Planning & Preparation 2 Minimally Effective

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Planning & Preparation 2 Minimally Effective"

Transcription

1 Tuscola Intermediate School District School Social Worker Professional Name Date Program Evaluator Elements Planning & Preparation Minimally Highly Knowledge of Student s Development and Skills displays minimal knowledge of developmental characteristics or student skills/knowledge displays general knowledge of developmental characteristics or student skills/knowledge displays solid understanding of typical development characteristics and the skills/knowledge as well as exceptions to general patterns. displays knowledge of typical developmental characteristics and skills/knowledge as it pertains to each student, including those with special needs, and utilizes this knowledge to differentiate instruction Knowledge of Student s Interests, Cultures, and Varied Approaches to Learning is unfamiliar with student interests or cultural heritage displays minimal knowledge of different approaches to learning displays general understanding of student interests or cultural heritage displays thorough knowledge of interests and cultural heritage demonstrates solid understanding of different approaches to learning displays thorough knowledge of interests and cultural heritage of each student uses, where appropriate knowledge of student varied approaches to learning in instructional planning Comments

2 Elements Classroom Management/Learning Environment Minimally SSW Highly Interaction with Students interaction with at least some students is negative, demeaning, sarcastic interaction is inappropriate to student s age or culture student s questions or interests are disregarded students exhibit disrespect for School Social Worker Student Groups students are not productively engaged groups are inappropriate to students or instructional goals Materials and Resources materials are unavailable materials do not support instructional goals materials do not engage students meaningfully Technology teacher displays little understanding of the importance of technology to his/her program and/or benefits to students technology instruction is limited to the subject area computer software application integration is very limited or nonexistent few opportunities for students interactions with students are generally appropriate, but may reflect occasional inconsistencies, favoritism or disregard for student s cultures students exhibit only minimal respect for School Social Worker group work is partially organized or partially appropriate to students or instructional goals materials are not readily available some materials support goals some engage students meaningfully teacher displays a general understanding of the importance of technology in his/her classroom teacher demonstrates a basic understanding of technology and computer application some attempts to integrate technology applications into the curriculum are being made interactions are friendly and demonstrate general warmth, caring, and respect interactions are appropriate to developmental and cultural norms students exhibit respect for School Social Worker majority of students are engaged at all times group work is organized and fully appropriate to students or instructional goals materials are readily available and well organized majority of materials support instructional goals majority of materials engage students meaningfully teacher exhibits a proactive approach in technology applications integration to instruction in program area technology and concept/computer application are integrated into program area teacher continues to explore/implement technology applications into curriculum and to use as an instructional tool to benefit students interactions demonstrate genuine caring and respect for individual students successfully accommodates student s questions and interests students exhibit respect for School Social Worker as an individual students are productively engaged group work is fully appropriate to students and instructional goals students assume responsibility for productively and given choice in selection encourages student responsibility for efficient operations fosters student s choice, adaptation, or creation of materials to enhance their own learning teacher provides a leadership role to other staff members in the integration and application of technology teacher displays a thorough knowledge in the use of technology in instruction and curriculum teacher promotes application and integration of technology at staff meetings Comments

3 Elements Minimally Program Standards SSW Highly Interventions is unable to identify and adapt appropriate interventions relevant to student needs gathers ineffective social/emotional data provides no written documentation has minimal ability to identify and adapt appropriate interventions relevant to student needs gathers minimal social/emotional data provides minimal written documentation has thorough ability to identify and adapt appropriate interventions relevant to student needs gathers thorough social/emotional data provides clear written documentation has an extensive ability to identify and adapt appropriate interventions relevant to student needs gathers extensive social/emotional data provides comprehensive information to develop student goals and programming Comments

4 Elements Professional Responsibility Minimally Highly SSW Service to Students is not attentive to student s needs makes decisions based on self-serving interests Service to Families provides little information about curriculum or student s progress to families responds insensitively to parents makes no attempt to engage families in instructional program Service to District time is lost in non-instructional duties school social worker avoids involvement with school activities relationships with colleagues are negative or self-serving Service to Profession engages in no professional development makes no effort to share knowledge with others Service to cannot gauge his/her effectiveness misjudges success of services profoundly has no suggestions for improvement Maintain Confidentiality Work Successfully and Positively with Others Professional Comments does not or inconsistently practices board policies or statutory guidelines related to confidentiality and privacy of verbal, written and electronic communication inconsistently treats others with respect and shows a commitment to good internal and external customer service attempts to serve students inconsistently is limited in meeting student s needs provides basic information to parents about curriculum and student progress only as needed responds to parent concerns minimally makes modest attempts to engage families loss of time for non-instructional duties is minimal participation in school events occurs only when requested cordial relationships with colleagues are maintained participates in professional activities finds limited ways to contribute to the profession can generally gauge his/her effectiveness can make general suggestions for improvement learns laws, board policy, and district practices regarding the confidentiality and privacy of verbal, written, and electronic communication treats others with respect and shows a commitment to good internal and external customer service is active in serving students works within a team to ensure that all students receive a fair opportunity to succeed provides frequent information to parents about curriculum and student progress is available to respond to parent concerns makes frequent effort to engage families successfully time for non-instructional duties is well spent participation in school events and provides support and assistance for colleagues seeks out professional development opportunities assists other educators actively makes accurate assessment of effectiveness can cite general references for support makes some specific suggestions demonstrates the ability to determine when, where and with whom it is legal and appropriate to share information demonstrates an understanding and appreciation of the contributions of people with diverse backgrounds, abilities, and work styles is highly proactive in serving students makes effort to ensure that students are honored in the school takes a leadership role in decision making encourages students to be responsible for preparing materials and contributing ideas for projects that enhance family involvement responds to parent concerns with sensitivity and confidentiality assumes a leadership role in school events and provides support and assistance for colleagues makes attempts to conduct action research initiates activities that contribute to the profession makes thoughtful assessment of effectiveness, draws on extensive repertoire of skills, and offers specific suggestions for improvement promotes and shares with others how to maintain privacy and confidentiality uses the unique contributions of others to effectively work on teams Comments

