Certificated Employee

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1 Certificated Employee Sonoma County Office of Education Evaluation Period: to Year 1, 2 and Temporary Teachers, Please complete entire Evaluation. Permanent teachers Please complete Teach; Learn, Professional Responsibilities; choice of one area in Plan or Professional Growth. Please add # years teaching Summative Performance Appraisal Employee Job Title Evaluator Job Title PURPOSE: The appraisal procedure is a cooperative process designed to: Promote the achievement of goals and objectives of the County Office and its programs; Provide a process of two- way communication to evaluate the performance of staff; Clarify abilities and specific indicators most critical to job performance; Offer suggestions and direction regarding goal setting, desired performance and improvement; Increase employee/supervisor understanding of job performance; Meet legal mandates and obtain data for decisions regarding employment status; Provide a formal method of recognizing staff achievement and growth. REQUIREMENTS: Refer to SCOE Policies & Procedures Manual (Section 4150), Bargaining Agreement (Article XVII) and Education Code et seq. The Review of evaluation criteria and the development of a professional growth plan must be completed by October 15; Two observations of at least 30 minutes; The first observation requires at least 24hr advance notification; other observations do not require advance notification; A post- observation conference must be held within 5 work days of the first observation; conferences following other observations are held at the request of the evaluator or the employee within 10 work days of the observation; Any ratings in the Not Evident or Emerging columns require a comment by the evaluator, up to and including an Action Plan for improvement (no later than March 30) if needed. Summative evaluation and content discussion must be completed by May 1. TIMELINE: Group Orientation Date Optional but recommended Formative Conference/Professional Growth Plan Date By October 15 Pre- Observation Conference Date Recommended Observations Date 1st 2nd Requires 24- hour notice Post- observation Conference (2 nd optional) Date 1st 2nd Within 10 work days of observation Informal Observation(s) Date Recommended for Probationary Summative Evaluation Date By May 1 INFORMATION SOURCE USED: Observation Recording Form Professional Goals (required, by October 15 ) Peer Feedback Per Contract Performance improvement Plan (if required, by March 30) Other ASSIGNMENT INFORMATION: Employment status Permanent Probationary Temporary Number of: Students Served SLP Assistant(s) Other Students Served Court Special Day Class (Specify: ) Age Levels(s) Preschool Middle school Community Full inclusion Elementary Secondary Learning Handicapped Career Tech Education Junior high Transition NEXT EVALUATION DATE School site(s)/work site(s) may attach schedule with explanation of special circumstances impacting evaluation, if any Employee (initial) Evaluator (initial) 1

2 Sonoma County of Education Speech Language Pathologist Evaluation (SLP) Rubric Developmental Levels Descriptors Emerging: Expands awareness of curriculum and instructional practices to support understanding and engage students in learning. Recognizes the importance of building a positive learning environment that is focused on achievement. Demonstrates knowledge of SLP as discrete skills. Plans lessons using available curriculum and resources. Seeks to build an understanding of required assessments and uses of data to inform student progress. Works collaboratively with assigned colleagues to reflect on and explores ways to improve SLP practices and student success. Applying, all of the above, and: Implements the curriculum using a variety of instructional practices and supplemental resources selected to improve student understanding and engagement. Develops and maintains a respectful and supportive learning environment in which all students can achieve. Adheres to standards of the profession to make connections between elements of effective instruction, learning goals and assessments. Plans differentiated interventions using a variety of adjustments and adaptations in therapeutic practice. Utilizes a variety of assessments that provide targeted data on student learning and/or progress to guide planning. Collaborates and reflects regularly with colleagues to improve SLP practice and student success. Integrating, all of the above, and: Integrates extensive knowledge of therapeutic practices, instructional practices, and supplemental resources to enhance and deepen student understanding and engagement. Provides a respectful and rigorous learning environment that supports and challenges all students to achieve. Articulates knowledge of the inter- relationships between elements of effective instruction, learning goals, and assessments. Plans lessons using a broad range of strategies to differentiate therapeutic practice as informed by multiple assessments. Develops, adapts and integrates assessments into therapeutic practice that provide ongoing data to guide planning differentiated instruction matched to assessed needs of students. Analyzes and integrates information from a wide range of sources to expand skills of collaboration and reflection as a habit of practice and to impact SLP effectiveness and student learning. Innovating, all of the above, and: Designs and implements comprehensive interventions with multiple and varied therapeutic practices and resources to support students learning and engagement. Facilitates a learning environment that is respectful, rigorous, and responsive in advancing student goals. Applies in- depth knowledge of evidence- based practice to increase the effectiveness of therapeutic practices, learning goals, and assessment across all settings. Plans interventions flexibly utilizing a repertoire of evidence based practices to differentiate therapy as informed by ongoing data collection. Utilizes a wide range of assessments strategically, systematically, and flexibly throughout intervention to identify student progress, needs and guide ongoing therapeutic adjustments that maximizes student learning. Engages in and facilitates collaborative professional communities focused on providing quality interventions and optimal learning for the full range of students. Mentors and supports colleagues. 2

