteristics of Effective: Coordinates a process with educators, students and families about school level activities that will encourage student engagement to reflect an outcome of student achievement and success Collaborates and consults with educators, students and families to identify the strengths and needs of the student as part of the problem solving and intervention planning process to increase student engagement. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 3. Promotes safe school environments. In addition to the characteristics of Effective: Coordinates on the development of classroom management systems. Consults on the development of classroom management systems that promote healthy, safe and accessible school environments. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 4. Integrates relevant cultural issues and contexts that impact family–school partnerships.
In addition to the characteristics of Effective: Assists in collaboration among individuals and organizations to improve cultural, social and societal issues that impact family school relationships through planning activities considering individual student’s culture, learning styles, special needs and background. Identifies relevant cultural, social and societal issues that impact family school relationships and uses the knowledge to problem solve possible prevention and intervention strategies. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. Domain E: Professional Learning, Responsibility and Ethical Practice Highly Effective Effective Needs Improvement Unsatisfactory 1. Develops a personal, professional growth plan that enhances professional knowledge, skills and practice; and addresses areas of need on the evaluation. In addition to the characteristics of Effective: solicits feedback from supervisors and colleagues and initiates activities or modifies plan based on performance outcomes. Maintains a plan for continuous professional growth and skill development aligned with performance evaluation outcomes and personal/professional goals. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 2. Engages in targeted professional growth opportunities and reflective practices (e.g., PLC).
In addition to the characteristics of Effective: Facilitates professional learning activities and initiates activities that contribute to professional growth of self and others. Participates in professional learning opportunities and reflective practices consistent with the professional growth plan. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 3. Implements knowledge and skills learned in professional development activities. Integrates and applies acquired knowledge and training into professional practice in order to mentor and/or train others. Implements knowledge and skills learned in professional development activities into professional practice. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 4. Demonstrates effective recordkeeping skills. In addition to the characteristics of Effective: Facilitates communication, adapts communication style and content to a variety of audiences. Demonstrates reliable recordkeeping and coherent and professional written and oral communication skills. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 5. Demonstrates effective oral and written communication skills. In addition to the characteristics of Effective: Facilitates communication, adapts communication style and content to a variety of audiences. Demonstrates coherent and professional written and oral communication skills. Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice. Does not demonstrate or ineffectively demonstrates the practice. 6. Complies with national and state laws, district policies and guidelines and ethical educational and professional standards. In addition to the characteristics of Effective: Serves as a model for colleagues in Complies with applicable laws, rules, guidelines and policies at the federal, state and local levels. Adheres to Practice is emerging but requires supervision, supports and training or Does not demonstrate or ineffectively demonstrates the
Domain A: Data-Based Decision Making and Evaluation of Practices Highly Effective Effective Needs Improvement Unsatisfactory 1. Collects and uses data to develop and implement interventions within a problem-solving framework. Uses and/or facilitates collecting district data relevant to informing problem identification, problem analysis, and intervention design at the systems level. Uses available school data and collects additional student data (e.g., screening, progress monitoring, and diagnostic assessment) relevant to informing problem identification, problem analysis, and intervention design. Practice is emerging but requires supervision, support, and/or training to be effective independently. Does not collect or use data to inform interventions within a problem-solving framework OR ineffectively demonstrates the practice/skill required. 2. Analyzes multiple sources of qualitative and quantitative data to inform decision making. Analyzes, integrates, and interprets data from multiple sources at the school or district level, and uses the data to inform systems-level decisions. Analyzes, integrates, and interprets data from multiple sources at the individual and group level, and uses the data to inform decisions. Practice is emerging but requires supervision, support, and/or training to be effective independently. Does not analyze, integrate, and interpret data from multiple sources or use data to inform decisions OR ineffectively demonstrates the practice/skill required. 3. Uses data to monitor student progress (academic, social/emotional/behavioral) and health and evaluate the effectiveness of services on student achievement. Uses school or district data to monitor the effectiveness of MTSS supports and district intervention program outcomes. Uses individual and group data to monitor student progress, evaluate the effectiveness of academic and behavioral instruction/intervention, and modify interventions based on student data. Practice is emerging but requires supervision, support, and/or training to be effective independently. Does not monitor student progress or evaluate the effectiveness of academic and behavioral instruction/ intervention OR ineffectively demonstrates the practice/skill required. 4. Shares student performance data in a relevant and understandable way with students, parents, and administrators.
