inchester Public Schools

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "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.

Job Description of the School Psychologist Reports To: Supervises: Purpose:

Job Description of the School Psychologist Reports To: Supervises: Purpose: Reports To: Supervises: Purpose: Job Description of the School Psychologist Superintendent, Level II or Level III School Psychologists, Director, or Associate or Assistant Superintendent May supervise

More information

Standards for the School Counselor [23.110]

Standards for the School Counselor [23.110] II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process

More information

Rubric for Evaluating North Carolina s Speech- Language Pathologists

Rubric for Evaluating North Carolina s Speech- Language Pathologists Rubric for Evaluating North Carolina s Speech- Language Pathologists STANDARD 1: School speech-language pathologists demonstrate leadership, advocacy, collaboration, and ethical practices. School Speech-Language

More information

School Psychology Program Goals, Objectives, & Competencies

School Psychology Program Goals, Objectives, & Competencies RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science

More information

PERFORMANCE APPRAISAL PROFESSIONAL STUDENT SERVICES PERSONNEL (PSSP)

PERFORMANCE APPRAISAL PROFESSIONAL STUDENT SERVICES PERSONNEL (PSSP) BOARD PROCEDURE Approval Date 2015 Review Date 2020 Contact Person/Department Human Resources Administrator Replacing All previous procedures Page 1 of 20 Identification HR 4525 PERFORMANCE APPRAISAL PROFESSIONAL

More information

Rubric to Evaluate North Carolina s School-Based Physical Therapists

Rubric to Evaluate North Carolina s School-Based Physical Therapists Rubric to Evaluate North Carolina s School-Based Physical Therapists Standard 1: School-based physical therapists demonstrate leadership. Element a. School-based physical therapists demonstrate leadership

More information

Rubric to Evaluate North Carolina s School-Based Physical Therapists Standard 1: School-based physical therapists demonstrate leadership.

Rubric to Evaluate North Carolina s School-Based Physical Therapists Standard 1: School-based physical therapists demonstrate leadership. Rubric to Evaluate North Carolina s School-Based Physical Therapists Standard 1: School-based physical therapists demonstrate leadership. Element a. School-based physical therapists demonstrate leadership

More information

Rating Scale Please Check

Rating Scale Please Check Speech-Language Specialist Performance Appraisal Instrument Instructions: 1. The evaluator is to rate the Speech-Language specialist on a six-point scale as indicated below 2. The evaluator is encouraged

More information

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists 2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education

More information

... and. Uses data to help schools identify needs for prevention and intervention programs.

... and. Uses data to help schools identify needs for prevention and intervention programs. Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic

More information

CENTRAL WASHINGTON UNIVERSITY GUIDELINES FOR SCHOOL PSYCHOLOGY INTERNSHIP PROGRAMS

CENTRAL WASHINGTON UNIVERSITY GUIDELINES FOR SCHOOL PSYCHOLOGY INTERNSHIP PROGRAMS CENTRAL WASHINGTON UNIVERSITY GUIDELINES FOR SCHOOL PSYCHOLOGY INTERNSHIP PROGRAMS Rationale Over the past two decades, the role and function of school psychologists has been changing and expanding. While

More information

POSITION: Speech Language Pathologist

POSITION: Speech Language Pathologist Please note: This job description is one of several adopted by the State Board of Education between 1984 and 1987 and was designed to correspond with the evaluation instrument. Local school systems can

More information

SCHOOL COUNSELOR. Position Summary

SCHOOL COUNSELOR. Position Summary SCHOOL COUNSELOR Position Summary Through comprehensive school counseling programs of developmental, preventive, remedial, and responsive services, School Counselors address academic development, career

More information

I. THE PLAN. Init.10/10

I. THE PLAN. Init.10/10 I. THE PLAN Professional employees will be grouped into four categories, or STAGES. Teacher evaluation occurs through a variety of activities: (1) required supervisory activities, (2) personalized supervisory

