SAMPLE Model for Practitioner Evaluation Individual Professional Growth Plan Practitioner Tenured Non-Tenured School Grade/Subject Date Administrator Goals The speech/language pathologist shall engage in and responsive activities that will contribute to their individual professional growth plan. Action Steps/Resources to Achieve Goal (What Will You Do?) CEU workshops. Attend inservices, staff development, curriculum development. Do action research. Create a portfolio. Mentoring. Peer coaching. CFY supervision. Impact on Teaching and Learning The student will demonstrate effective communication across school, home, and community.
Assistance Plan for Improvement/Collaborative Conversation If a concern is during the Evaluation Conference, or at another time, which will be included on the Evaluation Report Form, then an Assistance Plan must be developed for the practitioner to use. The Assistance Plan for Improvement is the initial level to resolve a concern before it becomes a which requires a Corrective Action Plan. It is the notice to a practitioner that improvement of performance must take place. The Assistance Plan should be jointly developed by the practitioner and administrator. The practitioner may request representation at these meetings. However, the practitioner may decide which strategies and resources are to be used. In any case, the practitioner will receive a draft of the Assistance Plan at the Evaluation Conference. A date for the next written evaluation will be discussed and established. If possible, this date should be mutually agreed upon. At the next evaluation conference following the implementation of an Assistance Plan, the discussion will focus on what improvement has been made. If the concern(s) has been resolved and no new concern(s) has to be addressed, a satisfactory evaluation shall be issued. If the concern(s) has been resolved, but a new concern(s) has been a new Assistance Plan must be written. If the concern(s) still exists, even though data shows some and/or consistent improvement, the Assistance Plan shall be continued. If or no improvement can be documented, the practitioner and administrator will jointly develop a plan for further assistance. The possible implementation of a Corrective Action will be discussed at this time. A date for the next written evaluation will be discussed and established. If resolution or improvement is not shown by the next evaluation conference, Corrective Action will be implemented. The Assistance Plan for Improvement for tenured practitioners must reach resolution or proceed to the next level within one calendar year from the of the concern(s). Regarding probationary practitioners: The time limits and procedures contained herein shall not preclude the District from exercising its rights pursuant to Section 3031 of Education Law.1 The resources available under the Assistance and Corrective Action Plans shall be available to all practitioners regardless of tenure status. 1 Refer to Contractual Agreement – Unit One, Article 6, Teachers Rights and Responsibilities, Section E.
Rubrics of Performance Indicators DOMAIN I: PLANNING AND DESIGNING INSTRUCTION ELEMENT A: STUDENT DEVELOPMENT Rubrics The rubrics have been developed as a continuum one’s professional performance and as such can be viewed as a collection of descriptors. MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS consistently frequently demonstrates growth needs support exemplary usually willing to try seldom customarily systematically begins to implement hardly ever almost always routinely needs additional support not/never typically rarely MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently demonstrates knowledge of student development by applying a wide variety of appropriate therapy strategies to address students’ needs. Frequently demonstrates knowledge of student development by applying a variety of appropriate therapy strategies to address students’ needs. Demonstrates growth in knowledge of student development by applying appropriate therapy strategies to address students’ support with demonstrating knowledge of student development and applying appropriate therapy strategies to address students’ needs. Consistently demonstrates an understanding and appreciation of diversity with regular application of developmentally appropriate therapy. Frequently demonstrates an understanding and appreciation of diversity by using appropriate therapy. Demonstrates growth with an understanding and appreciation of diversity and uses appropriate therapy. support with demonstrating an understanding and appreciation of diversity by using appropriate therapy.
