Alternative Evaluation Report Form Practitioner: Teaching Assignment: Building Assignment: School Year: Check Evaluation Option: II. Timeline Date Held Option 1 –– Action Research Exchange Conference Option 2 –– Peer Coaching Status Meeting (Jan.) Option 3 –– Portfolio Status Meeting (Apr.) Option 4 –– National Board Status Meeting (May) Practitioner Comments: Please summarize your progress. Administrator Comments: This section is designed for administrative feedback/acknowledgment. Practitioner Administrator Signature Signature Date Date (Practitioner signature indicates only that this document has been discussed with the administrator. Practitioner has the right to attach his/her own statement within ten [10] workdays of the date.) Copies to: Practitioner, Principal, Personnel, Director/Supervisor Revised: July 2005
ELEMENT C: INSTRUCTIONAL CONSULTATION: The school psychologist will demonstrate knowledge of common learning and behavioral problems that interfere with student achievement and will share strategies with teachers, parents, and students to address these problems as needed. MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently displays knowledge of research-based instructional practices and ‘scaffolding’ techniques that help struggling learners to experience success in the classroom. Frequently demonstrates knowledge of instructional practices and ‘scaffolding’ techniques that help struggling learners to experience success in the classroom. Demonstrates growth in knowledge of instructional practices and ‘scaffolding’ techniques that help struggling learners to experience success in the classroom. Needs support to build knowledge of research- based instructional practices and ‘scaffolding’ techniques that help struggling learners to experience success in the classroom. Consistently displays knowledge of research-based interventions to manage the behaviors of individuals and groups of students, as well as methods to evaluate effectiveness of these interventions. Frequently demonstrates knowledge of research-based interventions to manage the behaviors of individuals and groups of students, as well as methods to evaluate effectiveness of these interventions. Demonstrates growth in knowledge of research-based interventions to manage the behaviors of individuals and groups of students, as well as methods to evaluate effectiveness of these interventions. Needs support to build knowledge of research-based interventions to manage the behaviors of individuals and groups of students, as well as methods to evaluate effectiveness of these interventions. Consistently describes a consultation format that he or she follows that relies on objective data collection and a structured problem-solving process. Frequently demonstrates ability to describe a consultation format that he or she follows that relies on objective data collection and a structured problem-solving process. Demonstrates growth in ability to describe a consultation format that he or she follows that relies on objective data collection and a structured problem-solving process. Needs support to describe a consultation format that he or she follows that relies on objective data collection and a structured problem-solving process. Consistently meets with teachers and parents to consult about the learning, behavior, or mental health needs of students. Frequently meets with teachers and parents to consult about the learning, behavior, or mental health needs of students. Demonstrates growth in meeting with teachers and parents to consult the learning, behavior, or mental health needs of students. Needs support to meet with teachers and parents to consult about the learning, behavior, or mental health needs of students.
DOMAIN II: SUPPORTING A LEARNING COMMUNITY ELEMENT B: CLASSROOM MANAGEMENT: The school psychologist will demonstrate knowledge of effective classroom management strategies to support diverse student learning needs and will share these ideas with teachers as needed. MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently demonstrates knowledge of effective positive, behavior intervention techniques that teachers can use when working with individuals or groups of students. Frequently demonstrates knowledge of effective positive, behavior intervention techniques that teachers can use when working with individuals or groups of students. Demonstrates growth in knowledge of effective positive, behavior intervention techniques that teachers can use when working with individuals or groups of students. Needs support to demonstrate knowledge of effective positive, research-based behavior intervention techniques that teachers can use when working with individuals or groups of students. Consistently shows an understanding how such factors as student academic or medical issues can contribute to behavior problems. Frequently demonstrates an understanding how such factors as student academic or medical issues can contribute to behavior problems. Demonstrates growth in understanding how such factors as student academic or medical issues can contribute to behavior problems. Needs support to understand how such factors as student academic or medical issues can contribute to behavior problems. Consistently provides training and ongoing support to teachers to help them to implement positive behavior intervention techniques. Frequently provides training and ongoing support to teachers to help them to implement positive behavior intervention techniques. Demonstrates growth in providing training and ongoing support to teachers to help them to implement positive behavior intervention techniques. Needs support to provide training and ongoing support to teachers to help them to implement positive behavior intervention techniques. Consistently monitors ongoing classroom interventions and, when necessary, provides suggestions to teachers about how to make appropriate changes to these interventions to make them more effective. Frequently monitors ongoing classroom interventions and, when necessary, provides suggestions to teachers about how to make appropriate changes to these interventions to make them more effective. Demonstrates growth in ability to monitor ongoing classroom interventions and, when necessary, to provide suggestions to teachers about how to make appropriate changes to these interventions to make them more effective. Needs support to monitor ongoing classroom interventions and, when necessary, to provide suggestions to teachers about how to make appropriate changes to these interventions to make them more effective.