5 5 SSW Sources Job Performance /Accomplishments Minimally Highly Professional Development training/professional development, available support exists, but has not implemented the training Technology displays little understanding of the importance of technology to his/her job performance training/professional development, available support exists, has implemented the initiative displays a general understanding of the importance of technology in his/her profession demonstrates a basic understanding of technology and computer applications. some attempt to integrate technology into workplace training/professional development, available support exists, has implemented the initiative seeks out support when needed as it related to full implementation of the initiative exhibits a proactive approach to technology applications and integrates applications into program area continues to explore/implement technology applications into job performance training, available support exists, has implemented the training seeks out support when needed, initiatives are fully implemented provides leadership, seeks out new materials takes leadership role in providing professional development to ISD/LEA staff provides leadership role to others in the integration and application of technology continues to explore and expand knowledge base of technology displays a thorough knowledge in the use of technology in gathering data and making decisions based on data Leadership performs individual job to a satisfactory level works collaboratively with others participates as a member of at least on ISD building or district committee provides professional expertise to teachers/administrators when needed works collaboratively with others participates as a member of at least one ISD building or district committee provides professional expertise to teachers/administrators when needed works collaboratively with others chairs a committee, serves on several committees, or provides training to LEAs works collaboratively with others participates as a member of at least one ISD building or district committee volunteers to be a participant in additional committees/isd initiatives or is a chair of an existing committee provides professional development training to LEA educators RTI Initiative is unaware of RTI process within their school building/district understands and participate in RTI process as requested by school/district is an active member of the RTI team or volunteers to be actively involved as much as possible given current professional role is working toward changing current role model to fit within the RTI process is an active member of the RTI team or volunteers to be actively involved as much as possible given current professional role is actively involved and is a leader/coach in the LEA s building RTI process *From the Key Elements of Implementation Science (MI=Michigan s Integrated Improvement Initiative)

6 Job Performance /Accomplishments continued 6 SSW Comments

7 Goals 7 SSW Tenure Probationary Status Status for Current Year of: 0- Tenure st Year Probation nd Year Probation Non-Tenure rd Year Probation th Year Probation Non-Retention 5 Year Probation Recommended for Following Year: 0- Tenure st Year Probation nd Year Probation Non-Tenure rd Year Probation th Year Probation Non-Retention 5 Year Probation Administrative Signature Date Instructor Signature Date - Date(s) Overall ness: Highly Minimally updated 9-0-

Special Education Teacher

Special Education Teacher Special Education Teacher DCODE=09000 PLANNING AND PREPARATION ELEMENT Underdeveloped=1 Developing=2 Proficient=3 Exemplary=4 Knowledge of Content Knowledge of Students' Development and Skills Knowledge

More information

Danielson, C. (2007). Enhancing professional practice: A framework for teaching. (2 nd ed.). Alexandria, VA: ASCD.

Danielson, C. (2007). Enhancing professional practice: A framework for teaching. (2 nd ed.). Alexandria, VA: ASCD. Accuracy Use in future teaching know whether a lesson was effective or achieved its instructional outcomes, or teacher profoundly misjudges the success of a lesson. Teacher has no suggestions for how a

More information

DOMAIN 1 FOR SOCIAL WORKERS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT

DOMAIN 1 FOR SOCIAL WORKERS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT DOMAIN 1 FOR SOCIAL WORKERS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 1a: Demonstrating knowledge of School Social Work practices, theory,

More information

NORFOLK PUBLIC SCHOOLS SUMMATIVE SPECIAL EDUCATION TEACHER EVALUATION. Summative Evaluation Directions

NORFOLK PUBLIC SCHOOLS SUMMATIVE SPECIAL EDUCATION TEACHER EVALUATION. Summative Evaluation Directions Teacher: 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 of the

More information

Domain 1 for Special Education: Planning and Preparation Component Unsatisfactory Needs Improvement Proficient Excellent

