Indian Prairie School District 204 Professional Evaluation Plan

Transcription

1 Indian Prairie School District 204 Professional Evaluation Plan Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 1

2 Table of Contents Professional Evaluation Plan Committee Members.. Sections 1 Legislation and Overview of Danielson Framework.. 2 Standards for Teachers.. 3 Standards for Specialists. 4 Professional Evaluation Rating Definitions 5 Performance Evaluation Rating System Definitions of Terms in the Professional Evaluation Plan Informal Observation, Formal Observation, and Performance Evaluation Rating Process. 8 Non-Tenured Professional Evaluation Plan Chart: Years Tenured Professional Evaluation Plan Chart.. 10 Tenured Professional Evaluation Plan Chart: Needs Improvement.. 11 Tenured Professional Evaluation Plan Chart: Unsatisfactory.... Forms Form A: Indian Prairie Framework for Teaching... Form B1: Guide Sheet for Teaching Pre-Observation Process/Conference. Form B2: Guide Sheet for Specialist Pre-Observation Process/Conference.. Form C1: Guide Sheet for Teaching Post-Observation Conference Form.... Form C2: Guide Sheet for Specialist Post-Observation Conference Form.. Form D: Indian Prairie District 204 Performance Evaluation Rating (Summative) Form Form E1: Notice of Concern for Teachers.. Form E2: Notice of Concern for Specialists.. Form F1: Professional Development Plan for Teachers.... Form F2: Professional Development Plan for Specialists. Form G: Indian Prairie Framework for Instructional Specialists Form H: Indian Prairie Framework for Library Media Specialists Form I: Indian Prairie Framework for School Nurses.... Form J: Indian Prairie Framework for School Counselors..... Form K: Indian Prairie Framework for School Psychologists.. Form L: Indian Prairie Framework for School Social Workers. Form M: Indian Prairie Framework for Therapeutic Specialists Appendix A: Performance Responsibilities Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 2

3 Evaluation Committee Process and Members We recognize that our schools are designed for student learning. Since teachers are the single most valuable contributor to student learning, this evaluation process is built on the premise that highly effective teachers are necessary for student success. Development of the Teacher Evaluation Committee In the fall of 2012, Indian Prairie School District 204 continued its collaborative effort with the Indian Prairie Education Association to develop a Teacher evaluation process that would significantly and positively impact professional teaching practice while addressing the mandates of Senate Bill 7 and the Performance Evaluation Reform Act (PERA). After a comprehensive study, a new Teacher Evaluation Committee was formed, and began its work with the assistance of the Consortium for Educational Change (CEC). The committee determined that the newly revised evaluation system would align with Charlotte Danielson s 2013 Framework for Teaching Evaluation Instrument, which would provide a district-wide language and research-based framework for effective teaching to advance the professional practice of the teaching staff. The committee is a combination of professionals representing a variety of roles and responsibilities in the district. Representation includes members of the Indian Prairie Education Association and District Administration. The Evaluation Committee chose to divide into three specialized sub-committees to complete the work. The sub-committees are: Instructional Practices tasked to update our current evaluation plan and rubrics. Professional Development and Communication tasked to create professional development for teachers and evaluators on the district evaluation plan and to communicate the progress of the other two sub-committees. Student Growth tasked to develop the student growth component of the evaluation plan in accordance with state law for implementation in school year. Instructional Practice Sub-Committee Members Kristine Black Early Childhood Teacher Prairie Children Preschool Steve Correll Mathematics Teacher Scullen Middle School Val Dranias IPEA President Paul Gamboa Fifth Grade Teacher White Eagle Elementary School Sheila Kennedy Special Education Teacher Hill Middle School Rob Maldonado Physical Education Teacher Young Elementary School Beth Neu Human Resources Generalist Elizabeth Pohlmann Principal Steck Elementary School Pam Rosa Consortium for Educational Change Jason Stipp Principal Waubonsie Valley High School Karen Sullivan Assistant Superintendent for Human Resources Mark Truckenbrod Principal Scullen Middle School Kathy Wonsowski Business Teacher Metea Valley High School Specialists Work Groups Instructional Specialist Work Group Monica Carstens, Clow Elementary School Jan Newport, CEC Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 3

4 Library Media Specialists Work Group Beverly Frett, Clow Elementary School Christine Hogan, Still Middle School Debbie Turner, Metea Valley High School School Nurse Work Group Karen Elmgren, CEC - Itinerant Linda Herwaldt, CEC - Itinerant Catherine Lozon, CEC - Itinerant School Counselors Work Group Darcy Hutzler, Metea Valley High School Rebecca Koehler, Gregory Middle School Jennifer Rinkenberger, Fischer Middle School Sandra Schuller, Neuqua Valley High School Sharon Wedam, Waubonsie Valley High School School Psychologists Work Group Jake Rebus, Fischer Middle School Tanya Shea, Young Elementary/Graham Elementary Janine Wange, Metea Valley High School School Social Workers Work Group Gina Bogin, Waubonsie Valley High School Robin Shultz, Longwood Elementary Michael Treptow, Still Middle School Therapeutic Specialists Work Group Joy Bedell, Granger Middle School Sara Falli, Fischer Middle School E. Marie Wheeler, Neuqua Valley High School Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 4

5 Section 1: Legislation and Overview of Danielson Framework Legislation The Indian Prairie School District 204 Teacher Evaluation Committee recognizes the importance of student growth and teacher effectiveness in the evaluation process. The committee reviewed recent legislation (PERA, SB7, 2012 Illinois School Code) enacted in the State of Illinois calling for increased emphasis on Teacher performance evaluation ratings, which have the potential to impact Teachers continued employment. In addition to Teacher practice, student growth will be included in the Performance Evaluation Plan by At this time, student growth is not part of the Indian Prairie School District 204 Performance Evaluation Plan. The Evaluation Committee will re-examine the plan after the Illinois State Board of Education has set forth rules, regulations, and recommendations regarding student growth. Danielson Framework for Teaching Evaluation Instrument The 2013 Framework for Teaching Evaluation Instrument by Charlotte Danielson is the basis for the Indian Prairie School District 204 Performance Evaluation Plan. The Framework for Teaching is a research-based set of components of instruction that is grounded in a constructivist view of learning and teaching while incorporates instructional implications for Common Core State Standards. The Framework is a valuable tool to be used as the foundation for professional conversations among educators as they enhance their skills in the complex task of teaching. The Framework for Teaching is based on the Praxis III: Classroom Performance Assessment criteria developed by Educational Testing Service (ETS), National Board for Professional Teaching Standards (NBPTS), is compatible with Interstate New Teacher Assessments and Supports Consortium (INTASC) standards, and aligned with 2010 Illinois Professional Teaching Standards. The Framework for Teaching Evaluation Instrument has been validated as a reliable and valid measurement tool when measuring teaching practice in both the 2011 Consortium on Chicago School Research (CCSR) study and 2012 Measuring Effective Teaching (MET) study. The framework will anchor Indian Prairie School District 204 s recruitment and hiring, mentoring, coaching, professional development, and teacher evaluation process. The goal is to link all of these activities to help teachers and evaluators become more thoughtful educators. Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 5

6 Section 2: Standards for Teachers Domain 1 Demonstrates effective planning and preparation for instruction through: a. Knowledge of Content and Pedagogy b. Knowledge of Students c. Setting Instructional Outcomes* d. Designing Coherent Instruction with Appropriate Resources* e. Designing Student Assessments* Domain 2 Creates an environment conducive for learning by: a. Creating an Environment of Respect and Rapport b. Establishing a Culture for Learning* c. Managing Classroom Procedures and Physical Space d. Managing Student Behavior Reflecting on Professional Practice Domain 4 Demonstrates professionalism by: a. Reflecting on Teaching b. Maintaining Accurate Records c. Communicating with Families d. Growing Individually and Collectively as a Professional e. Showing Professionalism Domain 3 Demonstrates effective instruction by: a. Communicating with Students* b. Using Questioning and Discussion Techniques* c. Engaging Students in Learning* d. Using Assessment in Instruction* e. Demonstrating Flexibility and Responsiveness *These components specifically align with implementation of the Common Core State Standards. Common Themes: Equity, Cultural Competence, High Expectations, Developmental Appropriateness, Attention to Individual Students (including those with special needs), Appropriate Use of Technology, Student Assumption of Responsibility All of the Danielson frameworks are organized around levels of performance that represent an educator s growth and development throughout his/her career. The Danielson model is focused on accountability for all aspects of the profession. Just as teachers work to meet the needs of each student learner, this evaluation plan addresses the needs of each category of teacher. Under this evaluation system, the professional teaching standards to which each teacher is expected to conform are set forth in Charlotte Danielson s Framework for Teaching Instrument (Danielson, 2013). Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 6

7 Section 3: Standards for Specialists In addition to the teaching framework, alternate frameworks that are based upon Chapter 5 specialist rubrics in Enhancing Professional Practices: A Framework for Teaching (Danielson, 2007) and aligned to the 2013 Framework for Teaching components are provided for the following categories of staff (positions not otherwise listed will utilize the Framework for Teaching Instrument): Charlotte Danielson Frameworks Instructional Specialists Library/Media Specialists School Nurses School Counselors School Psychologists School Social Workers Therapeutic Specialists Framework for Teaching IPSD Certified Staff Student Services Coordinator, Deans, CEC Instructional Specialists, CEC Coordinators, CEC District Support Team, Vocational Coordinators, Assessment Coordinators, High School Technology Teachers LMC Directors Certified School Nurses Guidance Counselors School Psychologists Social Workers Speech Language Pathologists, Hearing and Vision Itinerants All certified staff not listed under another framework Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 7

8 Section 4: Performance Evaluation Rating Definitions EXCELLENT Professional practice at the Excellent level is consistently characterized by evidence of extensive knowledge and expertise in understanding and implementing the components of the Indian Prairie District 204 Framework for Teaching. Practice at the Excellent level is characterized by exceptional commitment to flexible, differentiated, and responsive instructional practice as evidenced by effective teacher modeling, high levels of student engagement, student-directed learning, and student growth. There is evidence of extensive and rigorous individualized instruction that is developmentally and culturally appropriate. A Teacher at the Excellent level takes initiative, provides leadership in the school and/or district and is committed to ethical, reflective, continuous, professional practice that ensures high levels of student learning and student ownership. PROFICIENT Professional practice at the Proficient level is consistently characterized by evidence of a solid knowledge of effective instructional practices, purposeful teaching preparation, and use of a broad repertoire of strategies and activities supported by the Indian Prairie District 204 Framework for Teaching. Practice at the Proficient level is consistent and includes high expectations for student learning. Accurate knowledge of instructional practices, content, students, and resources is demonstrated. A Teacher at the Proficient level works independently and collaboratively to improve his/her professional practice to support and promote high levels of student learning and demonstrate ethical and reflective professional practice. NEEDS IMPROVEMENT Professional practice at the Needs Improvement level is characterized by evidence of minimal understanding and/or implementation of the Indian Prairie District 204 Framework for Teaching. Practice at the Needs Improvement level is inconsistent. Understanding and implementation of instructional and/or professional behaviors demonstrate limited effectiveness with uneven results. A tenured Teacher at the Needs Improvement level requires specific supports and interventions to improve individual professional practice to Proficient or Excellent levels of practice. UNSATISFACTORY Professional practice at the Unsatisfactory level is characterized by evidence of little or no understanding and/or implementation of the Indian Prairie District 204 Framework for Teaching. Practice at the Unsatisfactory level is detrimental to student achievement. Inadequate and inappropriate instructional and/or unprofessional behaviors persist even after intervention(s) and support(s) have been provided. A tenured Teacher at the Unsatisfactory level must successfully implement specific steps to improve his/her professional practice to the Proficient or Excellent level. Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 8

9 Section 5: Performance Evaluation Rating System Evaluation Plan As required by Illinois School Code, the Teacher Evaluation Plan shall address Planning (Domain 1) Classroom management (Domain 2) Instructional delivery (Domain 3) Competency in the subject matter (Domains 1 & 3) Teacher s attendance (Domain 4) Domain Ratings in Indian Prairie School District 204 Professional Appraisal Plan Excellent - Excellent ratings in at least half of the components of the domain, with the remaining components rated no lower than Proficient. Proficient No more than one component rated Needs Improvement, with the remaining components rated at Proficient or higher. Needs Improvement More than one component rated Needs Improvement, with the remaining components rated as Proficient or higher or in Domain 1 or 4 one component rated Unsatisfactory, with the remaining components rated as Proficient or higher. Unsatisfactory In Domain 2 and 3 any component rated as Unsatisfactory; Domain 1 or 4 two or more components rated as Unsatisfactory or one component rated as Unsatisfactory and one component rated as Needs Improvement. Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 9

10 Overall Ratings in Indian Prairie School District 204 Professional Appraisal Plan Performance Evaluation (Summative) Rating System Excellent An Excellent rating in two or more of the Domains, with the remaining Domains rated as Proficient. Proficient No more than one Domain rated Needs Improvement, with the remaining Domains rated as Proficient or higher. Needs Improvement More than one Domain rated Needs Improvement OR one Unsatisfactory in either Domain 1 or 4, with the remaining Domains rated as Proficient or higher. Unsatisfactory Unsatisfactory in more than one Domain OR Unsatisfactory rating in Domain 2 or 3. Unsatisfactory Needs Improvement Proficient X XX Excellent XXXX XXX XXX X XXXX X XX X X X XX X XXX X XXX XX XX XX X X XX XX XXX X XXX X XXXX X XXX X XX X X X XX X XXX XXXX XXX X XXX X XXX X XX XX XX X X XX X X XX XX XX XX X XXX X XX X X X XX X XXX X X XX X X X X X X XX XX Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 10

11 Professional Development Plan (Tenured Teachers Only) Within 30 school days after the receipt of a Needs Improvement performance evaluation (summative) rating, the administrator, in consultation with the teacher, shall develop a Professional Development Plan (Form F: Professional Development Plan). The Professional Development Plan (PDP) will address the following: the performance areas that need improvement, including reference to the relevant domains, the specific strategies and supports that will be used to improve performance taking into account the teacher s on-going professional responsibilities, including the teacher s regular teaching assignment(s), the dates of the first meeting and follow-up meeting(s) to be determined by the administrator and teacher, and the expected outcome(s) and indicators of progress/achievement of goals. The duration of the PDP will be minimally 30 school days. During this time the teacher and administrator will review the teacher s progress according to the PDP. The PDP may be extended for additional school days upon the recommendation of the administrator, and approval of the Assistant Superintendent of Human Resources. A performance evaluation (summative) rating will be provided to the teacher at the end of the PDP. If at the end of the Professional Development Plan, the teacher has corrected the performance areas and receives a rating of Proficient or Excellent, he or she is returned to the regular evaluation cycle. If the concerns remain unresolved, the teacher will receive an Unsatisfactory rating and the teacher will move into the remediation process. Remediation Plan (Tenured Teachers Only) At the performance evaluation (summative) conference, a teacher who receives an Unsatisfactory rating will be informed in writing of his/her need of remediation. Such tenured teacher rated as Unsatisfactory will undergo a remediation plan subject to the following (from School Code 24A): Within thirty (30) school days after summative evaluation has been reduced to writing resulting in a rating of Unsatisfactory, the District will develop and commence the remediation plan designed to correct the areas identified as Unsatisfactory, provided the deficiencies are deemed remediable. 1. The remediation plan will provide for evaluations and ratings once every forty-five (45) school days for ninety (90) school days immediately following the teacher's receipt of a remediation plan. 2. The evaluations and ratings shall be conducted by a qualified participating administrator. 3. The qualified participating administrator shall issue the final evaluation at the conclusion of the period specified by School Code within ten (10) school days after the conclusion of the plan. 4. Any teacher who successfully completes the remediation plan by receiving a Proficient or better rating at the conclusion of the remediation process shall be evaluated at least once during the school term following the receipt of the Unsatisfactory rating that triggered the remediation plan and thereafter be reinstated to a schedule of biennial evaluations so long as the teacher is rated proficient or better. Further information about the remediation process can be found in Section 6.11 of the Negotiated Agreement between Indian Prairie Education Association and Indian Prairie District 204 School Board. Please note that Form E: Notice of Concern is not used as part of the Professional Development Plan or Remediation Plan process. Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 11

12 Section 6: Definitions of Terms in the Performance Evaluation Plan Artifacts An object that has been intentionally made or produced for a certain purpose. Artifacts are collected to demonstrate skill in the various components/domains of the Framework for Teaching. Artifacts are intended to stimulate discussion, reflection, and professional learning and are NOT regarded as show pieces but instead evidence of an ongoing practitioners professional learning in progress. Artifacts could include unit plans, activities, communication with families, completed student projects, professional learning notes/projects etc. Components Distinct aspects of a Domain as defined by the Framework for Teaching. Consulting Teacher An educational employee as defined in the Educational Labor Relations Act who has at least five years of experience as a Teacher and a reasonable familiarity with the assignment of the Teacher being evaluated, and who received an Excellent rating on his or her most recent evaluation. The Consulting Teacher is mutually selected by the Evaluator and Teacher from a list provided by the District or the Association and is used for the purpose of supporting the Teacher during the Remediation Plan, but s/he cannot be held responsible for the final outcome. These are considered characteristics of teaching practice and are not evident in all situations at all times. Instead, they can be used as the look for and listen for in teaching practice. Documentation Evidence/information that supports or explains the Teacher s work in each of the four Domains. Domains of Specialized Practice Four main areas of effective specialized practice (Planning and Preparation, Environment, Delivery of Services, and Professional Responsibilities). Domains of Teaching Practice Four main areas of effective teaching practice (Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities). Faculty The term faculty used in the frameworks may mean any group of staff members including but not limited to departments, grade level teams, job-alike teams, committees or special working groups, or the entire school staff. Observation (Formal) Formal observations will include the following: (1) are announced (2) are a minimum of 45 minutes, or a complete lesson, or an entire class period; (3) include pre-observation and post-observation conferences; and (4) include documentation of the observation provided to the Teacher. Observation (Informal) Informal observations will include the following: (1) are unannounced, (2) are a minimum of 10 minutes, (3) have no pre-observation conference, (4) have optional postobservation conference as requested by the Teacher or Evaluator or both; and (5) include documentation of the observation provided to the Teacher. Performance Evaluation (Summative) Written evaluation of the Teacher s job performance based on the ratings earned on each of the components. According to state requirements, Teacher performance shall be rated as: Excellent, Proficient, Needs Improvement, or Unsatisfactory. Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 12

13 Performance Evaluation Conference (Summative) A performance evaluation conference is a meeting, separate from the post-observation conference, in which the Teacher and Evaluator review and sign the final Indian Prairie School District Framework for Teaching and discuss possible next steps for professional growth. Performance Evaluation Ratings (Summative) The final rating of the Teacher using the rating levels of Excellent, Proficient, Needs Improvement, or Unsatisfactory and includes consideration of professional practice and when applicable, indicators of student growth. (see Section 24A-2.5 of the School Code) Pre-Observation Conference A Pre-Observation Conference must precede a formal observation and include (1) a written lesson or unit plan and/or evidence of planning for lesson/activity in advance of the conference; (2) input by the Teacher regarding the focus of observation; and (3) a discussion of the lesson/activity to be observed. Post-Observation Conference A Post-Observation Conference must follow a formal observation and informal observation(when requested) and include (1) the Evaluator and the Teacher discussing the evidence collected about the Teacher s professional practice; (2) the Evaluator providing specific feedback in writing; (3) the Teacher being given the opportunity to reflect and respond to the evidence provided and give additional information/explanation if needed; and (4) notification by the Evaluator to the Teacher if the evidence collected to date may result in a component rating of Needs Improvement or Unsatisfactory. Professional Development Plan (PDP) A plan for professional development is created within 30 school days after a Needs Improvement performance evaluation rating is received. The PDP is developed by the Evaluator in consultation with a Teacher based upon areas that need improvement and includes supports that the district will provide to address the performance areas identified as needing improvement. (see Section 11 and Section 24 A-5 of the School Code) Qualified Evaluator An individual who has completed the pre-qualification process and who has successfully passed the state-developed assessments specified to evaluate Teachers. Each qualified Evaluator shall maintain his/her qualification by completing the re-training required. (see Section 24A-3 of the School Code) Remediation Plan A state-mandated plan created by the Evaluator to commence within 30 days after a Tenured Teacher has been rated Unsatisfactory on a Performance Evaluation. The Remediation Plan shall have deficiencies cited, provided the deficiencies are remediable; be implemented in a 90 school day timeframe; provide for a midpoint performance evaluation that includes, within 10 days, a written copy of the evaluation ratings, with deficiencies and recommendations identified; and provide for a final performance evaluation within 10 days after the conclusion of the remediation timeframe. The Teacher must receive a Proficient or Excellent rating to be reinstated to the regular evaluation cycle. A Consulting Teacher will help support the Teacher with the implementation of the Remediation Plan during the 90 school day period. (see Section 12 and the School Code) Specialist Persons included in the following categories of Teacher: Guidance Counselors, Instructional Specialists, Library Media Specialists, School Nurses, School Psychologists, Social Workers, and Therapeutic Specialists. Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 13

14 Student Growth Data This will be determined after the Illinois State Board of Education has set forth rules, regulations, and recommendations regarding student growth, beginning in Teacher - A full-time or part-time professional employee of the school district who is required to hold a teaching certificate or a professional educator s license endorsed for a teaching field. (see Article 21 or Article 21B of the School Code) Written Notification Document provided to each Teacher by the first day of student attendance (or no later than thirty days after the contract is executed but prior to the commencement of the evaluation process if the Teacher is hired after the start of the school term): 1) Rating definitions and the method for determining the ratings; 2) Performance Evaluation rubric that is appropriate for the Teacher; and 3) the defined process for a Teacher who receives Needs improvement or Unsatisfactory. Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 14

15 Section 7: Informal Observation, Formal Observation, and Performance Evaluation Rating Process Please note that the process below is described using Form A: Indian Prairie Framework for Teaching. Please substitute the appropriate Specialist Framework, Guidesheets (B2 and C2), etc. when necessary. Informal Observation Process: A. A Pre-Conference is not required for an informal observation. B. Observations must be made in the classroom/work setting. C. If evidence from an informal observation gathered by an Evaluator will be used in the performance evaluation (summative) rating, the Teacher will receive a copy of Form A: Indian Prairie Framework for Teaching, as completed by the Evaluator, no less than one (1) work day prior to any conference. Additional evidence specific to the observation may be documented by the Teacher and returned to the Evaluator after receiving Form A: Indian Prairie Framework for Teaching. The written compilation and any additional evidence will be discussed with the teacher within ten (10) work days of the occurrence of the informal observation. D. If evidence indicates Needs Improvement or Unsatisfactory practice in any of the components, a Post-Observation Conference shall occur no later than ten (10) work days after the Teacher has received a copy of Form A: Indian Prairie Framework for Teaching, as filled out by the Evaluator. Form E: Notice of Concern will accompany the Form A: Indian Prairie Framework for Teaching and will identify the component(s) of concern. Formal Observation Process: A. The Teacher will complete the following Pre-Observation Conference steps: Electronically document evidence in Form A: Indian Prairie Framework for Teaching Domain 1 and Domain 4 sections, using the guiding questions to support the documentation. Submit the form to the Evaluator no later than one (1) work day before the Pre-Observation Conference. The Teacher should also prepare to respond to the questions contained on Form B1: Guide sheet for Teaching Pre-Observation Process/Conference. The Teacher will bring evidence of planning specific to the observation (e.g. a lesson plan). Teachers are also encouraged to bring artifacts that support the planning process. B. Observations must be for a minimum of forty-five (45) minutes, a complete lesson or an entire class period in a classroom/work setting. The Evaluator will collect evidence of the observed professional practice in Domains 2 and 3. C. The Post-Observation Conference will be scheduled no sooner than one (1) work day after the teacher receives Form A: Indian Prairie Framework for Teaching to review. Additional evidence in all domains may be documented by the Teacher and returned to the Evaluator no later than five (5) school days after receiving Form A: Indian Prairie Framework for Teaching. No more than ten (10) work days will elapse between the formal observation and the Post-Observation Conference. During the Post-Observation Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 15