More information

MATTOON COMMUNITY UNIT SCHOOL DISTRICT #2 SCHOOL SOCIAL WORKER EVALUATION PROCEDURES AND FORMS

MATTOON COMMUNITY UNIT SCHOOL DISTRICT #2 SCHOOL SOCIAL WORKER EVALUATION PROCEDURES AND FORMS MATTOON COMMUNITY UNIT SCHOOL DISTRICT #2 SCHOOL SOCIAL WORKER EVALUATION PROCEDURES AND FORMS Revised 07/03/12 By David R. Skocy, Ph.D. Purpose: NON-TENURED SCHOOL SOCIAL WORKER EVALUATION PROCEDURES

More information

School Psychology Internship Evaluation. Psychology 686: Internship in School Psychology Millersville University Department of Psychology

School Psychology Internship Evaluation. Psychology 686: Internship in School Psychology Millersville University Department of Psychology School Psychology Internship Evaluation 1 Psychology 686: Internship in School Psychology Millersville University Department of Psychology Intern: Field Supervisor: Date of Evaluation: / / School District:

More information

Professional Education Competence Program

Professional Education Competence Program Professional Education Competence Program PEC Program Purpose Statement: OVERVIEW The Highlands County Professional Education Competence (PEC) Program, aligned with the Florida Educator Accomplished Practices

More information

Model for Practitioner Evaluation Manual SCHOOL PSYCHOLOGIST. Approved by Board of Education August 28, 2002

Model for Practitioner Evaluation Manual SCHOOL PSYCHOLOGIST. Approved by Board of Education August 28, 2002 Model for Practitioner Evaluation Manual SCHOOL PSYCHOLOGIST Approved by Board of Education August 28, 2002 Revised August 2008 Model for Practitioner Evaluation Guidelines and Process for Traditional

More information

Rubric for Evaluating North Carolina s School-Based Occupational Therapists

Rubric for Evaluating North Carolina s School-Based Occupational Therapists Rubric for Evaluating North Carolina s School-Based Occupational Therapists Standard 1: School-based therapists demonstrate leadership, advocacy, and collaborative and ethical Element a. Leadership. School-based

More information

Model for Practitioner Evaluation Manual SCHOOL COUNSELOR. Approved by Board of Education August 28, 2002

Model for Practitioner Evaluation Manual SCHOOL COUNSELOR. Approved by Board of Education August 28, 2002 Model for Practitioner Evaluation Manual SCHOOL COUNSELOR Approved by Board of Education August 28, 2002 Revised August 2008 Model for Practitioner Evaluation Guidelines and Process for Traditional Evaluation

More information

The Behavior Specialist shall report to the Executive Director of Special Education.

The Behavior Specialist shall report to the Executive Director of Special Education. PROGRAM DIRECTOR BEHAVIOR SPECIALIST A. QUALIFICATIONS: 1. The Behavior Specialist shall hold at least State Board for Educator certification (SBEC) as a Special Education Teacher with a master s degree

More information

Performance Review, Promotion and Tenure Philosophy Statement

Performance Review, Promotion and Tenure Philosophy Statement National-Louis University Faculty Policy Faculty Performance Review Policy Approved: Faculty Senate Date: Mar. 19, 1997 Reaffirmed: Faculty Senate Date: June 18, 1997 Reaffirmed: Senior Cabinet Date: June

More information

PSYCHOLOGY 592B. School Psychology Practicum, Three Credits. Rationale: The Psychology 592B Practicum, second in the School Psychology

PSYCHOLOGY 592B. School Psychology Practicum, Three Credits. Rationale: The Psychology 592B Practicum, second in the School Psychology PSYCHOLOGY 592B School Psychology Practicum, Three Credits Rationale: The Psychology 592B Practicum, second in the School Psychology Practicum series, occurs during the spring quarter of the second year

More information

Norfolk Public Schools Teacher Supervision and Evaluation Process

Norfolk Public Schools Teacher Supervision and Evaluation Process Norfolk Public Schools Teacher Supervision and Evaluation Process PHILOSOPHY AND PURPOSES FOR TEACHER SUPERVISION AND EVALUATION The Norfolk Public Schools believes that the professional practice of teaching

More information

Model for Instructional Improvement. Teacher Evaluation

Model for Instructional Improvement. Teacher Evaluation Model for Instructional Improvement Teacher Evaluation Implemented 2008-09 Revised August 15, 2011 Table of Contents Vision and Mission Statements... 2 Teacher Evaluation Philosophy... 2 Purpose... 3 Objectives...