DOMAIN I: PLANNING AND DESIGNING INSTRUCTION ELEMENT B: Content Knowledge: The speech/language pathologist shall demonstrate a thorough knowledge of the subject area. MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Therapy is delivered consis- tently with accuracy and exem- plary strategies that align with New York State Standards. Therapy is delivered frequently with accuracy and appropriate strategies that are aligned with New York State Standards. Demonstrates growth in delivering therapy that is aligned with New York State Standards. Needs support with delivering therapy that is aligned with New York State Standards. Consistently strives to learn about current developments and research in the related to their assignment and systematically transfers knowledge into practice. Frequently strives to learn about current developments and research in the related to their assignment and systematically transfers knowledge into practice. Demonstrates growth in striving to learn about current developments and research in the related to their assignments. Needs support with striving to learn about current developments and research in the related to their assignments. Consistently makes connections for students with content areas. Frequently makes connections for students with most content areas. Demonstrates growth in making connections for students with some content areas. Needs support making connections for students with content areas. Effectively and thoroughly communicates subject matter, with students, families, colleagues, and the community on a regular Adequately communicates subject matter with accuracy to students, families, colleagues, and community most of the time. Demonstrates growth with some knowledge of subject matter but may make content errors when communicating concepts to students, families, colleagues, and community. Needs support in communicating accurate subject matter and curricula with students, families, colleagues, and community. Consistently demonstrates an in-depth knowledge of subject matter by utilizing a variety of strategies and resources. Regularly demonstrates strong knowledge of subject matter by utilizing a variety of strategies and resources. Demonstrates growth with knowledge of subject matter by utilizing a variety of strategies and resources. Needs support in demonstrating knowledge of subject matter.
DOMAIN I: PLANNING AND DESIGNING INSTRUCTION ELEMENT C: Preparation: The speech/language pathologist shall demonstrate appropriate preparation, employing the necessary therapy practices to support instruction. MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently develops long- and daily plans that address the needs of students which purpose, continuity, and learning styles to enrich the program. Frequently develops long-range and daily plans that address the needs of students which purpose, continuity, and learning styles to enrich the program. Demonstrates growth in developing and daily lesson plans which continuity and learning styles. Needs support with developing long-range and daily plans that address the needs of students which purpose, continuity, and learning styles. Consistently develops exem- lessons that are well organized, with clear transi- tions, appropriate pacing, and questioning techniques that are for all students to succeed. Frequently develops lessons that are organized, appropriately paced, and which utilize questioning techniques that help students succeed. Demonstrates growth in developing lessons that are organized and utilizes a variety of questioning techniques. Needs support with developing organized lessons and questioning techniques that help students succeed. Consistently develops exemplary lessons that are innovative, with techniques that connect student’s prior knowledge in each lesson. Frequently develops appropriate lessons that creatively connect student prior knowledge in a lesson. Demonstrates growth in developing lessons with connections to student’s prior knowledge in lessons. Needs support with developing innovative lessons with student’s prior knowledge in mind. Consistently develops exemplary lessons with embedded informal assessment to instruction for all students. Frequently develops appropriate lessons with embedded informal assessment to drive instruction for all students. Demonstrates growth in developing lessons with informal assessment as part of instruction. Needs support with developing lessons with informal assessment as part of instruction. Consistently organizes materials and classroom environment to align with lesson plans. Frequently organizes materials and classroom environment to align with lesson plans. Demonstrates growth in organiz- ing materials and classroom en- vironment to align with lesson plans. support with organizing materials and class- room environment to align with lesson plans.
ELEMENT A: Instructional Delivery: The speech/language pathologist demonstrate that the delivery of instruction results in active student involvement, appropriate speech/language pathologist and student interaction, and meaningful lesson plans resulting in student learning. MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently delivers exemplary lessons that focus on progress toward their Individual Education Program goals and objectives. Frequently delivers creative lessons that on progress toward their Individual Education Program goals and objectives. Demonstrates growth in delivering lessons that focus on progress toward their Individual Education Program goals and objectives Needs support in delivering lessons that focus on progress toward their Individual Education Program goals and objectives. Consistently implements exemplary lessons that encourage effective dialogue, student questions, and divergent responses in an equitable and positive manner for all students. Frequently implements exemplary lessons that encourage effective dialogue, student questions, and divergent responses in an equitable and positive manner for students. Demonstrates growth in implementing lessons that encourage effective dialogue, student questions, and divergent responses in an equitable and positive manner for students. Needs support in implementing exemplary lessons that encourage effective dialogue, student questions, and divergent responses in an equitable and positive manner for all students. Consistently delivers exemplary lessons that include anticipatory set, creative presentation, guided practice, authentic modeling, independent practice, and assessment in a lesson. Frequently delivers lessons that include anticipatory set, creative presentation, guided practice, authentic modeling, independent practice, and assessment in a lesson. Demonstrates growth in delivering lessons that include anticipatory set, creative presentation, guided practice, authentic modeling, independent practice, and assessment in a lesson. support in delivering lessons that include anticipatory set, creative presentation, guided practice, authentic modeling, independent practice, and assessment in a lesson.