Domain 1 for Special Education: Planning and Preparation Component Unsatisfactory Needs Improvement Proficient Excellent Form1: FfT Rubrics Special Education Teacher Name: Domain 1 for Special Education: Planning and Preparation Component Unsatisfactory Needs Improvement Proficient Excellent 1a Demonstrating Knowledge of

More information

SPECIAL EDUCATION TEACHER EVALUATION RUBRIC

SPECIAL EDUCATION TEACHER EVALUATION RUBRIC Name: School Year: DOMAIN 1: PLANNING AND PREPARATION Component 1a Demonstrates knowledge of content and pedagogy In planning, Teacher makes content errors or does not correct errors made by student; Teacher

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

Lincoln Park Public Schools Occupational Therapist Evaluation

Lincoln Park Public Schools Occupational Therapist Evaluation Lincoln Park Public Schools Occupational Therapist Evaluation Occupational Therapist: Evaluator: Date: DOMAIN: Planning and Preparation COMPONENT Ineffective 1Point Minimally Effective 2 Points Effective

More information

School Psychologist Rubric Domain 1: Planning and Preparation LEVEL OF PERFORMANCE 1 UNSATISFACTORY 2 BASIC 3 PROFICIENT 4 DISTINGUISHED

School Psychologist Rubric Domain 1: Planning and Preparation LEVEL OF PERFORMANCE 1 UNSATISFACTORY 2 BASIC 3 PROFICIENT 4 DISTINGUISHED School Psychologist Rubric Domain 1: Planning and Preparation 1a: Demonstrates knowledge of psychology and skill in using psychological instruments to evaluate students School Psychologist demonstrates

More information

Teacher Assistant Performance Evaluation Plan. Maine Township High School District 207. Our mission is to improve student learning.

Teacher Assistant Performance Evaluation Plan. Maine Township High School District 207. Our mission is to improve student learning. 2012 2015 Teacher Assistant Performance Evaluation Plan Maine Township High School District 207 Our mission is to improve student learning. 0 P age Teacher Assistant Performance Evaluation Program Table

More information

CLARK COUNTY SCHOOL DISTRICT CURRICULUM &PROFESSIONAL DEVELOPMENT DIVISION

CLARK COUNTY SCHOOL DISTRICT CURRICULUM &PROFESSIONAL DEVELOPMENT DIVISION CLARK COUNTY SCHOOL DISTRICT CURRICULUM & DEVELOPMENT DIVISION Licensed Employee Appraisal System Enhancing Professional Practice Professional Domain Standards and Indicators Levels of Performance Rubric

More information

DOMAIN 1 FOR READING SPECIALIST: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT

DOMAIN 1 FOR READING SPECIALIST: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT DOMAIN 1 FOR READING SPECIALIST: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 1a Demonstrating Knowledge Of Content And Pedagogy In planning

More information

Lincoln Park Public Schools School Psychologist Evaluation

Lincoln Park Public Schools School Psychologist Evaluation Lincoln Park Public Schools School Psychologist Evaluation Psychologist: Evaluator: Date: DOMAIN: Planning and Preparing for Student Learning Psychologist demonstrates little or no Psychologist inconsistently

More information

Van Buren School District Teacher Evaluation Revised 9/05/14 Speech Language Pathologist

Van Buren School District Teacher Evaluation Revised 9/05/14 Speech Language Pathologist Van Buren School District Teacher Evaluation Revised 9/05/14 Speech Pathologists are required to participate in all aspects of TESS and the VBSD Teacher Evaluation Plan. Speech Pathologist will follow

More information

Mountain Home School District #193 Formal Evaluation

Mountain Home School District #193 Formal Evaluation Mountain Home School District #193 Formal Evaluation Appendix A NAME: DATE: Certificated Employees new to the profession are responsible for ten components in the four domains. Second year Certificated

More information

Mountain Home School District #193 Formal School Counselor Evaluation Appendix C

Mountain Home School District #193 Formal School Counselor Evaluation Appendix C Mountain Home School District #193 Formal School Evaluation Appendix C NAME: DATE: 1a Demonstrating Knowledge of Content and Pedagogy Knowledge of Content and Ethical Issues Knowledge of Prerequisite Relationships

More information

AR TESS SCHOOL COUNSELOR RUBRIC

AR TESS SCHOOL COUNSELOR RUBRIC 1a: Demonstrating knowledge of counseling theory and techniques DOMAIN 1: PLANNING AND PREPARATION Counselor demonstrates little or no understanding of counseling theory and techniques. 1a: Critical Attributes

More information

Lincoln Park Public Schools School Psychologist Evaluation

Lincoln Park Public Schools School Psychologist Evaluation Lincoln Park Public Schools School Psychologist Evaluation Psychologist: Evaluator: Date: DOMAIN: Planning and Preparing for Student Learning Psychologist uses a wide range of assessment Psychologist consistently