3 TEACH Sonoma County Office of Education Framework for SLP and Learning 1.1 Engages, motivates and challenges all students in learning while addressing individual differences utilizing multiple SLP strategies. 1.2 Implements standards based lessons. 1.3 Creates a safe and positive learning environment that fosters productive SLP and student interactions. 1.4 Demonstrates knowledge of subject matter. 1.5 Instruction promotes student engagement and learning. 1.6 SLP helps students develop critical thinking and problem solving skills. LEARN 2.1 SLP uses instructional strategies which enable students to self- assess, establish goals, and monitor progress 2.2 Students create work products that demonstrate satisfactory progress towards learning goals PROFESSIONAL GROWTH 3.1 Demonstrates collective responsibility and team collaboration. PLAN 4.1 Designs short and long term plans to sequence instructional activities and materials for student learning. 4.2 Creates and maintains procedures and routines for classroom management and organization. 4.3 Connects student s prior knowledge and experiences with learning goals. 4.4 Students demonstrate mastery of subject matter through various forms of assessments in diverse settings PROFESSIONAL DEVELOPMENT 5.1 Demonstrates collective responsibility and team collaboration. 5.2 Reflects on and refines SLP practice to support student learning 5.3 Demonstrates commitment to continuous professional growth. 5.4 Manages professional responsibilities. 5.5 Is receptive to receiving and giving collegial feedback in the promotion of high level SLP and learning. 3

4 TEACH THE SLP: NOT EVIDENT Emerging Applying Integrating Innovating 1.1 Engages, motivates and challenges all students in learning while addressing individual differences using a variety of intervention and therapeutic strategies. Uses language appropriate for the listener. At times is able to interact with and successfully motivate students. Promotes understanding of individual differences and respect for all students. Engages individual students through motivating interactions. Uses strategies that engage all students respectfully. Creates and uses a variety of methods, materials and technology to communicate with students. Sustains student engagement throughout the duration of the lesson. Shares methods and activities for addressing student differences with colleagues. Motivates students to engage and interact as a group and/or class. 1.2 Addresses IEP Goals Is knowledgeable of the IEP goals. Some evidence that data is being collected to monitor student progress. Lesson instruction addresses and targets the IEP goal. Collects data of student progress toward IEP goals and uses that data to guide intervention. Collaborates with staff to support student progress of IEP goals; models techniques for staff to address student needs. Intervention is modified as student progress data is considered and evaluated. Implements training for staff and/or SLPs. 1.3 Creates a safe and positive learning environment that fosters productive SLP and student interactions. Acknowledges/knows that there are individual differences and shows respect for all students. Seeks assistance from colleagues and/or administrator concerning the implementation of a positive learning environment. Encourages and advises students to demonstrate a positive learning environment...and Creates instructional routines and procedures that engage students in positive and respectful interaction...and Encourages and advises colleagues to create instructional routines and procedures that engage students in positive and respectful interaction. 4

5 THE SLP: NOT EVIDENT Emerging Applying Integrating Innovating 1.4 Demonstrates knowledge of theories, techniques and interventions. Demonstrates awareness of a variety of methods to meet the needs of students. Designs, selects or modifies special curricula/therapy content. Limited use of equipment, materials, devices and/or aids. Provides some feedback and reinforcement to students. Uses some systematic and evidence- based intervention strategies to foster communicative competence. Uses and maintains facilities, materials and equipment, including assistive technology, in an optimal manner. When appropriate, teaches students strategies needed to communicate effectively based upon the student s developmental level. Expresses thoughts and ideas clearly and effectively. Uses a variety of research based approaches to improve intervention and student progress. Incorporates emerging research, innovative materials, and technologies into lesson plans and intervention strategies. Researches, studies and applies new innovative techniques and shares with colleagues. Participates in research studies to improve the effectiveness of therapy delivery models. 1.5 Instruction promotes student engagement and learning. Attempts to redirect students when they disengage in the lesson. Attempts to use motivating instructional techniques which include respectful interactions, engaging materials, etc. Takes positive corrective action when students need redirection Discusses with staff the interests and motivation of the student related to student engagement. Uses therapy materials and activities that are appropriate for students age, grade, cognitive level, interests, willingness, and aptitudes. SLP/student relationship is positive, rewarding, and supportive by consistently using a variety of strategies, in an effective manner, to ensure student engagement in implementation of IEP services and/or collection of assessment data. Develops alternative therapeutic activities for students who might be resistant to therapeutic situations. Shares with and mentors colleagues concerning alternative therapeutic activities for students who might be resistant to therapeutic situations. Overall Rating: 5

