inchester Public Schools

Transcription

1 inchester Public Schools SCHOOL PSYCHOLOGIST EVALUATION School Psychologist Evaluation

2 SCHOOL PSYCHOLOGIST EVALUATION Introduction The licensed personnel who staff our classrooms who provide related services bear the responsibility for the effectiveness of the school division's instructional program. Through their leadership they ensure that the teaching learning process is continuously strengthened throughout all the schools. As a result, students are assured of a caring classroom environment teaching practices which effectively facilitate learning. It is imperative that programs developed to assess personnel performance is designed to recognize their leadership role as they work individually in collaboration. Acknowledgement must be given to the necessity of a nurturing environment that allows for creative independence requires cooperative unity in fulfilling a common understing commitment to the effective teaching development of all students. It must also be understood that the individual's success growth is dependent upon the results from the successful blending of the efforts of a wide range of individuals groups within the total operational structure of the school division. The purposes of the School Psychologist Growth Development Plan are to assess performance; to foster professional growth; to improve instruction, intervention consultation services; to ensure accountability to the criteria established for effective performance. These purposes will be realized if there is an open exchange of ideas expectations between the parties involved. Communication, which encourages dialogue reflects shared responsibility, is required. The School Psychologist Growth Development Program is designed to specific beliefs regarding the professional development of school psychologists. They are as follows: Growth development are best achieved in an environment marked by respect, trust collegiality. Professional growth accountability are shared responsibilities. Given the proper environment opportunities, school psychologists will make good decisions about how to develop their knowledge skills to improve student learning. Intervention direct consultation service are complex dynamic; deming highly developed interpersonal, technical, analytical skills. School Psychologist growth is enhanced in an environment that encourages thoughtful consideration of practice active problem solving. SCHOOL PSYCHOLOGIST EVALUATION

3 Program Applications The School Psychologist Growth Development Program has various component parts that are applicable to personnel at various status points. Each of those is listed below with a description. I. Probationary Probationary status applies to the following: 1. School psychologists new to the Winchester Public Schools who have not previously achieved continuing contract status in another Virginia public school division; 2. School psychologists new to the Winchester Public Schools serving a one-year probationary period who have achieved continuing contract status in another Virginia school division immediately preceding employment by the Winchester Public Schools; 3. Part-time school psychologists during the first three (3) years of their part-time employment with the Winchester Public Schools. (Note: Part-time school psychologists are not eligible for continuing contract status in Virginia.) II. Continuing Contract Continuing Contract status applies to those school psychologists who have successfully completed the required periods of probationary service as specified by the Code of Virginia Winchester School Board policy. III. Plan Status Plan status applies to those school psychologists who are experiencing significant performance problems for which a plan of assistance needs to be developed for whom enhanced supervisory services performance observations need to be implemented.

4 EVALUATION CYCLE AND PROCESS FOR SCHOOL PSYCHOLOGISTS Level Probationary Continuing Contract Year of Cycle & 3 4 Evaluation Type Evaluation Process Formal Evaluation Evaluation by principal/designee after two observations (one announced one unannounced). Completed by February 1 And A minimum of one other data collection procedure (may be a second unannounced observation, a structured interview, a review of records, or similar formal exercise designed to obtain substantive information about the school psychologist's performance) End-of-Year evaluation conference. Completed by June 1 Formal Evaluation Evaluation by principal/designee after two observations (one announced one unannounced). Completed by February 1 A minimum of one other data collection procedure End-of-Year evaluation conference. Completed by June 1 Formal Evaluation* Evaluation by principal/designee after two observations (one announced one unannounced). Completed by February 1 A minimum of one other data collection procedure End-of-Year evaluation conference. Completed by June 1 Prescriptive Self- Assessment** School psychologists not formally evaluated, but works on prescriptive goals resulting from evaluation, with assistance if requested End-of-Year evaluation conference. Completed by June 1 Self- Assessment*** School psychologists not formally evaluated, but works on personally-set professional goals, with assistance if requested Interim end-of-year conferencing conducted June 1 September 15 Self-Assessment School psychologists not formally evaluated, but works on personally-set professional goals, with assistance if requested Interim end-of-year conferencing conducted June 1 September 15 Formal Evaluation Every 4th Year Evaluation by principal/designee after two observations (one announced one unannounced). Completed by February 1 (Optional) One other data collection procedure (may be a second unannounced observation, a structured interview, a review of records, or similar formal exercise designed to obtain substantive information about the school psychologist's performance) End-of-Year evaluation conference. Completed by June 1 * School psychologists with continuing contract status in Virginia who have transferred into Winchester Public Schools begin evaluation cycle at this point. ** All school psychologists gaining continuing contract status or moving from one-year probationary status begin at this point. *** Following each fourth year formal evaluation, all school psychologists on continuing contract begin at this point for the first year of the three-year self-assessment cycle. During the three-year period of self-assessment, the Evaluation Report should not be filled out unless the principal/designee determines there are performance concern significant to the extent that formal documentation is warranted. Note: The principal/designee may elect to formally evaluate any school psychologist during any year. The number of observations is a minimum. Additional observations may be conducted.