More information

School Psychologist Evaluation

School Psychologist Evaluation School Psychologist Evaluation Administrative Procedure 2.C.260 Board Governance Policy Cross Reference: 1, 2, 3, 4, 12, 13, 16 Legal Reference: Date Adopted: Date Amended: The Evergreen School Division

More information

Practicum Handbook for School Counseling (COUN 583) (Updated 9/29/14)

Practicum Handbook for School Counseling (COUN 583) (Updated 9/29/14) Practicum Handbook for School Counseling (COUN 583) (Updated 9/29/14) PRACTICUM OVERVIEW Practicum is a planned field-based clinical experience in which the student learns to develop basic counseling skills

More information

SCHOOL PSYCHOLOGIST. Reasonable accommodation maybe made to enable a person with a disability to perform the essential functions of the job.

SCHOOL PSYCHOLOGIST. Reasonable accommodation maybe made to enable a person with a disability to perform the essential functions of the job. ORANGE UNIFIED SCHOOL DISTRICT Orange, California CLASSIFICATION SPECIFICATION SCHOOL PSYCHOLOGIST DEFINITION Primary responsibility is to comply with federal, state and local regulations including civil

More information

Name: School: School Year: Evaluator: District: Date Completed: Evaluator s Title:

Name: School: School Year: Evaluator: District: Date Completed: Evaluator s Title: School Social Worker Summary Rating Form (Required) This form is to be jointly reviewed by the schools social worker and evaluator or designee during the Summary Evaluation Conference conducted at the

More information

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses

More information

Code 14 - DUTIES AND RESPONSIBILITIES

Code 14 - DUTIES AND RESPONSIBILITIES Code 14 - DUTIES AND RESPONSIBILITIES TABLE OF CONTENTS 14.01 PRINCIPALS 14.02 TEACHERS 14.03 STUDENT TEACHERS A. Supervision of Instruction B. Supervision of School Property C. Make Recommendations D.

More information

Internship Guide. M.Ed. in Special Education

Internship Guide. M.Ed. in Special Education Internship Guide M.Ed. in Special Education Together We Shape the Future College of Education Qatar University Draft - December 2007 The conceptual framework of the College of Education at Qatar University

More information

Performance Appraisal Process

Performance Appraisal Process Table of Contents Essential Process Deadline Dates... 3 Mission, Strategic Priorities, Strategic Theme... 4 Process Description... 5 Components... 5 Major Areas of Performance Appraisal... 8 Performance

More information

The Special Education Counselor of Deaf Education shall be responsible to the building principal for the performance of all duties.

The Special Education Counselor of Deaf Education shall be responsible to the building principal for the performance of all duties. SPECIAL EDUCATION COUNSELOR OF DEAF EDUCATION A. QUALIFICATIONS: 1. The Special Education Counselor of Deaf Education shall have the general qualifications of a teacher as prescribed by the State Department

More information

FAIRFAX COUNTY PUBLIC SCHOOLS PERFORMANCE ASSESSMENT AND EVALUATION HANDBOOK

FAIRFAX COUNTY PUBLIC SCHOOLS PERFORMANCE ASSESSMENT AND EVALUATION HANDBOOK FAIRFAX COUNTY PUBLIC SCHOOLS PERFORMANCE ASSESSMENT AND EVALUATION HANDBOOK A Resource for Teacher-Scale Employees Copyright 2010, Fairfax County Public Schools http://www.fcps.edu/dhr/employees/evaluations/index.htm

More information

Year of Entry into Clinical Program: 2 0

Year of Entry into Clinical Program: 2 0 Clinical Student Competency Tracking Form v20051207 Howard University Clinical Psychology Program This form is largely based on CCTC ADPTC Draft Version March 2004. Students and their research/academic

More information

School Psychologist Performance Appraisal Instrument

School Psychologist Performance Appraisal Instrument School Psychologist Performance Appraisal Instrument Instructions 1. The evaluator is to rate the school psychologist on a six-point scale as indicated below. 2. The competencies pertinent to each major

More information

CITY OF ST. CHARLES SCHOOL DISTRICT PERFORMANCE-BASED GUIDANCE COUNSELOR EVALUATION

CITY OF ST. CHARLES SCHOOL DISTRICT PERFORMANCE-BASED GUIDANCE COUNSELOR EVALUATION CITY OF ST. CHARLES SCHOOL DISTRICT GUIDE TO PERFORMANCE-BASED GUIDANCE COUNSELOR EVALUATION Board Review April 2009 Table of Contents Topic Page Statutory Authority for Performance-Based... 1 Philosophy...