16 Conference, Form A: Indian Prairie Framework for Teaching will be reviewed and may be modified based upon additional information and dialogue between the Teacher and the Evaluator. The Teacher should also prepare to respond to the questions contained on Form C1: Guide sheet for Teaching Post-Observation Process/Conference. Teachers may bring additional documents or artifacts to the Post-Observation Conference. Evaluators may also add evidence to Domains 1 and 4 prior to the Post-Observation Conference. Based upon the Post-Observation Conference, the Evaluator will make necessary modifications to Form A: Indian Prairie Framework for Teaching and provide the updated form to the Teacher. D. If evidence indicates Needs Improvement or Unsatisfactory practice in any of the components, the Teacher will receive a copy of Form A: Indian Prairie Framework for Teaching and Form E: Notice of Concern which will identify the component(s) of concern. Performance Evaluation Rating (Summative) Process: A. All evidence shall be documented in Form A: Indian Prairie Framework for Teaching by Teacher and Evaluator and a Performance Evaluation (Summative) Conference will be held no later than March 1 for probationary teachers, no later than March 15 for tenured teachers, and no later than May 15 for part-time teachers in any year a performance evaluation rating is issued. B. At least one (1) work day prior to the Performance Evaluation (Summative) Conference, the Evaluator will provide the Teacher with a final Form A: Indian Prairie Framework for Teaching and Form D: Indian Prairie 204 Performance Evaluation Rating. A conference shall be held within ten (10) work days of receipt of the Performance Evaluation Rating (Summative) Form. C. A copy of the Performance Evaluation Rating (Summative) Form signed by both parties shall be given to the Teacher at the end of the conference, with the Teacher s signature indicating receipt of the evaluation. D. The Teacher and Evaluator will review the final Form A: Indian Prairie Framework for Teaching and discuss future steps for professional growth. E. A Teacher has the option to attach additional comments to Form D: Indian Prairie School District 204 Performance Evaluation Rating (Summative). Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 16

17 Section 8: Non-tenured Professional Evaluation Plan Chart: Years 1-4 TIME OF YEAR By the first student attendance day (or within 30 days of hire, if hired after the start of the year) EVALUATION TIMELINE FOR YEAR 1-4 (NON-TENURED) PROCESS Review of the teacher evaluation process using the Indian Prairie 204 Performance Evaluation Plan Written notification of evaluation FORMS Indian Prairie School District 204 Performance Evaluation Plan 1 st day of School through March 1 Three (3) observations required: at least two (2) must be formal Two (2) required: Formal Observation (Pre- and Post- Observation Conference) One (1) or more Informal Observations (Post-Observation Conference by request of either Evaluator or Teacher or both) as needed* Form A: Indian Prairie Framework for Teaching Form B1: Guidesheet for Teaching Pre- Observation Process/Conference Form C1: Guidesheet for Teaching Post- Observation Process/Conference Form E1: Notice of Concern for Teachers (if needed) By March 1 Performance Evaluation Rating (Summative)received by Teacher one (1) work day prior to Conference Performance Evaluation Conference required Form D: Indian Prairie 204 Performance Evaluation Rating (summative) Form Form A: Indian Prairie Framework for Teaching Non-Tenured Teachers must have a rating of Proficient or Excellent in the last two years of non-tenured status. Tenure will be granted in accordance with the State law. Tenure will only be considered for Teachers who have a summative rating of Proficient or Excellent at the end of the fourth probationary year. Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 17

18 Section 9: Tenured Professional Evaluation Plan Chart TIME OF YEAR PROCESS FORMS By the first student attendance day Review of the teacher evaluation process using the Indian Prairie 204 Performance Evaluation Plan Written notification of evaluation Indian Prairie School District 204 Performance Evaluation Plan From the 1 st day of student attendance until March 15 Two (2) observations required: at least one (1) must be formal. One (1) required Formal Observation (Preand Post-Observation Conference) One (1) or more Informal Observations (Post-Observation Conference by request of either Evaluator or Teacher or both) as needed* By March 15 Performance Evaluation Rating (Summative) received by Teacher one (1) work day prior to Conference Performance Evaluation Conference required o Overall Rating of Proficient or Excellent Continuation of the district s evaluation schedule o Overall Rating of Needs Improvement Professional Development Plan o Overall Rating of Unsatisfactory Remediation Plan Form A: Indian Prairie Framework for Teaching Form B1: Guidesheet for Teaching Pre-Observation Process/Conference Form C1: Guidesheet for Teaching Post-Observation Process/Conference Form E1: Notice of Concern for Teachers (if needed) Form D: Indian Prairie 204 Performance Evaluation Rating (summative) Form Form A: Indian Prairie Framework for Teaching Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 18

19 Section 10: Tenured Professional Evaluation Plan Chart: Needs Improvement TIME OF YEAR PROCESS FORMS Within 30 school days of the Teacher receiving an overall rating of Needs Improvement Within the first 30 days of PDP development If PDP is extended additional days At the conclusion of the PDP Teacher and Evaluator collaborate to construct a Professional Development Plan (PDP) to address components that are cited as needing improvement Minimum of two (2) required : Formal Observation (Pre- and Post-Observation Conference) One (1) or more Informal Observations (Post-Observation Conference required) Section contract timeline of twenty (20) work days between observations does not apply to a teacher in the PDP process At least one (1) Formal Observation (Pre and Post-Observation Conference) required One or more Informal Observations (Post- Observation Conference required) Section contract timeline of twenty (20) work days between observations does not apply to a teacher in the PDP process Performance Evaluation Rating (Summative) received by Teacher one (1) work day prior to Conference Performance Evaluation Conference required o Overall Rating of Proficient or Excellent Continuation of the district s evaluation schedule o Overall Rating of Unsatisfactory Remediation Plan Performance Evaluation Conference Form F: Professional Development Plan Form A: Indian Prairie Framework for Teaching Form B1: Guidesheet for Teaching Pre-Observation Process/Conference Form C1: Guidesheet for Teaching Post-Observation Process/Conference Form A: Indian Prairie Framework for Teaching Form B1: Guidesheet for Teaching Pre-Observation Process/Conference Form C1: Guidesheet for Teaching Post-Observation Process/Conference Form D: Indian Prairie 204 Performance Evaluation Rating (summative) Form Form A: Indian Prairie Framework for Teaching For Tenured-Needs Improvement, a minimum of three (3) observations must be conducted during the evaluation cycle with two of the observations being formal. Please note that Form E1: Notice of Concern is not used during the PDP process. If the tenured teacher then achieves a rating equal to, or better than, Proficient in the school year following the Unsatisfactory rating, they shall be reinstated to the school district s regular evaluation schedule for tenured teachers. Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 19

20 Section 11: Tenured Professional Evaluation Plan Chart: Unsatisfactory TIME OF YEAR PROCESS FORMS Within 30 school days of Teacher receiving an overall rating of Unsatisfactory Evaluator will develop a 90 day Remediation Plan to address deficiencies cited, provided the deficiencies are remediable Explain and confirm the Remediation Plan with Teacher and Consulting Teacher Remediation Plan Form A: Indian Prairie Framework for Teaching Immediately upon receipt of the Remediation Plan Before the 45 day midpoint of the Remediation Plan period At the midpoint of the Remediation Plan period After the midpoint of the Remediation Plan period At the conclusion of the Remediation Plan period The Teacher begins the implementation of the Remediation Plan with the support of the Consulting Teacher One (1) Formal Observation (Pre-Observation and Post- Observation Conference) One (1) Informal Observation (Post-Observation Conference is required) Additional Formal and/or Informal Observations as determined by the Evaluator Indian Prairie 204 Performance Evaluation Rating (Summative) Remediation Plan Evaluation is conducted and reviewed with the Teacher One (1) Formal Observation (Pre-Observation and Post- Observation Conference) One (1) Informal Observation (Post-Observation Conference is required) Additional Formal and/or Informal Observations as determined by the Evaluator Indian Prairie 204 Performance Evaluation Rating (Summative) Remediation Plan Evaluation is conducted and reviewed with the Teacher o Overall rating of Proficient or Excellent Reinstatement to the district s evaluation schedule, Teacher will be evaluated at least once during the following school term. o If overall rating is not Proficient or better Immediate recommendation for dismissal (Section of the School Code) Remediation Plan Form A: Indian Prairie Framework for Teaching Form B1: Guidesheet for Teaching Pre-Observation Process/Conference Form C1: Guidesheet for Teaching Post-Observation Process/Conference Form A: Indian Prairie Framework for Teaching Form A: Indian Prairie Framework for Teaching Form B1: Guidesheet for Teaching Pre-Observation Process/Conference Form C1: Guidesheet for Teaching Post-Observation Process/Conference Form D: Indian Prairie 204 Performance Evaluation Rating (Summative) Form Form A: Indian Prairie Framework for Teaching For Tenured-Unsatisfactory, a minimum of three (3) observations must be conducted during the evaluation cycle with two of the observations being formal. Please note that Form E1: Notice of Concern is not used during the Remediation process. If the tenured teacher then achieves a rating equal to, or better than, Proficient in the school year following the Unsatisfactory rating, they shall be reinstated to the school district s regular evaluation schedule for tenured teachers. Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 20

21 Domain 1: Planning and Preparation 1a: Demonstrating Knowledge of Content and Pedagogy In planning and practice, teacher makes content errors or does not correct errors made by students. Teacher displays little understanding of prerequisite knowledge important to student learning of the content. Teacher displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content. FORM A: Indian Prairie Framework for Teaching Unsatisfactory Needs Improvement Proficient Excellent Teacher is familiar with the important Teacher displays solid knowledge of concepts in the discipline but displays the important concepts in the lack of awareness of how these discipline and how these relate to one concepts relate to one another. Teacher another. Teacher demonstrates indicates some awareness of accurate understanding of prerequisite prerequisite learning, although such relationships among topics. Teacher s knowledge may be inaccurate or plans and practice reflect familiarity incomplete. Teacher s plans and with a wide range of effective practice reflect a limited range of pedagogical approaches in the subject. pedagogical approaches to the discipline or to the students. Teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. Teacher demonstrates understanding of prerequisite relationships among topics and concepts and understands the link to necessary cognitive structures that ensure student understanding. Teacher s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline and the ability to anticipate student misconceptions. Teacher makes content errors. Teacher does not consider prerequisite relationships when planning. Teacher s plans use inappropriate strategies for the discipline. Teacher s understanding of the discipline is rudimentary. Teacher s knowledge of prerequisite relationships is inaccurate or incomplete. Lesson and unit plans use limited instructional strategies, and some are not be suitable to the content. Teacher can identify important concepts of the discipline and their relationships to one another. Teacher provides clear explanations of the content. Teacher answers student questions accurately and provides feedback that furthers their learning. Instructional strategies in unit and lesson plans are entirely suitable to the content. Teacher cites intra- and interdisciplinary content relationships. Teacher s plans demonstrate awareness of possible student misconceptions and how they can be addressed. Teacher s plans reflect recent developments in content-related pedagogy. Guiding Question: What are the key concepts and their relationship to the lesson to be observed and the unit within which it falls? Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 21

22 1b: Demonstrating Knowledge of Students Unsatisfactory Needs Improvement Proficient Excellent Teacher displays generally accurate knowledge of how students learn and of their varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritage yet may apply this knowledge not to individual students but to the class as a whole. Teacher displays minimal understanding of how students learn and little knowledge of their varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritage and does not indicate that such knowledge is valuable. Teacher does not understand child development characteristics and has unrealistic expectations for students. Teacher does not try to ascertain varied ability levels among students in the class. Teacher is not aware of student interests or cultural heritages. Teacher takes no responsibility to learn about students medical or learning disabilities. Teacher cites developmental theory but does not seek to integrate it into lesson planning. Teacher is aware of the different ability levels in the class but tends to teach to the whole group. Teacher recognizes that children have different interests and cultural backgrounds but rarely draws on their contributions or differentiates materials to accommodate those differences. Teacher is aware of medical issues and learning disabilities with some students but does not seek to understand the implications of that knowledge. Teacher understands the active nature of student learning and attains information about levels of development for groups of students. Teacher also purposefully acquires knowledge from several sources about groups of students varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritage. Teacher knows, for groups of students, their levels of cognitive development. Teacher is aware of the different cultural groups in the class. Teacher has a good idea of the range of interests of students in the class. Teacher has identified high, medium, and low groups of students within the class. Teacher is well informed about students cultural heritage and incorporates this knowledge in lesson planning. Teacher is aware of the special needs represented by students in the class. Teacher understands the active nature of student learning and acquires information about levels of development for individual students. Teacher also systematically acquires knowledge from several sources about individual students varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritage. Teacher uses ongoing methods to assess students skill levels and designs instruction accordingly. Teacher seeks out information from all students about their cultural heritage. Teacher maintains a system of updated student records and incorporates medical and/or learning needs into lesson plans. Guiding Question: How did your awareness of students interests/needs, prior knowledge, culture, and experiences impact your planning? Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 22

23 1c: Setting Instructional Outcomes Unsatisfactory Needs Improvement Proficient Excellent Outcomes represent moderately high Most outcomes represent rigorous and expectations and rigor. Some reflect important learning in the discipline important learning in the discipline and and are clear, are written in the form consist of a combination of outcomes of student learning, and suggest viable and activities. Outcomes reflect several methods of assessment. Outcomes types of learning, but teacher has made reflect several different types of no effort at coordination or integration. learning and opportunities for Outcomes, based on global assessments coordination, and they are of student learning, are suitable for differentiated, in whatever way is most of the students in the class. needed, for different groups of students. Outcomes represent low expectations for students and lack of rigor, and not all of these outcomes reflect important learning in the discipline. They are stated as student activities, rather than as outcomes for learning. Outcomes reflect only one type of learning and only one discipline or strand and are suitable for only some students. All outcomes represent high-level learning in the discipline. They are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent both coordination and integration. Outcomes are differentiated, in whatever way is needed, for individual students. Outcomes lack rigor. Outcomes do not represent important learning in the discipline. Outcomes are not clear or are stated as activities. Outcomes are not suitable for many students in the class. Outcomes represent a mixture of low expectations and rigor. Some outcomes reflect important learning in the discipline. Outcomes are suitable for most of the class. Outcomes represent high expectations and rigor. Outcomes are related to big ideas of the discipline. Outcomes are written in terms of what students will learn rather than do. Outcomes represent a range of types: factual knowledge, conceptual understanding, reasoning, social interaction, management, and communication. Outcomes, differentiated where necessary, are suitable to groups of students in the class. Teacher s plans reference curricular frameworks or blueprints to ensure accurate sequencing. Teacher connects outcomes to previous and future learning. Outcomes are differentiated to encourage individual students to take educational risks. Guiding Question: How did you develop student learning outcomes to meet the varying needs of your students? Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 23

24 1d: Designing Coherent Instruction with Appropriate Resources Unsatisfactory Needs Improvement Proficient Excellent Some of the learning activities and Most of the learning activities are materials are aligned with the aligned with the instructional outcomes instructional outcomes and represent and follow an organized progression moderate cognitive challenge, but with suitable to groups of students. The no differentiation for different students. learning activities have reasonable time Instructional groups partially support allocations; they represent significant the activities, with some variety. The cognitive challenge, with some lesson or unit has a recognizable differentiation for different groups of structure; but the progression of students and varied use of instructional activities is uneven, with only some groups. time allocations reasonable. Learning activities are poorly aligned with the instructional outcomes, do not follow an organized progression, are not designed to engage students in active intellectual activity, and have unrealistic time allocations. Instructional groups are not suitable to the activities and offer no variety. The sequence of learning activities follow a coherent sequence, is aligned to instructional goals, and is designed to engage students in high-level cognitive activity. These are appropriately differentiated for individual learners. Instructional groups are varied appropriately, with some opportunity for student choice. Learning activities are boring and/or not well aligned to the instructional goals. Materials are not engaging, or do not meet instructional outcomes. Instructional groups do not support learning. Lesson plans are not structured or sequenced and are unrealistic in their expectations. Learning activities are moderately challenging. Learning resources are suitable, but there is limited variety. Instructional groups are random, or they only partially support objectives. Lesson structure is uneven or may be unrealistic about time expectations. Learning activities are matched to instructional outcomes. Activities provide opportunity for higher-level thinking. Teacher provides a variety of appropriately challenging materials and resources. Instructional student groups are organized thoughtfully to maximize learning and build on student strengths. The plan for the lesson or unit is well structured, with reasonable time allocations. Activities permit student choice. Learning experiences connect to other disciplines. Teacher provides a variety of appropriately challenging resources that are differentiated for students in the class. Lesson plans differentiate for individual student needs. Guiding Questions: What activities, assignments, and resources were developed and utilized that emphasize thinking and problem-based learning, permit student choice and initiative, and encourage depth rather than breadth? How did you determine and expand your knowledge of resources that facilitated students content knowledge? Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 24

25 1e: Designing Student Assessments Unsatisfactory Needs Improvement Proficient Excellent Assessment procedures are partially All the instructional outcomes may be congruent with instructional outcomes. assessed by the proposed assessment Assessment criteria and standards have plan; assessment methodologies may been developed, but they are not clear. have been adapted for groups of Approach to the use of formative students. Assessment criteria and assessment is rudimentary, including standards are clear. Teacher has a welldeveloped only some of the instructional strategy for using formative outcomes. assessment and has designed particular approaches to be used. Assessment procedures are not congruent with instructional outcomes and contain no criteria by which student performance will be assessed. Teacher has no plan to incorporate formative assessment in the lesson or unit. All the instructional outcomes may be assessed by the proposed assessment plan, with clear criteria for assessing student work. The plan contains evidence of student contribution to its development. Assessment methodologies have been adapted for individual students as the need has arisen. The approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information. Assessments do not match instructional outcomes. Assessments have no criteria. No formative assessments have been designed. Assessment results do not affect future plans. Only some of the instructional outcomes are addressed in the planned assessments. Assessment criteria are vague. Plans refer to the use of formative assessments, but they are not fully developed. Assessment results are used to design lesson plans for the whole class, not individual students. All the learning outcomes have a method for assessment. Assessment types match learning expectations. Plans indicate modified assessments for some students as needed. Assessment criteria are clearly written. Plans include formative assessments to use during instruction. Lesson plans indicate possible adjustments based on formative assessment data. In addition to the characteristics of proficient, Assessments provide opportunities for student choice. Students participate in designing assessments for their own work. Teacher-designed assessments are authentic with real-world application, as appropriate. Students develop rubrics according to teacher-specified learning objectives. Students are actively involved in collecting information from formative assessments and provide input. Guiding Questions: How did you determine appropriate assessments, both formative and summative, and how will you use the results to plan for future instruction? Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 25

26 2a: Creating an Environment of Respect and Rapport Domain 2: The Classroom Environment Unsatisfactory Needs Improvement Proficient Excellent Patterns of classroom interactions, Teacher-student interactions are both between teacher and students friendly and demonstrate general and among students, are generally caring and respect. Such interactions appropriate but may reflect are appropriate to the ages, cultures, occasional inconsistencies, and developmental levels of the favoritism, and disregard for students. Interactions among students students ages, cultures, and are generally polite and respectful, and developmental levels. Students students exhibit respect for teacher. rarely demonstrate disrespect for Teacher responds successfully to one another. Teacher attempts to disrespectful behavior among students. respond to disrespectful behavior, The net result of the interactions is with uneven results. The net result polite, respectful, and businesslike, of the interactions is neutral, though students may be somewhat conveying neither warmth nor cautious about taking intellectual risks. conflict. Patterns of classroom interactions, both between teacher and students and among students, are mostly negative, inappropriate, or insensitive to students ages, cultural backgrounds, and developmental levels. Student interactions are characterized by sarcasm, put-downs, or conflict. Teacher does not deal with disrespectful behavior. Teacher is disrespectful towards students or insensitive to students ages, cultural backgrounds, and developmental levels. Students body language indicates feelings of hurt, discomfort, or insecurity. Teacher displays no familiarity with, or caring about, individual students. Teacher disregards disrespectful interactions among students. The quality of interactions between teacher and students, or among students, is uneven, with occasional disrespect or insensitivity. Teacher attempts to respond to disrespectful behavior among students, with uneven results. Teacher attempts to make connections with individual students, but student reactions indicate that these attempts are not entirely successful. Talk between teacher and students and among students is uniformly respectful. Teacher successfully responds to disrespectful behavior among students. Students participate willingly, but may be somewhat hesitant to offer their ideas in front of classmates. Teacher makes general connections with individual students. Students exhibit respect for teacher. Classroom interactions between teacher and students and among students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for teacher and contribute to high levels of civility among all members of the class. The net result is an environment where all students feel valued and are comfortable taking intellectual risks. Teacher demonstrates knowledge and caring about individual students lives beyond the class and school. There is no disrespectful behavior among students. When necessary, students respectfully correct one another in their conduct towards classmates. Students participate without fear of put-downs or ridicule from either the teacher or other students. Teacher respects and encourages students efforts. Guiding Questions: How do you create an environment of respect and rapport? How do you ensure that interactions within the classroom are respectful? Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 26

27 2b: Establishing a Culture for Learning Unsatisfactory Needs Improvement Proficient Excellent The classroom culture is characterized The classroom culture is a place where by little commitment to learning by learning is valued by all, with high teacher or students. Teacher appears to expectations for both learning and hard be only going through the motions, work the norm for most students. and students indicate that they are Students understand their role as interested in the completion of a task learners and consistently expend effort rather than the quality of the work. to learn. Classroom interactions Teacher conveys that student success is support learning and hard work and the result of natural ability rather than the precise use of language. hard work and refers only in passing to the precise use of language. High expectations for learning are reserved for those students thought to have a natural aptitude for the subject. The classroom culture is characterized by a lack of teacher or student commitment to learning, and/or little or no investment of student energy in the task at hand. Hard work is not expected or valued. Medium to low expectations for student achievement are the norm, with high expectations for learning reserved for only one or two students. Teacher conveys that there is little or no purpose for the work, or that the reasons for doing it are due to external factors. Teacher conveys to at least some students that the work is too challenging for them. Students exhibit little or no pride in their work. Students use language incorrectly; teacher does not correct them. Teacher s energy for the work is neutral, neither indicating a high level of commitment nor ascribing to external forces the need to do the work. Teacher conveys high expectations for only some students. Students exhibit a limited commitment to complete the work on their own; many students indicate that they are looking for an easy path. Teacher s primary concern appears to be to complete the task at hand. Teacher urges, but does not insist, that students use precise language. Teacher communicates the importance of the content and the conviction that with hard work all students can master the material. Teacher demonstrates a high regard for students abilities. Teacher conveys an expectation of high levels of student effort. Students expend good effort to complete work of high quality. Teacher insists on precise use of language by students. Guiding Questions: How do you develop a culture of high expectations for learning that promotes and results in high levels of student effort? The classroom culture is a cognitively busy place, characterized by a shared belief in the importance of learning. Teacher conveys high expectations for learning by all students and insists on hard work; students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or assisting peers in their precise use of language. Teacher communicates passion for the subject. Teacher conveys the satisfaction that accompanies a deep understanding of complex content. Students indicate through their questions and comments a desire to understand the content. Students assist their classmates in understanding the content. Students take initiative in improving the quality of their work. Students correct one another in their use of language. Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 27