More information

Lincoln Park Public Schools Special Education Teacher Consultant Evaluation

Lincoln Park Public Schools Special Education Teacher Consultant Evaluation Lincoln Park Public Schools Special Education Teacher Consultant Evaluation Teacher Consultant: Evaluator: Date: Domain 1: Planning and Preparing for Student Learning The teacher consultant uses a wide

More information

RUBRIC FOR CHILD STUDY TEAM SCHOOL SOCIAL WORKER DOMAIN 1: PLANNING AND PREPARATION

RUBRIC FOR CHILD STUDY TEAM SCHOOL SOCIAL WORKER DOMAIN 1: PLANNING AND PREPARATION Name of Clinician: Name of Evaluator: School(s): RUBRIC FOR CHILD STUDY TEAM SCHOOL SOCIAL WORKER DOMAIN 1: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT

More information

Special Education Teacher Evaluation Rubric

Special Education Teacher Evaluation Rubric St. Michael Albertville Independent School District 885 Excellence is Our Tradition Special Education Teacher Evaluation Rubric Adapted from Danielson, Charlotte. Enhancing Professional Practice: A Framework

More information

SASED CERTIFIED SCHOOL NURSE POST OBSERVATION FEEDBACK FORM DOMAIN 1: PLANNING AND PREPARATION. Conference Date

SASED CERTIFIED SCHOOL NURSE POST OBSERVATION FEEDBACK FORM DOMAIN 1: PLANNING AND PREPARATION. Conference Date DOMAIN 1: PLANNING AND PREPARATION Nurse Conference Date COMPONENTS UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 1a. School Nursing School Nurse displays little understanding of prerequisite knowledge

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

RUBRIC FOR CHILD STUDY TEAM SCHOOL PSYCHOLOGIST DOMAIN 1: PLANNING AND PREPARATION

RUBRIC FOR CHILD STUDY TEAM SCHOOL PSYCHOLOGIST DOMAIN 1: PLANNING AND PREPARATION RUBRIC FOR CHILD STUDY TEAM SCHOOL PSYCHOLOGIST DOMAIN 1: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT (BASIC) PROFICIENT DISTINGUISHED 1a: Demonstrating

More information

School Social Worker - Observation and Performance Appraisal Rubric for Each Domain/Component. Domain 1: Planning and Preparation

School Social Worker - Observation and Performance Appraisal Rubric for Each Domain/Component. Domain 1: Planning and Preparation School - Observation and Performance Appraisal Rubric for Each Domain/Component Developing refers to instructors who have been teaching three years or less 1a. Demonstrating skill in the content of the

More information

Kankakee School District No. 111 School Social Worker Performance Evaluation

Kankakee School District No. 111 School Social Worker Performance Evaluation Kankakee School District No. 111 School Social Worker Performance Evaluation School Year: 213-214 Job Classification: Certified Last Name: Document Type: Evaluation First Name: School: Department: Evaluator:

More information

POWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS

POWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS POWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS Poway Unified School District Teaching Standards Domain I Domain II Domain III Domain IV Domain V Planning and Designing Instruction Element

More information

NORFOLK PUBLIC SCHOOLS SUMMATIVE GUIDANCE COUNSELOR EVALUATION. Summative Evaluation Directions

NORFOLK PUBLIC SCHOOLS SUMMATIVE GUIDANCE COUNSELOR EVALUATION. Summative Evaluation Directions Counselor: 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 of

More information

Guidance Counselor -Observation and Performance Appraisal Rubric for Each Domain/Component. Domain 1: Planning and Preparation

Guidance Counselor -Observation and Performance Appraisal Rubric for Each Domain/Component. Domain 1: Planning and Preparation Guidance Counselor -Observation and Performance Appraisal Rubric for Each Domain/Component Developing refers to instructors who have been teaching three years or less 1a. Demonstrating knowledge of counseling

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

MODIFIED DANIELSON INSTRUCTIONAL FRAMEWORK: SCHOOL PSYCHOLOGISTS

MODIFIED DANIELSON INSTRUCTIONAL FRAMEWORK: SCHOOL PSYCHOLOGISTS CRITERION 1: KNOWLEDGE AND SCHOALRSHIP INA SPECIAL FIELD 1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students no knowledge and skill in using psychological instruments

More information

PERFORMANCE STANDARD #1: PLANNING AND PREPARATION Special Service Providers plan for quality service using a comprehensive approach.

PERFORMANCE STANDARD #1: PLANNING AND PREPARATION Special Service Providers plan for quality service using a comprehensive approach. PERFORMANCE STANDARD #1: PLANNING AND PREPARATION Special Service Providers plan for quality service using a comprehensive approach. Service and Support Audiologists should know and be able to: Level of

More information

SWCCCASE SPECIAL EDUCATION SCHOOL NURSE PERFORMANCE EVALUATION SYSTEM

SWCCCASE SPECIAL EDUCATION SCHOOL NURSE PERFORMANCE EVALUATION SYSTEM SWCCCASE SPECIAL EDUCATION SCHOOL NURSE PERFORMANCE EVALUATION SYSTEM Opening the world through education to children and young adults with diverse abilities Name: Assignment: Evaluator: Program: Completion

