knowledge of various of conduct that are applicable to the profession (NASP/GASP, PSC, or APA) and adheres to principles of ethical, legal and professional standards of conduct. demonstrates a high standard of ethical, level of skill and knowledge related to ethical issues, such that he/she is a role model for peers. The SP is knowledgeable of and adheres to established standards of practice in accordance with (NASP/GASP, PSC, or APA). demonstrates knowledge of and adheres to established ethical practice guidelines (NASP/GASP, PSC, or APA). ethical, legal and professional standards related to professional practice (GASP/NASP, PSC, or APA). actions that indicate lack of awareness of ethical standards of practice (GASP/NASP, PSC, or APA), or are in violation of one or more ethical standards. 5.5 The SP adheres to established departmental timelines with regard to completion of evaluations. The SP continually demonstrates a commitment to completing according to departmental expectation (100% of Initial Evaluations are completed within 45 days or less). In addition, at least 90% of re-evaluations are completed within 60 calendar days. The SP consistently adheres to departmental guidelines regarding providing written reports to stakeholders (minimum of 85% of initial reports completed by 45 days). The SP inconsistently meets expected timelines for initial reports (completed by 45-days) for 76-84% of initial evaluations completed. The SP does not adhere to established guidelines for initial referrals to be completed by day 45 as evidenced by initial timelines at or 75%. 5.6 The SP conducts assessments within his/her scope of competence and seeks out additional training/ support as needed. The SP continually demonstrates a commitment to updating skills as needed through peer consultation, observation, and trainings The SP consistently adheres to standardized administration procedures and attends trainings, seeks consultation to improve skills. The SP inconsistently demonstrates adherence to standardized administration guidelines, or fails seek out consultation/supervision to remediate training needs The SP does not demonstrate proficiency in standardized administration of instruments. 5. 7 The SP demonstrates commitment to the department Demonstrates 96-100% attendance at Attends of and area meetings Attendance rates of for Staff or Area Meetings SP demonstrates 70% or less attendance at
Standard 4- Family–School Collaboration Services □ Level IV□ Level III □ Level II □ Level I Domain 3- Interventions & Supports Standard 5- Interventions and Instructional Support □ IV□ Level III □ Level II □ Level I Standard 6- Interventions and Mental Health Services □ Level IV□ Level III □ Level II □ Level I Domain 4- System Level Services Standard 7- School-Wide Practices to Promote Learning □ Level IV□ Level III □ Level II □ Level I Standard 8- Preventive and Responsive Services □ IV□ Level III □ Level II □ Level I Domain 5- Core Principles & Professional Responsibilities Standard 9- Diversity in Development and Learning □ Level IV□ Level III □ Level II □ Level I Standard 10- Legal, Ethical, and Professional Practice □ Level IV□ Level III □ Level II □ Level I II or Level I ratings require the school psychologist to develop a plan with supervisors to improve skill areas and documentation detailing the rationale for the ratings must be attached. needing development: Data or evidence reviewed: Personal development plan: Signatures: (School Psychologist) (Evaluator) Appendix D School Psychologist Evaluation Instrument End of Year Summative Evaluation Psychologist: Evaluator: Schools Served: School Year: Date of End of Year Review: Domain 1- Data Analysis & Application Standard 1- Data-Based Decision Making and Accountability □ IV□ Level III □ Level II □ Level I Standard 2- Research and Program Evaluation □ Level IV□ Level III □ Level II □ Level I Domain 2- Collaborative Partnering Standard 3- Consultation and Collaboration □ Level IV□ Level III □ Level II □ Level I Standard 4- Family–School Collaboration Services □ Level IV□ Level III □ Level II □ Level I