MODIFIED DANIELSON INSTRUCTIONAL FRAMEWORK: SCHOOL PSYCHOLOGISTS

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1 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 to evaluate students. Psychologist uses a limited number of psychological instruments to evaluate students. Psychologist uses a variety of psychological instruments to evaluate students and determines accurate eligibility under IDEA. Psychologist knows the situations in which each instrument should be used. criterion and can clearly justify reasons for administration of the instrument. 1b: Demonstrating knowledge of child and adolescent development and psychopathology no knowledge of child and adolescent development and psychopathology. development and psychopathology. development and psychopathology. development and psychopathology and knows variations of the typical patterns. 1d: Demonstrating knowledge of district and state guidelines and federal laws no knowledge of special education laws and knowledge of special education laws and knowledge of special education laws and criterion and takes a leadership role in reviewing and revising district 1e: Demonstrating knowledge of resources, both within and beyond the school and district no knowledge of resources for students available through the school or district. available through the school or district. available through the school or district and some familiarity with resources in the larger community. Psychologist demonstrates extensive available through the school or district and in the larger community.

2 CRITERION 2: SPECIALIZED SKILLS 2d: Establishing standards of conduct in the testing environment Inconsistent standards of conduct have been established, and psychologist disregards or fails to address negative student behavior during an evaluation. Standards of conduct appear to have been established in the testing environment. Psychologist s attempts to monitor and correct negative student behavior during an evaluation are partially successful. Standards of conduct have been established in the testing environment. Psychologist monitors student behavior against those standards; response to students is appropriate and respectful. Correction of negative student behavior during evaluation is successful a majority of the time. Standards of conduct have been established for the testing environment. Psychologist s monitoring of students is preventive, and students engage in developmentally appropriate selfmonitoring of behavior. 3b: Evaluating student needs in compliance with IDEA and district procedures Psychologist resists administering evaluations, selects instruments inappropriate to the situation, or does not follow established procedures and Psychologist attempts to administer appropriate evaluation instruments to students but does not always follow established procedures and Psychologist administers appropriate evaluation instruments to students and ensures that all procedures and guidelines are faithfully adhered to. Psychologist selects, from a broad repertoire, those assessments that are most appropriate to the referral questions and conducts information sessions with colleagues to ensure that they fully understand and comply with procedures and 3c: Leading the evaluation team process Psychologist poorly leads the evaluation team, failing to communicate with team members. Psychologist assumes leadership of the evaluation team as a standard expectation with insufficient progress towards a completed evaluation. Psychologist effectively leads the evaluation team. Psychologist responds to evaluation team members to facilitate timely evaluation progress and takes initiative in assembling materials for meetings..psychologist meets the proficient criterion and informs team members of timelines. 3d: Collecting information and writing evaluations Psychologist neglects to collect relevant information on which to base recommendations. Evaluation reports are inaccurate, and unclear or not tailored to the audience. Psychologist collects most of the relevant information on which to base recommendations. Evaluation reports are accurate but lacking in clarity or are somewhat tailored to the audience. Psychologist collects all of the relevant and critical information on which to base recommendations. Evaluation reports are accurate, clear and tailored to the audience. Psychologist is proactive in collecting relevant information, interviewing teachers and parents if necessary. Evaluation reports are accurate and clearly written and are tailored for the audience and interpreted with a high level of expertise.

3 CRITERION 3: MANAGEMENT OF SPCIAL AND TECHNICAL ENVIRONMENT 1c: Establishing goals for the evaluation process appropriate to the setting and the students served Psychologist has no clear goals for the evaluation process, or they are inappropriate to either the situation or the individual needs of the students. Psychologist s goals for the evaluation process are minimal and are partially suitable to the situation and the individual needs of the students. Psychologist s goals for the evaluation process are clear and appropriate to the situation and to the individual needs of the students. Psychologist s goals meet the proficient criterion and have been developed following consultations with students, parents, and colleagues. 2b: Organizing time effectively Psychologist fails to set priorities, resulting in confusion, missed deadlines, and conflicting schedules. Psychologist s time-management skills are moderately well developed; essential activities are carried out, but not always in the most efficient manner. Psychologist sets priorities, resulting in clear schedules and important work being accomplished in an efficient manner. Teachers and students have been consulted about testing times. Psychologist demonstrates excellent time-management skills, accomplishing all tasks in a seamless manner; teachers and students have been consulted about testing times. 2c: Establishing and maintaining a clear process for managing special education referrals Psychologist has not established a consistent process for managing referrals. Psychologist fails to provide information when a referral is made. Psychologist has established processes for managing referrals, but the details are unclear to the evaluation team members. Psychologist has established a consistent process for managing referrals and the details are made clear and shared with the evaluation team. Psychologist meets the proficient criterion and proactively communicates and collaborates with the evaluation team members throughout the process. 2e: Organizing physical space for testing of students and storage of materials The testing environment is disorganized and poorly suited to student evaluations. Materials are not stored in a secure location and are difficult to find when Materials in the testing environment are stored securely, but the center is not completely well organized, and materials are difficult to find when The testing environment is well organized and includes purposeful supports that elicit positive behaviors and interactions; materials are available when The testing environment is highly organized and is inviting to students. Purposeful supports are fully integrated and smoothly elicit positive behaviors and interactions. Materials are convenient when