28 2c: Managing Classroom Procedures and Physical Space Unsatisfactory Needs Improvement Proficient Excellent Some instructional time is lost due to There is little loss of instructional time only partially effective classroom due to effective classroom routines and routines and procedures within the procedures within the physical space of physical space of the learning the learning environment. Teacher s environment. Teacher s management of management of instructional groups instructional groups and transitions, or and transitions, or handling of handling of materials and supplies, or materials and supplies, or both, are both, are inconsistent, leading to some consistently successful. With minimal disruption of learning. With regular guidance and prompting, students guidance and prompting, students follow established classroom routines. follow established routines. Much instructional time is lost due to inefficient classroom routines and procedures within the physical space of the learning environment There is little or no evidence of teacher s managing instructional groups and transitions and/or handling of materials and supplies, effectively. There is little evidence that students know or follow established routines. Instructional time is maximized due to efficient and seamless classroom routines and procedures within the physical space of the learning environment. Students take initiative in the management of instructional groups and transitions, and/or the handling of materials and supplies. Routines are well understood and may be initiated by students. Students not working with teacher are not productively engaged. Transitions are disorganized, with much loss of instructional time. There do not appear to be any established procedures for distributing and collecting materials. A considerable amount of time is spent off task because of unclear procedures. Students not working directly with teacher are only partially engaged. Procedures for transitions seem to have been established, but their operation is not smooth. There appear to be established routines for distribution and collection of materials, but students are confused about how to carry them out. Classroom routines function unevenly. Students are productively engaged during small-group or independent work. Transitions between large- and small-group activities are smooth. Routines for distribution and collection of materials and supplies work efficiently. Classroom routines function smoothly. With minimal prompting by teacher, students ensure that their time is used productively. Students take initiative in distributing and collecting materials efficiently. Students themselves ensure that transitions and other routines are accomplished smoothly. Guiding Questions: How do you establish and promote classroom routines and procedures that maximize time for student learning? How do you manage the physical space available to you to promote student learning? Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 28

29 2d: Managing Student Behavior Unsatisfactory Needs Improvement Proficient Excellent Standards of conduct appear to have Student behavior is generally been established, but their appropriate. Teacher monitors student implementation is inconsistent. behavior against established standards Teacher tries, with uneven results, to of conduct. Teacher response to monitor student behavior and respond student misbehavior is consistent, to student misbehavior. proportionate, and respectful to students and is effective. There appear to be no established standards of conduct, or students challenge them. There is little or no teacher monitoring of student behavior and response to students misbehavior is repressive or disrespectful of student dignity. The classroom environment is chaotic, with no standards of conduct evident. Teacher does not monitor student behavior. Some students disrupt the classroom, without apparent teacher awareness or with an ineffective response. Teacher attempts to maintain order in the classroom, referring to classroom rules, but with uneven success. Teacher attempts to keep track of student behavior, but with no apparent system. Teacher s response to student misbehavior is inconsistent: sometimes harsh, other times lenient. Standards of conduct appear to have been established and implemented successfully. Overall, student behavior is generally appropriate. Teacher frequently monitors student behavior. Teacher s response to student misbehavior is effective. Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and that of other students against standards of conduct. Teacher s monitoring of student behavior is subtle and preventive. Teacher s response to student misbehavior is sensitive to individual student needs and respects students dignity. Student behavior is entirely appropriate; any student misbehavior is minor and swiftly handled. Teacher silently and subtly monitors student behavior. Students respectfully intervene with classmates at appropriate moments to ensure compliance with standards of conduct. Guiding Question: What student behavior expectations have been implemented, how are they monitored effectively, and how do you respond to positive and negative behavior? Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 29

30 3a: Communicating with Students Domain 3: Instruction Unsatisfactory Needs Improvement Proficient Excellent Teacher s attempt to explain the The instructional purpose of the lesson instructional purpose has only limited is clearly communicated to students, success, and/or directions and including where it is situated within procedures must be clarified after broader learning; directions and initial student confusion. Teacher s procedures are explained clearly and explanation of the content may may be modeled. Teacher s explanation contain minor errors; some portions of content is scaffolded, clear, and are clear, others difficult to follow. accurate and connects with students Teacher s explanation does not invite knowledge and experience. During the students to engage intellectually or to explanation of content, teacher focuses, understand strategies they might use as appropriate, on strategies students when working independently. can use when working independently Teacher s spoken language is correct and invites student intellectual but uses vocabulary that is either engagement. Teacher s spoken and limited or not fully appropriate to the written language is clear and correct students ages or backgrounds. and is suitable to students ages and Teacher rarely takes opportunities to interests. Teacher s use of academic explain academic vocabulary. vocabulary is precise and serves to The instructional purpose of the lesson is unclear to students, and the directions and procedures are confusing. Teacher s explanation of the content contains major errors and does not include any explanation of strategies students might use. Teacher s spoken or written language contains errors of grammar or syntax. Teacher s academic vocabulary is inappropriate, vague, or used incorrectly, leaving students confused. At no time during the lesson does teacher convey to students what they will be learning. Students indicate through their questions that they are confused about the learning task. Teacher makes a serious content error that will affect students understanding of the lesson. Students indicate through body language or questions that they don t understand the content being presented. Teacher s communications include errors of vocabulary or usage or imprecise use of academic language. Teacher s vocabulary is inappropriate to the age or culture of the students. Teacher provides little elaboration or explanation about what the students will be learning. Teacher must clarify the learning task so students can complete it. Teacher makes no serious content errors but may make minor ones. Teacher s explanation of the content consists of a monologue, with minimal participation or intellectual engagement by students. Teacher s explanations of content are purely procedural, with no indication of how students can think strategically. Teacher s vocabulary and usage are correct but unimaginative. When teacher attempts to explain academic vocabulary, the effort is only partially successful. Teacher s vocabulary is too advanced, or too juvenile, for students. extend student understanding. Teacher states clearly, at some point during the lesson, what the students will be learning. If appropriate, teacher models the process to be followed in the task. Students engage with the learning task, indicating that they understand what they are to do. Teacher makes no content errors. Teacher s explanation of content is clear and invites student participation and thinking. Teacher describes specific strategies students might use, inviting students to interpret them in the context of what they re learning. Teacher s vocabulary and usage are correct and entirely suited to the lesson, including, where appropriate, explanations of academic vocabulary. Teacher s vocabulary is appropriate to students ages and levels of development. Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 30 Teacher links the instructional purpose of the lesson to the larger curriculum; the directions and procedures are clear and anticipate possible student misunderstanding. Teacher s explanation of content is thorough and clear, developing conceptual understanding through clear scaffolding and connecting with students interests. Students contribute to extending the content by explaining concepts to their classmates and suggesting strategies that might be used. Teacher s spoken and written language is expressive, and teacher finds opportunities to extend students vocabularies, both within the discipline and for more general use. Students contribute to the correct use of academic vocabulary. If asked, students are able to explain what they are learning and where it fits into the larger curriculum context. Teacher explains content clearly and imaginatively, using metaphors and analogies to bring content to life. Teacher points out possible areas for misunderstanding. Teacher invites students to explain the content to their classmates. Students suggest other strategies they might use in approaching a challenge or analysis. Teacher uses rich language, offering brief vocabulary lessons where appropriate, both for general vocabulary and for the discipline. Students use academic language correctly.

31 Guiding Question: How were the learning targets clearly stated, vocabulary appropriately used, and how was the students background knowledge connected to the new concepts? Indian Prairie District 204 Professional Evaluation Plan 5/13 Page 31

32 3b: Using Questioning and Discussion Techniques Unsatisfactory Needs Improvement Proficient Excellent Teacher s questions lead students While teacher may use some low-level through a single path of inquiry, with questions, he or she poses questions answers seemingly determined in designed to promote student thinking advance. Alternatively, teacher and understanding. Teacher creates a attempts to ask some questions genuine discussion among students, designed to engage students in providing adequate time for students to thinking, but only a few students are respond and stepping aside when doing involved. Teacher attempts to engage so is appropriate. Teacher challenges all students in the discussion, to students to justify their thinking and encourage them to respond to one successfully engages most students in another, and to explain their the discussion, employing a range of thinking, with uneven results. strategies to ensure that most students are heard. Teacher s questions are of low cognitive challenge, with single correct responses, and are asked in rapid succession. Interaction between teacher and students is predominantly recitation-style, with teacher mediating all questions and answers; teacher accepts all contributions without asking students to justify their reasoning. Only a few students participate in the discussion. Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, challenge one another s thinking, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion. Questions are rapid-fire and convergent, with a single correct answer. Questions do not invite student thinking. All discussion is between teacher and students; students are not invited to speak directly to one another. Teacher does not ask students to explain their thinking. A very few students dominate the discussion. Teacher frames some questions designed to promote student thinking, but many have a single correct answer, and teacher calls on students quickly. Teacher invites students to respond directly to one another s ideas, but few students respond. Teacher calls on many students, but only a small number actually participate in the discussion. Teacher asks students to justify their reasoning, but only some students attempt to do so. Teacher uses open-ended questions, inviting students to think and/or offer multiple possible answers. Teacher makes effective use of wait time. Discussions enable students to talk to one another without ongoing mediation by teacher. Teacher calls on most students, even those who don t initially volunteer. Many students actively engage in the discussion. Teacher asks students to explain their reasoning, and most attempt to do so. Students initiate higher-order questions. Teacher builds on and uses student responses to questions in order to deepen student understanding. Students extend the discussion, enriching it. Students invite comments from their classmates during a discussion and challenge one another s thinking. Virtually all students are engaged in the discussion. Guiding Question: How was student engagement facilitated through the use of questioning that promoted student interaction and discussion? Indian Prairie District 204 Professional Evaluation Plan page 32

33 3c: Engaging Students in Learning Unsatisfactory Needs Improvement Proficient Excellent The learning tasks and activities The learning tasks and activities are require only minimal thinking by activities are fully aligned with the students and little opportunity for instructional outcomes and are them to explain their thinking, designed to challenge student thinking, allowing most students to be passive inviting students to make their or merely compliant. The groupings thinking visible. This technique results of students are moderately suitable to in active intellectual engagement by the activities. The lesson has a most students with important and recognizable structure; however, the challenging content and with teacher pacing of the lesson may not provide scaffolding to support that students the time needed to be engagement. The groupings of students intellectually engaged or may be so are suitable to the activities. The lesson slow that many students have a has a clearly defined structure, and the considerable amount of down time. pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged. The learning tasks/ activities, materials and, resources are poorly aligned with the instructional outcomes, or require only rote responses, with only one approach possible. The groupings of students are unsuitable to the activities. The lesson has no clearly defined structure, or the pace of the lesson is too slow or rushed. Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and activities that require complex thinking on their part. Teacher provides suitable scaffolding and challenges students to explain their thinking. There is evidence of some student initiation of inquiry and student contributions to the exploration of important content; students may serve as resources for one another. The lesson has a clearly defined structure, and the pacing of the lesson provides students the time needed not only to intellectually engage with and reflect upon their learning but also to consolidate their understanding. Few students are intellectually engaged in the lesson. Learning tasks/activities and materials require only recall or have a single correct response or method. Only one type of instructional group is used (whole group, small groups) when variety would promote more student engagement Instructional materials used are unsuitable to the lesson and/or the students. The lesson drags or is rushed. Some students are intellectually engaged in the lesson. Learning tasks are a mix of those requiring thinking and those requiring recall. Student engagement with the content is largely passive, the learning consisting primarily of facts or procedures. The instructional groupings used are moderately appropriate to the activities. Few of the materials and resources require student thinking or ask students to explain their thinking. The pacing of the lesson is uneven suitable in parts but rushed or dragging in others. Most students are intellectually engaged in the lesson. Most learning tasks have multiple correct responses or approaches and/or encourage higher-order thinking. Students are invited to explain their thinking as part of completing tasks. Teacher uses groupings that are suitable to the lesson activities. Materials and resources require intellectual engagement, as appropriate. The pacing of the lesson provides students the time needed to be intellectually engaged. Virtually all students are intellectually engaged in the lesson. Lesson activities require high-level student thinking and explanations of their thinking. Students take initiative to improve the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used. Students have an opportunity for reflection and closure on the lesson to consolidate their understanding. Guiding Question: How were students intellectually engaged in well-designed, scaffolded learning tasks that promoted higher order thinking? Indian Prairie District 204 Professional Evaluation Plan page 33

34 3d: Using Assessment in Instruction Unsatisfactory Needs Improvement Proficient Excellent Students appear to be only partially Students appear to be aware of the aware of the assessment criteria, assessment criteria, and teacher and teacher monitors student monitors student learning for groups learning for the class as a whole. of students. Questions and Questions and assessments are assessments are regularly used to rarely used to diagnose evidence of diagnose evidence of learning. learning. Feedback to students is Feedback to groups of students is general, and few students assess accurate and specific; some students their own work. engage in self-assessment. Students do not appear to be aware of the assessment criteria, and there is little or no monitoring of student learning; feedback is absent or of poor quality. Students do not engage in self- or peer assessment. Assessment is fully integrated into instruction, through extensive use of formative assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Questions and assessments are used regularly to diagnose evidence of learning by individual students. A variety of forms of feedback, from both teacher and peers, is accurate and specific and advances learning. Students self-assess and monitor their own progress. Teacher successfully differentiates instruction to address individual students misunderstandings. Teacher gives no indication of what high-quality work looks like. Teacher makes no effort to determine whether students understand the lesson. Students receive no feedback, or feedback is global or directed to only one student. Teacher does not ask students to evaluate their own or classmates work. There is little evidence that the students understand how their work will be evaluated. Teacher monitors understanding through a single method, or without eliciting evidence of understanding from students. Feedback to students is vague and not oriented toward future improvement of work. Teacher makes only minor attempts to engage students in self or peer assessment. Teacher makes the standards of high-quality work clear to students. Teacher elicits evidence of student understanding. Students are invited to assess their own work and make improvements; most of them do so. Feedback includes specific and timely guidance at least for groups of students. Students indicate that they clearly understand the characteristics of highquality work, and there is evidence that students have helped establish the evaluation criteria. Teacher is constantly taking the pulse of the class; monitoring of student understanding is sophisticated and continuous and makes use of strategies to elicit information about individual student understanding. Students monitor their own understanding, either on their own initiative or as a result of tasks set by teacher. High-quality feedback comes from many sources, including students; it is specific and focused on improvement. Guiding Question: How was teacher, student, and/or peer assessment used to provide feedback, monitor student learning, and guide future instruction? Indian Prairie District 204 Professional Evaluation Plan page 34

35 3e: Demonstrating Flexibility and Responsiveness Unsatisfactory Needs Improvement Proficient Excellent Teacher attempts to adjust the lesson to accommodate and respond to student questions and interests with mixed results. Teacher accepts responsibility for the success of all students but has only a limited repertoire of strategies to use. Teacher adheres rigidly to an instruction plan in spite of evidence of poor student understanding or students lack of interest. Teacher ignores student questions; when students have difficulty learning, teacher blames them or their home environment for their lack of success. Teacher ignores indications of student boredom or lack of understanding. Teacher brushes aside student questions. Teacher conveys to students that when they have difficulty learning it is their fault. In reflecting on practice, teacher does not indicate that it is important to reach all students. Despite evident student confusion, teacher makes no attempt to adjust the lesson. Teacher s efforts to modify the lesson are only partially successful. Teacher makes perfunctory attempts to incorporate student questions and interests into the lesson. Teacher conveys to students a level of responsibility for their learning but also his or her uncertainty about how to assist them. In reflecting on practice, teacher indicates the desire to reach all students but does not suggest strategies for doing so. If impromptu measures are needed, teacher makes a minor adjustment to the lesson and does so smoothly. Teacher successfully accommodates student questions and interests. Drawing on a broad repertoire of strategies, teacher persists in seeking approaches for students who have difficulty learning. When improvising becomes necessary, teacher makes adjustments to the lesson. Teacher incorporates students interests and questions into the heart of the lesson. Teacher conveys to students that s/he has other approaches to try when the students experience difficulty. In reflecting on practice, teacher cites multiple approaches undertaken to reach students having difficulty. Teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests, or successfully adjusts and differentiates instruction to address individual student misunderstandings. Using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community, teacher persists in seeking effective approaches for students who need help. Teacher s adjustments to the lesson, when needed, are designed to assist individual students. Teacher seizes on a teachable moment to enhance a lesson. Teacher conveys to students that s/he won t consider a lesson finished until every student understands and that s/he has a broad range of approaches to use. In reflecting on practice, teacher can cite others in the school and beyond whom s/he has contacted for assistance in reaching some students. Guiding Question: How was the lesson adjusted to enhance understanding, incorporate students interests, and utilize a wide range of strategies? Indian Prairie District 204 Professional Evaluation Plan page 35

36 4a: Reflecting on Teaching Domain 4: Professional Responsibilities Unsatisfactory Needs Improvement Proficient Excellent Teacher has a generally accurate impression of a lesson s effectiveness and the extent to which instructional outcomes were met. Teacher makes general suggestions about how a lesson could be improved. Teacher does not 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 lesson could be improved. Teacher makes an accurate assessment of a lesson s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught. Teacher makes a thoughtful and accurate assessment of a lesson s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, teacher offers specific alternative actions, complete with the probable success of different courses of action. Teacher considers the lesson but draws incorrect conclusions about its effectiveness. Teacher makes no suggestions for improvement. Teacher has a general sense of whether or not instructional practices were effective. Teacher offers general modifications for future instruction. Teacher accurately assesses the effectiveness of instructional activities used. Teacher identifies specific ways in which a lesson might be improved. Teacher s assessment of the lesson is thoughtful and includes specific indicators of effectiveness. Teacher s suggestions for improvement draw on an extensive repertoire. Guiding Question: Upon reflection, what worked well and how might the lesson or unit of study be improved for the future? Indian Prairie District 204 Professional Evaluation Plan page 36

37 4b: Maintaining Accurate Records Unsatisfactory Needs Improvement Proficient Excellent Teacher s system for maintaining Teacher s system for maintaining information on student completion of information on student completion of assignments and student progress in assignments, student progress in learning is rudimentary and only learning, and non-instructional records partially effective. Teacher s records is fully effective. for non-instructional activities are adequate but inefficient and, unless given frequent oversight by teacher, prone to errors. Teacher s system for maintaining information on student completion of assignments and student progress in learning is nonexistent or in disarray. Teacher s records for non-instructional activities are in disarray, the result being errors and confusion. Teacher s system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records is fully effective. Students contribute information and participate in maintaining the records. There is no system for either instructional or non-instructional records. Record-keeping systems are in disarray and provide incorrect or confusing information. Teacher has a process for recording student work completion. However, it may be out of date or may not permit students to access the information. Teacher s process for tracking student progress is cumbersome to use. Teacher has a process for tracking some, but not all, non-instructional information, and it may contain some errors. Teacher s process for recording completion of student work is efficient and effective; students have access to information about completed and/or missing assignments. Teacher has an efficient and effective process for recording student attainment of learning goals; students are able to see how they re progressing. Teacher s process for recording noninstructional information is both efficient and effective. Students contribute to and maintain records indicating completed and outstanding work assignments. Students contribute to and maintain data files indicating their own progress in learning. Students contribute to maintaining non-instructional records for the class. Guiding Question: What is the process for efficiently and effectively maintaining student records, and how are multiple sources of data utilized to analyze student progress? Indian Prairie District 204 Professional Evaluation Plan page 37

38 4c: Communicating with Families Unsatisfactory Needs Improvement Proficient Excellent Teacher makes sporadic attempts at Teacher provides frequent and communication with families about appropriate information to families the instructional program and about about the instructional program and the progress of individual students conveys information about individual but does not attempt to engage student progress in a culturally families in the instructional program. sensitive manner. Teacher makes Moreover, the communication that some attempts to engage families in does take place may not be culturally the instructional program. sensitive to those families. Teacher provides little information about the instructional program to families; teacher s communication about students progress is minimal. Teacher does not respond, or responds insensitively, to parental concerns. Teacher communicates frequently with families in a culturally sensitive manner, with students contributing to the communication. Teacher responds to family concerns with professional and cultural sensitivity. Teacher s efforts to engage families in the instructional program are frequent and successful. Little or no information regarding the instructional program is available to parents. Families are unaware of their children s progress. Family-engagement activities are lacking. There is some culturally inappropriate communication. School or district-created materials about the instructional program are sent home. Teacher sends home infrequent or incomplete information about the instructional program. Teacher maintains schoolrequired grade book but does little else to inform families about student progress. Some of the teacher s communications are inappropriate to families cultural norms. Teacher regularly makes information about the instructional program available. Teacher regularly sends home information about student progress. Teacher develops activities designed to engage families successfully and appropriately in their children s learning. Most of teacher s communications are appropriate to families cultural norms. Students regularly develop materials to inform their families about the instructional program. Students maintain accurate records about their individual learning progress and frequently share this information with families. Students contribute to regular and ongoing projects designed to engage families in the learning process. All of teacher s communications are highly sensitive to families cultural norms. Guiding Question: What is the process for communicating with and engaging families in the student learning process? Indian Prairie District 204 Professional Evaluation Plan page 38

39 4d: Growing Individually and Collectively as a Professional Unsatisfactory Needs Improvement Proficient Excellent Teacher maintains cordial Teacher s relationships with relationships with colleagues to fulfill colleagues are characterized by duties that the school or district mutual support and cooperation; requires. Teacher participates in the teacher actively participates in a school s culture of professional culture of professional inquiry. inquiry when invited to do so. Teacher volunteers to participate in Teacher participates in school events school events and in school and and school and district projects when district projects, making a substantial specifically asked. Teacher contribution. Teacher seeks out participates to a limited extent in opportunities for professional professional activities when they are development to enhance content convenient. Teacher engages in a knowledge and pedagogical skill. limited way with colleagues and Teacher actively engages with supervisors in professional colleagues and supervisors in conversation about practice, professional conversation about including some feedback on teaching practice, including feedback about performance. practice. Teacher s relationships with colleagues are negative or self-serving. Teacher avoids participation in a professional culture of inquiry, resisting opportunities to become involved. Teacher avoids becoming involved in school events or school and district projects. Teacher engages in no professional development activities to enhance knowledge or skill. Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. Teacher s relationships with colleagues are characterized by mutual support and cooperation, with teacher taking initiative in assuming leadership among the faculty. Teacher takes a leadership role in promoting a culture of professional inquiry. Teacher volunteers to participate in school events and district projects, making a substantial contribution and assuming a leadership role in at least one aspect of school or district life. Teacher seeks out opportunities for professional development and makes a systematic effort to conduct action research. Teacher solicits feedback on practice from both supervisors and colleagues. Teacher s relationships with colleagues are characterized by negativity or combativeness. Teacher purposefully avoids contributing to activities promoting professional inquiry. Teacher avoids involvement in school, district and/or community events. Teacher is not involved in any activity that might enhance knowledge or skill. Teacher purposefully resists discussing performance with supervisors or colleagues. Teacher has cordial relationships with colleagues. When invited, teacher participates in activities related to professional inquiry. When asked, teacher participates in school activities, as well as school, district and/or community events. Teacher participates in professional activities when they are required or provided by the district. Teacher reluctantly accepts feedback from supervisors and colleagues. Teacher has supportive and collaborative relationships with colleagues. Teacher regularly participates in activities related to professional inquiry. Teacher frequently volunteers to participate in school activities and school, district and/or community events. Teacher seeks regular opportunities for continued professional development. Teacher welcomes colleagues and supervisors into the classroom for the purposes of gaining insight from their feedback. Teacher takes a leadership role in promoting activities related to professional inquiry. Teacher regularly contributes to and leads activities that positively impact school life. Teacher regularly contributes to and leads significant school, district and/or community events. Teacher seeks regular opportunities for continued professional development, including initiating action research. Teacher actively seeks feedback from supervisors and colleagues. Indian Prairie District 204 Professional Evaluation Plan page 39

40 Guiding Questions: How have you contributed to the professional growth of your colleagues? How have your colleagues contributed to your professional growth? How have you contributed to school, district, and/or community events? Indian Prairie District 204 Professional Evaluation Plan page 40

