DOMAIN 3: DELIVERY OF SERVICE Ineffective Developing Skilled Accomplished 3a: Responding to referrals; consulting with teachers and administrators Psychologist fails to consult with colleagues or to tailor evaluations to the questions raised in the referral. Psychologist consults on a sporadic basis with colleagues, making partially successful attempts to tailor evaluations to the questions raised in the referral. Psychologist consults frequently with colleagues, tailoring evaluations to the questions raised in the referral. Psychologist consults frequently with colleagues, contributing own insights and tailoring evaluations to the questions raised in the referral. 3b: Evaluating student needs in compliance with National Association of School Psychologists (NASP) guidelines Psychologist resists administering evaluations, selects instruments inappropriate to the situation, or does not follow established procedures and guidelines. Psychologist attempts to administer appropriate evaluation instruments to students but does not always follow established time lines and safeguards. Psychologist administers appropriate evaluation instruments to students and ensures that all procedures and safeguards are faithfully adhered to. Psychologist selects, from a repertoire, those assessments that are most appropriate to the referral questions and conducts information sessions with colleagues to ensure that they understand and comply with procedural time lines and safeguards. 3c: Chairing evaluation team Psychologist declines to assume leadership of the evaluation team. Psychologist assumes leadership of the evaluation team when directed to do so. Psychologist assumes leadership of the evaluation team as a standard expectation. Psychologist assumes leadership of the evaluation team and initiative in assembling materials for meetings. 3d: Planning interventions to maximize students’ likelihood of success Psychologist fails to plan interventions suitable to students, or interventions are mismatched with the findings of the assessments. Psychologist’s plans for students are partially suitable for them or are sporadically aligned with identified Psychologist’s plans for students are suitable for them and are aligned with identified needs. Psychologist develops comprehensive plans for students, finding ways to creatively meet student needs and incorporate many related elements. 3e: Maintaining contact with physicians and community mental health service providers Psychologist declines to maintain contact with physicians and community mental health service providers. Psychologist maintains occasional contact with physicians and community mental health service providers. Psychologist maintains ongoing contact with physicians and community mental health service providers. Psychologist maintains ongoing contact with physicians and community mental health service providers and initiates contacts when needed.
4e: Engaging in Professional development Psychologist does not participate in professional development activities, even when such activities are clearly needed for the ongoing development of skills. Psychologist’s participation in professional development activities is limited to those that are convenient or are required. Psychologist seeks out opportunities for professional development based on an individual assessment of need. Psychologist actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as offering workshops to colleagues. School Psychologist Name School Year/Building Evaluator Name Date of Conference Written improvement plans are to be developed in circumstances when an educator makes below expected academic growth with his/her students AND/OR receives an overall Ineffective rating or an Ineffective rating on any of the components on the January Formative School Psychologist Evaluation. The purpose of the improvement plan is to identify specific deficiencies in performance and foster growth through professional development and targeted support. Psychologist Area(s) Needing Improvement From School Psychologist Evaluation Rubric/Evaluation Forms Improvement Statement List specific areas for improvement Specific Plan of Action Describe in detail specific plans of action that must be taken by the school psychologist to improve his/her performance. Indicate the sources of evidence that will be used to document the completion of the improvement plan. Assistance & Professional Development Examples include: Mentoring Observing other colleagues PD 360 Attend workshops School psychologist’s Signature: Date: Evaluator’s Signature: Date: The evaluator’s signature verifies that the proper procedures in the local contract have been followed. A copy of this plan should be submitted to the Personnel Office with the January or May Evaluation Forms as applicable. If the evaluator is a peer, the building administrator should be notified.