More information

Possible examples of how the Framework For Teaching could apply to Instructional Coaches

Possible examples of how the Framework For Teaching could apply to Instructional Coaches Possible examples of how the Framework For Teaching could apply to 1b. Specific Examples 1b. Demonstrating Knowledge of Students 1a. Specific Examples 1a. Demonstrating knowledge of Content and Pedagogy

More information

RUBRIC FOR SCHOOL SOCIAL WORKERS DOMAIN 1: PLANNING AND PREPARATION

RUBRIC FOR SCHOOL SOCIAL WORKERS DOMAIN 1: PLANNING AND PREPARATION RUBRIC FOR SCHOOL SOCIAL WORKERS DOMAIN 1: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT (BASIC) PROFICIENT DISTINGUISHED 1a: Demonstrating knowledge

More information

DOMAIN 1 FOR SCHOOL COUNSELORS: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

DOMAIN 1 FOR SCHOOL COUNSELORS: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED DOMAIN 1 FOR SCHOOL COUNSELORS: PLANNING AND PREPARATION 1a: Demonstrating knowledge of counseling theory and techniques Counselor demonstrates little understanding of counseling theory and techniques.

More information

Domain 1 for School Counselors: Planning and Preparation L E V E L O F P E R F O R M A N C E UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Domain 1 for School Counselors: Planning and Preparation L E V E L O F P E R F O R M A N C E UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Domain 1 for School Counselors: Planning and Preparation L E V E L O F P E R F O R M A N C E 1a: Demonstrating knowledge of counseling theory and techniques Counselor demonstrates little understanding

More information

North Dakota PROGRAM REVIEW FOR SCHOOL COUNSELING PROGRAMS

North Dakota PROGRAM REVIEW FOR SCHOOL COUNSELING PROGRAMS North Dakota PROGRAM REVIEW FOR SCHOOL COUNSELING PROGRAMS District: Enrollment: Evaluator: School: Grades in School: Date of Evaluation: *Adapted from the American School Counseling Association National

More information

RUBRIC FOR LIBRARY MEDIA SPECIALISTS (LMS) DOMAIN 1: PLANNING AND PREPARATION

RUBRIC FOR LIBRARY MEDIA SPECIALISTS (LMS) DOMAIN 1: PLANNING AND PREPARATION DOMAIN 1: PLANNING AND PREPARATION 1a: Demonstrating knowledge of current trends in library media practice, information technology, and literature Library Media Specialist demonstrates little or no understanding

More information

Pilot School Counselor Evaluation

Pilot School Counselor Evaluation All evaluations are on a continuous basis. Name: School: Pre-Conference Date: Date of Hire: Evaluator: Post-Conference Date: Year 1 Year 2 Year 3 Tenure Evaluative Assistance Plan Limited Contract Philosophy:

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

DANIELSON FRAMEWORK SCHOOL COUNSELORS

DANIELSON FRAMEWORK SCHOOL COUNSELORS DANIELSON FRAMEWORK SCHOOL COUNSELORS DOMAIN 1: PLANNING AND PREPARATION Demonstrating knowledge of counseling theory and techniques Demonstrating knowledge of child and adolescent development Establishing

More information

Psychologist uses a limited number of psychological instruments with little or no flexibility to evaluate students.

Psychologist uses a limited number of psychological instruments with little or no flexibility to evaluate students. SCHOOL PSYCHOLOGIST S DOMAIN 1: PLANNING, PREPARATION AND CURRICULUM 1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students -Use of appropriate, variety and current

More information

DOMAIN 1: Planning and Preparation for School Counselors

DOMAIN 1: Planning and Preparation for School Counselors DOMAIN 1: Planning and Preparation for School Counselors 1a: Demonstrating knowledge of counseling theory and techniques 1b: Demonstrating knowledge of child and adolescent development 1c: Establishing

More information

Kankakee School District No. 111 School Psychologist Performance Evaluation

Kankakee School District No. 111 School Psychologist Performance Evaluation Kankakee School District No. 111 School Psychologist Performance Evaluation School Year: 213-214 Job Classification: Certified Last Name: Document Type: Evaluation First Name: School: Department: Evaluator:

More information

APPR. Supplement B2. Specialized Services (School Psychologists, Counselors, Social Workers) August 30, 2012

APPR. Supplement B2. Specialized Services (School Psychologists, Counselors, Social Workers) August 30, 2012 APPR Supplement B2 Specialized Services (School Psychologists, Counselors, Social Workers) August 30, 2012 Frameworks for Specialized Services The Framework for Teaching is just that----a framework for

More information

Speech Language Pathologist Framework for Professional Practice - Evidence of Performance

Speech Language Pathologist Framework for Professional Practice - Evidence of Performance 1 Speech Language Pathologist Framework for Professional Practice - Evidence of Performance DOMAIN 1: PLANNING AND PREPARATION 1a Demonstrating knowledge and skill in the specialist therapy area; holding