5 SCHOOL PSYCHOLOGIST EVALUATION FORMS

6 SCHOOL PSYCHOLOGIST EVALUATION ANNUAL GOAL FORM Name Academic Year School 1. Goal Statement (desired results) 2. Stards(s) ( ) (specificy those selected for development) 3. Baseline Data (status at beginning of evaluation period) 4. Strategies for Improvement (activities to accomplish goals) Teacher s Signature Date Evaluator Signature Date Approved USE ADDITIONAL PAGES IF NECESSARY

7 SCHOOL PSYCHOLOGIST EVALUATION Categories of Primary Responsibilities Domains Stards Performance Indicator DOMAIN I. INTERVENTION/DIRECT SERVICES Performance Stard 1.1: The school psychologist suggests realistic effective intervention strategies for teachers to use with students. Performance Indicators 1. Carefully observes student behavior or assesses performance before developing intervention strategy. 2. Responds with suggested strategies promptly after referral or request for assistance. 3. Assists teacher or student in implementation of strategies if requested. 4. Seeks feedback from teacher or student regarding effectiveness of intervention strategies. 5. Develops effective intervention strategies based on knowledge understing of learning styles. 6. Demonstrates assessment knowledge skills in areas of academic performance, behavior, social/emotional development functioning. 7. Uses various techniques to assess classroom/school situations (observations, checklists, questionnaires, socio-metrics). 8. Analyzes, integrates interprets information from a variety of sources to make diagnoses recommendations regarding needs for services. 9. Communicates verbally in written form the student s present level of functioning educational needs. 10. Conducts valid psychological psycho-educational assessment revelant to referral questions. Performance Stard 1.2: The school psychologist works effectively with parents. Performance Indicators 1. Develops provides group parent education training as needed. 2. Interviews parents to gather diagnostic information. 3. Develops recommends effective intervention strategies for parents. 4. Conducts follow-up conferences with parents to determine efficacy of intervention. 5. Provides information about relevant community agencies.

8 Performance Stard 1.3: The school psychologist works effectively with students. Performance Indicators 1. Collaborates in developing implementing prevention programs related to current social concerns. 2. Counsels students individually or in groups on improvement of educational programs personal adjustment. 3. Intervenes effectively with students in crisis situations. 4. Uses language appropriate to the listener, including non-vocal communication when necessary. 5. Provides activities that promote feelings of self-worth self-esteem. 6. Encourages others to underst respect those with disabilities. 7. Communicates clearly defined expectations to the students. 8. Involves students in setting objectives planning therapy. 9. Assists in early identification of students school-related problems.

9 DOMAIN 2. PROFESSIONAL GROWTH AND RESPONSIBILITIES Performance Stard 2.1: The school psychologist works to uphold professional responsibilities. Performance Indicators 1. Delivers services consistent with National Association of School Psychologists (NASP) American Psychological Association (APA) ethical principles professional stards of practice. 2. Applies ethical principles stards of practice to delivery of services in the schools. 3. Observes federal, state, local policies regulations in the delivery of school psychological services. 4. Adheres to statutes regulations addressing civil legal rights of students, parents, school personnel. 5. Complies with established lines of authority within the parameters of professional stards of practice ethical principles. 6. Possesses appropriate qualifications to provide therapeutic/educational services. 7. Possesses knowledge understing of the local school, the process of education, of relevant legislation due process. 8. Contributes to the development of the profession by the education supervision of interns. 9. Demonstrates knowledge of theories, techniques, skills in the specialty areas. 10. Follows established communication channels. 11 Communicates information critical to decision making but maintains appropriate confidentiality. 12. Maintains effective interpersonal relationships communication with staff. 13. Keeps appointments follows up on commitments. 14. Writes timely, comprehensive, diagnostic assessment reports in clear, concise language maintains accurate records. 15. Participates in multidisciplinary staffing conferences concerning individual cases of special need (academic, social, cultural, emotional, economic). 16. Maintains organized, accurate complete records of student referrals all relevant contacts made in providing services to those students.