More information

James Rumsey Technical Institute Employee Performance and Effectiveness Evaluation Procedure

James Rumsey Technical Institute Employee Performance and Effectiveness Evaluation Procedure James Rumsey Technical Institute Employee Performance and Effectiveness Evaluation Procedure James Rumsey Technical Institute, a West Virginia state institution, is bound by Policy 5310, Performance Evaluation

More information

ROWAN-SALISBURY SCHOOLS SCHOOL PSYCHOLOGIST PERFORMANCE APPRAISAL INSTRUMENT SUMMATIVE

ROWAN-SALISBURY SCHOOLS SCHOOL PSYCHOLOGIST PERFORMANCE APPRAISAL INSTRUMENT SUMMATIVE ROWAN-SALISBURY SCHOOLS SCHOOL PSYCHOLOGIST PERFORMANCE APPRAISAL INSTRUMENT SUMMATIVE INSTRUCTIONS: 1. The evaluator is to rate the school psychologist on a six-point scale as indicated below. 2. The

More information

Rubric for Evaluating North Carolina s School Social Workers (Required)

Rubric for Evaluating North Carolina s School Social Workers (Required) Rubric for Evaluating North Carolina s School Social Workers (Required) STANDARD 1: School Social Workers Demonstrate Leadership. School Social Workers demonstrate leadership by promoting and enhancing

More information

6.63.5.1 ISSUING AGENCY: Public Education Department (PED) [6.63.5.1 NMAC - Rp 6 NMAC 4.2.3.11.1, 07-01-03; A, 06-30-06; A, 01-29-10]

6.63.5.1 ISSUING AGENCY: Public Education Department (PED) [6.63.5.1 NMAC - Rp 6 NMAC 4.2.3.11.1, 07-01-03; A, 06-30-06; A, 01-29-10] TITLE 6 PRIMARY AND SECONDARY EDUCATION CHAPTER 63 SCHOOL PERSONNEL - LICENSURE REQUIREMENTS FOR ANCILLARY AND SUPPORT PERSONNEL PART 5 LICENSURE FOR SCHOOL PSYCHOLOGISTS, PRE K-12 6.63.5.1 ISSUING AGENCY:

More information

Position Description

Position Description Teacher As set by state certification authorities. Principal/Assistant Principal Teacher Assistants, Volunteers, Para-professionals, and college students assigned for clinical experience. To lead students

More information

Lincoln Park Public Schools School Social Worker

Lincoln Park Public Schools School Social Worker Lincoln Park Public Schools School Social Worker School Social Worker: Evaluator: Date: DOMAIN: Planning and Preparing for Student Learning Social worker displays little Social worker displays foundational

More information

Rubric for Evaluating North Carolina s School counselors

Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School Counselors Standard 1: school counselors demonstrate leadership, advocacy, and collaboration. Professional

More information

DRAFT For use in 2012-13 validation process only Rubric for Evaluating North Carolina s School counselors

DRAFT For use in 2012-13 validation process only Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School Counselors Standard 1: school counselors demonstrate leadership, advocacy, and collaboration. Professional

More information

NORFOLK PUBLIC SCHOOLS SUMMATIVE SCHOOL PSYCHOLOGIST EVALUATION. Summative Evaluation Directions

NORFOLK PUBLIC SCHOOLS SUMMATIVE SCHOOL PSYCHOLOGIST EVALUATION. Summative Evaluation Directions Psychologist: Date: School Year: Building: Assignment: Evaluation Status: Summative Evaluation Directions The purposes of the summative evaluation conference are: 1) to review and discuss the contents

More information

LAS CRUCES PUBLIC SCHOOLS PSYCHOLOGIST PERFORMANCE SUMMATIVE EVALUATION LEVEL 1 2

LAS CRUCES PUBLIC SCHOOLS PSYCHOLOGIST PERFORMANCE SUMMATIVE EVALUATION LEVEL 1 2 LAS CRUCES PUBLIC SCHOOLS PSYCHOLOGIST PERFORMANCE SUMMATIVE EVALUATION Psychologist Date: 1 = Unsatisfactory 2 = Satisfactory Note: All items marked at Level 1 require a growth plan. I. PERSONAL CHARACTERISTICS