DOMAIN III: PROFESSIONAL RESPONSIBILITIES ELEMENT B: PROFESSIONALQUALITIES: The school psychologist will follow the standards of ethical conduct as put forth by recognized professional organizations in school psychology. THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently demonstrates knowledge of the standards for professional conduct outlined by the New York Association of School Psychologists (NASP), National Association of School Psychologists (NASP), and other relevant professional organizations. Needs support to learn the standards for professional conduct outlined by the New York Association of School Psychologists (NASP), National Association of School Psychologists (NASP), and other relevant professional organizations. Consistently can articulate standards of professional conduct and discuss how they should be observed in work situations. Frequently can articulate standards of professional conduct and discuss how they should be observed in work situations. Demonstrates growth in articulating standards of professional conduct and discussing how they should be observed in work situations. Needs support to articulate standards of professional conduct and discuss how they should be observed in work situations. Consistently applies standards of professional conduct in job assignment. support to apply standards of professional conduct in job assignment. Consistently is willing to seek advice from his/her colleagues and supervising administrators to help the psychologist to clarify professional responsibilities in situations where he/she may face serious ethical dilemmas or issues. Frequently is willing to seek advice from his/her colleagues and supervising administrators to help the psychologist to clarify professional responsibilities in situations where he/she may face serious ethical dilemmas or issues. Demonstrates growth in being willing to seek advice from his/her colleagues and supervising admini- strators to help the psychologist to clarify professional responsibilities in situations where he/she may face serious ethical dilemmas or issues. support to seek advice from his/her colleagues and supervising administrators to help the psychologist to clarify professional responsibilities in situations where he/she may face serious ethical dilemmas or issues.
COMMUNICATION A process by which information is exchanged, verbal or written, between individuals. COMMUNITY An interacting population with a common interest in a particular area. CONCERN The initial written of a problematic situation or condition related to the evaluation criteria. This concern(s) is the focus of the Assistance Plan for Improvement. CONSULTANT An experienced tenured teacher who under the supervision of the TEACHER PAR Panel, provides support and guidance to the year intern, and is responsible for the formal evaluation. CORRECTIVE The negotiated document which provides written strategies developed by ACTION PLAN the practitioner and administrator to correct a The document is developed if outcomes of the Collaborative Conversation/ Assistance Plan have not been met. DATA COLLECTION Records and reports of formal and informal observations, experiences, and events. Data are artifacts, facts or from which conclusions may be drawn. Data become information when they are put to use, as for planning and decision making. DEFICIENCY An area a practitioner is not meeting standards. EVALUATION Judgment regarding the quality, value, or worth of a response, product, or performance based on established criteria. Evaluations are usually based on multiple sources of information. The terms “evaluation” and “assessment” are often used interchangeably. EVALUATION A meeting between an administrator and the practitioner to review and CONFERENCE discuss the practitioner’s overall performance. EVALUATION The written documentation of a practitioner’s overall performance based REPORT on information shared at the evaluation conference. EXCHANGE An annual, non-data-collecting meeting between the practitioner(s) and an CONFERENCE administrator to discuss the criteria for evaluation. INTENT TO DISMISS A formal written notice by the superintendent.
Glossary INTERN A year teacher. INDIVIDUAL Individuals identify goals for professional growth based on district and PROFESSIONAL school goals using Performance Indicators as a base. Rubrics are used as GROWTH PLAN a resource. Action steps are developed to meet these goals. MENTOR One who works with a staff member in a non-evaluative role to acclimate them to the District’s policies, procedures, and performance indicators. MENTOR TEACHER A year-long program for or second year practitioners to work with an INTERN PROGRAM experienced tenured practitioner as a mentor using time for (MTIP) job-embedded professional development. MULTIPLE DATA Use of more than one source of feedback in practitioner evaluation process SOURCES to achieve a varied representation of practitioner performance. NATIONAL BOARD Rigorous process through which practitioner demonstrates their expertise CERTIFICATION in a given content area or NETWORKING The exchange of information or services among individuals, groups, or institutions. OUTCOME Those items or tasks for which students must create a response or answer (e.g., a written or oral answer, a product, or a performance). PACING The deliberate movement of lesson activities to ensure maximum student participation. PEDAGOGY The art, science, or profession of teaching. PEER ASSISTANCE The PAR Panel is the governing body of the PAR Program. The Panel AND REVIEW PANEL consists of appointed union representatives named by STA and four appointed management representatives named by the Superintendent of Schools in consultation with SAAS. PEER ASSISTANCE The Peer Assistance and Review Program (PAR) is a cooperative union AND REVIEW management program of teacher evaluation for teachers PROGRAM (PAR) (interns).