Evaluation/Supervision Timeline New to the District – Level I and/or Provisional License (Probationary) New to the District – Level II Professional License (Probationary) Veteran Faculty Veteran Faculty New to Assignment/Endorsement Goal Setting: Faculty Member Completes and Submits: FACULTY PROFESSIONAL DEVELOPMENT GOAL(S) TEMPLATE Due September 30th Due September 30th Due September 30th Due September 30th Formal Observation #1 Due by October 30th Due by October 30th Due by October 30th Due by October 30th Formal Observation #2 Due by February 15th Due by February 15th Due by February 15th Due by February 15th
Student Feed Back Forms. Due to the teacher at the end of each course. Due to the teacher at the end of each course. Due to the teacher at the end of each course. Due to the teacher at the end of each course. FACULTY PROFESSIONAL DEVELOPMENT GOAL(S) END OF THE YEAR – SUMMARY OF GOAL ATTAINMENT Due from each faculty member to his/her administrator prior to the last faculty day of the school year. Due from each faculty member to his/her administrator prior to the last faculty day of the school year. Due from each faculty member to his/her administrator prior to the last faculty day of the school year. Due from each faculty member to his/her administrator prior to the last faculty day of the school year. END OF THE YEAR SUMMATIVE COVER SHEET Due from the faculty member’s administrator to the Superintendent of Schools by June 30th Due from the faculty member’s administrator to the Superintendent of Schools by June 30th Due from the faculty member’s administrator to the Superintendent of Schools by June 30th Due from the faculty member’s administrator to the Superintendent of Schools by June 30th COMPONENTS OF PROFESSIONAL PRACTICE Classroom Faculty Members DOMAIN 1: Planning and Preparation DOMAIN 2: The Classroom Environment
1a: Demonstrating Knowledge of Content and Pedagogy Knowledge of content Knowledge of prerequisite relationships Knowledge of content-related pedagogy 1b: Demonstrating Knowledge of Students Knowledge of characteristics of age group Knowledge of students’ varied approaches to learning Knowledge of students’ skills and knowledge Knowledge of students’ interests and cultural heritage 1c: Selecting Instructional Goals Value Clarity Suitability for diverse students Balance 1d: Demonstrating Knowledge of Resources Resources for teaching Resources for students 1e: Designing Coherent Instruction Learning activities Instructional materials and resources Instructional groups Lesson and unit structure 1f: Assessing Student Learning Congruence with instructional goals Criteria and standards Use for planning 2a: Creating an Environment of Respect and Rapport Faculty member interaction with students Student interaction 2b: Establishing a Culture for Learning Importance of content Student pride in work Expectations for learning and achievement 2c: Managing Classroom Procedures Management of instructional groups Management of transitions Management of materials and supplies Performance of non-instructional duties Supervision of volunteers and paraprofessionals 2d: Managing Student Behavior Expectations Monitoring of student behavior Response to Student misbehavior 2e: Organizing Physical Space Safety and arrangement of furniture Accessibility to learning and use of physical resources DOMAIN 4: Professional Responsibilities DOMAIN 3: Instruction 4a: Reflecting on Teaching Accuracy Use in future teaching 4b: Maintaining Accurate Records Student completion of assignments Student progress in learning Noninstructional records 4c: Communicating with Families Information about the instructional program Information about individual students Engagement of families in the instructional program 4d: Contributing to the School and District Relationships with colleagues Service to the school Preparation in school and district projects 4e: Growing and Developing Professionally Enhancement of content knowledge and pedagogical Service to the profession 4f: Showing Professionalism Service to students Advocacy Decision making 3a: Communicating Clearly and Accurately Directions and procedures Oral and written language 3b: Using Questioning and Discussion Techniques Quality of questions Discussion techniques Student participation 3c: Engaging Students in Learning Representation of content Activities and assignments Grouping of students Instructional materials and resources Structure and pacing 3d: Providing Feedback to Students Quality: accurate, substantive, constructive and specific Timeliness 3e: Demonstrating Flexibility and Responsiveness Lesson adjustment Response to Students Persistence Enhancing Professional Practice: A Framework For Teaching, Charlotte Danielson, ASCD, 1996