41 4e: Showing Professionalism Unsatisfactory Needs Improvement Proficient Excellent Teacher is honest in interactions Teacher displays high standards of with colleagues, students, and the honesty, integrity, and confidentiality public. Teacher s attempts to serve in interactions with colleagues, students are inconsistent, and do not students, and the public. Teacher is knowingly contribute to some active in serving students, working to students being ill served by the ensure that all students receive a fair school. Teacher s decisions and opportunity to succeed. Teacher recommendations are based on maintains an open mind in team or limited though genuinely departmental decision-making. professional considerations. Teacher Teacher complies fully with school complies minimally with school and and district regulations. district regulations, doing just enough to get by. Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is not alert to students needs and contributes to school practices that result in some students being ill served by the school. Teacher makes decisions and recommendations based on selfserving interests. Teacher does not comply with school and district regulations. Teacher can be counted on to hold the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved, are honored in the school. Teacher takes a leadership role in team or departmental decision-making and helps ensure that such decisions are based on the highest professional standards. Teacher complies fully with school and district regulations, taking a leadership role with colleagues. Teacher is dishonest. Teacher does not notice the needs of students. The teacher engages in practices that are self-serving. The teacher willfully rejects school district regulations. Teacher is honest. Teacher notices the needs of students, but is inconsistent in addressing them. Teacher does not notice that some school practices result in poor conditions for students. Teacher makes decisions professionally, but on a limited basis. Teacher complies with school district regulations. Teacher is honest and known for having high standards of integrity. Teacher actively addresses student needs. Teacher actively works to provide opportunities for student success. Teacher willingly participates in team and departmental decisionmaking. Teacher complies completely with school district regulations. Teacher is considered a leader in terms of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students. Teacher makes a concerted effort to ensure opportunities are available for all students to be successful. Teacher takes a leadership role in team and departmental decisionmaking. Teacher takes a leadership role regarding school district regulations. Indian Prairie District 204 Professional Evaluation Plan page 41

42 Unsatisfactory Needs Improvement Proficient Excellent Guiding Question: How do you: a) advocate for students; b) willingly participate in team/department decision-making; c) comply fully with school and district regulations? Provide examples. Indian Prairie District 204 Professional Evaluation Plan page 42

43 Form B1: Guidesheet for Teaching Pre-Observation Process/Conference Teacher: Evaluator: School/Position: Pre-Observation Conference Date: Observation Date: Pre-Observation Conversation Process: a. Electronically submit evidence in the Form A: Indian Prairie Framework for Teaching Domain 1 and Domain 4 sections no later than one (1) work day before the Pre-Observation Conference. b. Upload or bring evidence of planning specific to the observation and any additional documents or artifacts that reflect professional practices to the Pre-Observation Conference. c. Be prepared to discuss the Framework and questions below. Conversation Components Domain 1: Planning and Preparation 1a - Knowledge of Content and Pedagogy 1b - Knowledge of Students 1c - Setting Instructional Outcomes* 1d - Designing Coherent Instruction with Appropriate Resources* 1e - Designing Student Assessments* Domain 4: Professional Responsibilities 4a - Reflecting on Teaching 4b - Maintaining Accurate Records 4c - Communicating with Families 4d Growing Individually and Collaboratively as a Professional 4e - Showing Professionalism Domain 2: Classroom Environment 2a - Creating an Environment of Respect and Rapport 2b - Establishing a Culture for Learning* 2c - Managing Classroom Procedures and Physical Space 2d - Managing Student Behavior Observable Components Domain 3: Instruction 3a - Communicating with Students* 3b - Using Questioning and Discussion Techniques* 3c - Engaging Students in Learning* 3d - Using Assessment in Instruction* 3e - Demonstrating Flexibility and Responsiveness *These components specifically align with implementation of the Common Core State Standards. Common Themes: Equity, Cultural Competence, High Expectations, Developmental Appropriateness, Attention to Individual Students (including those with special needs), Appropriate Use of Technology, Student Assumption of Responsibility What do you want your students to know and be able to do? (1a, 1b, 1c) 1. What are some of the skills/knowledge students will need to bring to this lesson (unit) to be successful? (1a) 2. What are some things about your students readiness (social skills, routines, self-management, etc.) that are influencing your lesson (unit) design? (1b) 3. What are some special areas/student needs or issues you will need to address? (1b) 4. As you think about what you know about your students and the content, what are some key learning goals? (1c) How will you know when they have learned it? How will you respond if they don t learn or already know it? (1d, 1e) 1. Given these goals, how will you monitor student learning? How will you determine students learning success? (1e) 2. What are some ways you will ensure high engagement for all students? (1d) 3. What are some resources or materials you/your students will need to support and extend student learning? (1d) What do you want me to specifically observe in this lesson? Indian Prairie District 204 Professional Evaluation Plan page 43

44 Form B2: Guidesheet for Specialist Pre-Observation Process/Conference Teacher: Evaluator: School/Position: Pre-Observation Conference Date: Observation Date: Pre-Observation Conversation Process: a. Electronically submit evidence in the appropriate framework for your position-- Domain 1 and Domain 4 sections no later than one (1) work day before the Pre-Observation Conference. b. Upload or bring evidence of planning specific to the observation and any additional documents or artifacts that reflect professional practices to the Pre-Observation Conference. c. Be prepared to discuss the Framework and questions below. What do you want your stakeholders to know and be able to do? (1a, 1b, 1c) 1. What are some of the skills/knowledge stakeholders will need to bring to this lesson (session) to be successful? (1a) 2. What are some things about your stakeholders readiness (background knowledge, social skills, self-management, cultural needs, etc.) that are influencing your lesson (session) design? (1b) 3. What are some special areas/student needs or issues you will need to address? (1b) 4. As you think about what you know about your stakeholders and the content, what are some key learning goals? (1c) How will you know when stakeholders have learned the lesson/session goals? How will you respond if they don t learn or already know it? (1d, 1e) 1. Given these goals, how will you monitor stakeholders learning? How will you support/extend stakeholders learning success? (1e) 2. What are some ways you will ensure intellectual engagement for all stakeholders? (1d) 3. What are some resources or materials you/your stakeholders will need to support and extend student learning? (1d) 4. Other priorities? What do you want me to specifically observe in this lesson? Indian Prairie District 204 Professional Evaluation Plan page 44

45 Form C1: Guidesheet for Teaching Post-Observation Process/Conference Teacher: Evaluator: School/Position: Post-Observation Conference Date: Observation Date: Post-Observation Conversation Process: a. The Post-Observation Conference will be held on a mutually agreed upon date/time but no later than ten (10) work days after each formal observation. b. The teacher will complete the reflection portion of the evaluation (Component 4a in Form A: Indian Prairie Framework for Teaching) within five (5) days of receiving the narrative report. The narrative report consists of evidence provided in Form A: Indian Prairie Framework for Teaching in Domains 2 and 3, except for Component 3e Demonstrating Flexibility and Responsiveness that will be completed at the Post-Observation Conference. c. The Teacher will prepare to discuss the questions below and will bring additional documents or artifacts, if any, to the Post-Observation Conference. d. The Evaluator will bring the most current version of Form A: Indian Prairie Framework for Teaching to be reviewed by the Teacher. Evidence may be added or modified based upon additional information and dialogue during the conference. e. Based upon the Post-Observation Conference, the Evaluator will make necessary modifications to Form A: Indian Prairie Framework for Teaching and provide the updated form to the Teacher. f. This form will also be used for the informal observation Post-Conference (if one is held). Domain 1 Demonstrates effective planning and preparation for instruction through: 1a - Knowledge of Content and Pedagogy 1b - Knowledge of Students 1c - Setting Instructional Outcomes* 1d - Designing Coherent Instruction with Appropriate Resources* 1e - Designing Student Assessments* Domain 4 Demonstrates professionalism by: 4a - Reflecting on Teaching 4b - Maintaining Accurate Records 4c - Communicating with Families 4d - Growing Individually and Collaboratively as a Professional 4e - Showing Professionalism Domain 2 Creates an environment conducive for learning by: 2a - Creating an Environment of Respect and Rapport 2b - Establishing a Culture for Learning* 2c - Managing Classroom Procedures and Physical Space 2d - Managing Student Behavior Domain 3 Demonstrates effective instruction by: 3a - Communicating with Students* 3b - Using Questioning and Discussion Techniques* 3c - Engaging Students in Learning* 3d - Using Assessment in Instruction* 3e - Demonstrating Flexibility and Responsiveness *These components specifically align with implementation of the Common Core State Standards. Common Themes: Equity, Cultural Competence, High Expectations, Developmental Appropriateness, Attention to Individual Students (including those with special needs), Appropriate Use of Technology, Student Assumption of Responsibility Additional Questions for Discussion: 1. What did your students learn from this lesson? How did your communication, questions, and activities influence student learning? (3a, 3b, 3c) 2. What did you learn about student learning from your assessment(s) that were conducted during the lesson/unit? (3d) 3. How did you alter your instruction (directions, questions, feedback, discussion techniques, etc.) based upon your students feedback? (3e) 4. What next steps are you considering? What support, if any, would be helpful in taking these next steps? Indian Prairie District 204 Professional Evaluation Plan page 45

46 Form C2: Guidesheet for Specialist Post-Observation Process/Conference Teacher: Evaluator: School/Position: Post-Observation Conference Date: Observation Date: Post-Observation Conversation Process: a. The Post-Observation Conference will be held on a mutually agreed upon date/time but no later than ten (10) work days after each formal observation. b. The teacher will complete the reflection portion of the evaluation (Component 4a in the appropriate specialist framework) within five (5) days of receiving the narrative report. The narrative report consists of evidence provided in the specialist framework in Domains 2 and 3, except for Component 3e Demonstrating Flexibility and Responsiveness that will be completed at the Post-Observation Conference. c. The Teacher will prepare to discuss the questions below and will bring additional documents or artifacts, if any, to the Post-Observation Conference. d. The Evaluator will bring the most current version of the specialist framework to be reviewed by the Teacher. Evidence may be added or modified based upon additional information and dialogue during the conference. e. Based upon the Post-Observation Conference, the Evaluator will make necessary modifications to appropriate specialist framework and provide the updated form to the Teacher. f. This form will also be used for the informal observation Post-Conference (if one is held). Additional Questions for Discussion: 1. What did your stakeholders learn from this lesson (session)? How did your communication, questions, and activities influence stakeholder learning? (3a, 3b, 3c) 2. What did you learn about stakeholder learning from your assessment(s) that were conducted during the lesson/session? (3d) 3. How did you alter your delivery of services (directions, questions, feedback, discussion techniques, etc.) based upon your stakeholders feedback? (3e) 4. What next steps are you considering? What support, if any, would be helpful in taking these next steps? Indian Prairie District 204 Professional Evaluation Plan page 46

47 Form D: Indian Prairie School District 204 Performance Evaluation Rating (Summative) Teacher: School/Position: Formal Observation Dates: Performance Evaluation Rating Issued Date: Evaluator: Current Tenure Status (Tenured/Non-Tenured): Informal Observation Dates: Performance Evaluation Conference Date: Attendance: Performance Evaluation Rating Excellent Proficient Needs Improvement Unsatisfactory We have conducted a conversation regarding the position specific Indian Prairie Framework. The Teacher has the right to attach written comments for inclusion in his/her personnel file maintained in the Human Resources Department. This overall rating is based on Indian Prairie School District 204 Performance Evaluation Definitions and Operating Principles. Teacher Signature: Date: (Signature indicates only that the Teacher has received the evaluation.) Evaluator Signature: Date: Indian Prairie District 204 Professional Evaluation Plan page 47

48 Form E1: Notice of Concern for Teachers Teacher: School/Position: Date of Notification: Evaluator: Date of Observed Practice: Date of Meeting: Practice observed on the date above is Needs Improvement We will meet within ten (10) work days to discuss this concern in greater detail and to complete the information below. Practice observed on the date above is Unsatisfactory. We will meet within ten (10) work days to discuss this concern in greater detail and to complete the information below. Based upon the evidence collected in Form A: Indian Prairie Framework for Teaching, the highlighted area(s) have been identified as concerns. Conversation Components Domain 1: Planning and Preparation 1a - Knowledge of Content and Pedagogy 1b - Knowledge of Students 1c - Setting Instructional Outcomes* 1d - Designing Coherent Instruction with Appropriate Resources* 1e - Designing Student Assessments* Domain 4: Professional Responsibilities 4a - Reflecting on Teaching 4b - Maintaining Accurate Records 4c - Communicating with Families 4d Growing Individually and Collaboratively as a Practitioner 4fe- Showing Professionalism Domain 2: Classroom Environment 2a - Creating an Environment of Respect and Rapport 2b - Establishing a Culture for Learning* 2c - Managing Classroom Procedures and Physical Space 2d - Managing Student Behavior Observable Components Domain 3: Instruction 3a - Communicating with Students* 3b - Using Questioning and Discussion Techniques* 3c - Engaging Students in Learning* 3d - Using Assessment in Instruction* 3e - Demonstrating Flexibility and Responsiveness *These components specifically align with implementation of the Common Core State Standards. Common Themes: Equity, Cultural Competence, High Expectations, Developmental Appropriateness, Attention to Individual Students (including those with special needs), Appropriate Use of Technology, Student Assumption of Responsibility Note: Steps and supports are to be developed collaboratively by the Evaluator and Teacher. Specific steps to be taken by the Teacher to address identified components: Specific supports that will be provided by the Evaluator to address identified components: I acknowledge that I have reviewed and discussed the above concerns with my Evaluator. Teacher Signature/Date Evaluator Signature/Date **Please note: This form is not used during the PDP or remediation process. Indian Prairie District 204 Professional Evaluation Plan page 48

49 Form E2: Notice of Concern for Specialists Teacher: School/Position: Date of Notification: Evaluator: Date of Observed Practice: Date of Meeting: Practice observed on the date above is Needs Improvement We will meet within ten (10) work days to discuss this concern in greater detail and to complete the information below. Practice observed on the date above is Unsatisfactory. We will meet within ten (10) work days to discuss this concern in greater detail and to complete the information below. Based upon the evidence collected in the specific specialist framework, the following component area(s) have been identified as concerns. (Evaluator to fill in components) Conversation Components Domain 1: Planning and Preparation Domain 4: Professional Responsibilities Domain 2: Classroom Environment Observable Components Domain 3: Instruction Note: Steps and supports are to be developed collaboratively by the Evaluator and Teacher. Specific steps to be taken by the Teacher to address identified components: Specific supports that will be provided by the Evaluator to address identified components: I acknowledge that I have reviewed and discussed the above concerns with my Evaluator. Teacher Signature/Date Evaluator Signature/Date **Please note: This form is not used during the PDP or remediation process. Indian Prairie District 204 Professional Evaluation Plan page 49

50 Form F1: Professional Development Plan for Teachers (used only with Tenured Teachers) Teacher: Evaluator: School/Position: Date of Performance Evaluation Rating (Summative): Date of PDP Implementation: Required Areas for Improvement (highlighted) Conversation Components Domain 1: Planning and Preparation 1a - Knowledge of Content and Pedagogy 1b - Knowledge of Students 1c - Setting Instructional Outcomes* 1d - Designing Coherent Instruction with Appropriate Resources* 1e - Designing Student Assessments* Domain 4: Professional Responsibilities 4a - Reflecting on Teaching 4b - Maintaining Accurate Records 4c - Communicating with Families 4d Growing Individually and Collaboratively as a Practitioner 4e - Showing Professionalism Domain 2: Classroom Environment 2a - Creating an Environment of Respect and Rapport 2b - Establishing a Culture for Learning* 2c - Managing Classroom Procedures and Physical Space 2d - Managing Student Behavior Observable Components Domain 3: Instruction 3a - Communicating with Students* 3b - Using Questioning and Discussion Techniques* 3c - Engaging Students in Learning* 3d - Using Assessment in Instruction* 3e - Demonstrating Flexibility and Responsiveness *These components specifically align with implementation of the Common Core State Standards. Common Themes: Equity, Cultural Competence, High Expectations, Developmental Appropriateness, Attention to Individual Students (including those with special needs), Appropriate Use of Technology, Student Assumption of Responsibility Performance Chart (The table boxes below will expand as you type in each field.) Component The teacher will: Supports and Resources (include activities, personnel, training, etc., needed to complete strategies): Measurement of Objectives: Progress Review: Indian Prairie District 204 Professional Evaluation Plan page 50

51 Date Log Progress Review Dates: Other Dates (Specify): The intent of this Professional Development Plan is to assist the teacher in improving performance to an overall rating of Proficient or better as designated by State Statute. Evaluator Signature Date Teacher Signature Date cc: Principal (if different than Evaluator) District Personnel File Indian Prairie District 204 Professional Evaluation Plan page 51

52 Form F2: Professional Development Plan for Specialists (used only with Tenured Teachers) Specialist: Evaluator: School/Position: Date of Performance Evaluation Rating (Summative): Date of PDP Implementation: Required Areas for Improvement (Evaluator to fill in components) Conversation Components Domain 1: Planning and Preparation Domain 4: Professional Responsibilities Domain 2: Classroom Environment Observable Components Domain 3: Instruction Performance Chart (The table boxes below will expand as you type in each field.) Component The teacher will: Supports and Resources (include activities, personnel, training, etc., needed to complete strategies): Measurement of Objectives: Progress Review: Indian Prairie District 204 Professional Evaluation Plan page 52

53 Date Log Progress Review Dates: Other Dates (Specify): The intent of this Professional Development Plan is to assist the teacher in improving performance to an overall rating of Proficient or better as designated by State Statute. Evaluator Signature Date Specialist Signature Date cc: Principal (if different than Evaluator) District Personnel File Indian Prairie District 204 Professional Evaluation Plan page 53

54 1a: Demonstrating Knowledge of Content and Pedagogy Form G: Indian Prairie Framework for Instructional Specialists Domain 1 for Instructional Specialists: Planning and Preparation Unsatisfactory Needs Improvement Proficient Excellent The Instructional Specialist is familiar The Instructional Specialist displays with the important concepts in the solid knowledge of the important discipline but displays lack of concepts in the discipline and how awareness of how these concepts relate these relate to one another. Specialist to one another. The Instructional demonstrates accurate understanding Specialist indicates some awareness of of prerequisite relationships among prerequisite learning, although such topics. Specialist plans and practice knowledge may be inaccurate or reflect familiarity with a wide range of incomplete. Plans and practice reflect a effective pedagogical approaches in the limited range of pedagogical discipline. approaches to the discipline. The Instructional Specialist makes content errors or does not correct errors made by colleagues. The Instructional Specialist displays little understanding of prerequisite knowledge important to student learning of the content. Teacher displays little or no understanding of the range of pedagogical approaches. The Instructional Specialist displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. The Instructional Specialist demonstrates understanding of prerequisite relationships among topics and concepts and understands the link to necessary cognitive structures that ensure understanding. Practices reflect familiarity with a wide range of effective pedagogical approaches in the discipline and the ability to anticipate misconceptions. Instructional Specialist makes content errors. Instructional Specialist does not consider prerequisite relationships when planning. Instructional Specialist s plans use inappropriate strategies for the discipline. Instructional Specialist s understanding of the discipline is rudimentary. Instructional Specialist s knowledge of prerequisite relationships is inaccurate or incomplete. Plans and practice use limited instructional strategies, and some are not be suitable to the content. Instructional Specialist can identify important concepts of the discipline and their relationships to one another. Instructional Specialist provides clear explanations of the content. Instructional Specialist answers questions accurately and provides feedback that furthers learning. Instructional strategies in plans and practice are entirely suitable to the content. Instructional Specialist cites intraand interdisciplinary content relationships. Instructional Specialist s plans demonstrate awareness of possible misconceptions and how they can be addressed. Instructional Specialist s plans reflect recent developments in contentrelated pedagogy. Guiding Question: What are the key concepts and their relationship to the session to be observed and the overall plan within which it falls? Indian Prairie District 204 Professional Evaluation Plan page 54

55 1b: Demonstrating Knowledge of Colleagues and Adult Learners Unsatisfactory Needs Improvement Proficient Excellent The Instructional Specialist displays generally accurate knowledge of how adults learn and of their varied approaches to learning, knowledge and skills. Individual learning characteristics may not be addressed. The Instructional Specialist displays minimal understanding of how adults learn and little knowledge of their varied approaches to learning, knowledge and skills and does not indicate that type of knowledge is valuable. The Instructional Specialist understands the nature of adult learning, and attains information about levels of expertise. The Instructional Specialist also purposefully acquires knowledge from several sources regarding varied approaches to learning, knowledge and skills. The Instructional Specialist understands the nature of adult learning and acquires information about levels of expertise. The Instructional Specialist systematically acquires knowledge from several sources regarding varied approaches to learning, knowledge and skills. Instructional Specialist does not understand the adult learner and has unrealistic expectations for them. Instructional Specialist does not try to ascertain varied ability levels among participants. Instructional Specialist is aware of but does not employ adult learning strategies. Instructional Specialist is aware of the different learning styles, but doesn t make use of this knowledge. Instructional Specialist employs adult learning strategies. Instructional Specialist has a good idea of the range of interests of participants and appropriately groups them for instructional purposes. Instructional Specialist is aware of the special needs represented by those in the class. Instructional Specialist uses ongoing methods to assess skill levels and designs instruction accordingly. Instructional Specialist seeks out information from all participants about their background. Instructional Specialist maintains a system of updated records and utilizes this information when planning. Guiding Question: How did your awareness of participants interests/needs, prior knowledge, culture, and experiences impact your planning? Indian Prairie District 204 Professional Evaluation Plan page 55

56 1c: Setting Instructional Goals Unsatisfactory Needs Improvement Proficient Excellent Goals represent moderately high Most goals represent rigorous and expectations and rigor. Some reflect important learning in the discipline and important learning in the discipline and are clear. Outcomes reflect several consist of a combination of outcomes different types of learning and and activities. Goals based on global opportunities for coordination, and assessments of learning are suitable for they are differentiated for participants. most participants. The goals represent low expectations for important learning in the discipline. They are stated as learning activities, rather than as goals. All goals represent high-level learning in the discipline. They are clear and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent both coordination and integration. Outcomes are differentiated for participants. Goals lack rigor. Goals do not represent important learning in the discipline. Goals are not clear or are stated as activities. Goals are not suitable for many participants. Goals represent a mixture of low expectations and rigor. Some goals reflect important learning in the discipline. Goals are suitable for most of the participants. Goals represent high expectations and rigor. Goals are related to big ideas of the discipline. Goals are written in terms of what participants will learn rather than do. Goals represent a range of types: factual knowledge, conceptual understanding, reasoning, social interaction, management, and communication. Goals, differentiated where necessary, are suitable to groups of participants. Guiding Question: How did you develop participant learning outcomes to meet the varying needs of your participants? Instructional Specialist s plans reference curricular frameworks or blueprints to ensure accurate sequencing. Instructional Specialist connects goals to previous and future learning. Goals are differentiated to encourage individuals to take educational risks. Indian Prairie District 204 Professional Evaluation Plan page 56