10 Performance Stard 2.2: The school psychologist maintains efforts for continuing professional growth. Performance Indicators 1. Participates in professional meetings, symposia, workshops. 2. Reviews professional literature makes use of new information in procedures. 3. Applies knowledge gained from continuing education activities. 4. Explores disseminates information about new or improved methods of serving students. 5. Participates in professional organizations. 6. Evaluates identifies areas of personal strength weakness seeks improvement of skills professional performance; practices self-evaluation improvement. 7. Implements reasonable appropriate time allocations for observation, testing, communication, consultation paperwork.

11 DOMAIN 3. SCHOOL, HOME AND COMMUNITY RELATIONSHIPS Performance Stard 3.1: The school psychologist consults with parents, other school staff, teachers about ways to facilitate the learning adjustment of students. Performance Indicators 1. Confers cooperatively with teachers other school personnel to discuss student needs to develop plans for remediation of problems in the areas of student learning adjustment. 2. Consults with parents about strategies that will meet students needs. 3. Confers with parents concerning their feelings about special education services/placements; prepares them for multidisciplinary conference. 4. Applies knowledge of effective consultation procedures in working with parents, teachers, other school personnel. 5. Applies knowledge about principles methods of behavior analysis in designing implementing behavioral change programs for individual students. 6. Serves on, or leads, multidisciplinary teams for staffing meetings. 7. Participates in Child Study, eligibility, IEP committees to help meet the needs of identified students. Performance Stard 3.2: The school psychologist consults with teachers other school staff on classroom, school, system needs. Performance Indicators 1. Provides consultation on classroom management procedures organizational structures. 2. Provides assistance in developing instructional programs for individual students for those with special problems of affective development social skills. Performance Stard 3.3: The school psychologist uses effective consultative behaviors. Performance Indicators 1. Is knowledgeable about the behavior of individual children. 2. Identifies useful resources follows up on problems strategies after initial contact. 3. Respects values different from his/her own. 4. Provides alternatives in dealing with problem situations. 5. Helps staff work more effectively with parents. 6. Involves staff as participants in problem-solving process.

12 Performance Stard 3.4: The school psychologist interprets educational policies, programs, procedures related to psychological services. Performance Indicators 1. Explains laws, policies, regulations relating to psychological services to parents, students, school personnel. 2. Identifies contacts appropriate community service agencies. 3. Informs community agencies about school psychological programs. 4. Informs students families about available community services programs. 5. Aids the school administration in providing programs that are beneficial to students staff. 6. Prepares disseminates information about issues of concern regarding student behavior teachers ability to identify refer students. The categories of Primary Responsibilities & Sample performance indicators have been reviewed. School Psychologist s Signature Date Evaluator s Signature Date

13 SCHOOL PSYCHOLOGIST EVALUATION ANNUAL REVIEW School Psychologist s Name School Academic Year Evaluator Directions: Evaluators should indicate the School Psychologist s progress on the performance stards as Exceeds Criteria, Meets Criteria, Requires Improvement or Unsatisfactory. Progress ratings of Exceeds Criteria, Requires Improvement, Unsatisfactory must include comments which provide for the rating. If improvement is required, the comments should also provide direction for the School Psychologist s Annual Goal for the next school year. DOMAIN 1 INTERVENTION/DIRECT SERVICES 1.1: The school psychologist suggests realistic effective intervention strategies for teachers to use with students. Evaluator Rating: Comments: 1.2: The school psychologist works effectively with parents. Evaluator Rating: Comments: 1.3: The school psychologist works effectively with students. Evaluator Rating: Comments:

14 DOMAIN 2 PROFESSIONAL GROWTH AND RESPONSIBILITIES 2.1: The school psychologist works to uphold professional responsibilities. Evaluator Rating: Comments: 2.2: The school psychologist works to maintain efforts for continuing professional growth. Evaluator Rating: Comments: DOMAIN 3 SCHOOL, HOME AND COMMUNITY RELATIONSHIPS 3.1: The school psychologist consults with students, parents, school staff, community agencies about ways to facilitate the learning adjustment of students. Evaluator Rating: Comments: 3.2: The school psychologist consults with teachers other school staff on classroom, school, system needs. Evaluator Rating: Comments: 3.3: The school psychologist uses effective consultative behaviors. Evaluator Rating: Comments: 3.4: The school psychologist interprets educational policies, procedures related to psychological services. Evaluator Rating: Comments:

15 School Psychologist Evaluation Summary Strengths: Areas for Improvement: Evaluator Recommendation: Continued Employment Intensive Assistance Plan Dismissal School Psychologist s Signature Date: Evaluator s Signature Date: SCHOOL PSYCHOLOGIST S SIGNATURE ACKNOWLEDGES RECEIPT OF THIS FORM. WRITTEN COMMENTS MAY BE ATTACHED. COMMENTS ATTACHED: YES NO

16 SCHOOL PSYCHOLOGIST EVALUATION APPENDICES

17 Appendix A SCHOOL PSYCHOLOGIST EVALUATION SELF-ASSESSMENT Description: School psychologists on continuing contract will select a self-assessment option. Three years of self-assessment will be followed by one year of formal evaluation. The option for self-assessment affords the school psychologists an opportunity to develop a personalized plan for professional growth. Procedure: 1. Identify a need or interest related to one or more of the performance criteria presented in the School Psychologist Growth Development program. 2. Develop a plan of activities or strategies for addressing the selected criteria. 3. Consider one or more of the options listed below as a component of the Growth Development Plan. A. Portfolio a collection of documents that the growth objective may include lists of books read, personal works of the school psychologist, consultative examples, or any other pertinent artifacts. B. Input Surveys surveys administered by the school psychologist to peers, students, /or parents to obtain feedback for the purpose of identifying areas of growth or improvement. After data is collected the school psychologist creates a plan of action, implements the plan, administers the same surveys again. The comparison of the data from the surveys helps identify the growth or improvement. C. Quantitative Data Collection using current data available such as grade distribution, attendance, subject-specific data, diagnostic testing results, the school psychologist identifies an area for change, creates a plan, implements it, evaluates the results based on a comparison of pre post data. D. Multiple Year Plan school psychologists may develop long-range plans that necessitate establishing target dates spanning no more than three years. After following the steps outlined in the procedures, the school psychologist would present a detailed summary of growth development. E. Other proposals by the school psychologist. 4. Meet with the principal/designee at times agreed upon during the period of June 1 to September 15 for the purposes of establishing the plan for self-assessment for interim end-of-year conferencing. During the self-assessment process, a minimum of a mid-year end-of-year conference is to be held annually.

18 SCHOOL PSYCHOLOGIST EVALUATION Plan of for Improvement Appendix B When it is determined that a school psychologist is not meeting stated performance criteria, a Plan of for Improvement will be formulated by the principal/designee. The steps listed below shall be followed. 1. The principal/designee will notify the school psychologist in writing of specific, well-defined reasons for placing the individual on a Plan of. This notification may occur at any time. A copy of the notification will be sent to the superintendent or his designee. 2. After the school psychologist receives notification of the need for a Plan of, he/she may, within one week, address in writing to the principal/designee any concerns regarding the reasons given for this action being taken. 3. After the formal notification of the need for a Plan of, the principal/designee the school psychologist will meet within two weeks to develop the Plan of. This plan shall include: A statement of what performance criteria is not being met. A statement of what the school psychologist is expected to do to correct the deficiencies. A detailing of the assistance that will be provided to the school psychologist in his/her effort to improve.* A definitive time frame in which improvement is expected to be observable. Implementing the Procedures Stage 1 Stage 2 Stage 3 The principal/designee will observe the school psychologist for a twelve-week period. By approximately the mid-point of this period, the principal/designee will observe confer with the school psychologist at least three times. If the principal/designee notes sufficient improvement, then he/she will observe meet with the school psychologist a minimum of two times during the remaining portion of the period. If improvement is not noted, then he/she will observe meet with school psychologist a minimum of four times. For those school psychologists who do not show improvement during the approximate first half of the twelve-week period, the principal/designee will strongly recommend the assistance of a team consisting of one or more faculty members selected by the school psychologist principal/designee. The team will serve as long as needed. ** If the school psychologist does not wish this assistance, he/she will so state in written form. The principal/designee will make a recommendation concerning continued employment /or evaluation status for the remainder of the school year /or the next school calendar year. Sustained improvement increasing effectiveness is expected in order for continuing contract status to be assured. * The school psychologist may request the assistance of a team consisting of one or more faculty members selected by the school psychologist the principal/designee. The nature of this team is purely ive; the team will assist not evaluate the school psychologist. Members of the team may be selected from faculties across the division. Observation of the school psychologist by the team will be optional to the school psychologist. Data observations recorded during such observations will be shared with the school psychologist as requested but will not be used to obviate the documented observations of the principal/designee. ** It shall be the responsibility of the principal/designee to arrange the first meeting of the team with the school psychologist. At this time, the team the school psychologist will develop a written plan specifying how the team will assist the school psychologist.