Feedback Form – Library Media Specialist Teacher: Observer: Grade level: Subject: Date: Domain 2 Instruction Components Unsatisfactory Basic Proficient Distinguished 1. Promotes literacy and the enjoyment of literature. Is not involved in any way with the promotion of the enjoyment of literature. Occasionally presents programs to encourage the enjoyment of literature and provides reading guidance as requested. Is actively involved in determining student interests and providing materials. Communicates with faculty members on a regular basis. Is well versed in many types of literature. Has a well-developed plan to promote the enjoyment of literacy and literature, which includes presenting appropriate books and authors. Has a thorough knowledge of the appropriate literature. 2. Provides support services and materials for faculty members. Does not provide any support for faculty members. Provides support for faculty members as requested. Is cognizant of the curriculum and purchases and provides materials in a timely manner. Collaborates with faculty members to identify materials and strategies. Assists faculty members and students in the use of technology. Anticipates the needs of faculty members and suggests new materials and technologies to further the educational goals of the students. Assists faculty members and students in the use of technology. 3. Exercises leadership and serves as a catalyst in the instructional program, providing varied services to students and staff. Does not provide services to students or Develops students’ abilities to use the LMC independently. Provides services as requested. Develops students’ abilities to use the LMC independently. Provides reference services, guiding the students and staff in the selection and use of appropriate resources. Assists staff and administration in individualizing instructional programs. Responds to the needs of staff. Develops students’ abilities to use the LMC independently. Provides reference services, guiding the students and staff in the selection and use of appropriate resources. Anticipates the needs of the staff. Encourages the staff to use new instructional technology and services. Feedback Form – Library Media Specialist Teacher: Observer: Grade level: Subject: Date:
Feedback Form – School Counselors Teacher: Observer: Grade level: Subject: Date: Domain 1 Consultation and Coordination Skills Components Unsatisfactory Basic Proficient Distinguished Fosters Constructive and respectful climate within the school. Counselor demonstrates a pattern of harmful interactions with staff and students. Counselor is inconsistently involved in enhancing school climate and is unaware of the ways in he/she is negatively impacting climate. Counselor is positively engaged in enhancing school climate and is aware of his/her impact on the school’s climate. Counselor consistently models a positive attitude and on a leadership role in creating opportunities to enhance school climate. Works constructively with other school personnel, parents and area resources in planning and developing programs that meet the needs of the student. Counselor is conceptually unaware of and unable to articulate the needs of the student. Counselor is moderately aware of and successful at advocating for students. Counselor works effectively with others in developing resources for students. Counselor initiates programs that address the needs of students. appropriate referrals. Counselor fails to make referrals when appropriate. Unaware of potential referrals and resources. Counselor makes appropriate referrals inconsistently. Is aware of and uses district referral list. Counselor referrals reflect sound judgment and knowledge of resources. Maintains and uses an up-to-date listing of community referral services. Counselor acts as a resource for colleagues making referrals and acts as a liaison to community referral sources. Coordinates counseling and guidance services with other curricular and instructional programs. Counselor is ineffective in coordinating programs. Counselor is inconsistent in coordinating programs. Counselor works cooperatively to ensure that all students have access to guidance Programs and services. Counselor initiates, monitors, and adjusts the delivery of guidance services to respond to the needs of students and staff. Assists students and staff with educational transitions. Counselor is ineffective in setting up and executing transition tasks. Counselor completes some transition tasks. Counselor establishes a well-organized, publicized, and executed transition program. Counselor annually reflects upon and ways to constructively improve the process. Feedback Form – School Counselors Teacher: Observer: Grade level: Subject: Date:
Maintains and uses relevant data following FERPA regulations around confidentiality to meet student needs and assist others with the use of this data. Counselor’s system of maintaining and using student data is in disarray and counselor is unaware of FERPA regulations. Counselor’s system is rudimentary and poorly organized and FERPA is not followed consistently. Counselor’s system is fully effective and follows FERPA. Counselor’s system serves as a model for record keeping. Maintains and distributes to students and families information concerning curricular offerings and other appropriate activities. Counselor is unaware of curricular offerings/resources. Counselor makes inconsistent attempts to inform families and students. Counselor is knowledgeable and responsive to needs for information. Counselor remains current, anticipates needs, and provides relevant information to all concerned. Maintains skills to access and process pertinent computer information regarding students’ records. Counselor has minimal computer skills and does not access district technology support. Counselor has adequate computer skills and accesses some district technology support. Counselor demonstrates proficient computer skills and uses district technology support to further development. Counselor uses skills to train others. Understands the basic concepts and principles of measurement and evaluation. Counselor lacks understanding of basic concepts and principles of measurement and evaluation. Counselor has a basic understanding but has some difficulty explaining the significance of data. Counselor has a working knowledge of and is able to accurately convey significance of data. Counselor serves as a resource to colleagues and uses data to help in assessing school Promotes and participates in aligning the guidance program with the mission of the school. Counselor avoids dialogue and reflection regarding the guidance program’s alignment with the school’s mission. Counselor participates in dialogue and reflection if specifically asked. Counselor promotes and participates in the dialogue and reflection necessary to align the guidance program with the school’s mission. Counselor routinely initiates dialogue and reflection with school staff to align the guidance program with the school mission. Determines guidance priorities based on needs and plans tasks and activities accordingly. Counselor fails to identify priorities; tasks and activities are unrelated. Counselor erratically considers in planning tasks and activities. Counselor consistently prioritizes and connects activities with demonstrated needs. Counselor is of and prioritizes emerging building needs and assists in developing a proactive plan. (to further the school’s vision). Feedback Form – School Counselors Teacher: Observer: Grade level: Subject: Date: Domain 4 Professional Responsibilities Components Unsatisfactory Basic Proficient Distinguished
Participates actively in school meetings. Counselor avoids being involved in school meetings. Counselor participates in school meetings when specifically Counselor volunteers to actively participate in school meetings. Counselor volunteers to participate, makes a substantial contribution, and assumes a leadership role. Demonstrates professionalism. Counselor decisions based on self-serving interests or lets personal issues affect job performance resulting in unmet student needs. Counselor demonstrates inconsistent but well-meaning consideration of student, family, and staff needs. Counselor works as part of a team to ensure that student needs are met. Counselor plays a leadership role in team to ensure that decisions are based on the highest professional standards and consistently result in student needs being met. Promotes positive relations between/within the school and the community. Counselor relationships with colleagues and community are negative or self-serving. Counselor maintains cordial relationships with colleagues and community members. Counselor’s relationships are characterized by support and cooperation. Counselor is sought out by members of school and community as valued resource. Reflects on practice and sets appropriate professional goals. Counselor is unaware of best practice and does not set appropriate professional goals. Counselor shows general awareness of best practice and sets minimally appropriate professional goals. Counselor is aware of and reflects on best practice and sets appropriate professional goals to further development. Counselor thoughtfully reflects on best practice and engages with colleagues in setting appropriate professional goals that serve as a model. Contributes to the school, district and profession through service and participation in committees/teams. Counselor avoids becoming involved. Counselor participates when specifically asked. Counselor volunteers and makes a contribution. Counselor volunteers, participates, makes a significant contribution, and assumes a leadership role. Develops professionally through enhancement of content knowledge and pedagogical skills. Counselor does not engage in professional development. Counselor participates in professional activities to a limited extent when they are convenient. Counselor out opportunities for professional development and systematically incorporates that knowledge into practice. Counselor seeks out opportunities for professional development, systematically incorporates that knowledge into practice and creates opportunities to share knowledge with colleagues.