4 CRITERION 4: SUPPORT PERSON AS A PROFESSIONAL 3e: Maintaining contact with physicians and community service providers Psychologist does not maintain community service providers. Psychologist maintains occasional community service providers. Psychologist maintains ongoing community service providers and initiates contacts when Psychologist meets the proficient criterion and incorporates shared information into the team planning process. 4a: Reflecting on practice Psychologist does not reflect on practice, or the reflections are inaccurate or self-serving. Psychologist s reflection on practice is moderately accurate and objective without citing specific examples, and with only global suggestions as to how it might be improved. Psychologist s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Psychologist makes some specific suggestions as to how the psychology program might be improved. Psychologist s reflection is highly accurate and perceptive, citing specific examples that were not fully successful for at least some students. Psychologist draws on an extensive repertoire to suggest alternative strategies and has a plan to implement them. 4c: Participating in a professional community Psychologist s relationships with colleagues are negative or selfserving, and psychologist avoids being involved in school and district events and projects. Psychologist s relationships with colleagues are cordial, and psychologist participates. in the following, in order of priority: 1) school events; 2) projects and committees; or 3) district events when specifically asked to do so. Psychologist maintains a positive and productive relationship with colleagues. Psychologist participates in the following, in order of priority: 1) school events; 2) projects and committees; or 3) district events criterion and assumes a leadership role with colleagues. 4d: Engaging in professional development Psychologist does not participate in professional development activities, even when such activities are clearly needed for the ongoing development of skills. Psychologist s participation in professional development activities is limited to those that are convenient or are required. Psychologist seeks out opportunities for professional development based on an individual assessment of need. Psychologist actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as offering workshops to colleagues. 4e: Showing professionalism, including integrity, advocacy, and maintaining confidentiality Psychologist displays dishonesty in interactions with colleagues, students, and the public and violates principles of confidentiality. Psychologist is honest in interactions with colleagues, students, and the public, plays a moderate advocacy role for students, and does not violate norms principals of confidentiality. Psychologist displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public and advocates for students when Psychologist can be counted on to hold the highest exemplary standards of honesty, integrity, and confidentiality and to advocate for students, taking a leadership role with colleagues in demonstrating ethical practices.

5 CRITERION 5: INVOLVEMENT IN ASSISTING PUPILS, PARENTS, AND EDUCATIONAL PERSONNEL 2a: Establishing rapport with students students are negative or inappropriate; students appear uncomfortable during testing. Psychologist s interactions are a mix of positive and negative; the psychologist s efforts at developing rapport are partially successful during testing students are positive and respectful; students appear comfortable during testing. students are positive and respectful, reflecting a high degree of comfort and trust in the relationship during testing. 3a: Responding to referrals; consulting with teachers and administrators Psychologist fails to consult with colleagues or to tailor evaluations to the questions raised in the referral. Psychologist consults on a sporadic basis with colleagues, making partially successful attempts to tailor evaluations to the questions raised in the referral. Psychologist consults frequently with colleagues, tailoring evaluations to the questions raised in the referral. Psychologist consults frequently with colleagues, contributing own insights and tailoring evaluations to the questions raised in the referral. 4b: Communicating with families Psychologist fails to communicate with families or communicates in an insensitive manner. Psychologist s communication with families is partially successful; but there are occasional insensitivities to cultural and linguistic traditions. Psychologist communicates with families doing so in a manner sensitive to cultural and linguistic traditions. Psychologist communicates with families in a manner highly sensitive to cultural and linguistic traditions. Psychologist reaches out to families of students to enhance trust.