More information

VOLUSIA FRAMEWORK FOR TEACHING School Counselor

VOLUSIA FRAMEWORK FOR TEACHING School Counselor 1 UNSATISFACTORY Domain 1 : Planning and Preparation 1a: Demonstrating Knowledge of Content The rarely practices professional competence in the delivery of school counseling and student service delivery

More information

School Nurse Evaluation Rubric

School Nurse Evaluation Rubric COLLINSVILLE COMMUNITY UNIT SCHOOL DISTRICT NO. 10 School Nurse Evaluation Rubric Developed Around the Professional Practice Domains Identified by Charlotte Danielson* *Certified Specialist Input from

More information

School Psychologist Evaluation

School Psychologist Evaluation 1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students PROFESSIONAL PRACTICES OF SCHOOL PSYCHOLOGIST FOR DOMAIN 1: PLANNING AND PREPARATION little or no knowledge

More information

School Psychologist Framework for Professional Practice - Evidence of Performance

School Psychologist Framework for Professional Practice - Evidence of Performance 1 School Psychologist Framework for Professional Practice - Evidence of Performance DOMAIN 1: PLANNING AND PREPARATION 1a Demonstrating knowledge and skill in using psychological instruments to evaluate

More information

CLASSROOM OBSERVATION REPORT. Levels of Performance

CLASSROOM OBSERVATION REPORT. Levels of Performance Island Trees Union Free School District Levittown, New York 11756 CLASSROOM OBSERVATION REPORT Teacher: School/Grade: Observation Date: Beginning/Ending Time: Subject/Period/Room: Total Number of Students...

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

DOMAIN 1: School Nurses: Planning and Preparation

DOMAIN 1: School Nurses: Planning and Preparation DOMAIN 1: School Nurses: Planning and Preparation 1a: Demonstrating Medical knowledge and skill in nursing techniques 1b: Demonstrating Knowledge of Child and Adolescent Development 1c: Establishing Goals

More information

SALT LAKE CITY SCHOOL DISTRICT MENTOR SUPPORTED COLLABORATIVE ASSESSMENT/REFLECTION LOG 2 nd and 3 rd Year Provisional Teachers

SALT LAKE CITY SCHOOL DISTRICT MENTOR SUPPORTED COLLABORATIVE ASSESSMENT/REFLECTION LOG 2 nd and 3 rd Year Provisional Teachers SALT LAKE CITY SCHOOL DISTRICT MENTOR SUPPORTED COLLABORATIVE ASSESSMENT/REFLECTION LOG 2 nd and 3 rd Year Provisional Teachers Mentor Signature: Mentee Signatures: MONTH: What s Working: Current Focus

More information

Self Evaluation Colleague Evaluating Administrator Other Administrator

Self Evaluation Colleague Evaluating Administrator Other Administrator STANDARD SCHOOL PSYCHOLOGIST EVALUATION INSTRUMENT Self Evaluation Colleague Evaluating Administrator Other Administrator Grade Level/Subject Area: Date/Time: Evaluator: Title: Observation Date/Time: Observation

More information

DANIELSON FRAMEWORK: PUPIL PERSONNEL PROFESSIONALS: SOCIAL WORKERS

DANIELSON FRAMEWORK: PUPIL PERSONNEL PROFESSIONALS: SOCIAL WORKERS DANIELSON FRAMEWORK: PUPIL PERSONNEL PROFESSIONALS: SOCIAL WORKERS DOMAIN 1: PLANNING AND PREPARATION DOMAIN 2: ENVIRONMENT 1a. Demonstrates Understanding of Professional Research, Theories, Content, Tools,

More information

DOMAIN 1 FOR SCHOOL PSYCHOLOGISTS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT

DOMAIN 1 FOR SCHOOL PSYCHOLOGISTS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT DOMAIN 1 FOR SCHOOL PSYCHOLOGISTS: PLANNING AND PREPARATION 1a: Demonstrating knowledge of and skill in using psychological instruments to evaluate students demonstrates little or no knowledge and skill

More information

DOMAIN 1 FOR SCHOOL PSYCHOLOGISTS: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

DOMAIN 1 FOR SCHOOL PSYCHOLOGISTS: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED DOMAIN 1 FOR SCHOOL PSYCHOLOGISTS: PLANNING AND PREPARATION 1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students Psychologist demonstrates little or no knowledge

More information

The Danielson Group Behavior Specialists

The Danielson Group Behavior Specialists RUBRIC FOR BEHAVIOR SPECIALISTS DOMAIN 1: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT (BASIC) PROFICIENT DISTINGUISHED 1a: Demonstrating knowledge

More information

DOMAIN 1 FOR STUDENT RESOURCE TEAM LEADERS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE

DOMAIN 1 FOR STUDENT RESOURCE TEAM LEADERS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE DOMAIN 1 FOR STUDENT RESOURCE TEAM LEADERS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 1a: Demonstrating knowledge and skill in Special

