interdisciplinary connections. connections with curriculum. increase knowledge of content. increase knowledge of content. Instructional Technology Stays current on best practices for instructional and assistive technology, and shares knowledge with educational team. Brings observations and concerns to the educational team where technology, instructional and assistive, may be beneficial. Has limited awareness of instructional and assistive technology. Can identify the differences between them. Has no understanding of the definition of instructional and assistive technology. Inclusion & Best Practices Can as a resource and model what encourages collaboration when including students in general education classrooms. Can implement best practices and strategies to facilitate inclusion of students with disabilities. Knows and can identify: What is meant by inclusion, laws and purpose, best practices and strategies to facilitate inclusion of students with disabilities. Has no understanding of inclusion as it relates to the students in various educational settings. Promoting Student Independence Can implement and encourage collaboration of IEP team on promoting student independence. Knows and implements best practices and/or inclusive strategies which can promote student independence. Knows best practices and/or inclusive strategies which can promote student independence. Is unable to use best practices and/or inclusive strategies that promote student independence. The Instructional Plan Has the knowledge and understanding of the roles and responsibilities of implementing the instructional plan. Can monitor and adjust the instructional plan based on student needs. Seeks out additional information and resources when necessary. Has knowledge and understanding of the roles and responsibilities of implementing the instructional plan. Can monitor and adapt the instructional plan based on student needs. Has limited knowledge and understanding of the roles and responsibilities of implementing the instructional plan. Needs ongoing assistance understanding the roles and responsibilities of implementing and adapting the instructional plan. Comments: Supports School Environment Student support Distinguished Proficient Developing Unsatisfactory Demonstrates outstanding sensitivity in relating to students and promotes their positive self-concept. Demonstrates average sensitivity in relating to students and promotes Demonstrates below average sensitivity in relating to students and Did not demonstrates sensitivity in relating to students and promotes
Para demonstrates a variety of strategies which reinforce positive student behavior. Standards of conduct are clear. Implements behavior plans appropriately and consistently. The Para's response to student misbehavior is appropriate and respectful to students. manage student behavior. issues which may arise. Comments: Instruction Use of Assessment Distinguished Proficient Developing Unsatisfactory Para facilitates students' self-monitoring and of own learning. Para provides students and teachers with high quality feedback from a variety of sources. Para is fully aware of students' assessment criteria and ensures that students are fully aware. Para frequently monitors students' understanding by collecting and utilizing assessment data to enhance student learning. Para assists the teacher occasionally in monitoring students' progress and providing students with feedback. Occasionally, checks for student understanding when they work with students basic "yes/no" questions. Para does not utilize assessment in assisting instruction. Does not monitor student process. Does not ensure that students are of assessment criteria used to evaluate their work. Does not check for understanding when working with students. Instructional Delivery Para makes the purpose of the lesson or unit clear, implements it effectively, and collaborates with the teacher to implement and enhance the instructional plan. Students age able to identify and articulate the instructional purpose and how it is applicable to the real world. Para is about the purpose of the lesson or unit, implements it effectively and collaborates with the teacher to implement the instructional plan. Students demonstrate understanding of the instructional purpose of the lesson. Para has basic knowledge and understanding of roles and responsibility of implementing the instructional plan. Para has limited knowledge and understanding of roles and responsibility of implementing the instructional plan. Instructional Techniques Para varies instructional techniques, materials, and/or resources to best meet all student learning styles. Instructional delivery is differentiated for Para consistently varies instructional techniques to accommodate the variety of student learning styles. Para offers minimal variation in instructional techniques to accommodate the variety of student learning styles. Para does not vary instructional techniques to accommodate the variety of student learning styles.
Initiative - Independently innovates or finds and develops solutions. Uses practical and logical thought to achieve solutions. Independently innovates or finds and develops solutions. Uses practical and logical thought to achieve solutions. Takes initiatives on many of the tasks. Requires few directions. Requires some directions or does not take initiative to complete tasks independently. Does not initiate tasks or development of solutions on tasks. Does not create or discover solutions. Knowledge of Educational, State & District Regulations & Policies Para is very knowledgeable about the laws and relevant district policies and the responsibilities as a paraprofessional. Para knows, understands, and can explain the guidelines of the law and the responsibilities of each of they relate to their everyday experiences as a paraprofessional. Para is a model for other team members. Para understands and can explain the importance of various laws and relevant district policies, and the responsibilities that come with each and using examples from the practice of the position. Para is unable to explain various laws and relevant district policies and relate it to the everyday aspects of the position. Reflection & Professional Development Para documents reflection on own professional practice and maintains all mandated District Documentation. Seeks professional development opportunities independently to enhance their own learning and to stay abreast of trends in education. Seeks out feedback from a variety of sources, uses the information to improve instruction, and provides information on the effectiveness of the changes. Para documents reflection on their own professional practice and maintains all mandated District Documentation. Welcomes feedback from others and uses such feedback to modify instruction. Para reflects on their own professional practice and does participate in District Professional Development opportunities. Reluctantly accepts feedback regarding performance. Para does not reflect on their own professional practice and resists feedback regarding performance. Does not participate in District Professional Development opportunities. Comments: Self-Reflection 1. Using the rubrics as a guide, explain what do you consider to be the important skills that your job requires?