6 Comments/Discussion: Next Steps: 6

7 LEARN THE STUDENT: NOT EVIDENT Emerging Applying Integrating Innovating 2.1 Through appropriate intervention strategies, students learn to self- assess, establish goals, and monitor progress. Students are aware of stated learning objectives. As is developmentally appropriate, and with SLP prompting, students review their progress and establish goals to improve their performance. As is developmentally appropriate, and with limited SLP prompting, students set goals, continuously self- assess, and know their current progress on speech and language goals. As developmentally appropriate, and with no prompting, students set challenging and achievable goals, continuously self- assess and take responsibility for improving performance. 2.2 Student data demonstrates satisfactory progress towards communication goals. Student data indicates limited progress towards goals. Students are making satisfactory progress towards goals. Students progress towards goals is generalized with limited prompting across environments. Students meet goal(s) criteria. Overall Rating: Comments/Discussion: Next Steps: 7

8 PROFESSIONAL RESPONSIBILITIES THE STUDENT: NOT EVIDENT Emerging Applying Integrating Innovating 3.1 Demonstrates collective responsibility and team collaboration. Attends staff and department meetings. Participates in classroom activities as expected. At times communicates with families and colleagues. Explores opportunity for conversations and problem solving. Collaborates with other colleagues. Maintains effective communication with families and colleagues in a timely and respectful manner. Regularly participates in formal and informal conversations regarding the improvement of practice. Shares resources and information with colleagues and professionals. Shares knowledge of professional resources and information with families and colleagues. Initiates and facilitates collaboration with others including but not limited to instructional and support staff, school community, industry, agencies, and/or the business community. Encourages, supports, and mentors others: SLPs; interns; Clinical Fellowship Year candidates; etc. Engages in and facilitates opportunities and support for students, families, staff and/or volunteers to actively participate in the student learning process. Overall Rating: Comments/Discussion: Next Steps: 8

9 PLAN THE SLP: NOT EVIDENT Emerging Applying Integrating Innovating 4.1 SLP plans interventions that sequence instructional activities and resources for student progress towards goals. Has clearly stated IEP goals. Plans variety of activities related directly to the IEP goals. Monitors student s data in planning to develop lessons that assist students to mastery of the IEP goals. Mentors and collaborates with fellow SLPs in planning and offering guidance in developing IEP goals. 4.2 Creates and maintains procedures and routines for group/individual activities that are organized. Provides to teacher an updated list of student s who need SL according to their IEPs. Provides copy of schedule to relevant school personnel. (e.g. Time of arrival; end of sessions.) Groups students according to appropriate needs. Schedules interventions using a variety of service delivery models to meet student needs in the least restrictive environment. Follows schedules for assigned schools and informs appropriate personnel of departures from schedule. Adjusts service delivery as needed. Works with classroom teachers to accommodate teacher preferences and classroom needs, when appropriate. Assists colleagues to create procedures and routines. 4.3 Connects students prior knowledge and experiences with learning goals Identifies student s unique needs. Uses systematic procedures for review of student progress. Incorporates real- life context and cultural sensitivity into the lesson...and Helps colleagues adapt and differentiate instruction for students. 9

10 THE SLP: NOT EVIDENT Emerging Applying Integrating Innovating 4.4 Students demonstrate progress in IEP goals through various forms of assessments in diverse settings. SLP collects some data and is knowledgeable of various student assessment data available. SLP regularly collects data from multiple assessment sources. SLP uses assessment data to plan lessons. SLP differentiates instruction during lessons based on assessment data SLP provides support for students who are not succeeding.. SLP consistently reassesses, using a variety of methods and collaborates with colleagues to utilize assessment data effectively. The SLP persistently monitors struggling students to ensure their growth and/or mastery of subject matter. Overall Rating: Comments/Discussion: Next Steps: 10

11 PROFESSIONAL GROWTH THE SLP: NOT EVIDENT Emerging Applying Integrating Innovating 5.1 Demonstrates collective responsibility and team collaboration. Attends staff and department meetings. Participates in classroom activities as expected. At times communicates with families and colleagues. Explores opportunity for Regularly participates in formal and conversations and problem informal conversations regarding the solving. improvement of practice. Collaborates with other colleagues. Maintains effective communication with families and colleagues in a timely and respectful manner. Shares resources and information with colleagues and professionals. Shares knowledge of professional resources and information with families and colleagues. Initiates and facilitates collaboration with others including but not limited to instructional and support staff, school community, industry, agencies, and/or the business community. Encourages, supports, and mentors others: SLPs; interns; Clinical Fellowship Year candidates; etc. Engages in and facilitates opportunities and support for students, families, staff and/or volunteers to actively participate in the student learning process. 5.2 Reflects on and refines therapeutic practice to support student progress. Reflects on effectiveness of therapy. Adjusts therapeutic Seeks, develops and refines methods practice based on student to ensure and impact individual performance and individual student progress. and collegial reflection. Incorporates advice into practice. Seeks support and advice from a variety of sources. Uses knowledge from ongoing reflective practice and action research to improve therapeutic practice and influence student progress. Engages in and fosters reflection among colleagues and the larger community, school or otherwise for an impact on student achievement. 11

