DOMAIN 1: INSTRUCTIONAL SPECIALISTS: Planning and Preparation Component Level of Performance Unsatisfactory Basic Proficient Distinguished Reflective Comments 1a. Demonstrating knowledge of current trends in specialist and professional development 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 basic familiarity with specialty area and trend in professional development. Instructional specialist’s knowledge of specialty area and trends in professional development is wide and deep; specialist s regarded as an expert among colleagues. 1b: Demonstrating Knowledge of the School’s program And levels of Teacher skill in Delivering that Program Instructional specialist demonstrates little or no knowledge of the school’s program or of teacher skill in delivering that program. Instructional specialist demonstrates basic knowledge of the school’s program and of teacher skill in delivering that program. Instructional specialist demonstrates thorough knowledge of the school’s program and of teacher skill in delivering that program. Instructional specialist is deeply familiar with the school’s program and works to shape its future direction and actively seeks information as to teacher skill in that program. 1c: Establishing goals For the Instructional Support program Appropriate to the Setting and the Teachers served Instructional specialist has no clear goals for the instructional support program, or they are inappropriate to either the situation or the needs of the staff. Instructional specialist’s for the instructional support program are rudimentary and are partially suitable to the situation and the needs of the staff. Instructional specialist’s goals for the instructional support program are clear and are suitable to the situation and the needs of the staff. Instructional specialist’s for the instructional support program are highly appropriate to the situation and the needs of the staff. They have been developed following consultations with administrators and colleagues.
1d: Demonstrating Knowledge of Resources, both Within and beyond The school and District Instructional specialist demonstrates little or no knowledge of resources available in the school or district for teachers to advance their skills. Instructional specialist demonstrates basic knowledge of resources available in the school and district for teachers to advance their skills. Instructional specialist is fully aware of resources available in the school and district and in the larger professional community for teachers to advance their skills. Instructional specialist is fully aware of resources available in the school and district and in the larger professional community for teachers to advance their skills. 1e: Planning the Instructional Support program Integrated with the Overall school Program Instructional specialist’s plan consists of a random collection of unrelated activities, lacking coherence or an overall structure. Instructional specialist’s plan has a guiding principle and includes a number of activities, but some of them don’t fit with the broader goals. Instructional specialist’s plan is well designed to support teacher in the improvement of their instructional skills. Instructional specialist’s plan is highly coherent, taking into account the competing demands of making presentations and consulting with teachers, and has been developed following consultation with administrators and teachers. 1f: Developing a plan To evaluate the Instructional Support program Instructional specialist has no plan to evaluate the program or resists suggestions that such an evaluation is important. Instructional specialist has a rudimentary plan to evaluate the instructional support program. Instructional support specialist’s plan to evaluate the program is organized and clear goals and the collection of evidence to indicate the degree to which the goals have been met. Instructional specialist’s evaluation plan is highly sophisticated, with imaginative sources of evidence and a clear path toward improving the program on an ongoing basis.
DOMAIN 2: INSTRUCTIOANL SPECIALISTS: The Environment Component Level of Performance Unsatisfactory Basic Proficient Distinguished Reflective Comments 2a: Creating an Environment of Trust and respect Teachers are reluctant to request assistance from the instructional specialist, fearing that such a request will be treated as a sign of deficiency. Relationships with the instructional specialist are cordial; teachers don’t resist initiatives established by the instructional specialist. Relationships with the instructional specialist are respectful, with some contacts initiated by teachers. Relationships with the instructional specialist are highly respectful and trusting, with many contacts initiated by teachers. 2b: Establishing a Culture for Ongoing Instructional Improvement Instructional specialist conveys the sense that the work of improving instruction is externally mandated and is not important to school improvement. Teachers do not resist the offerings of support from the instructional specialist. Instructional specialist promotes a culture of professional inquiry in which teachers seeks assistance in improving their instructional skills. Instructional specialist has established a culture of professional inquiry in which teachers initiate projects to be undertaken with the support of the specialist. 2c: Establishing clear procedures for teachers to gain access to instructional support When teachers want to access assistance from the instructional specialist, they are not sure how to about it. Some procedures (for example, registering for workshops) are clear to teachers, whereas others (for example, receiving informal support) are not. Instructional specialist has established clear procedures for teachers to use in gaining access to support. Procedures for access to instructional support are clear to all teachers and have been developed following consultation with administrators and teachers. 2d: Establishing and maintain norms of behavior for professional interactions No norms of professional conduct have been established; teachers are frequently disrespectful in their interactions with one another. Instructional specialist’s efforts to establish norms of professional conduct are partially successful. Instructional specialist has established clear norms of mutual respect for professional interaction. Instructional specialist has established clear norms of mutual respect for professional interaction. Teachers ensure that their colleagues adhere to theses standards of conduct.
2e: Organizing physical space for workshops or training Instructional specialist makes poor use of the physical environment, resulting in poor access by some participants; time lost due to poor use of training equipment, or little alignment between the physical arrangement and the workshop activities. The physical environment does not impede workshop activities. Instructional specialist makes good use of the physical environment, resulting in engagement of all participants in the workshop activities. Instructional specialist makes highly effective use of the physical environment, with teachers contributing to the physical arrangement.
DOMAIN 3: INSTRUCTIONAL SPECIALISTS: Delivery of Service Component Level of Performance Unsatisfactory Basic Proficient Distinguished Reflective Comments 3a: Collaborating With teachers in The design of Instructional Units and Lessons Instructional specialist declines to collaborate with classroom teachers in the design of instructional lessons and units. Instructional specialist collaborates with classroom teachers in the design of instructional lessons and units when specifically asked to do so. Instructional specialist initiats collaboration with classroom teachers in the design of instructional lessons and units. Instructional specialist initiates collaboration with classroom teachers in the design of instructional lessons and locating additional resources from sources outside the school 3b: Engaging teachers in learning new instructional skills Teachers decline opportunities to engage in professional learning. Instructional specialist’s efforts to engage teachers in professional learning are partially successful, with some participating. All teachers are engaged in acquiring new instructional skills. Teachers are highly engaged in acquiring new instructional skills and take initiative in suggesting new areas for growth. 3c: Sharing Expertise with Staff Instructional specialist’s model lessons are workshops are of poor quality or are not appropriate to the needs of the teachers being served. The quality of the instructional specialist’s model lessons and workshops is mixed, with some of them being appropriate to the needs of the teachers being served. The quality of the instructional specialist’s model lessons and workshops is uniformly high and appropriate to the needs of the teachers being served. The quality of the instructional specialist’ model lessons and workshops are uniformly high and appropriate to the needs of the teachers being served. The instructional specialist conducts extensive follow-up work with teachers. 3d: Locating Resources for Teachers to Support Instructional improvement Instructional specialist fails to locate resources for instructional improvement for teachers, even when Instructional specialist’s efforts to locate resources for instructional improvement for teachers are partially successful; reflecting Instructional specialist locates resources for instructional improvement for teacher when asked to do so. Instructional specialist Is highly proactive in locating resources for instructional improvement for teachers, anticipating their needs.