Domain C: Instruction/Intervention Delivery and Facilitation Highly Effective Effective Needs Improvement Unsatisfactory 5. Promotes student outcomes related to career and college readiness. Develops/plans district-level or school-level policies/interventions/ supports that address student postsecondary goal attainment. Develops/plans interventions or programs to increase student engagement (e.g., attendance, on-task behavior, rigorous/relevant instruction, participation in school activities) and support attainment of post-secondary goals. Practice is emerging but requires supervision, support, and/or training to be independently effective. Does not develop interventions that increase student engagement or support attainment of postsecondary goals OR ineffectively demonstrates practice/skill required. 6. Provides relevant information regarding child and adolescent development, barriers to learning, and student risk factors. Develops/provides trainings that include best practices related to developmental issues, barriers to learning, and risk factors. Provides students, staff, and parents with information, research, and best practices related to developmental issues, barriers to learning, and risk factors. Practice is emerging but requires supervision, support, and/or training to be independently effective. Does not inform students, staff, or parents about best practices related to developmental issues, barriers to learning, or risk factors OR demonstrates practice/skill ineffectively.
Domain D: Learning Environment Highly Effective Effective Needs Improvement Unsatisfactory 1. Collaborates with teachers and administrators to develop and implement school-wide positive behavior supports. Interacts with school, district, parents, and community partners to sustain and promote effective programs/services that result in a healthy school climate. Interacts with school personnel to promote and implement school-wide positive behavior supports. Practice is emerging but requires supervision, support, and/or training to be independently effective. Does not interact with school personnel to promote and implement school-wide positive behavior supports OR poorly demonstrates the practice/skill required. 2. Collaborates with school personnel and students to foster student engagement (e.g., involvement, motivation, persistence, resilience, ownership). Examines need and feasibility for systemic intervention to support and increase student engagement Consults with school staff and students to identify strengths and weaknesses as part of problem solving and intervention planning to increase student engagement. Practice is emerging but requires supervision, support, and/or training to be independently effective. Does not consult with school personnel to support and/or increase student engagement OR ineffectively demonstrates the practice/skill required. 3. Promotes safe school environments. Interacts with learning community to enhance, support, and/or create safe and violence-free school climates through training and advancement of initiatives that relate to healthy and violence-free schools. Interacts with school personnel to promote and implement effective programs/services that result in a healthy and violence-free school climate (i.e., readiness, school failure, attendance, dropout, bullying, child abuse, youth suicide, school violence). Practice is emerging but requires supervision, support, and/or training to be independently effective. Fails to demonstrate OR ineffectively demonstrates understanding, advocacy, and implementation of services/programs that address risk and protective factors among students/staff. 4. Integrates relevant cultural issues and contexts that impact family–school partnerships. Creates and promotes multicultural understanding and dialogue through training and information dissemination to examine the broader context of cultural issues that impact family–school partnerships. Identifies relevant cultural issues and contexts that impact family–school partnerships and uses this knowledge as the basis for problem solving related to prevention and intervention. Practice is emerging but requires supervision, support, and/or training to be independently effective. Does not OR ineffectively demonstrates knowledge of cultural influences on students, teachers, communication styles, techniques, and practices.
Domain D: Learning Environment Highly Effective Effective Needs Improvement Unsatisfactory 5. Provides a continuum of crisis intervention services. Engages the learning community in strengthening crisis preparedness and response by organization, training, and information dissemination. Collaborates in crisis planning, prevention, response, and recovery and/or collaborates in implementing/ evaluating programs. Practice is emerging but requires supervision, support, and/or training to be independently effective. Does not OR ineffectively demonstrates skills related to collaboration for crisis intervention along the continuum of services.