COMPONENTS OF PROFESSIONAL PRACTICE School Nurses DOMAIN 1: Planning and Preparation DOMAIN 2: Health Services Environment 1a: Demonstrating Knowledge of Content and Pedagogy Knowledge of content Knowledge of clinical component Knowledge of nursing decision-making process 1b: Demonstrating High Quality of Care Knowledge of evaluating quality of practice Knowledge of effective school health programs 1c: Demonstrating Knowledge of Students Knowledge of characteristics of age group Knowledge of students’ skills and knowledge Knowledge of students’ cultural heritage 1d: Demonstrating Knowledge of Resources Resources for faculty members Resources for students Resources for families 1e: Demonstrating Current Education/Competency Acquires and maintains current knowledge Participates in continuing education activities 2a: Creating an Environment of Respect Interaction with students Interaction with families Interaction with school community 2b: Managing School Health Services Knowledge of components Conducts needs assessment Implements programs Knowledge of policies and procedures Knowledge of current trends 2c: Organizing Physical Space Knowledge of safety issues Knowledge of confidentiality issues 2d: Managing Procedures for Health Office Management of materials, supplies Supervision of paraprofessionals, volunteers DOMAIN 4: Professional Responsibilities DOMAIN 3: Instruction – Health Education 4a: Collaborating With Others Interactions with students and families Interactions with school staff Interactions with other agencies providing care 4b: Communicating with Families Information about individual students Engagement of family in follow up 4c: Demonstrating Collegiality Participates in professional organizations Shares knowledge and skills with team with interdisciplinary team 4d: Showing Professionalism Service to students Advocacy for students Acts in ethical manner on behalf of students 3a: Communicating Clearly and Accurately Student interactions Family interactions Interactions with school personnel 3b: Providing Formal and Informal Health Education Age appropriate classroom instruction Individual student needs addressed Collaborative efforts with student/family/school 3c: Demonstrating Flexibility and Responsiveness Response to students Response to families Response to school community members 3d: Demonstrating Health Promotion Resource for school and community 3e: Engaging Students in Learning Instruction materials and resources Activities and assignments Representation of content
Feedback Form – School Nurses Teacher: Observer: Grade level: Subject: Date: Domain 1: Planning and Preparation Components Unsatisfactory Basic Proficient Distinguished 1a Knowledge of content and pedagogy lacks current medical information and logical approach to nursing practice; single approach to teaching uses current information and a systemic approach to problem- solving in nursing practice; variety of teaching techniques possesses current knowledge and uses nursing process, including outcome identification, planning, implementing and evaluation as appropriate; sets yearly aware of current educational trends consistently implements knowledge using current educational trends 1b High quality of care addresses some portion of the 11 components of a quality health program as specified in Standards of Practice: School Health Services Manual addresses the 11 components of a quality school health program in some manner systematically delivers quality school nursing practice consistently evaluates the effectiveness of school nurse practice using data-driven evidence 1c Knowledge of students limited knowledge of develop- mental level of population served knowledgeable of developmental levels of population served including expected skills and developmental tasks knowledge of growth and develop- ment of population served with special attention to diversity and cultural heritage issues consistently implements knowledge of all appropriate issues regarding growth and development of population served 1d Knowledge of resources limited knowledge of resources available in the community aware of local resources that faculty members, students and families may request Utilizes local resources available within the community anticipates preventative and proactive resources for utilization 1e Current education and competency occasionally participates in continuing education activities regularly attends continuing educational activities appropriate to the medical, developmental and psychosocial needs of the population served acquires and maintains current knowledge and competency through a variety of classes, conferences, journal research, advanced certifications consistently shares learned information through a variety of means
COMPONENTS OF PROFESSIONAL PRACTICE Special Educators DOMAIN 1: Comprehensive Evaluation IEP Development DOMAIN 2: Collaborative Consultation 1a: Demonstrates knowledge of local, state, and federal policies and regulations. 1b: Demonstrates knowledge of characteristics of students with exceptionalities. 1c: Demonstrates knowledge of assessment instruments and tools. 1d: Communicates information regarding eligibility, program, policy and procedures. 1e: Identifies and analyzes learning environments. 1f: Applies an approach to evaluation and IEP development. 1g: Demonstrates the use of multiple resources in the development of IEPs (e.g. standards). 1h: Demonstrates knowledge of various models for transitions. 2a: Collaborates with students, parents and professionals. 2b: Demonstrates knowledge of collaborative consultation skills and creative problem solving. 2c: Applies principles of interactive communication, group process and team building. 2d: Establish and maintain parent/ professional relationships. DOMAIN 4: Professional Responsibilities DOMAIN 3: Instruction, Supports and Adaptations 4a: Reflecting on professional practice. 4b: Maintain accurate records. 4c: Growing and developing professionally. 4d: Supervision and evaluation of instructional assistants. 4e: Contributing to school and district. 4f: Showing professionalism. 3a: Use effective, research-based instructional strategies and practices to meet the needs of individuals with SPECIFIC disabilities in academic and non-academic areas. 3b: Evaluate, select, develop and curriculum materials, supports and technology. 3c: Plan, organize and implement educational programs to develop independent and active learners. 3d: Structure the educational environment to provide optimal learning opportunities. 3e: Develop and implement behavior support plans.
