Instructional Specialists – 1a Component Unsatisfactory Basic Proficient Distinguished 1a: Demonstrating knowledge of current trends in specialty area and professional development. SAC demonstrates little or no familiarity with specialty area or trends in professional development. SAC demonstrates basic familiarity with specialty area and trends in professional development. SAC demonstrates thorough knowledge of specialty area and trends in professional development. SAC’s knowledge of specialty area and trends in professional development is wide and deep; SAC is regarded as an expert by colleagues. Critical Attributes • Knowing the BOE policies as appropriate to the Student Activities Program. • Knowing school procedures for FT, fundraising, activity planning. • Knowing about new programs, motivational speakers. • Knowing the supplies and services offered by our community. Instructional Specialists – 1b Component Unsatisfactory Basic Proficient Distinguished 1b: Demonstrating knowledge of the school’s program and levels of teacher skill in delivering that program. SAC demonstrates little or no knowledge of the school’s program or of teacher skill in delivering that program. SAC demonstrates basic knowledge of the school’s program and of teacher skill in delivering that program. SAC demonstrates thorough knowledge of the school’s program and of teacher skill in delivering that program. SAC is deeply familiar with the school’s program and works to shape its future direction and actively seeks information as to teacher skill in that program. Critical Attributes • Knowledge and participation in school’s initiative like literacy & math strategies. • Aiding the senior project process by assisting seniors planning activity-type projects. • Knowledge & participation in college & career readiness events, activities. • Aligning the Student Activities Program to HCPS, GLOs, & CCSS. • Actively planning & implementing service-learning activities, promoting volunteerism. • Development of leadership & social skills within students.
Instructional Specialists – 3e Component Unsatisfactory Basic Proficient Distinguished 3e: Demonstrating flexibility and responsiveness. SAC adheres to his plan, in spite of evidence of its inadequacy. SAC makes modest changes in the support program when confronted with evidence of the need for change. SAC makes revisions to the support program when it is needed. SAC is continually seeking ways to improve the support program and makes changes as needed in response to student, parent, or teacher input. Critical Attributes • SAC ignores indications of participant boredom or lack of understanding. • SAC brushes aside participant questions. • SAC conveys to participants that when they have difficulty learning it is their fault. • In reflecting on practice, SAC does not indicate that it is important to reach all participants. • Despite evident participant confusion, SAC makes no attempt to adjust the lesson. • SAC’s efforts to modify the support program are only partially successful. • SAC makes perfunctory attempts to incorporate questions and interests into the lesson. • SAC conveys to participants a level of responsibility for their learning but also his or her uncertainty about how to assist them. • In reflecting on practice, SAC indicates the desire to reach all participants but does not suggest strategies for doing so. • When improvising becomes necessary, SAC makes adjustments to the support program. • SAC incorporates participants’ interests and questions into the heart of the support program. • SAC conveys to participants that s/he has other approaches to try when they experience difficulty. • In reflecting on practice, SAC cites multiple approaches undertaken to reach those having difficulty. • SAC’s adjustments to the support program, when needed, are designed to assist individuals. • SAC seizes a teachable moment to enhance a learning opportunity. • SAC implements a process of continuous improvement of support program and provides results of improvement. Possible Examples of Evidence • Implemented strategies to gain understanding of colleague needs. • Documented and scheduled in-service trainings/support based on target audience needs and the outcomes of those supports. • Implemented a plan for continuous improvement.