Domain E: Professional Learning, Responsibility, and Ethical Practice Highly Effective Effective Needs Improvement Unsatisfactory 1. Develops a personal, professional growth plan that enhances professional knowledge, skills, and practice and addresses areas of need on the evaluation. Establishes continuous improvement strategy to identify and areas for skill and professional growth based on performance outcomes. Maintains a plan for continuous professional growth and skill development aligned with performance evaluation outcomes and personal/professional goals. Practice is emerging but requires supervision, support, and/or training to be independently effective. Does not develop a personal professional growth plan with goals related to performance evaluation outcomes OR shows ineffective effort in this practice/skill. 2. Engages in targeted professional growth opportunities and reflective practices (e.g., professional learning community [PLC]). Facilitates professional learning communities’ review of practices and response to feedback from supervisor and/or coworkers. Participates in professional learning opportunities consistent with the professional growth plan and uses feedback from supervisor and/or colleagues for skill enhancement. Practice is emerging but requires supervision, support, and/or training to be independently effective. Does not participate in professional development opportunities OR demonstrates poor acceptance and/or use of constructive feedback to enhance skills. 3. Implements knowledge and skills learned in professional development activities. Integrates acquired knowledge and training into practice for professional community. Integrates and applies acquired knowledge and training into professional practice. Practice is emerging but requires supervision, support, and/or training to be independently effective. Demonstrates little or no interest in altering practices and delivery of services to accommodate new knowledge and skills. 4. Demonstrates effective recordkeeping and communication skills. Supports record/data management system impact on practice and facilitates active listening among professional learning community members. Demonstrates reliable recordkeeping skills; demonstrates coherent, professional written/oral communication; adapts communication style and content to a variety of audiences; establishes rapport and is an active listener. Practice is emerging but requires supervision, support, and/or training to be independently effective. Does not OR ineffectively maintains reliable system of recordkeeping; fails to or poorly demonstrates active listening, written, and/or verbal communication skills.
Domain E: Professional Learning, Responsibility, and Ethical Practice Highly Effective Effective Needs Improvement Unsatisfactory 5. Complies with national and state laws, district policies and guidelines, and ethical educational and professional standards. Demonstrates a clear understanding of professional practice standards and ethics. Operationalizes standards in day-to-day practice as a model for professional community members. Adheres to professional standards, ethics and practices; maintains accurate, timely, and confidential records; and complies with relevant laws, rules, guidelines, and policies at the national, state, and local levels. Practice is emerging but requires supervision, support, and/or training to be independently effective. Does not adhere to standards of professional practice, national and state laws, and/or local policy and procedures in the professional arena.
Name: Employee ID#: Position: Assignment: Evaluator: Date: Domain A: Data-Based Decision Making and Evaluation of Practices Rating Scores HE E NI U A-1. Collects and uses data to develop and implement interventions within a problem-solving framework. Evidence: A-2. Analyzes multiple sources of qualitative and quantitative data to inform decision making. Evidence: A-3. Uses data to monitor student progress (academic and social/emotional/behavioral) and evaluate the effectiveness of services on student achievement. Evidence: A-4. Shares student performance data in a relevant and understandable way with students, parents, and administrators. Evidence: Domain A Section Comments: Domain B: Instruction/Intervention Planning and Design Rating Scores HE E NI U B-1. Uses a collaborative problem-solving framework as the basis for identification and planning for academic and behavioral interventions and supports. Evidence: B-2. Plans and designs instruction/intervention based on data and aligns efforts with the school and district improvement plans and state and federal mandates. Evidence: B-3. Applies evidence-based research and best practices to improve instruction/interventions. Evidence: B-4. Develops intervention support plans that help the student, family, or other community agencies and systems of support reach a desired goal. Evidence: B-5. Engages parents and community partners in the planning and design of instruction/interventions. Evidence: Domain B Section Comments:
Formal Observation/Evaluation Rubric – Media Specialists Media Specialist_________________________________________ School ____________________________ Participants________________ Activity _________________________________________________ Observer _______________________________ Date _______________ Summary of the Activity________________________________________________________________________________________________ Evidence of Professional Activity Domain 1: Planning and Preparation Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 1.1 Demonstrating Knowledge of Literature, Information Technology, and 21st Century Learner Standards Media specialist demonstrates little or no knowledge of literature, information technology, and 21st Century Learner Standards. Media specialist demonstrates limited knowledge or literature, information technology, and 21st Century Learner Standards. Media specialist demonstrates thorough knowledge of literature, information technology, and 21st Century Learner Standards. Media specialist draws on extensive professional resources, demonstrates rich knowledge and understanding of literature, information technology, and 21st Century Learner Standards. Evidence Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 1.2 Demonstrating Knowledge of the School’s Media specialist demonstrates little or no knowledge of the school improvement plan (SIP) and little or no knowledge of Media specialist demonstrates basic knowledge of the SIP and little or no knowledge of student Media specialist demonstrates thorough knowledge of the SIP and knowledge of student Media specialist takes a leadership role with the school to advocate the information skills needed by students Perfor-