Feedback Form – Special Educators Teacher: Observer: Grade level: Subject: Date: DOMAIN 2: Collaborative Consultation Components Unsatisfactory Basic Proficient Distinguished 2a: Collaborates with students, parents, and other educational agencies. Faculty member displays little ability to collaborate with students, parents, and other educational agencies. Faculty member displays basic ability to collaborate with students, parents, and other educational agencies. Faculty member is skillful in collaborating with students, parents, and other educational agencies. Faculty member acts as a resource for parents. Faculty member is skillful and reflective in collaborating with students, parents, and other educational agencies. Faculty member acts as a resource for parents and colleagues. 2b: Demonstrates knowledge of collaborative consultation skills and creative problem solving. Faculty member displays little knowledge of collaborative consultation skills and creative problem solving. Faculty member displays basic knowledge of collaborative consultation skills and creative problem solving. Faculty member displays in depth knowledge of collaborative consultation skills and creative problem solving. Faculty member critiques, evaluates and reflects on his/her knowledge of collaborative consultation skills and creative problem solving. 2c: Applies principles of interactive communication process, and team building. Faculty member displays little ability to apply principles of interactive communication group process, and team building. Faculty member displays basic ability to apply principles of interactive communication group process, and team building. Faculty member is skillful and competent in applying principles of interactive communication process, and team building. Faculty member is skillful and reflective in applying principles of interactive communication group process, and team building. He/she shares ideas with colleagues. 2d: Establish and maintain parent/ professional relationships. Faculty member displays little ability to establish and maintain parent/ professional relationships. Faculty member displays basic ability to establish and maintain parent/ professional relationships. Faculty member is skillful and competent in establishing and maintaining parent/ professional relationships. Faculty member is skillful and reflective in establishing and maintaining parent/ professional relationships. He/she shares ideas with colleagues.
Faculty Member’s Name: Date of Observation: Context: ⁯ Class (Grade: _____/Subject: ______________/Time/Block/Period: ____________) Committee Meeting ⁯ CTL Meeting ⁯ Data Team Meeting ⁯ Curriculum Meeting ⁯ IEP/504/MTSS Meeting ⁯ Other: _____________________ Administrator/Supervisor: Summative Narrative (Claims and Evidence): Administrative Observation Summative Documentation Page 2 Impact/Interpretation:
School Year: _________ School: _______________ Starting Date of Plan: ______ Review Date of Plan: ___________ Area of Deficiency: (Complete a separate chart for each area of deficiency) Steps to be Taken to Address Area of Deficiency: Required Documentation: Resources: Expected Outcomes: Due/Review Dates: Review Meeting Date(s) and Expected Outcomes: Review/Meeting (Use a separate row for each review/meeting date) Expected Outcomes: (Include specific details of expected outcomes, documents required, etc. List each expected outcome per review/meeting date.)