More information

KENTUCKY FRAMEWORK FOR TEACHING

KENTUCKY FRAMEWORK FOR TEACHING Charlotte Danielson (Adapted for Kentucky Department of Education) KENTUCKY FRAMEWORK FOR TEACHING Including crosswalk documents connecting to national professional organizations for each category of Other

More information

DPAS II Delaware Performance Appraisal System Building greater skills and knowledge for educators. DPAS II Guide Revised for Specialists

DPAS II Delaware Performance Appraisal System Building greater skills and knowledge for educators. DPAS II Guide Revised for Specialists DPAS II Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS II Guide Revised for Specialists Updated, August 2014 Table of Contents I. Introduction to DPAS II

More information

Summary of the Domains

Summary of the Domains AASL s L4L Sample School Librarian Performance and Evaluation System INTRODUCTION This system is based on a continuous cycle of assessment and evaluation within four domains of teaching responsibility

More information

DOMAIN 1: School Psychologists: Planning and Preparation

DOMAIN 1: School Psychologists: Planning and Preparation DOMAIN 1: School Psychologists: Planning and Preparation 1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students 1b: Demonstrating knowledge of child and adolescent

More information

ARCHDIOCESE OF LOUISVILLE PROFESSIONAL GROWTH PLAN FOR TEACHERS

ARCHDIOCESE OF LOUISVILLE PROFESSIONAL GROWTH PLAN FOR TEACHERS ARCHDIOCESE OF LOUISVILLE PROFESSIONAL GROWTH PLAN FOR TEACHERS Revised Fall 2001 Based upon the Kentucky Experienced Teacher Standards. Rubrics adapted from Enhancing Professional Performance: A Framework

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

Mississippi Statewide Teacher Appraisal Rubric M-STAR

Mississippi Statewide Teacher Appraisal Rubric M-STAR Mississippi Statewide Teacher Appraisal Rubric M-STAR Introduction and Process Guide May 2012 2192_05/12 Contents Introduction... 1 Purpose of Teacher Performance Evaluation... 1 Teacher Evaluation Process...

More information

KENTUCKY FRAMEWORK FOR TEACHING

KENTUCKY FRAMEWORK FOR TEACHING Charlotte Danielson (Adapted for Kentucky Department of Education) KENTUCKY FRAMEWORK FOR TEACHING Including crosswalk documents connecting to national professional organizations for each category of Other

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

Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers

Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers Definition of an Effective School Social Worker Effective school social workers are vital members of the education

More information

Section Two: Ohio Standards for the Teaching Profession

Section Two: Ohio Standards for the Teaching Profession 12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how

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

Rise Indiana School Counselor Rubric

Rise Indiana School Counselor Rubric Rise Indiana School Counselor Rubric 1 Domain 1: Academic Achievement 1.1 The School Counselor Utilizes Data To Monitor Student Achievement And Works Collaboratively With Stakeholders To Enhance Student

More information

Westwood Public Schools. Teacher Evaluation Development Team. Guidance Counselor Self Reflection Rubrics

Westwood Public Schools. Teacher Evaluation Development Team. Guidance Counselor Self Reflection Rubrics Teacher Evaluation Development Team s Adapted for the Westwood Public Schools Working Draft, Spring 2010 from the work of Marshall, Danielson & Westwood s PPEI I: Planning and Preparation Knowledge of

More information

Date Self-Assessment Evaluator Assessment

Date Self-Assessment Evaluator Assessment Rubric for BEHAVIOR SPECIALIST/ANALYST (BS/BA) Date Self-Assessment Evaluator Assessment 1a: Demonstrating Knowledge of Behavior Analysis Principles, Laws, Regulations, and Research Domain 1: Planning

More information

FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT VERSION 1.0. School Psychologist Evaluation Rubric

FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT VERSION 1.0. School Psychologist Evaluation Rubric FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT School Psychologist Evaluation Rubric Developed Around the Professional Practice Domains Identified by Charlotte Danielson The FNSBSD Evaluation Plan identifies

More information

School Psychologist Evaluation Rubric

School Psychologist Evaluation Rubric COLLINSVILLE COMMUNITY UNIT SCHOOL DISTRICT NO. 10 School Psychologist Evaluation Rubric Developed Around the Professional Practice Domains Identified by Charlotte Danielson* *Certified Specialist Input

More information

Teacher Observation Form

Teacher Observation Form Teacher Observation Form The Novato Unified School District Teacher Evaluation is based, in part, on a formal discussion of performances and conferences conducted on the following dates: Temporary (Conference

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

Cyber School Student Teaching Competencies

Cyber School Student Teaching Competencies Cyber School Student Teaching Competencies Introduction The Pennsylvania Department of Education (PDE) has developed a general set of student teaching competencies that afford a student teacher the opportunity

More information

Performance Evaluation Rating Descriptions

Performance Evaluation Rating Descriptions The following rating descriptions are examples of the behaviors employees would be demonstrating at each of the four levels of performance. These examples should assist the supervisor and employee during