Plan and Student Needs Within the Academic Program student needs for information skills within the academic standards. needs for information skills within the academic standards. needs for information skills within the academic standards. within the SIP and academic program. Evidence Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 1.3 Establishing Goals for the Library/ Media Program Appropriate to the Age Level of Students Served and the SIP Media specialist has no clear goals, or goals are not appropriate to the age of students and the SIP Media specialist’s goals are rudimentary and are partially suitable to the age of students and the SIP Media specialist’s goals are clear and appropriate to the age of students and the SIP Media specialist’s goals for the media program are highly appropriate to the situation in the school, to the age of the students, to the SIP, and have been developed following consultations with students and colleagues. Evidence mance
Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 1.4 Demonstrating Knowledge of Resources and Technology within the School, District, and Community Media specialist demonstrates little or no familiarity with resources and technology to enhance own knowledge, to use in teaching, or for students who need them. Media specialist demonstrates basic knowledge of resources and technology available for students and teachers in the school, the district and the community. Media specialist is fully aware of resources and technology available for students and teachers in the school, the district and the community. Media specialist is fully aware of resources and technology available for students and teachers in the school, the district and the community, and actively seeks out new resources from a wide range of sources to enrich the school’s program. Evidence Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 1.5 Developing and Implementing a Plan to Integrate the Media Program into the School Plan Media specialist’s program consists of a random collection of unrelated activities, lacking coherence or an overall structure. Media specialist’s program has a guiding principle and includes a number of worthwhile activities, but some do not fit with the broader goal. Media specialist’s program is well designed to support both teachers and students with their information needs. Media specialist’s plan is highly coherent, taking into account scheduled time in the library, consultative work with teachers, and work in maintaining and extending the collection. The plan has been developed after
Evidence Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 2.3 Establishing and Maintaining Media Center Procedures Media center routines and procedures (for example, circulation of materials, working on computers, independent work) are either nonexistent or inefficient, resulting in general confusion. Media assistants are confused as to their role. Media center routines and procedures (for example, circulation of materials, working on computers, independent work) have been established but function sporadically. Efforts to establish guidelines for media assistants are partially successful. Media center routines and procedures (for example, circulation of materials, working on computers, independent work) have been established and function smoothly. Media assistants are clear as to their role. Media center routines and procedures (for example, circulation of materials, working on computers, independent work) are seamless in their operation, with students assuming considerable responsibility for their smooth operation. Media assistants work independently and contribute to the success of the media center. Evidence
Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 2.4 Managing Student Behavior There is no evidence that standards of conduct have been established, and there is little or no monitoring of student behavior. Response to student misbehavior is repressive or disrespectful of student dignity. It appears that the media specialist has made an effort to establish standards of conduct for students and tries to monitor student behavior and respond to student misbehavior, but these efforts are not always successful. Standards of conduct appear to be clear to students, and the media specialist monitors student behavior against those standards. Media specialist’s response to student misbehavior is appropriate and respectful to students. Standards of conduct are clear, with evidence of student participation in setting them. Media specialist’s monitoring of student behavior is subtle and preventive, and response to student misbehavior is sensitive to individual student needs. Students take an active role in monitoring the standards of behavior. Evidence Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 2.5 Organizing Physical Space Media specialist makes poor use of the physical environment, resulting in poor traffic flow, confusing Media specialist’s efforts to make use of the physical environment are uneven, Media specialist makes effective use of the physical environment, resulting in good traffic flow, clear Media specialist makes highly effective use of the physical environment, resulting in clear signage, excellent traffic flow, and adequate space devoted to work areas