57 1d: Designing Coherent Instruction with Appropriate Resources Unsatisfactory Needs Improvement Proficient Excellent Some of the learning activities and Most of the learning activities are materials are aligned with the aligned with the instructional instructional outcomes but with no outcomes. The learning activities have differentiation for learners. The lesson reasonable time allocations; they or unit has a recognizable structure; but represent significant cognitive the progression of activities is uneven, challenge, with some differentiation for with only some time allocations different groups. The Instructional reasonable. The Instructional Specialist Specialist displays awareness of displays some awareness of resources resources to assist in learning and for to assist in learning and for extending extending one s professional skill, and one s professional skill but does not seeks out such resources. seek to expand this knowledge. Learning activities are poorly aligned with the instructional outcomes, do not follow an organized progression, are not designed to engage in active intellectual activity, and have unrealistic time allocations. The Instructional Specialist is unaware of resources to assist in learning and expanding his/her own professional skill. The sequence of learning activities allows a coherent sequence, is aligned to instructional goals, and is designed to engage the learner in high-level cognitive activity. These are appropriately differentiated. The Instructional Specialist s knowledge of resources to assist in learning and for extending one s professional skill is extensive through professional organizations and universities, and on the Internet. Learning activities and materials are poorly aligned. Although aware of some participant needs, Instructional Specialist does not inquire about possible resource to meet those needs. Instructional Specialist does not seek out resources available to expand his/her own skill. Instructional Specialist aligns some activities and materials, but does not take the participants needs into account. Lesson structure is uneven or may be unrealistic about time expectations. Instructional Specialist locates materials and resources beyond those readily available. Instructional Specialist participates in district professional development. Learning activities are matched to instructional outcomes. Resources are multidisciplinary and cognitively challenging. Instructional Specialist displays awareness of resources to assist in learning. Instructional Specialist expands his/her knowledge through professional learning groups and organizations. Learning activities are sequenced, aligned and engaging. Learning activities connect to other disciplines and allow for participant choice. Instructional Specialist facilitates participant contact with resources outside the classroom. Instructional Specialist expands his/her knowledge beyond professional learning groups and organizations to include universities and the Internet. Guiding Questions: What activities, assignments, and resources were developed and utilized that emphasizes thinking and problem-based learning, permit participant choice and initiative, and encourage depth rather than breadth? How did you determine and expand your knowledge of resources that facilitated participants knowledge? Indian Prairie District 204 Professional Evaluation Plan page 57

58 1e: Designing an Evaluative Plan Unsatisfactory Needs Improvement Proficient Excellent Instructional Specialist has a Instructional Specialist s plan to rudimentary plan to formatively assess formatively assess and/or evaluate the and/or evaluate the effectiveness of the program is organized around clear program. goals and a collection of evidence. Instructional Specialist has not planned to formatively assess and/or evaluate the effectiveness of the program. Instructional Specialist s plan to formatively assess and/or evaluate the program is highly sophisticated, with sources of evidence and a clear path toward improving the program on an ongoing basis. No formative assessments have been designed. Assessment results do not affect future plans. Assessment criteria are vague. Plans refer to the use of formative assessments, but they are not fully developed. Assessment criteria are clearly written. Plans indicate possible adjustments based on formative assessment data. Assessments are authentic, with real-world application as appropriate. Participants are actively involved in collecting information from formative assessments and provide input. Guiding Question: How did you determine appropriate assessments, both formative and summative, and how will you use the results to plan for future program planning? Indian Prairie District 204 Professional Evaluation Plan page 58

59 Domain 2 for Instructional Specialist: The Classroom Environment 2a: Creating an Environment of Respect and Rapport Unsatisfactory Needs Improvement Proficient Excellent Patterns of interactions between Interactions are friendly and Instructional Specialist and participants demonstrate general caring and respect. are generally appropriate but may Interactions among participants are reflect occasional inconsistencies, and generally professional. Instructional favoritism. Instructional Specialist Specialist responds successfully to attempts to respond to unprofessional unprofessional behavior. The net result behavior, with uneven results. The net of the interactions is polite, respectful, result of the interactions is neutral, and businesslike, though participants conveying neither warmth nor conflict. may be somewhat cautious about taking instructional risks. Patterns of interactions between Instructional Specialist and participants are mostly negative, inappropriate, or insensitive. Instructional Specialist does not support collaborative interactions between participants. Interactions are highly respectful, reflecting genuine warmth and caring and sensitivity to individuals. Participants exhibit respect for the Instructional Specialist and contribute to high levels of civility among all members. The net result is an environment where all participants feel valued and are comfortable taking instructional risks. The Instructional Specialist is disrespectful or insensitive towards participants. Participants body language indicates feelings of discomfort, or insecurity. The quality of interactions between Instructional Specialist and participants, or among participants, is uneven, with occasional disrespect or insensitivity. Instructional Specialist attempts to make connections with individual participants, but reactions indicate that these attempts are not entirely successful. Talk between Instructional Specialist and participants are uniformly respectful. Participants may be somewhat hesitant to offer their ideas in front of others. Instructional Specialist makes general connections with individuals. Participants exhibit respect for the Instructional Specialist. Instructional Specialist demonstrates knowledge and caring about individual participants. When necessary, participants respectfully correct one another. There is participation without fear of put-downs or ridicule from either the Instructional Specialist or the participants. Instructional Specialist respects and encourages participants efforts. Guiding Questions: How do you create an environment of respect and rapport? How do you ensure that interactions are respectful? Indian Prairie District 204 Professional Evaluation Plan page 59

60 2b: Establishing a Culture for Ongoing Instructional Improvement Unsatisfactory Needs Improvement Proficient Excellent The learning environment is The learning environment is a place where characterized by little commitment to learning is valued by all, with high learning. Participants indicate that they expectations for both learning and hard are interested in the completion of a task work. Participants understand their role as rather than the quality of the work. learners and consistently expend effort to learn. The learning environment is characterized by a lack of commitment to learning, and/or little or no investment of energy in the task at hand. Hard work is not expected or valued. Medium to low expectations for achievement are the norm. There is a shared belief in the importance of learning. The specialist conveys high expectations for learning by all participants and encourages hard work. Participants assume responsibility for high quality results. Instructional Specialist conveys that there is little or no purpose for the work, or that the reasons for doing it are due to external factors. Instructional Specialist conveys to at least some participants that the work is too challenging for them. Participants exhibit little or no pride in their work. Instructional Specialist s energy for the work is neutral, neither indicating a high level of commitment nor ascribing to external forces the need to do the work. Instructional Specialist conveys high expectations for only some participants. Participants exhibit a limited commitment to complete the work on their own; many indicate that they are looking for an easy path. Instructional Specialist s primary concern appears to be to complete the task at hand. Instructional Specialist communicates the importance of the content and the conviction that with hard work all can master the material. Instructional Specialist demonstrates a high regard for participants abilities. Instructional Specialist conveys an expectation of high levels of effort. Participants expend good effort to complete work of high quality. Guiding Question: How do you develop a culture of high expectations for learning that promotes and results in high levels of participant effort? Instructional Specialist communicates passion for the subject. Instructional Specialist conveys the satisfaction that accompanies a deep understanding of complex content. Participants indicate a desire to understand the content through their questions and comments. Participants assist their classmates in understanding the content. Participants take initiative in improving the quality of their work. Indian Prairie District 204 Professional Evaluation Plan page 60

61 2c: Managing Procedures and Physical Space Unsatisfactory Needs Improvement Proficient Excellent Some instructional time is lost due to There is little loss of instructional time only partially effective routines and due to effective routines and procedures. procedures. Management of Management of instructional groups and instructional groups and transitions, or transitions, or handling of materials and handling of materials and supplies, or supplies, or both, are consistently both, are inconsistent, leading to some successful. With minimal guidance and disruption of learning. With regular prompting, participants follow guidance and prompting, participants established classroom routines. The follow established routines. The physical space allows for equal access for specialist attempts to make the learning activities. physical space conducive to learning. Much instructional time is lost due to inefficient routines and procedures. There is little or no evidence of managing instructional groups and transitions and/or handling of materials and supplies, effectively. There is little evidence that participants know or follow established routines. The physical space in not conducive to learning. Instructional time is maximized due to efficient and seamless routines and procedures. Participants take initiative in the management of instructional groups and transitions, and/or the handling of materials and supplies. Routines are well understood and may be initiated by participants. The physical space is accessible to all. Effective use of physical resources allows for optimal learning. Participants not working with specialist are not productively engaged. Transitions are disorganized, with much loss of instructional time. There do not appear to be any established procedures for distributing and collecting materials. A considerable amount of time is spent off task due to unclear procedures and no prior planning for accessing the physical space. Participants not working directly with specialist are only partially engaged. Procedures for transitions seem to have been established, but their operation is not smooth. There appear to be established routines for distribution and collection of materials, but participants are confused about how to carry them out. Routines function unevenly and it is apparent that little consideration was given to utilization of the physical space.. Participants are productively engaged during small-group or independent work. Transitions between large- and smallgroup activities are smooth. Routines for distribution and collection of materials and supplies work efficiently. Routines function smoothly and the physical space is aligned for learning. With minimal prompting by Instructional Specialist, participants ensure that their time is used productively. Participants take initiative in distributing and collecting materials efficiently. Participants themselves ensure that transitions and other routines are accomplished smoothly. Routines function well and the physical space is aligned for optimal learning. Guiding Questions: How do you establish and promote routines and procedures that maximize time for participant learning? How do you manage the physical space available to you to promote participant learning? Indian Prairie District 204 Professional Evaluation Plan page 61

62 2d: Managing Behavior and Expectations Unsatisfactory Needs Improvement Proficient Excellent Standards of conduct appear to have Behavior is generally appropriate. been established, but their Instructional Specialist monitors implementation is inconsistent. behavior against established standards Instructional Specialist tries, with of conduct. Response to uneven results, to monitor negative unprofessionalism is consistent, interactions and respond to proportionate, and respectful. unprofessionalism. There appear to be no established standards of conduct. There is little or no monitoring of negative interactions and response to them is repressive or disrespectful. Behavior is entirely appropriate. Participants take an active role in monitoring their own behavior and that of others. Monitoring of behavior is subtle and preventive. Response to unprofessionalism is sensitive to individual needs and respects dignity. The environment is chaotic, with no standards of conduct evident. Instructional Specialist does not monitor interactions among participants. Some participants disrupt the room, without apparent Instructional Specialist awareness or with an ineffective response. Instructional Specialist attempts to maintain order in the room, referring to norms, but with uneven success. Instructional Specialist attempts to keep track of negative interactions, but with no apparent system. Instructional Specialist s response to negative interactions is inconsistent; sometimes harsh, other times lenient. Standards of conduct appear to have been established and implemented successfully. Overall, behavior is generally appropriate. Instructional Specialist frequently monitors negative interactions. Instructional Specialist s response to negative interactions is effective. Instructional Specialist silently and subtly monitors behavior. Participant interaction is entirely appropriate; any misbehavior is minor and swiftly handled. Participants respectfully intervene with peers at appropriate moments to ensure compliance with standards of conduct. Guiding Question: What participant behavior expectations have been implemented, how are they monitored effectively, and how do you respond to positive and negative behavior? Indian Prairie District 204 Professional Evaluation Plan page 62

63 Domain 3 for Instructional Specialists: Instruction 3a: Communicating with Staff Unsatisfactory Needs Improvement Proficient Excellent The Instructional Specialist s attempt to The Instructional Specialist clearly explain the instructional purpose of the communicates the instructional purpose lesson or professional learning activity has of the lesson or professional learning only limited success, and/or directions and activity and, if appropriate, both procedures must be clarified after initial directions and procedures are modeled. confusion. The explanation of the content The explanation of content is both may contain minor errors; some portions accurate and clear and connects with are clear, others difficult to follow. The participants needs inviting participation explanation does not invite participants to and intellectual engagement. Instructional engage intellectually or to understand Specialist s spoken and written language strategies they might use when working is clear and correct and is suitable to the independently. The Instructional participants needs. Specialist s spoken language is correct but uses vocabulary that is either limited or not fully appropriate to the participants needs or content. The Instructional Specialist s explanation of the content contains major errors and does not include any explanation of strategies that participants might use. The instructional purpose of the lesson or professional learning activity is unclear, and the directions and procedures are confusing. The Instructional Specialist s spoken or written language contains errors of grammar or syntax. The Instructional Specialist links the instructional purpose of the lesson or professional learning activity to the larger curriculum; the directions and procedures are clear and anticipate possible misunderstandings. The Instructional Specialist s explanation of content is thorough and clear, developing conceptual understanding through clear scaffolding and connecting with participants needs. Participants contribute to extending the content through collaboration with peers. The Instructional Specialist s spoken and written language is expressive and content enhancing. At no time during the lesson does the Instructional Specialist convey what will be learned. Participants indicate through their questions that they are confused about the task. Instructional Specialist makes a serious content error that will affect understanding of the lesson. Participants indicate through body language or questions that they don t understand the content being presented. Instructional Specialist s communications include errors of vocabulary or usage or imprecise use of academic language. Instructional Specialist s vocabulary is inappropriate. Instructional Specialist provides little elaboration or explanation about what will be learned. Instructional Specialist must clarify the learning task so participants can complete it. Instructional Specialist makes no serious content errors but may make minor ones. Instructional Specialist s explanation of the content consists of a monologue, with minimal participation or intellectual engagement. Instructional Specialist s explanations of content are purely procedural, with no indication of how participants can think strategically. Instructional Specialist s vocabulary and usage are correct but unimaginative. When Instructional Specialist attempts to explain academic vocabulary, the effort is only partially successful. Instructional Specialist s vocabulary is too advanced, or too juvenile. Instructional Specialist states clearly what the participants will be learning. If appropriate, Instructional Specialist models the process to be followed in the task. Participants engage with the learning task, indicating understanding. Instructional Specialist makes no content errors. Instructional Specialist s explanation of content is clear and invites participation and thinking. Instructional Specialist describes specific strategies participants might use, inviting them to interpret the strategies in the context of what they re learning. Instructional Specialist s vocabulary and usage are correct and entirely suited to the lesson, including, where appropriate, explanations of academic vocabulary. Instructional Specialist s vocabulary is appropriate. Participants are able to explain what they are learning and where it fits into the larger curriculum context. Instructional Specialist explains content clearly and imaginatively, using metaphors and analogies to bring content to life. Instructional Specialist points out possible areas for misunderstanding. Instructional Specialist invites participants to explain the content to their peers. Participants suggest other strategies they might use in approaching a challenge or analysis. Instructional Specialist uses rich language, offering brief vocabulary lessons where appropriate, both for general vocabulary and for the discipline. Participants use academic language correctly. Indian Prairie District 204 Professional Evaluation Plan page 63

64 Guiding Question: How were the learning targets clearly stated, vocabulary appropriately used, and how was the participants background knowledge connected to the new concepts? Indian Prairie District 204 Professional Evaluation Plan page 64

65 3b: Using Questioning and Discussion Techniques Unsatisfactory Needs Improvement Proficient Excellent The Instructional Specialist attempts to The Instructional Specialist creates a ask some questions designed to engage genuine discussion among participants, participants in thinking, but only a few providing adequate time for responding are involved. The Instructional and stepping aside when appropriate. The Specialist attempts to engage all in the Instructional Specialist challenges discussion, to encourage them to participants to justify their thinking and respond to one another, and to explain successfully engages most in the discussion, their thinking, with uneven results. employing a range of strategies to ensure that most are heard. Interaction between Instructional Specialist and participants is predominantly recitation-style, with the Instructional Specialist mediating all questions and answers; accepting all contributions without asking participants to justify their reasoning. Only a few participate in the discussion. The Instructional Specialist ensures that all voices are heard through varied small group discussions and/or individual or small group question/response activities. Participants formulate many questions, initiate topics, challenge one another s thinking, and make unsolicited contributions. Questions are rapid-fire and convergent, with a single correct answer. Questions do not invite thinking. All discussion is between Instructional Specialist and participants; participants are not invited to speak directly to one another. Instructional Specialist does not ask participants to explain their thinking. A very few participants dominate the discussion. Instructional Specialist frames some questions designed to promote thinking, but many have a single correct answer, and Instructional Specialist calls on participants quickly. Instructional Specialist invites participants to respond directly to one another s ideas, but few respond. Instructional Specialist calls on many participants, but only a small number actually participate in the discussion. Instructional Specialist asks participants to justify their reasoning, but only some attempt to do so. Instructional Specialist uses open-ended questions, inviting participants to think and/or offer multiple possible answers. Instructional Specialist makes effective use of wait time. Discussions enable participants to talk to one another without ongoing mediation by the Instructional Specialist. Instructional Specialist calls on most participants, even those who don t initially volunteer. Many participants actively engage in the discussion. Instructional Specialist asks participants to explain their reasoning, and most attempt to do so. Participants initiate higherorder questions. Instructional Specialist builds on and uses participant responses to questions in order to deepen understanding. Participants extend the discussion, enriching it. Participants invite comments from their classmates during a discussion and challenge one another s thinking. Virtually all participants are engaged in the discussion. Guiding Question: How was participant engagement facilitated through the use of questioning that promoted participant interaction and discussion? Indian Prairie District 204 Professional Evaluation Plan page 65

66 3c: Engaging in Learning Unsatisfactory Needs Improvement Proficient Excellent The learning tasks and activities The learning tasks and activities are fully require only minimal thinking for aligned with the instructional outcomes participants and little opportunity for and are designed to challenge thinking, them to explain their thinking, inviting participants to make their allowing most to be passive or merely thinking visible. This technique results in compliant. The groupings are active intellectual engagement by most moderately suitable to the activities. with important and challenging content. The lesson has a recognizable Scaffolding is evident to support structure; however, the pacing of the engagement. The groupings are suitable lesson may not provide the time to the activities. The lesson has a clearly needed to be intellectually engaged or defined structure, and the pacing of the may be so slow that many have a lesson is appropriate, providing most considerable amount of down time. participants the time needed to be intellectually engaged. The learning tasks/activities, materials and, resources are poorly aligned with the instructional outcomes, or require only rote responses, with only one approach possible. The groupings are unsuitable to the activities. The lesson has no clearly defined structure, or the pace of the lesson is too slow or rushed. Few participants are intellectually engaged in the lesson. Learning tasks/activities and materials require only recall or have a single correct response or method. Only one type of instructional group is used (whole group, small groups) when variety would promote more engagement. Instructional materials used are unsuitable to the lesson and/or the participants. The lesson drags or is rushed. Some participants are intellectually engaged in the lesson. Learning tasks are a mix of those requiring thinking and those requiring recall. Engagement with the content is largely passive, the learning consisting primarily of facts or procedures. The instructional groupings used are moderately appropriate to the activities. Few of the materials and resources require thinking or ask participants to explain their thinking. The pacing of the lesson is uneven suitable in parts but rushed or dragging in others. Most participants are intellectually engaged in the lesson. Most learning tasks have multiple correct responses or approaches and/or encourage higher-order thinking. Participants are invited to explain their thinking as part of completing tasks. The groupings are suitable to the lesson activities. Materials and resources require intellectual engagement, as appropriate. The pacing of the lesson provides for the time needed to be intellectually engaged. Virtually all participants are intellectually engaged in challenging content through well-designed learning tasks and activities that require complex thinking on their part. Instructional Specialist provides suitable scaffolding and challenges participants to explain their thinking. There is evidence of some initiation of inquiry and contributions to the exploration of important content. Participants may serve as resources for one another. The lesson has a clearly defined structure, and the pacing of the lesson provides the time needed not only to intellectually engage with and reflect upon their learning but also to consolidate their understanding. Virtually all participants are intellectually engaged in the lesson. Lesson activities require high-level thinking and explanations of thinking. Participants take initiative to improve the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used. Participants have an opportunity for reflection and closure on the lesson to consolidate their understanding. Guiding Question: How were participants intellectually engaged in well-designed, scaffolded learning tasks that promoted higher order thinking? Indian Prairie District 204 Professional Evaluation Plan page 66

67 3d: Using Assessment in Instruction Unsatisfactory Needs Improvement Proficient Excellent Participants appear to be only Participants appear to be aware of partially aware of the assessment the assessment criteria, and criteria, and Instructional Specialist Instructional Specialist monitors monitors learning for the group as a learning for groups of participants. whole. Questions and assessments Questions and assessments are are rarely used to diagnose regularly used to diagnose evidence evidence of learning. Feedback to of learning. Feedback to groups is participants is general, and few accurate and specific; some participants assess their own work. participants engage in selfassessment. Participants do not appear to be aware of the assessment criteria, and there is little or no monitoring of learning; feedback is absent or of poor quality. Participants do not engage in self- or peer assessment. Assessment is fully integrated into instruction, through extensive use of formative assessment. Participants appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Questions and assessments are used regularly to diagnose evidence of learning by individuals and/or adult participants. A variety of forms of feedback, from both Instructional Specialist and peers, is accurate and specific and advances learning. Participants self-assess and monitor their own progress. Instructional Specialist successfully differentiates instruction to address individuals misunderstandings. Instructional Specialist gives no indication of what high-quality work looks like. Instructional Specialist makes no effort to determine whether participants understand. Participants receive no feedback, or feedback is global, or directed to only one. Instructional Specialist does not ask participants to evaluate their own or classmates work. There is little evidence that the participants understand how their work will be evaluated. Instructional Specialist monitors understanding through a single method, or without eliciting evidence of understanding. Feedback to participants is vague and not oriented toward future improvement of work. Instructional Specialist makes only minor attempts to engage participants in self- or peers assessment. Instructional Specialist makes the standards of high-quality work clear. Instructional Specialist elicits evidence of understanding. Participants are invited to assess their own work and make improvements; most of them do so. Feedback includes specific and timely guidance at least for groups of participants. Guiding Question: How was participant assessment used to provide feedback, monitor learning, and guide future planning? Participants indicate that they clearly understand the characteristics of highquality work, and there is evidence that they have helped establish the evaluation criteria. Instructional Specialist is constantly taking the pulse of the class; monitoring of participant understanding is sophisticated and continuous and makes use of strategies to elicit information about individual understanding. Participants monitor their own understanding, either on their own initiative or as a result of tasks set by the Instructional Specialist. High-quality feedback comes from many sources, including participants; it is specific and focused on improvement. Indian Prairie District 204 Professional Evaluation Plan page 67

68 3e: Demonstrating Flexibility and Responsiveness Unsatisfactory Needs Improvement Proficient Excellent Instructional Specialist attempts to adjust the lesson to accommodate and respond to questions and interests with mixed results. Instructional Specialist accepts responsibility for the success of all but has only a limited repertoire of strategies to use. Instructional Specialist adheres rigidly to an instruction plan in spite of evidence of poor understanding. Instructional Specialist ignores signs of misunderstandings and lacks the initiative to offer assistance. Instructional Specialist successfully accommodates questions and interests, drawing on a broad repertoire of strategies. If impromptu measures are needed, Instructional Specialist makes a minor adjustment to the lesson and does so smoothly. Instructional Specialist persists in seeking approaches for those who have difficulty learning. Instructional Specialist seizes an opportunity to enhance learning, building on a spontaneous event or interest, or successfully adjusts and differentiates instruction to address misunderstandings. Instructional Specialist uses an extensive repertoire of instructional strategies, solicits additional resources from the school or community, and persists in seeking effective approaches. Instructional Specialist ignores indications of participant boredom or lack of understanding. Instructional Specialist brushes aside participant questions. Instructional Specialist conveys to participants that when they have difficulty learning it is their fault. In reflecting on practice, Instructional Specialist does not indicate that it is important to reach all participants. Despite evident participant confusion, Instructional Specialist makes no attempt to adjust the lesson. Instructional Specialist s efforts to modify the lesson are only partially successful. Instructional Specialist makes perfunctory attempts to incorporate questions and interests into the lesson. Instructional Specialist conveys to participants a level of responsibility for their learning but also his or her uncertainty about how to assist them. In reflecting on practice, Instructional Specialist indicates the desire to reach all participants but does not suggest strategies for doing so. When improvising becomes necessary, Instructional Specialist makes adjustments to the lesson. Instructional Specialist incorporates participants interests and questions into the heart of the lesson. Instructional Specialist conveys to participants that s/he has other approaches to try when they experience difficulty. In reflecting on practice, Instructional Specialist cites multiple approaches undertaken to reach those having difficulty. Instructional Specialist s adjustments to the lesson, when needed, are designed to assist individuals. Instructional Specialist seizes a teachable moment to enhance a lesson. Instructional Specialist conveys to participants that s/he won t consider a lesson finished until everyone understands and that s/he has a broad range of approaches to use. In reflecting on practice, Instructional Specialist can cite others in the school and beyond whom s/he has contacted for assistance in reaching some participants. Guiding Question: How was the session adjusted to enhance understanding, incorporate participants interests, and utilize a wide range of strategies? Indian Prairie District 204 Professional Evaluation Plan page 68