More information

Norfolk Public Schools Teacher Performance Evaluation System

Norfolk Public Schools Teacher Performance Evaluation System Norfolk Public Schools Teacher Performance Evaluation System The Norfolk Public Schools does not discriminate on the basis of race, sex, color, national origin, religion, age, political affiliation, veteran

More information

Millersville University School Psychology Student Portfolio. This is most current information. Please check with faculty for updates.

Millersville University School Psychology Student Portfolio. This is most current information. Please check with faculty for updates. 1 Millersville University School Psychology Student Portfolio This is most current information. Please check with faculty for updates. 1 2 Portfolio Process The School Psychology Certification Program

More information

SCHOOL CITY OF MISHAWAKA TEACHER EVALUATION RUBRIC (SCHOOL SOCIAL WORKERS)

SCHOOL CITY OF MISHAWAKA TEACHER EVALUATION RUBRIC (SCHOOL SOCIAL WORKERS) APPENDIX E DOMAIN A: PURPOSEFUL PLANNING 1. Utilizing Student, School, and Community Data to Plan. The school social worker does not monitor academic achievement. The social worker rarely or never uses

More information

The residency school counselor program does not prepare candidates to design, deliver, and

The residency school counselor program does not prepare candidates to design, deliver, and STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act

More information

PRINTED NAME WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS:

PRINTED NAME WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS: WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS: Students are responsible for the completion of all activities on this form.

More information

Performance Management

Performance Management Performance Management PURPOSE... 1 POLICY STATEMENT... 2 WHO SHOULD KNOW THIS POLICY... 2 DEFINITIONS... 2 REGULATIONS... 3 1.0 TIMING AND FREQUENCY OF APPRAISALS... 3 2.0 PERFORMANCE PLANNING... 3 2.1

More information

Ph.D. in School Psychology Academic Assessment Plan 2013-14

Ph.D. in School Psychology Academic Assessment Plan 2013-14 Office of the Provost Ph.D. in School Psychology Academic Assessment Plan 2013-14 College of Education John Kranzler jkranzler@coe.ufl.edu University of Florida Institutional Assessment Continuous Quality

More information

Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist

Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education

More information

NEEDHAM PUBLIC SCHOOLS Needham, Massachusetts 02492-2692 EVALUATION PROCESS: NURSES

NEEDHAM PUBLIC SCHOOLS Needham, Massachusetts 02492-2692 EVALUATION PROCESS: NURSES NEEDHAM PUBLIC SCHOOLS Needham, Massachusetts 02492-2692 EVALUATION PROCESS: NURSES INTRODUCTION The evaluation process focuses on ten standards that are consistent with the the guidelines set forth by

More information

Name: School: School Year: Evaluator: District: Date Completed: Evaluator s Title:

Name: School: School Year: Evaluator: District: Date Completed: Evaluator s Title: School Counselor Summary Rating Form (Required) This form is to be jointly reviewed by the school s counselor and evaluator or designee during the Summary Evaluation Conference conducted at the end of

More information

Job Description Licensed Specialist in School Psychology

Job Description Licensed Specialist in School Psychology JOB TITLE: Licensed Specialist in WAGE/HOUR STATUS: Exempt School Psychology REPORTS TO: Director of Special TERMS: 207 Days Education DEPARTMENT: Special Education PAY GRADE: Administrative 2 PRIMARY

More information

VACAVILLE UNIFIED SCHOOL DISTRICT Psychologist Observation/Discussion Form TEACHING STANDARD 1

VACAVILLE UNIFIED SCHOOL DISTRICT Psychologist Observation/Discussion Form TEACHING STANDARD 1 APPENDIX D SECTION M TEACHING STANDARD 1 COMMITTED TO STUDENTS AND THEIR LEARNING (check one or more of the following reflections, observations, documentation, or conferences) 1.1 Participates in formal

More information

CPSY 585 School Psychology Practicum, 2

CPSY 585 School Psychology Practicum, 2 CPSY 585 School Psychology Practicum, 1 COURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling Course Name Practicum in School Psychology Course Number CPSY 585 Term