to Enable Smooth Flow signage, inadequate space devoted to work areas and computer use, and general confusion. resulting in occasional confusion. signage, and adequate space devoted to work areas and computer use. and computer use. In addition, book displays are attractive and inviting. Evidence Domain 3: Delivery of Service
Technology in the Media Center and throughout the educational environment. Evidence Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 3.5 Demonstrating Flexibility and Responsiveness Media specialist adheres to the media program, in spite of evidence of its inadequacy. Media specialist makes modest changes in the media program when confronted with evidence of the need for change. Media specialist makes revisions to the media program when they are needed. Media specialist is continually seeking ways to improve the media program and makes changes as needed in response to student, parent, or teacher input. Evidence Domain 4: Professional Responsibilities Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 4.1 Reflecting on Practice Media specialist does not reflect on practice, or the Media specialist’s reflection on practice is moderately accurate Media specialist’s reflection provides an accurate and Media specialist’s reflection is highly accurate and perceptive,
reflections are inaccurate or self-serving. and objective, without citing specific examples and with only global suggestions as to how it might be improved. objective description of practice, citing specific positive and negative characteristics. Media specialist makes some specific suggestions as to how the media program might be improved. citing specific examples. Media specialist draws on an extensive repertoire to suggest alternative strategies. Evidence Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 4.2 Preparing and Submitting Reports Media specialist ignores teacher requests when preparing requisitions and does not follow proper procedures for inventories and reports. Media specialist sometimes listens to teacher requests when preparing requisitions and sometimes completes inventories and reports in a timely manner. Media specialist honors teacher requests when preparing requisitions and follows established procedures to complete inventories and reports in a timely manner. Media specialist anticipates teacher needs when preparing requisitions, follows established procedures and suggests improvements. Inventories and reports are completed in a timely manner. Evidence
Evidence Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 4.5 Engaging in Professional Development Media specialist does not participate in professional development activities, even when such activities are clearly needed for the enhancement of skills. Media specialist’s participation in professional development activities is limited to those that are convenient or are required. Media specialist seeks out opportunities for professional development based on an individual assessment of need. Media specialist actively pursues professional development opportunities and makes a substantial contribution to the profession through offering professional learning activities to colleagues. Evidence
Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 4.6 Showing Professionalism Media specialist displays dishonesty in interactions with colleagues, students, and the public; violates copyright laws. Media specialist is honest in interactions with colleagues, students, and the public; respects copyright laws. Media specialist displays high standards of honesty and integrity in interactions with colleagues, students, and the public; adheres carefully to copyright laws. Media specialist can be counted on to hold the highest standards of honesty and integrity. Media specialist takes a leadership role within the school to ensure there is no plagiarism or violation of copyright laws. Evidence
After rating each component individually and determining a separate rating, the following formula will be used to determine a teacher’s summative score: [(Admin. Evaluation Rating)/3] + [(Deliberate Practice Score)/3] + [(Student Performance Measure)/3] This summative evaluation will be rated using the following scale: Summative Evaluation HE 141-160 E 114-140 NI 56-113 U 0-55 Rating Scale Definitions The district expects its employees to provide competent and professional work that should improve over time. The employee and supervisor should discuss the level of performance that is expected for each dimension in the planning session. In determining the expected performance levels, the requirements of the position and the employee experience are to be considered. Highly Effective* Indicates performance that consistently meets an extremely high quality standard. This service exceeds the typical standard of normal level service and is held in high regard by supervision and colleagues. Specific comments and examples of high quality work must be included in the assessment Effective* Indicates performance that consistently meets a high quality standard. This is professional level service that meets the district expectations and is consistent with the experience level of the employee. Needs Improvement/Developing* Indicates performance that requires additional attention to ensure an acceptable level of proficiency. Further, this performance is not consistently characteristic of the requirements for the position and experience of the employee. If this category is used, there must be written support regarding how performance is to be improved. The rating of Developing may be used for instructional personnel in the first three years of employment who need improvement.