69 Domain 4 for Instructional Specialists: Professional Responsibilities 4a: Reflecting on Practice Unsatisfactory Needs Improvement Proficient Excellent Instructional Specialist has a generally accurate impression of a lesson/presentation s effectiveness and the extent to which instructional outcomes were met. Instructional Specialist makes general suggestions for improvement. Instructional Specialist does not know whether a lesson/presentation was effective or achieved its instructional outcomes. Instructional Specialist has no suggestions for improvement. Instructional Specialist makes an accurate assessment of a lesson/presentation s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Instructional Specialist makes a few specific suggestions for improvement. Instructional Specialist makes a thoughtful and accurate assessment of a lesson/presentation s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson/presentation and weighing the relative strengths of each. Drawing on an extensive repertoire of skills. Instructional Specialists offers specific alternative actions, complete with the probable success of different courses of action. Instructional Specialist considers the lesson but draws incorrect conclusions about its effectiveness. Instructional Specialist makes no suggestions for improvement. Instructional Specialist has a general sense of whether or not instructional practices were effective. Instructional Specialist offers general modifications for future instruction. Instructional Specialist accurately assesses the effectiveness of instructional activities used. Instructional Specialist identifies specific ways in which a lesson might be improved. Instructional Specialist s assessment of the lesson is thoughtful and includes specific indicators of effectiveness. Instructional Specialist s suggestions for improvement draw on an extensive repertoire. Guiding Question: Upon reflection, what worked well and how might the session or activity be improved for the future? Indian Prairie District 204 Professional Evaluation Plan page 69

70 4b: Maintaining Accurate Records Unsatisfactory Needs Improvement Proficient Excellent Instructional Specialist s system for Instructional Specialist s system for maintaining information on completion maintaining information on completion of assignments and progress in learning of assignments, progress in learning, is rudimentary and only partially and non-instructional records is fully effective. Instructional Specialist s effective. records for non-instructional activities are adequate but inefficient and, unless given frequent oversight are prone to errors. Instructional Specialist s system for maintaining information on completion of assignments and progress in learning is nonexistent or in disarray. Instructional Specialist s records for non-instructional activities are in disarray, the result being errors and confusion. Instructional Specialist s system for maintaining information on completion of assignments, progress in learning, and noninstructional records is fully effective. Professional learning information and activity evaluations are disaggregated and used for future planning and program improvement. There is no system for either instructional or non-instructional records. Record-keeping systems are in disarray and provide incorrect or confusing information. Instructional Specialist has a process for recording work completion. However, it may be out of date or may not permit participants access to the information. Instructional Specialist s process for tracking progress is cumbersome to use. Instructional Specialist has a process for tracking some, but not all, noninstructional information, and it may contain some errors. Instructional Specialist s process for recording completion of work is efficient and effective; participants have access to information about completed and/or missing assignments. Instructional Specialist has an efficient and effective process for recording progress; participants are able to see how they re progressing. Instructional Specialist s process for recording non-instructional information is both efficient and effective. In addition to the characteristics of proficient : Participants contribute to and maintain records indicating completed and outstanding work assignments. Participants contribute to and maintain data files indicating their own progress in learning. Guiding Question: What is the process for efficiently and effectively maintaining records, and how are multiple sources of data utilized to analyze progress? Indian Prairie District 204 Professional Evaluation Plan page 70

71 4c: Communicating with Staff Unsatisfactory Needs Improvement Proficient Excellent Instructional Specialist makes sporadic Instructional Specialist provides attempts at communication with frequent and appropriate information participants about the program. The to participants about the program. communication that does take place Instructional Specialist makes some may not be effective. attempts to engage staff in the program. Instructional Specialist provides little information to participants regarding the program content. Instructional Specialist does not respond, or responds unprofessionally, to staff concerns. Instructional Specialist communicates frequently with participants. Instructional Specialist responds to participants concerns professionally. Instructional Specialist s efforts to engage staff in the program are frequent and successful. Little or no information regarding the program is available for staff. Participant activities are lacking. School or district-created materials about the program are made available. Instructional Specialist gives infrequent or incomplete information about the program. Instructional Specialist maintains a required grade book but does little else to inform participants of progress. Instructional Specialist regularly makes information about the program available. Instructional Specialist regularly communicates information regarding progress. Participants regularly develop materials to inform others about the program. Participants maintain accurate records about their individual learning. Participants contribute to regular and ongoing projects designed to engage others in the learning process. Guiding Question: What is the process for communicating with and engaging staff in the learning process? Indian Prairie District 204 Professional Evaluation Plan page 71

72 4d: Growing Individually and Collectively as a Professional Unsatisfactory Needs Improvement Proficient Excellent Instructional Specialist participates to Instructional Specialist seeks out a limited extent in professional opportunities for professional activities when they are convenient. development to enhance content Instructional Specialist engages in a knowledge and pedagogical skill. limited way with colleagues and Instructional Specialist actively supervisors in professional engages with colleagues and conversation about practice, including supervisors in professional some feedback on teaching conversation about practice, including performance. Instructional Specialist feedback about practice. Instructional finds limited ways to assist other Specialist participates actively in teachers and contribute to the assisting other educators and looks for profession. Instructional Specialist ways to contribute to the profession. maintains cordial relationships with Instructional Specialist s relationships colleagues to fulfill duties that the with colleagues are characterized by school or district requires. mutual support and cooperation. Instructional Specialist participates in Instructional Specialist volunteers to the school s culture of professional participate in school events and in inquiry when invited to do so. school and district projects, making a Instructional Specialist participates in substantial contribution. school events and school and district projects when specifically asked. Instructional Specialist engages in no professional development activities to enhance knowledge or skill. Instructional Specialist resists feedback on teaching performance from either supervisors or colleagues. Instructional Specialist makes no effort to share knowledge with others or to assume professional responsibilities. Instructional Specialist s relationships with colleagues are negative or selfserving. Instructional Specialist avoids participation in a professional culture of inquiry, resisting opportunities to become involved. Instructional Specialist avoids becoming involved in school events or school and district projects. Instructional Specialist seeks out opportunities for professional development and makes a systematic effort to conduct action research. Instructional Specialist solicits feedback on practice from both supervisors and colleagues. Instructional Specialist initiates important activities to contribute to the profession. Instructional Specialist s relationships with colleagues are characterized by mutual support and cooperation, with Instructional Specialist taking initiative in assuming leadership among the faculty. Instructional Specialist takes a leadership role in promoting a culture of professional inquiry. Instructional Specialist volunteers to participate in school events and district projects, making a substantial contribution and assuming a leadership role in at least one aspect of school or district life. Instructional Specialist purposefully avoids contributing to activities promoting professional inquiry. Instructional Specialist avoids involvement in school activities and district and community projects. Instructional Specialist s relationships with colleagues are characterized by negativity or combativeness. When invited, Instructional Specialist participates in activities related to professional inquiry. When asked, Instructional Specialist participates in school activities, as well as district and community projects. Instructional Specialist has cordial relationships with colleagues. Instructional Specialist regularly participates in activities related to professional inquiry. Instructional Specialist frequently volunteers to participate in school events and school district and community projects. Instructional Specialist has supportive and collaborative relationships with colleagues. In addition to the characteristics of proficient, Instructional Specialist takes a leadership role in promoting activities related to professional inquiry. Instructional Specialist regularly contributes to and leads events that positively impact school life. Instructional Specialist regularly contributes to and leads significant district and community projects. Indian Prairie District 204 Professional Evaluation Plan page 72

73 Guiding Question: How have you contributed to the professional growth of your colleagues? How have your colleagues contributed to your professional growth? How have you contributed to school, district, and/or community events? Indian Prairie District 204 Professional Evaluation Plan page 73

74 4e: Showing Professionalism Unsatisfactory Needs Improvement Proficient Excellent Instructional Specialist is honest and Instructional Specialist displays high confidential in interactions with standards of honesty, integrity, and colleagues, students, and the public. confidentiality in interactions with Instructional Specialist s attempts to colleagues, participants, and the public. serve participants and colleagues are Instructional Specialist is active in inconsistent. These practices could working to ensure that all receive a fair contribute to the school community opportunity to succeed. Instructional being ill served. Instructional Specialist maintains an open mind in Specialist s decisions and team or departmental decision making. recommendations are based on limited Instructional Specialist complies fully though genuine professional with school and district regulations. considerations. Instructional Specialist is not consistent in complying with school and district regulations. Instructional Specialist displays dishonesty or lack of confidentiality in interactions with colleagues, students, and the public. Instructional Specialist is not alert to participants or colleagues needs and contributes to school practices that result in being ill served by the school. Instructional Specialist makes decisions and recommendations that are based on self-serving interests. Instructional Specialist does not comply with school and district regulations. Instructional Specialist can be counted on to hold the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues in this area. Instructional Specialist is highly proactive in serving colleagues, seeking out resources when needed. Instructional Specialist makes a concerted effort to challenge negative attitudes or practices to ensure that all, particularly those traditionally underserved, are honored in the school. Instructional Specialist takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Instructional Specialist complies fully with school and district regulations, taking a leadership role with colleagues. Instructional Specialist is not involved in any activity that might enhance knowledge or skill. Instructional Specialist purposefully resists discussing performance with supervisors or colleagues. Instructional Specialist ignores invitations to join professional organizations or attend conferences. Instructional Specialist willfully rejects school district regulations. Instructional Specialist participates in professional activities when they are required or provided by the district. Instructional Specialist reluctantly accepts feedback from supervisors and colleagues. Instructional Specialist contributes in a limited fashion to professional organizations. Instructional Specialist complies with school district regulations. Instructional Specialist seeks regular opportunities for continued professional development. Instructional Specialist welcomes colleagues and supervisors in for the purpose of gaining insight from their feedback. Instructional Specialist actively participates in organizations designed to contribute to the profession. Instructional Specialist complies completely with school district regulations. Instructional Specialist seeks regular opportunities for continued professional development, including initiating action research. Instructional Specialist actively seeks feedback from supervisors and colleagues. Instructional Specialist takes an active leadership role in professional organizations in order to contribute to the profession. Instructional Specialist takes a leadership role regarding school district regulations. Indian Prairie District 204 Professional Evaluation Plan page 74

75 Guiding Questions: How do you: a) advocate for students; b) willingly participate in team/department decision-making; c) comply fully with school and district regulations? Provide examples. Indian Prairie District 204 Professional Evaluation Plan page 75

76 Form H: Indian Prairie Framework for Library Media Specialists Domain 1 for Library Media Specialists: Planning and Preparation Unsatisfactory Needs Improvement Proficient Excellent 1a: Demonstrating Knowledge of Pedagogy, Literature and Current Trends in Library Media Practice and Information Technology Library Media Specialist demonstrates little or no knowledge of content-related pedagogy, literature and current trends in library media practice and information technology. Library Media Specialist demonstrates limited knowledge of content-related pedagogy, literature and current trends in library media practice and information technology. Library Media Specialist demonstrates solid integration of content-related pedagogy, literature and current trends in library media practice and information technology. Library Media Specialist demonstrates extensive knowledge of content-related pedagogy, literature and current trends in library media practice and information technology. Library Media Specialist does not identify professional sources. Library Media Specialist does not read age-appropriate literature. Library Media Specialist does not use print and/or electronic resources addressing current trends in practice and information technology. Library Media Specialist cannot identify the school s curriculum. Library Media Specialist is unaware of student interests, cultural backgrounds, and special needs. Library Media Specialist does not consistently refer to professional sources. Library Media Specialist seldom reads age-appropriate literature. Library Media Specialist seldom uses print and/or electronic resources addressing current trends in practice and information technology. Library Media Specialist can identify components of the school s curriculum. Library Media Specialist responds to questions from members of the learning community accurately. Library Media Specialist recognizes that students have different interests, abilities, special needs and cultural backgrounds, but rarely draws upon that knowledge. Library Media Specialist seeks recommendations for exemplary literature from professional sources. Library Media Specialist is well versed in age-appropriate literature. Library Media Specialist subscribes to varied print and/or electronic resources addressing current trends in practice and information technology Library Media Specialist adheres to the school s curriculum. Library Media Specialist accurately responds to questions from members of the learning community and provides feedback. Library Media Specialist understands that students have different interests, abilities, special needs and cultural backgrounds and draws upon that knowledge. Library Media Specialist is proactive in identifying and implementing current trends in library media practice and information technology. Library Media Specialist reads varied and vetted resources. Library Media Specialist advocates for the use of current trends in the school community. Library Media Specialist anticipates and plans for the needs of the learning community. Library Media Specialist has an established and active plan for providing communication to the learning community. The LMC initiates school wide activities that meet the needs of all students. Indian Prairie District 204 Professional Evaluation Plan page 76

77 Guiding Question: What are the key concepts and their relationship to the lesson to be observed and the unit within which it falls? Indian Prairie District 204 Professional Evaluation Plan page 77

78 Unsatisfactory Needs Improvement Proficient Excellent 1b: Demonstrating Knowledge of Curriculum as Well as Students/School Community and How the Library Program Can Address Their Needs Library Media Specialist demonstrates little or no knowledge of the school s curriculum and of the school community needs for literacy, technology and information skills within the standards. Library Media Specialist demonstrates some knowledge of the school s curriculum and of the school community needs for literacy, technology and information skills within the standards. Library Media Specialist demonstrates knowledge of the school s curriculum and of the school community needs for literacy, technology and information skills within the standards. Library Media Specialist demonstrates thorough knowledge of the school s curriculum and of the school community needs for literacy, technology and information skills within the standards by taking a leadership role to articulate and meet those needs. Library Media Specialist cannot identify the school s curriculum. Library Media Specialist does not respond to questions from members of the learning community. Library Media Specialist is unaware of student interests, cultural backgrounds, and special needs. Library Media Specialist can identify components of the school s curriculum. Library Media Specialist responds to questions from members of the learning community accurately. Library Media Specialist recognizes that students have different interests, abilities, special needs and cultural backgrounds, but rarely draws upon that knowledge. Library Media Specialist adheres to the school s curriculum. Library Media Specialist accurately responds to questions from members of the learning community and provides feedback. Library Media Specialist understands that students have different interests, abilities, special needs and cultural backgrounds and draws upon that knowledge. Guiding Question: How did your awareness of students interests/needs, prior knowledge, culture, and experiences impact your planning? Library Media Specialist anticipates and plans for the needs of the learning community. Library Media Specialist has an established and active plan for providing communication to the learning community. The LMC initiates school wide activities that meet the needs of all students. Indian Prairie District 204 Professional Evaluation Plan page 78

79 Unsatisfactory Needs Improvement Proficient Excellent 1c: Setting Instructional Outcomes for the Library Media Program The instructional outcomes represent low expectations for students, non-standard based learning objectives to drive instruction, and lack of rigor. Not all of these outcomes reflect important learning in the discipline. They are stated as student activities, rather than as outcomes for learning. Instructional outcomes reflect only one type of learning. The instructional outcomes represent moderately high expectations and rigor for students and some standard based learning objectives to drive instruction. Instructional outcomes reflect several types of learning, but no effort has been made at collaboration or integration. Instructional outcomes, based on assessment of student learning, are suitable for most students. Most instructional outcomes represent rigorous and important learning, are clear and suggest viable methods of assessment. Instructional outcomes reflect several different types of learning, and opportunities for collaboration and integration. Instructional outcomes, based on assessment of student learning are differentiated for different groups of students. All instructional outcomes represent high level learning. They are clear, are written in the form of student learning, and permit viable methods of assessment. Instructional outcomes reflect different types of learning, and where appropriate, represent both collaboration and integration. Instructional outcomes are differentiated in whatever way is needed for individual students. Library Media Specialist does not have goals for the library media instructional program. Library Media Specialist does not communicate with members of the learning community to collaboratively develop instructional activities and units. Library Media Specialist does not assess the instructional outcomes. Library Media Specialist has developed goals for the library media instructional program. Library Media Specialist rarely communicates with members of the learning community to collaboratively develop instructional activities and units. Library Media Specialist assesses the instructional outcomes. Library Media Specialist has welldeveloped goals for the library media instructional program resulting in student learning. Library Media Specialist communicates with members of the learning community on a regular basis collaboratively developing instructional activities and units. Library Media Specialist assesses the instructional outcomes and differentiates for some students. (example, Readers Advisory, level of books for book talks) Guiding Question: How did you develop student learning outcomes to meet the varying needs of your students? Library Media Specialist seeks feedback from members of the learning community prior to the development of goals. Library Media Specialist communicates goals for the library media program with the learning community. Library Media Specialist actively seeks opportunities to collaborate with members of the learning community. Indian Prairie District 204 Professional Evaluation Plan page 79

80 Unsatisfactory Needs Improvement Proficient Excellent 1d: Designing a Coherent Library Program and Organizing Physical Space. Library Media Specialist designs and develops a library program that is incoherent in the use of the Common Core Standards based instruction, curation of print and digital resources, support for student research and inquirybased learning, support for student self- selected recreational reading, and the efficient performance of administrative tasks. The library media center environment is unsafe, or learning is not accessible to many. There is poor alignment between the arrangement of furniture and resources. Library Media Specialist designs and develops a library program that is minimally coherent in the use of the Common Core Standards based instruction, curation of print and digital resources, support for student research and inquiry-based learning, support for student selfselected recreational reading, and the efficient performance of administrative tasks. The library media center is safe, and essential learning is accessible to most students. Library Media Specialist makes modest use of physical resources. Library Media Specialist attempts to adjust the library furniture for a lesson or, if necessary, to adjust the lesson to the furniture, but with limited effectiveness. Library Media Specialist designs and develops a library program that is coherent in the use of the Common Core Standards based instruction, curation of print and digital resources, support for student research and inquiry-based learning, support for student self- selected recreational reading, and the efficient performance of administrative tasks. The library media center is safe, and students have equal access to physical resources; Library Media Specialist ensures that the furniture arrangement is appropriate to the learning activities and uses physical resources effectively. Library Media Specialist designs and develops a library program that is exceptionally coherent in the use of the Common Core Standards based instruction, curation of print and digital resources, support for student research and inquiry-based learning, support for student self- selected recreational reading, and the efficient performance of administrative tasks. The library program is differentiated by staff and student learning needs. The library media center environment is safe, and learning is accessible to all students, including those with special needs. Library Media Specialist makes effective use of physical resources. Library Media Specialist ensures that the physical arrangement is appropriate to the learning activities. Students contribute to the use or adaptation of the physical environment to advance learning. Indian Prairie District 204 Professional Evaluation Plan page 80

81 Unsatisfactory Needs Improvement Proficient Excellent Library Media Specialist rarely plans a program and selects resources to align with the Common Core Standards. Library Media Specialist is unaware of resources available in (and beyond) the district. Library Media Specialist does not analyze, evaluate, replace or supplement items within the collection. Library Media Specialist does not consider physical layout of the library for student access. Library Media Specialist has no knowledge of administrative tasks (circulation of materials, scheduling use of library, collection of fines and fees, etc.). Library Media Specialist occasionally plans a program and selects resources to align with the Common Core Standards. Library Media Specialist is aware of resources available in (and beyond) the district. Library Media Specialist inconsistently analyzes, evaluates, replaces or supplements items within the collection. Library Media Specialist considers physical layout of the library for student access, but takes minimal action. Library Media Specialist has minimal knowledge of administrative tasks (circulation of materials, scheduling use of library, collection of fines and fees, etc.). Library Media Specialist consistently plans a program and selects resources to align with the needs of the learning community and the Common Core Standards. Library Media Specialist communicates information about resources available in (and beyond) the district to the learning community. Library Media Specialist routinely analyzes, evaluates, replaces or supplements items within the collection. Library Media Specialist provides rationale for the physical layout of the library for student access. Library Media Specialist demonstrates extensive knowledge of administrative tasks (circulation of materials, scheduling use of library, collection of fines and fees, etc.). Indian Prairie District 204 Professional Evaluation Plan page 81 Library Media Specialist plans for lessons and activities that provide opportunities for studentdirected learning. Library Media Specialist maximizes current resources and advocates for a resourcerich environment. Library Media Specialist seeks input and involvement from members of the learning community when selecting materials. Library Media Specialist seeks additional funding sources to replace and supplement items within the collection. Library Media Specialist seeks input from the learning community on the design of the physical space. Library Media Specialist seeks out information and input to differentiate for students and staff. Library Media Specialist demonstrates expertise in the completion of administrative tasks (circulation of materials, scheduling use of library, collection of fines and fees, etc.). Library Media Specialist applies, reviews, and evaluates data to improve the library media program. Guiding Questions: What activities, assignments, and resources were developed and utilized that emphasize thinking and problem-based learning, permit student choice and initiative, and encourage depth rather than breadth? How did you determine and expand your knowledge of resources that facilitated students content knowledge?