12 THE SLP: NOT EVIDENT Emerging Applying Integrating Innovating 5.3 Demonstrates commitment to continuous professional growth. Creates professional goals. Participates in professional development aligned with professional goals. Attends required Uses information professional development, learned from professional programs and activities. development to improve practice. Seeks out professional development activities aligned with goals and student needs and integrates into practice. Implements knowledge from professional development to improve practice. Actively updates and refines therapeutic practice based on current research and best practices. Applies and implements knowledge and skills attained from professional development consistent with its intent. Advocates for participation in professional development with colleagues; models life- long learning with colleagues. Shares and models. knowledge from professional development. 5.4 Manages professional responsibilities. Meets professional responsibilities of the job with few exceptions. and Meets professional responsibilities of the job. and Meets and exceeds professional responsibilities of the job. Is a professional school leader and his/her actions and words promote the program s positive culture. 5.5 Is receptive to receiving and giving collegial feedback in the promotion of high- level therapeutic practice and student progress. May or may not gather and/or incorporate effective feedback into practice. Receives feedback from colleagues and uses it occasionally Uses feedback from colleagues on a regular basis Mentors other colleagues if requested by either the colleague or supervisor. Consistently seeks out and incorporates feedback on therapeutic practice and student progress from both colleagues and supervisors Continually mentors other SLPs to assist in the improvement of therapeutic practice and student progress. Overall Rating: Comments/Discussion: Next Steps: 12

13 Sonoma County Office of Education Pilot SLP Evaluation Final Comments Evaluator Signature Date Evaluatee Signature Date 13

14 Sonoma County Office of Education Pilot SLP Goal Setting Form Name: Position: School: Evaluator: School Year: Title: 1. TARGETED AREA FOR GROWTH AND CONTINUOUS DEVELOPMENT PROFESSIONAL GROWTH (by Oct. 15) A collaboration between SLP and administer will determine next goals please list 3 5 goals Comments/Discussion: Administer Signature: Evaluator Signature: Date: Date: Comments Attached: Yes No Supervisor of Evaluator Signature: Date: 14

15 Sonoma County Office of Education Pilot SLP Goal Setting Form Name: Position: School: Evaluator: School Year: Title: 6. TARGETED AREA FOR GROWTH AND CONTINUOUS DEVELOPMENT PROFESSIONAL GOALS (end of year) A collaboration between SLP and administer will determine next goals - please list 3 5 goals Comments/Discussion: Administer Signature: Evaluator Signature: Date: Date: Comments Attached: Yes No Supervisor of Evaluator Signature: Date: 15

16 Sonoma County Office of Education 1. PLAN 1.1 SLP plans interventions that sequences instructional activities and resources for student learning. 1.2 Creates and maintains organized procedures and routines for group/individual activities. 1.3 Connects students prior knowledge and experiences with learning goals 2. TEACH Overall Rating for Standard #1: 2.1 Engages, motivates and challenges all students in learning while addressing individual differences utilizing multiple SLP strategies 2.2 Implements IEP Goals 2.3 Creates a safe and positive learning environment that fosters productive SLP and student interactions. 2.4 Demonstrates knowledge of theories, techniques and interventions 2.5 Instruction promotes student engagement and learning. 2.6 SLP helps students develop critical thinking and problem solving skills. Overall Rating for Standard #2: 16

17 Sonoma County Office of Education 3. LEARN 3.1 Students demonstrate progress in IEP goals through various forms of assessments in diverse settings. 3.2 SLP uses instructional strategies that enable students to self- assess, establish goals, and monitor progress 3.3 Data demonstrate satisfactory progress towards communication goals. Overall Rating for Standard #3: 4. PROFESSIONAL DEVELOPMENT 4.1 Demonstrates collective responsibility and team collaboration. 4.2 Reflects on and refines therapeutic practice to support student progress. 4.3 Demonstrates commitment to continuous professional growth. 4.4 Manages professional responsibilities. 4.5 Is receptive to receiving and giving collegial feedback in the promotion of high level of therapeutic and student progress. Overall Rating for Standard #4: Overall Evaluation: Satisfactory Unsatisfactory Comments Attached: Yes No NOTE: A teacher who has 10 years of satisfactory evaluations can opt out of the formal evaluation process for 5 years. I (teacher) opt to do so: I (teacher) opt not to do so: Next Evaluation Date: Administrator Teacher Department Director Superintendent or Designee Signature Date 17