More information

NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS

NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS Every public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the

More information

School Psychology: Practicum I. A Handbook for Program Students & Supervisors SCHOOL OF EDUCATION UNIVERSITY OF WISCONSIN-STOUT FALL 2011

School Psychology: Practicum I. A Handbook for Program Students & Supervisors SCHOOL OF EDUCATION UNIVERSITY OF WISCONSIN-STOUT FALL 2011 School Psychology: Practicum I A Handbook for Program Students & Supervisors SCHOOL OF EDUCATION UNIVERSITY OF WISCONSIN-STOUT FALL 2011 Revised 2009 TABLE OF CONTENTS Preface Practicum Work in School

More information

Course Number: PTH 515 Course Title: Clinical Internship I. Number of Credits: 7 credits

Course Number: PTH 515 Course Title: Clinical Internship I. Number of Credits: 7 credits CARROLL UNIVERSITY COLLEGE OF NATURAL AND HEALTH SCIENCES AND BUSINESS DEPARTMENT OF HEALTH AND HUMAN MOVEMENT SCIENCES ENTRY-LEVEL PHYSICAL THERAPY PROGRAM Syllabus Course Number: PTH 515 Course Title:

More information

School Guidance and Counseling Services, Elementary, Middle, and High School

School Guidance and Counseling Services, Elementary, Middle, and High School School Guidance and Counseling Services, Elementary, Middle, and High School This regulation implements School Board Policy 651, School Guidance and Counseling Services, Elementary, Middle, and High School,

More information

Department of School Psychology Field Placement Manual

Department of School Psychology Field Placement Manual I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience/internship in the School Psychology program. Be sure to read it over carefully as you are

More information

Teacher Evaluation Plan and Handbook Of Procedures. Mr. Arne Duncan Chief Executive Officer Chicago Public Schools

Teacher Evaluation Plan and Handbook Of Procedures. Mr. Arne Duncan Chief Executive Officer Chicago Public Schools Teacher Evaluation Plan and Handbook Of Procedures Mr. Arne Duncan Chief Executive Officer Chicago Public Schools CONTENTS Introduction 3 Educational Roles 3 Teacher Long-Range Plans 4 Classroom Teachers

More information

School Psychology Program Department of Educational Psychology 2014-2015. Description of Internship in School Psychology

School Psychology Program Department of Educational Psychology 2014-2015. Description of Internship in School Psychology EPSY 5491 - School Psychology Internship EPSY 6491 - Doctoral Internship in School Psychology Credit Hours - 3 to 6 Director of Internship - Thomas J. Kehle, Ph.D. School Psychology Program Department

More information

Department of School Counseling Field Placement Manual I. INTRODUCTION

Department of School Counseling Field Placement Manual I. INTRODUCTION I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience in the School Counseling program. Be sure to read it over carefully as you are responsible

More information

FOUNDATION YEAR Student Evaluation

FOUNDATION YEAR Student Evaluation FOUNDATION YEAR Student Evaluation I. Cover Sheet Student Name Home Phone Work Phone Cell Phone Email (Please Check) Full-time Part-time Field Instructor Work Phone Email Agency Cell Phone Site Address

More information

SCHOOL COUNSELING CONCENTRATION PRACTICUM/INTERNSHIP HANDBOOK

SCHOOL COUNSELING CONCENTRATION PRACTICUM/INTERNSHIP HANDBOOK WILLIAM PATERSON UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION AND COUNSELING PROFESSIONAL COUNSELING PROGRAM SCHOOL COUNSELING CONCENTRATION PRACTICUM/INTERNSHIP HANDBOOK Prepared April,

More information

Standards for the School Social Worker [23.140]

Standards for the School Social Worker [23.140] Standards for the School Social Worker [23.140] STANDARD 1 - Content The competent school social worker understands the theories and skills needed to provide individual, group, and family counseling; crisis

More information

NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS

NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS Every public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the

More information

Outcomes Data School Psychology EdS Program

Outcomes Data School Psychology EdS Program Outcomes Data School Psychology EdS Program Programs goals and their associated objectives of the program were designed to be consistent with our philosophy and the 2010 approved National Association of