82 Unsatisfactory Needs Improvement Proficient Excellent 1e: Developing a Plan to Evaluate Students and the Library Media Program Library Media Specialist has no plan or procedure to evaluate students or the library media program and resists suggestions that such an evaluation is important. Library Media Specialist has a rudimentary plan and procedure to evaluate students and the library media program and accepts suggestions that such an evaluation is important. Library Media Specialist has a welldeveloped plan and procedure to evaluate students and the library media program. The assessment of students is aligned to standards and related instruction. The plan to evaluate the library media program incorporates evaluation of instruction, print and digital library materials, usage of library services, the state of technology, physical space and the alignment of the total school program. Library Media Specialist has an exceptional plan and procedure to evaluate students and the library media program. The assessment of students is well aligned to standards and related instruction. A highly sophisticated plan to evaluate the library media program incorporates evaluation of instruction, print and digital library materials, usage of library services, the state of technology, physical space and the alignment of the total school program. There is no evaluation of the library media program. There is no evaluation of student learning. Library Media Specialist evaluation plan does not address one or more of the following components: the evaluation of print and digital resources, usage of library media services, state of the physical space and alignment to the overall school program. Library Media Specialist accepts the suggestion that student evaluation is necessary, but it does not occur. Library Media Specialist plan incorporates the evaluation of print and digital resources, usage of library media services, state of the physical space, alignment to the Standards, etc. Library Media Specialist regularly provides opportunities to collect and evaluate data from student assessments (example, TRAILS, national standardized tests). Library Media Specialist develops quantitative and qualitative tools to collect data for evaluating the library media program. Library Media Specialist identifies steps to move the library media program forward in response to the data collected. Library Media Specialist applies evaluation of data to improve library media program and student learning. Guiding Question: How did you determine appropriate assessments, both formative and summative, and how will you use the results to plan for future instruction/program planning? Indian Prairie District 204 Professional Evaluation Plan page 82

83 Domain 2 for Library Media Specialists: The Environment Unsatisfactory Needs Improvement Proficient Excellent 2a: Creating an Environment of Respect and Rapport Patterns of interactions, both between the Library Media Specialist and students and/or staff, as well as among students, are negative, inappropriate, or insensitive to student s cultural backgrounds and are characterized by sarcasm, put-downs, or conflict. Library Media Specialist does not deal with disrespectful behavior. Patterns of interactions, both between the Library Media Specialist and students and/or staff, as well as among students, are generally appropriate but may reflect occasional inconsistency, favoritism, and disregard student s ages, cultural backgrounds and developmental levels. Library Media Specialist attempts to respond to disrespectful behavior with uneven response. Interactions, both between the Library Media Specialist and students and/or staff, as well as among students, are friendly and demonstrate general caring and respect. Such interactions are appropriate to student s ages, cultural backgrounds and developmental levels. Library Media Specialist responds successfully to disrespectful behavior. Interactions, both between the Library Media Specialist and students and/or staff, as well as among students, are highly respectful, reflecting general caring, and sensitivity to individuals. Library Media Specialist responds successfully to disrespectful behavior in such a way that the net result is an environment where students themselves ensure high levels of civility in the library media center. Library Media Specialist is disrespectful towards students or insensitive to students ages, cultural backgrounds and developmental levels. Students body language indicates feelings of hurt, discomfort, or insecurity. Library Media Specialist displays no familiarity with or caring about individual students. Library Media Specialist disregards disrespectful interactions among students. The quality of interactions between LMS and students, or among students, is uneven, with occasional disrespect or insensitivity. LMS attempts to respond to disrespectful behavior among students, with uneven results. LMS attempts to make connections with individual students, but student reactions indicate that these attempts are not entirely successful. Talk between LMS and students and among students is uniformly respectful. LMS successfully responds to disrespectful behavior among students. Students participate willingly, but may be somewhat hesitant to offer their ideas in front of classmates. LMS makes general connections with individual students. Students exhibit respect for LMS. LMS demonstrates knowledge and caring about individual students lives beyond the class and school. There is no disrespectful behavior among students. When necessary, students respectfully correct one another in their conduct towards classmates. Students participate without fear of put-downs or ridicule from either Library Media Specialist or other students. LMS respects and encourages students efforts. Indian Prairie District 204 Professional Evaluation Plan page 83

84 Guiding Questions: How do you create an environment of respect and rapport? How do you ensure that interactions within the Library Media Center are respectful? Indian Prairie District 204 Professional Evaluation Plan page 84

85 Unsatisfactory Needs Improvement Proficient Excellent 2b: Establishing a Culture for Investigation and an Appreciation of Learning and Literature Library Media Specialist conveys a culture characterized by a lack of commitment to learning, and little or no investment of student energy in seeking information and reading literature. Medium to low expectations for student achievement are the norm. The library media center is not used. Library Media Specialist does not promote reading. LMS conveys that there are little or no relevant resources for research or learning. Library Media Specialist conveys a culture characterized by little commitment to learning, and minimal investment of student energy in seeking information and reading literature. Medium expectations for student achievement are the norm. The library media center is used minimally and is not a part of the school culture. Library Media Specialist inconsistently promotes reading. Library Media Specialist communicates the importance of seeking information for research or learning, but the process is unstructured. Library Media Specialist provides minimal relevant resources for research or learning. Some students self-select pleasure reading materials to become lifelong learners. Library Media Specialist conveys a culture where learning is valued with high expectations for both learning and hard work as the norm for most students. Students understand their role as learners and readers as they consistently expend effort to learn. The library media center is an essential part of the school culture. Library Media Specialist directs initiatives that promote reading. Library Media Specialist communicates the importance of systematically seeking information for research and learning. Library Media Specialist provides a variety of relevant resources for research and learning. (Books, electronic databases, ebooks, etc.) Students self-select pleasure reading materials to become lifelong learners. Library Media Specialist, in interactions with both students and colleagues, conveys a culture characterized by an essential nature of seeking information and reading literature. Students appear to have internalized these values. Library Media Specialist conveys a culture where students are cognitively busy, characterized by a shared belief in the importance of learning and reading. Library Media Specialist conveys high expectations for both learning and reading as the norm for all students. Students accept their role as learners and readers. Library Media Specialist directs initiatives that promote reading school wide and across disciplines with input from the school community. Library Media Specialist facilitates students as they systematically seek information for research and learning. Students are independently using and selfselecting quality resources for research. Indian Prairie District 204 Professional Evaluation Plan page 85

86 Guiding Question: How do you develop a culture of high expectations for learning that promotes and results in high levels of student effort? Indian Prairie District 204 Professional Evaluation Plan page 86

87 Unsatisfactory Needs Improvement Proficient Excellent 2c: Establishing and Managing Library Policies/Procedures and Use of Physical Space Library media center routines and procedures (example, circulation of materials, working on computers, independent work) are either nonexistent or inefficient, resulting in general confusion. Library assistants are confused as to their role. Library Media Specialist makes poor use of the physical environment, resulting in poor traffic flow, confusing signage, inadequate space devoted to work areas and computer use, and general confusion. Library media center routines and procedures (for example, circulation of materials, working on computers, independent work) have been established but function sporadically. Efforts to establish guidelines for library assistants are partially successful. Library Media Specialist s efforts to make use of the physical environment are uneven, resulting in occasional confusion. Library media center routines and procedures (for example, circulation of materials, working on computers, independent work) have been established and function smoothly. Library assistants are clear as to their role. Library Media Specialist makes effective use of the physical environment, resulting in good traffic flow, clear signage, and adequate space devoted to work areas and computer use. Library media center routines and procedures (for example, circulation of materials, working on computers, independent work) are seamless in their operations, with students assuming considerable responsibility for their smooth operation. Library assistants work independently and contribute to the success of the media center. Library Media Specialist makes highly effective use of the physical environment, resulting in clear signage, excellent traffic flow, and adequate space devoted to work areas and computer use. In addition, book displays are attractive and inviting. The Library Media Center routines and procedures are not established. The Library Media Center s physical environment includes no semblance of order and physical hazards. The Library Media Assistant requires constant supervision to function within the library program. The Library Media Center routines and procedures need frequent reminders/ re-teaching. The Library Media Center s physical environment is not an impediment to learning, but it does not enhance learning. The Library Media Assistant requires guidance to contribute to the success of the library program. The Library Media Center routines and procedures function smoothly. The Library Media Center is organized for safety, ease of traffic flow and learning. The Library Media Assistant contributes to the success of the library program. The Library Media Center provides access to the OPAC and online resources. The Library Media Assistant takes initiative and contributes to the success to the library program. Members of the learning community can independently navigate the LMC and utilize its resources. Members of the learning community take the initiative to ensure their time in the LMC is used productively. The LMC signage is updated on a regular basic based upon changes in the LMC resources and procedures. The Library Media Center s webpage provides access to OPAC and online resources. The Library Media Assistant takes initiative and contributes to the success to the library program. Indian Prairie District 204 Professional Evaluation Plan page 87

88 Guiding Questions: How do you establish and promote routines and procedures that maximize time for student learning? How do you manage the physical space available to you to promote student learning? Indian Prairie District 204 Professional Evaluation Plan page 88

89 2d: Managing Student Behavior Unsatisfactory Needs Improvement Proficient Excellent There appear to be no established standards of conduct, or students challenge them. There is little or no Library Media Specialist monitoring of student behavior and response to students misbehavior is repressive or disrespectful of student dignity. The library media setting is chaotic with no apparent standard of conduct. Library Media Specialist or staff does not monitor student behavior. Some students violate standards of conduct, without apparent LMS or staff awareness. When Library Media Specialist or staff notices student misbehavior, s/he appears helpless to do anything about it. Standards of conduct appear to have been established, but their implementation is inconsistent. Library Media Specialist tries, with uneven results, to monitor student behavior and respond to student misbehavior. Standards of conduct have been established but are not consistently practiced. Library Media Specialist or staff attempt to maintain order in the library media setting, but with inconsistent success. Library Media Specialist or staff inconsistently addresses students behavior choices. Student behavior is generally appropriate. Library Media Specialist monitors student behavior against established standards of conduct. Library Media Specialist s response to student misbehavior is consistent, proportionate, and respectful to students and is effective. Standards of conduct are established and consistently practiced. Library Media Specialist and staff frequently monitor student behavior. Library Media Specialist and staff responds effectively to student misbehavior. Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and that of other students against standards of conduct. Library Media Specialist s monitoring of student behavior is subtle and preventive. Library Media Specialist s response to student misbehavior is sensitive to individual student needs and respects students dignity. Library Media Specialist has clearly communicated expectations for student behavior. Library Media Specialist and staff silently and subtly monitor student behavior. Students respectfully intervene as appropriate with classmates to ensure compliance with standards of conduct. Guiding Question: What student behavior expectations have been implemented, how are they monitored effectively, and how do you respond to positive and negative behavior? Indian Prairie District 204 Professional Evaluation Plan page 89

90 Domain 3 for Library Media Specialists: Delivery of Services Unsatisfactory Needs Improvement Proficient Excellent 3a: Maintaining and Extending the Library Collection in Accordance With the School s Needs and Within Budget Limitations Library Media Specialist fails to adhere to district or professional guidelines in selecting materials for the collection and does not periodically inventory nor weed the collection of outdated material. Collection is unbalanced among different areas. Library Media Specialist inconsistently adheres to district or professional guidelines in selecting materials for the collection but does not consistently inventory nor weed the collection of outdated material. Collection is somewhat unbalanced among different areas. Library Media Specialist adheres to district or professional guidelines in selecting materials for the collection and routinely inventories and weeds the collection of outdated material. Collection is mostly balanced among different areas. Library Media Specialist adheres to district and professional guidelines in selecting materials for the collection and consistently inventories and weeds the collection of outdated material. The LMS uses circulation data and reports to determine needs. Collection is highly balanced and interconnected between different content/conceptual areas as a result of analysis of data and collaboration with staff. Library Media Specialist does not refer to the District 204 LMC Policy and Procedure Manual and professional guidelines when selecting materials. Library Media Specialist is biased when selecting resources for the collection, which lacks cultural and curricular diversity. Library Media Specialist does no weeding of the collection or does not refer to the District 204 LMC Policy and Procedure Manual and professional guidelines. Library Media Specialist does not conduct a systematic inventory of the collection. Library Media Specialist inconsistently refers to the District 204 LMC Policy and Procedure Manual and professional guidelines when selecting materials. Library Media Specialist attempts to select resources for the collection, but does not consistently consider cultural and curricular diversity. Library Media Specialist inconsistently refers to the District 204 LMC Policy and Procedure Manual and professional guidelines when weeding materials. Library Media Specialist conducts a systematic inventory of the collection. Library Media Specialist refers and adheres to the District 204 LMC Policy and Procedure Manual and professional guidelines when selecting materials. Library Media Specialist selects resources for the collection, with consideration for cultural and curricular diversity. Library Media Specialist refers and adheres to the District 204 LMC Policy and Procedure Manual and professional guidelines when weeding materials. Library Media Specialist conducts a thorough systematic inventory of the collection. Library Media Specialist teaches and guides others in using the District 204 LMC Policy and Procedure Manual and professional guidelines when selecting materials. Library Media Specialist routinely collects and analyzes data from reports available through the circulation system. Library Media Specialist regularly collaborates with staff to develop collection plan and understand needs. Library Media Specialist develops and uses electronic surveys and assessments to determine collection needs. Library Media Specialist keeps current by using collection development tools, such as professional journals, webinars, listservs, and technology based resources. Indian Prairie District 204 Professional Evaluation Plan page 90

91 Guiding Question: How were the learning targets clearly stated, vocabulary appropriately used, and how was the students background knowledge connected to the new concepts? Indian Prairie District 204 Professional Evaluation Plan page 91

92 Unsatisfactory Needs Improvement Proficient Excellent 3b: Collaborating with Teachers in the Design, Integration and Teaching of Effective Instructional Units and Lessons Library Media Specialist declines to collaborate with teachers in the design of instructional lessons and units. Library Media Specialist collaborates minimally with teachers in the design of instructional lessons and units. Library Media Specialist rarely integrates appropriate information literacy and technology skills. Even when scheduling permits, the teacher and Library Media Specialist rarely co-teach units of instruction due to librarian unwillingness. Library Media Specialist initiates collaboration with teachers in the design of instructional lessons and units, and consistently integrates appropriate information literacy and technology skills. When scheduling permits, the teacher and Library Media Specialist co-teach units of instruction. Library Media Specialist takes on a leadership role while collaborating with teachers on a consistent basis in the design of instructional lessons and units, ensuring the integration of appropriate information literacy and technology skills. When scheduling permits, the teacher and Library Media Specialist co-teach units of instruction. Library Media Specialist does nothing to encourage teachers to collaborate. Library Media Specialist does not provide training in the use of technology. Library Media Specialist occasionally motivates teachers to collaborate. Library Media Specialist is rarely willing to co-teach units of instruction. Library Media Specialist collaborates with teachers on a regular basis. Library Media Specialist is willing to co-teach units of instruction. Library Media Specialist takes a leadership role when collaborating with teachers on a regular basis. Library Media Specialist co-teaches units of instruction. Guiding Question: How was student engagement facilitated through the use of questioning that promoted student interaction and discussion? Indian Prairie District 204 Professional Evaluation Plan page 92

93 Unsatisfactory Needs Improvement Proficient Excellent 3c: Engaging Students in the Appreciation of Literature and in Learning Information Skills The learning tasks/ activities, materials and, resources are poorly aligned with instructional outcomes, and do not provide any opportunities for the appreciation of literature. The lesson has no clearly defined structure, or the pace of the lesson is too slow or rushed. The learning tasks/ activities, materials and resources are minimally aligned with instructional outcomes. The lesson has recognizable structure; however the pacing of the lesson may not provide students the time needed to be intellectually engaged or so slow that many students have considerable down time. Students have limited opportunities for the appreciation of literature. The learning tasks/ activities, materials and resources are fully aligned with instructional outcomes. The lesson has a clearly defined structure; the pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged. Students have ample opportunities for the appreciation of literature. The learning tasks/ activities, materials and resources are well designed and require complex thinking on the part of the students. The lesson has a clearly defined structure and the pacing of the lesson provides students the time needed not only to be intellectually engaged with and reflect upon their learning, but also to consolidate their understanding. Students are provided many tasks/activities that they can self- extend knowledge and understanding and collaborate with other peers. Library Media Specialist does nothing to encourage students to read or appreciate literature. Few students are engaged in learning information skills. There is alignment of lesson to instructional outcomes. Instructional materials used are unsuitable to the lesson and/or the students. The lesson drags or is rushed. Library Media Specialist occasionally encourages students to read or appreciate literature. Some students are engaged in learning information skills in coordination with curricular areas. Lessons are somewhat aligned to instructional outcomes using goals and objectives. Instructional materials used are somewhat suitable to the lesson and/or the students. The lesson pacing is uneven. Library Media Specialist encourages students to read a variety of materials and appreciate literature. Most students are engaged in learning information skills in coordination with curricular areas. Lessons are aligned to instructional outcomes using goals and objectives and are instructionally stimulating. Instructional materials used are suitable to the lesson and/or the students. The lesson pacing provides students the time needed to be intellectually engaged. Students take initiative when using print and digital materials for a variety of purposes. Students self-select reading materials, collaborate with peers in sharing and appreciating literature. Virtually all students are intellectually engaged in the lesson. Lesson activities require high-level student thinking and explanations of their thinking. Students have an opportunity for reflection and closure on the lesson to consolidate their understanding. Guiding Question: How were students intellectually engaged in well-designed, scaffolded learning tasks that promoted higher order thinking? Indian Prairie District 204 Professional Evaluation Plan page 93

94 Unsatisfactory Needs Improvement Proficient Excellent 3d: Using Assessment in Instruction and Delivery of Service There is little or no monitoring of student learning; feedback is absent or of poor quality. Students do not engage in assessment. Library Media Specialist has no plan to evaluate the program or resists suggestions that such an evaluation is important. Library Media Specialist makes no effort to determine whether students understand the lesson. Students receive no feedback. Assessment is not a part of the library media program. Library Media Specialist monitors student learning for the class as a whole. Questions and assessments are rarely used to diagnose evidence of learning. Feedback to students is general, and few students assess their own work. Library Media Specialist has a rudimentary plan to evaluate the program. There is little evidence that student learning is being assessed. Library Media Specialist may monitor understanding through a single method, or without eliciting evidence of understanding from students. (example, CRISS strategies) Rudimentary assessment of the library media program is evident. Library Media Specialist monitors student learning. Questions and assessments are regularly used to diagnose evidence of learning. Feedback to students is accurate and specific, and some students engage in self-assessment. Library Media Specialist s plan to evaluate the program is organized around clear goals and the collection of evidence to indicate the degree to which the goals have been met. Library Media Specialist makes the standards of high-quality research clear to students. Library Media Specialist elicits evidence of student understanding. Assessment of the library media program is based on clear goals and objectives and the collection of evidence. Assessment is fully integrated into instruction. Questions and assessments are regularly used to diagnose evidence of learning. Accurate and specific feedback comes in a variety of forms and enables students to self-assess and monitor their own progress. Library Media Specialist s plan to evaluate the program is highly sophisticated, with extensive sources of evidence and a clear path toward improving the program on an ongoing basis. Library Media Specialist makes the standards of high-quality research clear to students and is integrated into instruction. Library Media Specialist regularly elicits evidence of student understanding and uses the evidence to improve the instructional unit/lesson. Students self-assess and monitor their learning. Assessment of the library media program is ongoing and based on clear goals and objectives and the collection of evidence. High-quality feedback comes from many sources, including students; it is specific and focused on improvement. Guiding Question: How was teacher, student, and/or peer assessment used to provide feedback, monitor student learning, and guide future Instruction/program planning? Indian Prairie District 204 Professional Evaluation Plan page 94

95 Unsatisfactory Needs Improvement Proficient Excellent 3e: Demonstrating Flexibility and Responsiveness Library Media Specialist adheres to library media program plan, in spite of evidence of its inadequacy. Given negative feedback on the library program, the Library Media Specialist makes no attempt to make changes or improvements. Library Media Specialist does not respond to meeting the library media program related needs of others. Library Media Specialist makes modest changes in the library media program when confronted with evidence of the need for change. Given feedback on the library program, Library Media Specialist makes small changes. Library Media Specialist does not elicit input and greater understanding on how to improve the program. Library Media Specialist makes an attempt to meet the library media program related needs of students, staff and administration. Library Media Specialist makes revisions to the library media program when they are needed. Library Media Specialist responds positively to feedback from students, staff, and administration. Library Media Specialist regularly makes changes to the library program. Library Media Specialist meets the library media program related needs of students, staff and administration. Library Media Specialist is continually seeking ways to improve the library media program and makes changes as needed in response to student, parent, or teacher input. Library Media Specialist elicits feedback for the purpose of improving the library program. Library Media Specialist anticipate and creatively problem-solve the library media program related needs of students, staff and administration. Guiding Question: How was the lesson adjusted to enhance understanding, incorporate students interests, and utilize a wide range of strategies? Indian Prairie District 204 Professional Evaluation Plan page 95

96 Domain 4 for Library Media Specialists: Professional Responsibilities 4a: Reflecting on Practice Unsatisfactory Needs Improvement Proficient Excellent Library Media Specialist does not reflect on practice, or the reflections are inaccurate or self-serving. Library Media Specialist is unable to connect their practice to the development of student information literacy, research, and technology skills. Library Media Specialist draws incorrect conclusions about the effectiveness of their practice. Library Media Specialist does not consider suggestions to improve practice. Library Media Specialist s reflection on practice is limited, citing no specific examples and only global suggestions as to how it might be improved. Library Media Specialist is inconsistently able to connect their practice to the development of student information literacy, research, and technology skills. Library Media Specialist has a general sense of whether or not practices were effective. Library Media Specialist offers general modifications for future actions. Library Media Specialist s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Library Media Specialist makes specific suggestions as to how the media program might be improved. Library Media Specialist is able to connect their practice to the development of student information literacy, research, and technology skills. Library Media Specialist accurately assesses the effectiveness of instructional or other library activities. Library Media Specialist identifies specific ways in which their practice might be improved. Guiding Question: Upon reflection, what worked well and how might the lesson or unit of study be improved for the future? Library Media Specialist s reflection is highly accurate and perceptive, citing specific examples. Library Media Specialist draws on an extensive repertoire to suggest alternative strategies and their likely success. Library Media Specialist is able to connect their daily practice in coherent detail to the development of student information literacy, research, and technology skills. Library Media Specialist s assessment of their practice is thoughtful and includes specific indicators of effectiveness. Library Media Specialist s suggestions for improvement draw on an extensive repertoire. Indian Prairie District 204 Professional Evaluation Plan page 96

97 Unsatisfactory Needs Improvement Proficient Excellent 4b: Maintaining Accurate Records Library Media Specialist s system for maintaining records is nonexistent or in disarray. Library Media Specialist s system for maintaining records is rudimentary and only partially effective. Library Media Specialist s system for maintaining records is organized and fully effective. Inventories and reports are submitted on time. Library Media Specialist anticipates teacher needs when preparing budgets, follows established procedures, and suggests improvement to those procedures. Library Media Specialist s system for maintaining records is fully effective as it analytically supports the library program and extends services. There is no system for both instructional and noninstructional record keeping. (Circulation data, budget keeping, etc.) There is a rudimentary system for both instructional and noninstructional record keeping. (Circulation data, budget keeping, etc.) There is an accurate system for both instructional and noninstructional record keeping. (Circulation data, budget keeping, etc.) There is an effective and efficient system for both instructional and non-instructional record keeping which is reported. (Circulation data, budget keeping, etc.) Guiding Question: What is the process for efficiently and effectively maintaining records, and how are multiple sources of data utilized to analyze student/program progress? Indian Prairie District 204 Professional Evaluation Plan page 97

98 Unsatisfactory Needs Improvement Proficient Excellent 4c: Communicating With the Larger Community Library Media Specialist makes no effort to engage in outreach efforts to parents or the larger community. Library Media Specialist makes sporadic efforts to engage in outreach efforts to parents or the larger community. Library Media Specialist engages in frequent and appropriate outreach efforts to parents and the larger community. Library Media Specialist is proactive in reaching out to parents and the larger community through a variety of methods and establishing contacts with outside libraries, coordinating efforts for mutual benefit. Information about the library program is not made available to parents or the larger community. Library Media Specialist does not respond appropriately to parent concerns and questions. Information about the library program is available on an inconsistent basis. Library Media Specialist responds inconsistently to parent concerns and questions. Information about the library program is available on a regular basis. Library Media Specialist responds consistently and in a timely manner to parent concerns and questions. Library Media Specialist uses a variety of methods to communicate with the learning community. Library Media Specialist communications are always sensitive to the learning communities cultural norms. Library Media Specialist collaborates with the larger community to provide opportunities and resources for students. (Public libraries, businesses, government leaders, etc.) Guiding Question: What is the process for communicating with and engaging families in the student learning process? Indian Prairie District 204 Professional Evaluation Plan page 98

99 Unsatisfactory Needs Improvement Proficient Excellent 4d: Growing Individually and Collectively as a Professional Library Media Specialist s relationships with colleagues are negative or self-serving. Library Media Specialist avoids participation in a professional culture of inquiry, resisting opportunities to become involved. Library Media Specialist avoids becoming involved in school events or school and district projects. Library Media Specialist engages in no professional development activities to enhance knowledge or skill. Library Media Specialist resists feedback on teaching performance from either supervisors or more experienced colleagues. Library Media Specialist makes no effort to share knowledge with others or to assume professional responsibilities. Library Media Specialist maintains cordial relationships with colleagues to fulfill duties that the school or district requires. Library Media Specialist participates in the school s culture of professional inquiry when invited to do so. Library Media Specialist participates in school events and school and district projects when specifically asked. Library Media Specialist participates to a limited extent in professional activities when they are convenient. Library Media Specialist engages in a limited way with colleagues and supervisors in professional conversation about practice, including some feedback on teaching performance. Library Media Specialist finds limited ways to assist other teachers and contribute to the profession. Library Media Specialist s relationships with colleagues are characterized by mutual support and cooperation. Library Media Specialist actively participates in a culture of professional inquiry. Library Media Specialist volunteers to participate in school events and in school and district projects, making a substantial contribution. Library Media Specialist seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Library Media Specialist actively engages with colleagues and supervisors in professional conversation about practice, including feedback about practice. Library Media Specialist participates actively in assisting other educators and looks for ways to contribute to the profession. Library Media Specialist s relationships with colleagues are characterized by mutual support and cooperation, with Library Media Specialist taking initiative in assuming leadership among the faculty. Library Media Specialist takes a leadership role in promoting a culture of professional inquiry. Library Media Specialist volunteers to participate in school events and district projects, making a substantial contribution and assuming a leadership role in at least one aspect of school or district life. Library Media Specialist seeks out opportunities for professional development and makes a systematic effort to conduct action research. Library Media Specialist solicits feedback on practice from both supervisors and colleagues. Library Media Specialist initiates important activities to contribute to the profession. Indian Prairie District 204 Professional Evaluation Plan page 99