More information

Hamilton-Fulton-Montgomery BOCES Annual Professional Performance Review

Hamilton-Fulton-Montgomery BOCES Annual Professional Performance Review Hamilton-Fulton-Montgomery BOCES Annual Professional Performance Review All teacher* evaluations and professional growth shall be governed by the following procedures: *NOTE: The word Teacher throughout

More information

Stronge Teacher Effectiveness Performance Evaluation System

Stronge Teacher Effectiveness Performance Evaluation System Stronge Teacher Effectiveness Performance Evaluation System Overview Teacher Effectiveness Student Achievement Student Achievement Stronge Evaluation System Effectiveness is the goal. Evaluation is merely

More information

Professional School Counselor Effectiveness Rubric 2012

Professional School Counselor Effectiveness Rubric 2012 Professional School Counselor Effectiveness Rubric 2012 I. Overview II. Effectiveness Rubric a. Domain 1: Academic Achievement b. Domain 2: Student Assistance Services c. Domain 3: Career Development d.

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

Professional School Counselor Effectiveness Rubric 2011

Professional School Counselor Effectiveness Rubric 2011 Professional School Counselor Effectiveness Rubric 2011 I. Overview II. Effectiveness Rubric a. Domain 1: Academic Achievement b. Domain 2: Student Assistance Services c. Domain 3: Career Development d.

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

Albemarle County Schools Teacher Performance Appraisal (TPA) Rubrics

Albemarle County Schools Teacher Performance Appraisal (TPA) Rubrics Albemarle County Schools Teacher Performance Appraisal (TPA) Rubrics The Teacher Performance Appraisal includes performance rubrics designed to guide self-assessment and reflection based on professional

More information

Rubric for Evaluating North Carolina s Instructional Technology Facilitators

Rubric for Evaluating North Carolina s Instructional Technology Facilitators Rubric for Evaluating North Carolina s Instructional Technology Facilitators Standard 1: Instructional Technology Facilitators demonstrate leadership. Not Demonstrated Developing Proficient Accomplished

More information

Professional Development Electronic Plan for Teachers

Professional Development Electronic Plan for Teachers 1 Professional Development Electronic Plan for Teachers PI 34.27 Early Childhood through Middle Childhood Levels Ages Birth through 8 Ages Birth through 11 Regular Education Special Education PI 34.28

More information

Association of Indiana School Library Educators School Librarian Evaluation Rubric

Association of Indiana School Library Educators School Librarian Evaluation Rubric Association of Indiana School Library Educators School Librarian Evaluation Rubric This document in its entirety is endorsed by the Association for Indiana School Library Educators (AISLE). Any changes

More information

RUBRIC ASSESSMENT: CERTIFIED SCHOOL NURSE (CSN) Date Self-Assessment Evaluator Assessment. Domain 1: Planning and Preparation

RUBRIC ASSESSMENT: CERTIFIED SCHOOL NURSE (CSN) Date Self-Assessment Evaluator Assessment. Domain 1: Planning and Preparation RUBRIC ASSESSMENT: CERTIFIED SCHOOL NURSE (CSN) Date Self-Assessment Evaluator Assessment Domain 1: Planning and Preparation Component Failing Needs Improvement Proficient Distinguished 1a: Demonstrating

More information

TLE Observation and Evaluation Rubric Teachers 2012-2013

TLE Observation and Evaluation Rubric Teachers 2012-2013 TLE Observation and Evaluation Rubric Teachers 0-0 Domain/Relative Weight Dimension Page Classroom Management 0%. Preparation. Discipline. Building-Wide Climate Responsibility. Lesson Plans. Assessment

More information

Such alternatives to the above qualifications as the board may find appropriate and acceptable.

Such alternatives to the above qualifications as the board may find appropriate and acceptable. Teacher Desired Qualifications: A Bachelor's degree from an accredited college or university. Appropriate teaching certificate. Ability to work with students, teachers, and parents. Such alternatives to

More information

Eugene School District 4J Professional School Counselor Rubric

Eugene School District 4J Professional School Counselor Rubric Eugene School District 4J Professional School Counselor Rubric Using leadership, collaboration and advocacy, the Professional School Counselor plans, delivers, manages and promotes a comprehensive guidance

More information

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

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Occupational Therapists 2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Occupational Therapists Definition of an Effective Occupational Therapist Effective occupational therapists are vital members

More information

Master s in Educational Leadership Ed.S. in Administration and Supervision

Master s in Educational Leadership Ed.S. in Administration and Supervision Master s in Educational Leadership Ed.S. in Administration and Supervision Austin Peay State University Professional Educational Standards, TILS Standards, and NCATE Standards Austin Peay State University

More information

Teacher Rubric with Suggested Teacher and Student Look-fors

Teacher Rubric with Suggested Teacher and Student Look-fors Teacher Rubric with Suggested Teacher and Student Look-fors This document is intended to inform school communities in recognizing the performance levels for key elements defined in the Teacher Rubric and

More information

Delaware Performance Appraisal System

Delaware Performance Appraisal System Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Principals) Principal Practice Rubric Updated July 2015 1 INEFFECTIVE A. DEVELOPS

More information