More information

Rubric for Evaluating North Carolina s School Nurses (Required)

Rubric for Evaluating North Carolina s School Nurses (Required) Rubric for Evaluating North Carolina s School Nurses (Required) Standard 1. School nurses demonstrate leadership. School nurses demonstrate leadership by promoting and enhancing the overall academic mission

More information

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),

More information

DESCRIPTION OF GOVERNANCE STRUCTURE

DESCRIPTION OF GOVERNANCE STRUCTURE Organizational Structure DESCRIPTION OF GOVERNANCE STRUCTURE Currently, the principal has direct responsibility for the organizational structure, management and programming of the local school. There are

More information

FOOTHILL-DE ANZA COMMUNITY COLLEGE DISTRICT

FOOTHILL-DE ANZA COMMUNITY COLLEGE DISTRICT APPENDIX C FOOTHILL-DE ANZA COMMUNITY COLLEGE DISTRICT ADMINISTRATIVE PERFORMANCE APPRAISAL FORM Philosophy and Policy The performance of all Foothill-De Anza Community College District administrators

More information

REHC 5990 Internship Manual. Master of Rehabilitation Counseling

REHC 5990 Internship Manual. Master of Rehabilitation Counseling The University of Texas at El Paso REHC 5990 Internship Manual Master of Rehabilitation Counseling Department of Rehabilitation Sciences College of Health Sciences El Paso, TX 79901 Revised June 1, 2010

More information

Mental Health Counselor Practicum Training Brochure

Mental Health Counselor Practicum Training Brochure The Mental Health Center Mental Health Counselor Practicum Training Brochure 1 Updated 02/05/13 Mission Statement The Mental Health Center's (MHC's) mission of service, training, and advocacy focuses on

More information

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Physical Therapists

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Physical Therapists 2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Physical Therapists Definition of an Effective Physical Therapist Effective school physical therapists are vital members of the

More information

SPEECH LANGUAGE PATHOLOGIST PERFORMANCE AND EVALUATION SYSTEM

SPEECH LANGUAGE PATHOLOGIST PERFORMANCE AND EVALUATION SYSTEM SPEECH LANGUAGE PATHOLOGIST PERFORMANCE AND EVALUATION SYSTEM (Revised 11/2014) 1 Fern Ridge Schools Speech Language Pathologist Performance Review and Evaluation System TABLE OF CONTENTS Timeline of Teacher

More information

I. MISSION STATEMENT

I. MISSION STATEMENT Marriage and Family Therapy Internship Manual 2014-2015 1 I. MISSION STATEMENT The Marriage and Family Therapy (MFT) program s mission is to foster highly qualified professionals who possess the knowledge,

More information

Certified Staff Position (Job Description)

Certified Staff Position (Job Description) Certified Staff Position (Job Description) Title: Principal 1. Masters degree in Special Education or related area of specialization 2. Five years of successful teaching; counseling; supervisory or administrative

More information

SCHOOL COUNSELING CONCENTRATION SITE SUPERVISOR PRACTICUM/INTERNSHIP HANDBOOK

SCHOOL COUNSELING CONCENTRATION SITE SUPERVISOR PRACTICUM/INTERNSHIP HANDBOOK WILLIAM PATERSON UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION AND COUNSELING SCHOOL COUNSELING CONCENTRATION SITE SUPERVISOR PRACTICUM/INTERNSHIP HANDBOOK Prepared April, 2000 by Paula

More information

PreK 12 Practicum and Internship. School Counseling. Overview

PreK 12 Practicum and Internship. School Counseling. Overview PreK 12 Practicum and Internship School Counseling Overview Counseling and Development Program Mission Statement The Counseling and Development program is committed to prepare counselors who promote the

More information

SCHOOL SOCIAL WORKER EVALUATION SAMPLE EVIDENCES

SCHOOL SOCIAL WORKER EVALUATION SAMPLE EVIDENCES As School Social Workers, we often do not fit into typical district forms for employment or evaluation. As a result, teacher evaluation forms are often used to evaluate school social workers. The following

More information

Ohio Standards for School Counselors

Ohio Standards for School Counselors Adopted by state board of education of ohio October, Ohio Standards for School Counselors Ohio Standards for School Counselors ii Contents Section I: Overview of the Ohio Standards for School Counselors...