ELEMENT A. Collaboration: The speech/language pathologist shall demonstrate that he or she develops effective collaborative relationships with students/school related personnel/parents or guardians, to meet the learning needs of students. MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently promotes collaborative relationships with colleagues, students, parents, and guardians. Frequently promotes collaborative relationships with colleagues, students, parents, and guardians. Demonstrates growth in pro- moting collaborative relation- ships with colleagues, students, parents, and guardians. support with promoting relationships with colleagues, students, parents, and guardians. Consistently networks with colleagues, support staff, administration, and community. Frequently networks with colleagues, support staff, administration, and community as needed or appropriate. Demonstrates growth in networking with colleagues, support staff, administration, and community. support in networking with colleagues, support staff, administration, and community. Consistently communicates with colleagues to improve student progress. Frequently communicates with colleagues to improve student progress. Demonstrates growth in communicating with colleagues to improve student progress. Needs support with communicating with colleagues to improve student progress.
DOMAIN III: PROFESSIONAL RESPONSIBILITIES ELEMENT B. Professional Qualities: The speech/language pathologist shall practice and promote ethnical and professional behavior to positively contribute to his/her own school building and also to positively upon the professionalism of the Syracuse City School District. MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently demonstrates leadership to help colleagues utilize sound judgment and integrity in determining and exhibiting professional conduct in the classroom and school community. Frequently utilizes sound judgment and integrity in determining and exhibiting professional conduct in the classroom and school community. Demonstrates growth in utilizing judgment and integrity in determining and exhibiting professional conduct in the classroom and school community. Needs support maintaining conduct in the classroom and/or school community that is deemed professional. Consistently maintains a neat and organized classroom where students are learning responsibi- lity for maintaining resources and for their own safety. Frequently maintains a neat and organized classroom, with conscientious attention to maintaining resources and student safety. Demonstrates growth in maintaining a safe, organized classroom and provides some attention to maintaining resources and student safety. Needs support maintaing a room environment that is organized and is generally safe. Consistently models ethical and professional behavior within the classroom, school, and community. accurate record-keeping attendance Needs support in demonstrating ethical and professional behavior within the classroom, school, and community. accurate record-keeping attendance
ELEMENT C. and Responsive Practice: The speech/language pathologist engage in and responsive activities that will contribute to their individual growth plan. MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Develops, implements, reviews, and revises a long-term individual professional growth plan on an ongoing basis. Develops and implements their individual professional growth plan and reviews on a regular basis. Demonstrates growth in developing and reviewing individual professional growth plan on an annual basis. Needs support in developing an individual professional growth plan. Consistently seeks opportunities for professional development according to a long-range plan and systematically transfers knowledge into practice. Frequently seeks opportunities for relevant professional development activities that enhance knowledge and/or skills. Demonstrates growth in participating in relevant professional development activities as recommended or required. Needs support in participating in professional development activities. Consistently on professional practice; draws from a deep repertoire of instructional practices; consistently monitors and adjusts therapy to meet students’ needs and initiates discussions of these strategies with colleagues. Frequently on professional practice; adjusts therapy to meet students’ needs; discusses practice with colleagues. Demonstrates growth in on professional practice; adjusts therapy to meet students’ Needs support with on professional practices and delivery; unable to articulate what adjustments might be made to improve therapy.