DOMAIN 3: DELIVERY OF SERVICE Ineffective Developing Skilled Accomplished 3a: Responding to referrals; consulting with colleagues and parents. Speech-Language Pathologist fails to consult with colleagues or to tailor evaluations and treatment to the questions raised by colleagues or parents. Speech-Language Pathologist consults on a sporadic basis with colleagues and parents, making partially successful attempts to tailor evaluations to the questions raised by colleagues or parents. Speech-Language Pathologist consults consistently with colleagues and parents, appropriately tailors evaluations and treatment to the questions raised by colleagues or parents. Speech-Language Pathologist consults consistently and effectively with colleagues and parents, and appropriately tailors evaluations to the questions raised by colleagues or parents. 3b: Planning interventions to maximize students’ likelihood of success Speech-Language Pathologist fails to plan interventions suitable to students, or interventions are mismatched with the findings of the assessments. Speech-Language Pathologist’s for students are partially suitable for them or are sporadically aligned with identified needs. Speech-Language Pathologist’s plans for students are suitable for them and are aligned with identified needs. Speech-Language Pathologist develops comprehensive plans for students, finding ways to creatively meet student needs and incorporate many related elements. 3c: Implementing interventions intended to result in student progress Speech-Language Pathologist does not implement effective methodologies based on individual student needs intended to result in students making progress on IEP goals and objectives. Speech-Language Pathologist rarely implements effective methodologies on individual student needs intended to result in students making progress on IEP goals and objectives. Speech-Language Pathologist regularly implements effective methodologies based on individual student needs intended to result in students making progress on IEP goals and objectives. Speech-Language Pathologist consistently implements effective methodologies based on individual student needs intended to result in students making progress on IEP goals and objectives.
4c: Participating in a professional community Speech-Language Pathologist’s relationships with colleagues are negative or self-serving. Speech-Language Pathologist’s relationships with colleagues are cordial. Speech-Language Pathologist maintains positive and productive relationships with colleagues. Speech-Language Pathologist maintains positive and productive relationships with colleagues and makes a substantial contribution to the school district colleagues and parents. 4d: Engaging in Professional development Speech-Language Pathologist does not participate in professional development activities, even when such activities are clearly needed for the ongoing development of skills. Speech-Language Pathologist’s participation in professional development activities is limited to those that are convenient or are required. Speech-Language Pathologist seeks out opportunities for professional development based on an individual assessment of need. Speech-Language Pathologist actively pursues professional development opportunities and makes an effort to share information with colleagues. Speech-Language Pathologist Name School Year/Building Evaluator Name Date of Conference Written improvement plans are to be developed in circumstances when a Speech Language Pathologist receives an overall Ineffective rating or an Ineffective rating on any of the components on the January Formative Speech-Language Pathologist Evaluation. The purpose of the improvement plan is to identify specific deficiencies in performance and foster growth through professional development and targeted support. Speech-Language Pathologist Area(s) Needing Improvement From Speech-Language Pathologist Evaluation Rubric/Evaluation Improvement Statement List specific areas for improvement Specific Plan of Action Describe in detail specific plans of action that must be taken by the Speech-Language Pathologist 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