More information

The MSPA Rubric for Evaluation of School Psychologists

The MSPA Rubric for Evaluation of School Psychologists The MSPA Rubric for Evaluation of School Psychologists The Massachusetts School Psychologists Association (MSPA) has developed this rubric for the evaluation of school psychologists for adoption, in part

More information

SCHOOL NURSE COMPETENCIES SELF-EVALUATION TOOL

SCHOOL NURSE COMPETENCIES SELF-EVALUATION TOOL Page 1 of 12 SCHOOL NURSE COMPETENCIES SELF-EVALUATION TOOL School Nurse School Date Completed School Nurse Supervisor Date Reviewed The school nurse competencies presume that some core knowledge has been

More information

Oak Park School District. Administrator Evaluation Program

Oak Park School District. Administrator Evaluation Program Oak Park School District Administrator Evaluation Program Table of Contents Evaluation Purpose...1 Evaluation Timeline...2 Rubric for Instructional Administrator Standard 1...3 Standard 2...5 Standard

More information

The School Nurse shall be responsible to the building principal for the performance of all duties.

The School Nurse shall be responsible to the building principal for the performance of all duties. SCHOOL NURSE A. QUALIFICATIONS: The School Nurse must be currently licensed as a registered nurse in the State of Texas with a current copy of his/her license on file in the personnel office. B. APPOINTMENT:

More information

3 FAM 2820 PERFORMANCE APPRAISAL SYSTEM FOR GENERAL SCHEDULE AND PREVAILING RATE EMPLOYEES

3 FAM 2820 PERFORMANCE APPRAISAL SYSTEM FOR GENERAL SCHEDULE AND PREVAILING RATE EMPLOYEES 3 FAM 2820 PERFORMANCE APPRAISAL SYSTEM FOR GENERAL SCHEDULE AND PREVAILING RATE EMPLOYEES 3 FAM 2821 GENERAL 3 FAM 2821.1 Authorities (Office of Origin: HR/CSHRM) The authorities cited for this subchapter

More information

St. Charles School District. Counselor Growth Guide and. Evaluation Documents

St. Charles School District. Counselor Growth Guide and. Evaluation Documents St. Charles School District Growth Guide and Evaluation Documents 2014-2015 City of St. Charles School District MISSION The City of St. Charles School District will REACH, TEACH, and EMPOWER all students

More information

MENTAL HEALTH COUNSELING CONCENTRATION PRACTICUM/INTERNSHIP HANDBOOK

MENTAL HEALTH COUNSELING CONCENTRATION PRACTICUM/INTERNSHIP HANDBOOK WILLIAM PATERSON UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION AND COUNSELING MENTAL HEALTH COUNSELING CONCENTRATION PRACTICUM/INTERNSHIP HANDBOOK Prepared April, 2000 by Paula Danzinger,

More information

Lincoln Park Public Schools School Social Worker

Lincoln Park Public Schools School Social Worker Lincoln Park Public Schools School Social Worker School Social Worker: Evaluator: Date: DOMAIN: Planning and Preparing for Student Learning 1a content and application in the practice of social work services

More information

Evaluation Procedures Management Employees

Evaluation Procedures Management Employees Evaluation Procedures Management Employees EVALUATIONS Purpose Evaluations serve a number of important purposes for both the manager and the manager s supervisor at the District. Evaluations provide a

More information

Oak Park School District. Counselor Evaluation Program

Oak Park School District. Counselor Evaluation Program Oak Park School District Counselor Evaluation Program Table of Contents Foreword... 1 Purpose of Evaluation... 3 Timelines for Implementation... 3 Overview of Counselor Evaluation... 4 Plan I Individual

More information

Rubric : WI School Psychologist

Rubric : WI School Psychologist Rubric : WI School Psychologist Diversity in Development and Learning Description: School psychologist has knowledge of individual differences, abilities, disabilities and other diverse student ; principles

More information

Evaluation of School Psychologists

Evaluation of School Psychologists Evaluation of Psychologists 2013 Directors Institute Dr. Elizabeth Danielson Coordinator of Psychological Services Mesa Public s Context for Evaluation of Psychologists in Arizona 2010 Arizona Statute

More information