100 Unsatisfactory Needs Improvement Proficient Excellent Library Media Specialist s relationships with colleagues are characterized by negativity or combativeness. Library Media Specialist purposefully avoids contributing to activities promoting professional inquiry. Library Media Specialist avoids involvement in school activities, as well as district and community projects. Library Media Specialist is not involved in any activity that might enhance knowledge or skill. Library Media Specialist purposefully resists discussing performance with supervisors or colleagues. Library Media Specialist ignores invitations to join professional organizations or attend conferences. Library Media Specialist has cordial relationships with colleagues. When invited, Library Media Specialist participates in activities related to professional inquiry. When asked, Library Media Specialist participates in school activities, as well as district and community projects. Library Media Specialist participates in professional activities when they are required or provided by the district. Library Media Specialist reluctantly accepts feedback from supervisors and colleagues. Library Media Specialist contributes in a limited fashion to professional organizations. Library Media Specialist has supportive and collaborative relationships with colleagues. Library Media Specialist regularly participates in activities related to professional inquiry. Library Media Specialist frequently volunteers to participate in school events and school district and community projects. Library Media Specialist seeks regular opportunities for continued professional development. Library Media Specialist welcomes colleagues and supervisors into the library media center for the purposes of gaining insight from their feedback. Library Media Specialist actively participates in organizations designed to contribute to the profession. Library Media Specialist takes a leadership role in promoting activities related to professional inquiry. Library Media Specialist regularly contributes to and leads events that positively impact school life. Library Media Specialist significantly contributes to district and community projects. Library Media Specialist seeks regular opportunities for continued professional development, including initiating action research. Library Media Specialist actively seeks feedback from supervisors and colleagues. Library Media Specialist takes an active role in professional organizations in order to contribute to the profession. Library Media Specialist takes a leadership role in school, district, and professional organizations, etc. Guiding Questions: How have you contributed to the professional growth of your colleagues? How have your colleagues contributed to your professional growth? How have you contributed to school, district, and/or community events? Indian Prairie District 204 Professional Evaluation Plan page 100

101 Unsatisfactory Needs Improvement Proficient Excellent 4e: Showing Professionalism, including Integrity, Ethics, Advocacy, and Confidentiality Library Media Specialist displays dishonesty in interactions with colleagues, students, and the public. Library Media Specialist is not alert to students needs and contributes to school practices that result in some students being ill served by the school. Library Media Specialist makes decisions and recommendations that are based on self-serving interests. Library Media Specialist does not comply with state, school and district regulations. Library Media Specialist is honest in interactions with colleagues, students, and the public. Library Media Specialist s attempt to serve students is inconsistent, and does not knowingly contribute to some students being ill served by the school. Library Media Specialist s decisions and recommendations are based on limited though genuinely professional considerations. Library Media Specialist must be reminded by supervisors about complying with state, school and district regulations. Library Media Specialist displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Library Media Specialist is active in serving students, working to ensure that all students receive a fair opportunity to succeed. Library Media Specialist maintains an open mind in team or departmental decision making. Library Media Specialist complies fully with state, school and district regulations Library Media Specialist can be counted on to hold the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues. Library Media Specialist is highly proactive in serving students, seeking out resources when needed. Library Media Specialist makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved, are honored in the school. Library Media Specialist takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Library Media Specialist complies fully with state, school and district regulations, taking a leadership role with colleagues. Library Media Specialist is dishonest. Library Media Specialist does not notice the needs of students. Library Media Specialist engages in practices that are self-serving. Library Media Specialist willfully rejects state, school and district regulations, as an example, violating copyright rules. Library Media Specialist is honest. Library Media Specialist notices the needs of students and staff but is inconsistent in addressing them. Library Media Specialist does not notice that some school practices result in poor conditions for students and staff. Library Media Specialist makes decisions professionally, but on a limited basis. Library Media Specialist somewhat complies with state, school and district regulations, as an example, posting copyright rules. Library Media Specialist is honest and known for having high standards of integrity. Library Media Specialist actively addresses student and staff needs. Library Media Specialist actively works to provide opportunities for student and staff success. Library Media Specialist willingly participates in team and departmental decision making. Library Media Specialist fully complies with state, school and district regulations, as an example, observing copyright rules. Library Media Specialist is considered a leader in terms of honesty, integrity, and confidentiality. Library Media Specialist is highly proactive in serving students and staff. Library Media Specialist makes a concerted effort to ensure opportunities are available for all students and staff to be successful. Library Media Specialist takes a leadership role in team and departmental decision making. Library Media Specialist takes a leadership role in complying with state, school and district regulations, as an example, teaching copyright rules. Indian Prairie District 204 Professional Evaluation Plan page 101

102 Guiding Question: Provide examples of how you: a) advocate for students; b) willingly participate in team/department decision-making; c) comply fully with school and district regulations. Indian Prairie District 204 Professional Evaluation Plan page 102

103 Form I: Indian Prairie Framework for School Nurses Domain 1 School Nurses: Planning and Preparation Unsatisfactory Needs Improvement Proficient Excellent 1a: Demonstrating Understanding of Medical Knowledge and Skill in Nursing Practice School Nurse demonstrates limited understanding of medical knowledge and its application to nursing practice. School Nurse demonstrates basic understanding of medical knowledge and its application to nursing practice. School Nurse demonstrates solid understanding of medical knowledge and skill in nursing techniques and is able to apply it to nursing practice in a variety of settings. School Nurse demonstrates extensive understanding of medical knowledge, concepts, and nursing practice. School Nurse uses a wide variety of knowledge and data to provide a variety of approaches in addressing student health issues. Assessments are inaccurate. Knowledge of nursing process is limited. School Nurse does not communicate student needs to staff. Medical knowledge is not based on evidence based data. Assessments are basic or minimal. Knowledge of nursing process is basic. School Nurse occasionally provides staff with information on student need. Medical knowledge is basic and may not be based on current practice. Guiding Question: What are the key concepts and their relationship to what s being observed? Assessments are accurate and thorough. Knowledge of the nursing process is appropriate. School Nurse consistently shares appropriate student information with teachers. Medical knowledge is current and consistently reflects best practice standards. Assessments are thorough, accurate, and utilize evidence-based assessment techniques, instruments, and tools. Knowledge of the nursing process shows synthesis and evaluation of information based on evidence based data. School Nurse seeks opportunities to demonstrate student s health status s impact on educational progress. Medical knowledge reflects current best practice standards and is shared with the educational team and community. Indian Prairie District 204 Professional Evaluation Plan page 103

104 Unsatisfactory Needs Improvement Proficient Excellent 1b: Demonstrating Knowledge of Child and Adolescent Development School Nurse displays limited knowledge of child and adolescent development. School Nurse displays basic knowledge of child and adolescent development. School Nurse displays accurate understanding of the typical developmental characteristics of the age group. School Nurse displays accurate understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns. Displays minimal knowledge of child and adolescent development. Demonstrates basic knowledge of child and adolescent development. Demonstrates accurate knowledge of child and adolescent development. Guiding Question: How did your awareness of students interests/needs, prior knowledge, culture, and experiences impact your planning? Demonstrates accurate understanding of the developmental characteristics of an age group, as well as exceptions to the general patterns in a given population. Indian Prairie District 204 Professional Evaluation Plan page 104

105 Unsatisfactory Needs Improvement Proficient Excellent 1c: Establishing Goals for the Nursing Program Appropriate to the Setting and the Students Served School Nurse has limited goals for nursing practice, or they are inappropriate to either the situation or the age of the students. School Nurse s goals for nursing practice are basic to the situation and the age of the students. School Nurse s goals for nursing practice are clear and appropriate to the situation in the school and to the age of the students. School Nurse s goals for the nursing practice are highly appropriate to the situation in the school and to the age of the students and have been developed following consultations with students, parents, and colleagues. School Nurse is not familiar with the needs of the students, staff, and parents. School Nurse does not integrate health goals to promote strategies for learning. School Nurse has a basic understanding of the needs of the students, staff, and parents. School Nurse occasionally anticipates the needs of the school population. School Nurse inconsistently sets health goals to promote strategies for learning. School Nurse has an accurate understanding of the needs of the students, staff, and community. School Nurse collaborates with staff to determine needs for students at various developmental levels. School Nurse consistently sets health goals to reflect the needs of the school community. School Nurse is able to anticipate the needs of the students, staff, and community based on input from others and a health needs assessment. School Nurse enhances school wellness through opportunities such as classes and health events to promote wellness in the school. School Nurse is aware of Illinois Learning Standards and seeks opportunities to incorporate information and activities to address learning standards. Guiding Question: How did you develop nursing program outcomes to meet the varying needs of your students? Indian Prairie District 204 Professional Evaluation Plan page 105

106 Unsatisfactory Needs Improvement Proficient Excellent 1d: Demonstrates Knowledge Needed to Develop the Nursing Program for Both Individuals and Groups of Students, Integrated With the Regular School Program, Utilizing Community Resources, State Regulations, and District Policies School Nurse demonstrates limited knowledge of the coordinated school health program/ integrated care delivery model and does not effectively incorporate the use of resources. School Nurse displays basic awareness of the coordinated school health program/ integrated care delivery model incorporating the use of state regulations, utilization of community resources and District policies for students available through the school or District. School Nurse utilizes and coordinates a school health program/integrated care delivery model incorporating the use of state regulations, utilization of community resources, and District policies for students available through the school and/or District. School Nurse s coordinated school health program/integrated plan of care delivery model is highly coherent and serves to support not only the students individually and in groups, but also the broader educational program utilizing a wide variety of state regulations and resources in the school, District, and community. School Nurse cannot define an integrated care delivery model. School Nurse incorrectly assesses the utilization of the model in individually assigned schools. School Nurse incorrectly identifies connections in District policies, state regulations, and available resources and inconsistently applies this information in practice. School Nurse can define an integrated care delivery model. School Nurse inconsistently assesses the utilization of the model in individually assigned schools. School Nurse inconsistently identifies connections in District policies, state regulations, and available resources and inconsistently applies this information in practice. School Nurse can consistently define an integrated care delivery model. School Nurse assesses the utilization of the model individually assigned schools and can discuss recommendations for improvement. School Nurse identifies connections in District policies, state regulations, and available resources and consistently applies this information in practice. School Nurse can consistently define an integrated care delivery model providing examples and theories for application. School Nurse assesses the utilization of the model in individually assigned schools and can discuss recommendations for improvement based on comparative data collection. School Nurse actively investigates connections in District policies, state regulations, and available resources and consistently applies this information in practice. Guiding Question: What supports and resources were developed and utilized that emphasize integrated care? How did you determine and expand your knowledge of resources and supports? Indian Prairie District 204 Professional Evaluation Plan page 106

107 Unsatisfactory Needs Improvement Proficient Excellent 1e: Developing a Plan to Evaluate the Nursing Program School Nurse has a limited plan to evaluate the program or resists suggestions that such a plan is important. School Nurse has a basic plan to evaluate the nursing program. School Nurse s plan to evaluate the program is organized around clear goals and the collection of evidence to indicate the degree to which the goals have been met. School Nurse s evaluation plan is highly sophisticated using a variety of resources, and focuses upon assessing and improving the program on an ongoing basis. School Nurse has limited understanding of the evaluation process. School Nurse is resistant to self-reflection and program evaluation. School Nurse has basic understanding of program evaluation. School Nurse can be inconsistently reflective. School Nurse initiates program evaluation and is able to identify community needs. School Nurse consistently reflects on the program and her personal practice. The program is systemically evaluated based on goals and outcomes in collaboration with staff and community members. School Nurse maintains data to utilize in the evaluation process. Guiding Question: How did you determine appropriate assessments, both formative and summative, and how will you use the results to plan for future program planning? Indian Prairie District 204 Professional Evaluation Plan page 107

108 Domain 2 for School Nurses: The Environment Unsatisfactory Needs Improvement Proficient Excellent 2a: Creating an Environment of Respect and Rapport School Nurse has little awareness of communication style and effective communication. School Nurse s interactions with students, parents, and staff are mostly negative, inappropriate, or insensitive to age, cultural backgrounds, and developmental backgrounds. School Nurse s interactions with students, staff and parents reflect occasional inconsistencies with limited understanding of age, culture and developmental level. The School Nurse has limited skills in using effective styles of communication for maintaining relationships with students, parents, and staff. School Nurse s interactions with students, staff, and parents are positive and respectful. The interactions are appropriate to the ages, cultures, and developmental levels of the students. The School Nurse strives to build and maintain relationships by sharing information on health issues confidentially and privately. The School Nurse demonstrates positive and effective communication while building and maintaining relationships in the school and community with students, staff, parents, and the broader health providers. The School Nurse strives to protect privacy and confidentiality while promoting and modeling ethical practices for communication with staff, administration, and the community beyond the school setting. School Nurse rarely displays the ability to communicate effectively. School Nurse communication does not reflect an understanding of FERPA. School Nurse consistently displays the ability to communicate effectively. School Nurse has basic understanding of FERPA, but inconsistently adheres to regulations. School Nurse effectively communicates with students, parents, and staff. School Nurse is sensitive to individual differences of the population. School Nurse consistently protects the privacy of the students in accordance with FERPA. School Nurse has an understanding of the need for a variety of styles of communication, i.e.: web page, newsletters, presentations, connect-ed calls. School Nurse attends parent meetings and student orientation events to enhance communication. School Nurse participates in community health events to promote effective communication for families in the community. Indian Prairie District 204 Professional Evaluation Plan page 108

109 Guiding Questions: How do you create an environment of respect and rapport? How do you ensure that interactions are respectful? Indian Prairie District 204 Professional Evaluation Plan page 109

110 Unsatisfactory Needs Improvement Proficient Excellent 2b: Establishing a Culture For Health and Wellness School Nurse makes few attempts to establish a culture for health and wellness in the school as a whole or among students or teachers. School Nurse s attempts to promote a culture for health and wellness throughout the school are inconsistent. School Nurse promotes a culture throughout the school for health and wellness, and takes an active role to ensure that environmental health and safety concepts are a priority throughout the school community. School Nurse strives to promote a culture of wellness through support of environmentally sound practices. The culture of wellness and health are facilitated by the School Nurse s knowledge of health and safety best practices in order to promote education for the entire school. School Nurse does not develop a plan to promote positive growth and education for the students. School Nurse does not become involved in screening followup. School Nurse is unaware of health and safety in the school setting. School Nurse does not know what resources to access. School Nurse works inconsistently with parents and teachers to develop a plan that will promote positive growth and education for the student and school. School Nurse Is inconsistently providing follow-up on screenings. School Nurse has limited awareness or competence in the role of health and safety and knowing what resources to access. School Nurse consistently works with parents and teachers to develop a plan that will promote positive growth and education for the student and school. School Nurse is actively involved in screening follow-ups and referrals. School Nurse seeks resources to complete referrals when appropriate. School Nurse consistently addresses health and safety needs of the school community. School Nurse collects data and examines delivery of service to enhance the health and wellness of environment School Nurse develops teaching programs, small group programs to promote health and wellness or address areas of need. School Nurse recruits resources to utilize for screening follow-up based on community needs. School Nurse supports students and families to function independently in meeting their own health needs. School Nurse does safety monitoring and provides suggestions for improvement based on obtained data. Guiding Question: How do you develop a culture of high expectations that promotes and results in high levels of student effort? Indian Prairie District 204 Professional Evaluation Plan page 110

111 Unsatisfactory Needs Improvement Proficient Excellent 2c: Establishing and Following Health Protocols and Procedures and Implementing Nursing Practice in an Organized Manner School Nurse s procedures for the nursing practice are nonexistent or in disarray. School Nurse has rudimentary and limited procedures for nursing practice. School Nurse effectively establishes and follows protocols and procedures to maintain student health and safety. The School Nurse demonstrates effective organization in nursing practice. School Nurse utilizes evidence based data and practice to effectively establish and follow protocols and procedures to maintain student health and safety. The School Nurse s organization reflects the anticipation of unexpected situations and the ability to address them. School Nurse is not familiar with health protocols, District policies, and Child Health Examination Code. School Nurse does not follow through with compliance requirements for families with complex needs and does not communicate effectively with the families. School Nurse does not attend Professional Learning Community meetings. School Nurse has a basic understanding of health protocols, District policies, and Child Health Examination Code. School Nurse inconsistently follows through with compliance requirements for families with complex needs and inconsistently communicates effectively with the families. School Nurse inconsistently attends Professional Learning Community meetings without a valid reason. School Nurse has a thorough understanding of health protocols, District policies, and Child Health Examination Code. School Nurse consistently follows through with compliance requirements for families with complex needs and inconsistently communicates effectively with the families. School Nurse consistently attends Professional Learning Community meetings. School Nurse regularly reviews and makes recommendations for updates of protocols and policies based on current best practice. School Nurse actively recruits resources for families with complex needs and assists families in accessing them. School Nurse consistently attends Professional Learning Community meetings and actively participates and presents novel information. Guiding Questions: How do you establish and promote routines and procedures that maximize effectiveness? How do you manage the physical space available to you? Indian Prairie District 204 Professional Evaluation Plan page 111

112 Unsatisfactory Needs Improvement Proficient Excellent 2d: Managing Expectations For Protocols and Practice School Nurse demonstrates limited implementation of guidelines for delegated duties or understanding of the guidelines is unclear. Nurse does not mentor associates activities. School Nurse s efforts to implement established guidelines for delegated duties are basic. School Nurse inconsistently mentors associates activities. School Nurse effectively implements established guidelines for delegated duties and mentors associates activities. School Nurse s mentoring is subtle and professional. Mentoring provides the knowledge and time to empower the associates to work safely and independently following established protocols. School Nurse does not understand appropriate delegation under licensure. School Nurse does not recognize the need to mentor. School Nurse has basic understanding of delegation under licensure. School Nurse inconsistently recognizes the need to mentor and/or provide mentoring. School Nurse has thorough understanding of delegation under licensure. School Nurse consistently recognizes the need to mentor and provides mentoring. School Nurse reviews and evaluates District delegation practices and makes suggestions to meet student needs. School Nurse pursues opportunities to mentor coworkers to empower independence and promote safe practice. Guiding Questions: What associates expectations have been implemented, how are they monitored effectively, and how do you respond to positive and negative activities? Indian Prairie District 204 Professional Evaluation Plan page 112

113 Domain 3 for School Nurses: Delivery of Services Unsatisfactory Needs Improvement Proficient Excellent 3a: Using Knowledge of Student Educational Programs and Services to Collaborate with and Support Different Stakeholders The School Nurse has a limited knowledge of special education laws pertaining to IHP, EHP s, IEP s, and section 504 (ADA), and of the process of creating a basic Individual Education Plan for an identified student with a medical need. The School Nurse has a basic knowledge of special education laws pertaining to IHP, EHP s, IEP s, and section 504 (ADA), and of the process of creating a basic Individual Education Plan for an identified student with a medical need. The School Nurse has a thorough understanding of special education laws pertaining to IHP, EHP s, IEP s and section 504 (ADA) and participates in developing goals that are educationally relevant to individual medical needs. The School Nurse has a thorough understanding of special education laws pertaining to IHP, EHP s, IEP s and section 504 (ADA). School Nurse participates in developing goals that are educationally relevant to an individual s medical needs and collaborates with other school personnel, parents, students and appropriate outside community agencies to provide necessary accommodations in the educational setting addressing specific health and wellness interests. School Nurse has a lack of understanding of the processes used acquire students the assistance nee for academic success. School Nurse has a basic understanding of the processes used to acquire students the assistance needed School Nurse rarely for academic success. demonstrates use of these processes.. School Nurse demonstrates use of these processes inconsistently. School Nurse has a strong understanding of the processes used to acquire students the assistance needed for academic success. School Nurse identifies students who should be evaluated by the school team. School Nurse works collaboratively with the student support team. When appropriate, the school nurse will write goals to improve student s health and educational access. Guiding Question: How were nursing supports identified and how was the team supported through the process? School Nurse has a substantial understanding of the processes used to acquire students the assistance needed for academic success. School Nurse demonstrates leadership on the student support team. School Nurse identifies students who should be evaluated by the school team. When appropriate, the school nurse will write goals to improve student s health and educational access, and tracks data to monitor progress. Indian Prairie District 204 Professional Evaluation Plan page 113

114 Unsatisfactory Needs Improvement Proficient Excellent 3b: Using Knowledge of Educational Impact of Prescribed Medication Upon a Student s Academic Progress School Nurse demonstrates a limited knowledge of medication and side effects. The connection to academic progress is usually missing. School Nurse demonstrates a basic knowledge of medication and side effects. School Nurse inconsistently notes the impact on a child s academic progress. School Nurse demonstrates knowledge of medication, side effects, and their impact on a child s academic progress. The educational impact is shared with the educational team. School Nurse demonstrates extensive knowledge of medications, side effects, and their impact on a child s academic progress, which is documented with student data. The educational impact is shared with the educational team and collaborates with the team to adjust the educational program secondary to the medication impact. School Nurse demonstrates the application of best practice with regards to medication practice. School Nurse cannot identify the relationship between medication effect and/or side effects as it impacts academic performance. School Nurse does not have understanding of best practice for medication administration and safety. School Nurse has inconsistent understanding of the relationship between medication effect and/or side effects as it impacts academic performance. School Nurse has inconsistent understanding of best practice for medication administration and safety. School Nurse has thorough understanding of the relationship between medication effect and/or side effects as it impacts academic performance. School Nurse has thorough understanding of best practice for medication administration and safety. Guiding Question: How did you determine the relationship between medication effect and/or side effects and academic performance? School Nurse reflects on the relationship between medication use and its impact on academic performance, and makes appropriate accommodations based on individual student need. School nurse reviews District policies and procedures related to medication administration and safety. Recommendations are made based on best practice and trends and patterns reflected in district data. Indian Prairie District 204 Professional Evaluation Plan page 114

115 Unsatisfactory Needs Improvement Proficient Excellent 3c: Promoting Wellness Through Classes, Classroom Presentations, and Community Activities School Nurse is unaware of how to develop a presentation and how to use age appropriate strategies for presentations. School Nurse is resistant to provide educational programs when the need is present. School Nurse s efforts to promote wellness through classroom presentations are inconsistent in the ability to deliver current health knowledge with age appropriate classroom management. School Nurse s presentations result in students and families acquiring the knowledge and attitudes that help them adopt a healthy lifestyle. The classroom or school presentations will reflect current health knowledge and age appropriate classroom management. School Nurse initiates effective collaboration with district or broader community colleagues in developing classroom presentations and instructional lessons and units that include additional resources for wellness from outside of the school, and support students to assume an active role in the school in promoting a healthy lifestyle. School Nurse is unable to demonstrate appropriate methods for engaging students in health topic. School Nurse does not provide classroom educational programs. School Nurse demonstrates inconsistent understanding of appropriate methods for engaging students in health topic. School Nurse rarely provides classroom educational programs. School Nurse demonstrates appropriate methods for engaging students in health topic. School Nurse provides classroom educational programs as needed or requested. School Nurse implements strategies to promoted student engagement in classroom instruction. School Nurse recognizes the need for educational classroom programs based on current health topics and collaborates with other staff to provide instruction. Guiding Question: How were students intellectually engaged in well-designed, scaffolded learning tasks that promoted higher order thinking? Indian Prairie District 204 Professional Evaluation Plan page 115

116 Unsatisfactory Needs Improvement Proficient Excellent 3d: Assessing Student Needs School Nurse does a minimal assessment of student needs, or the assessments result in inaccurate conclusions. School Nurse does a basic assessment of student needs. School Nurse assesses student needs using the nursing process and individualizing a plan of action when necessary. The School Nurse will also communicate with teachers and staff to put individualized interventions into action. School Nurse conducts detailed and individualized assessment of student needs to contribute to program planning. Individualized planning is based on available data and best practice. School Nurse understands the roles and responsibilities as a health resource professional by advocating for students, staff, families and community. School Nurse is unable to identify student needs or inaccurately identifies student needs. School Nurse does not pursue opportunities to improve assessment skills. School Nurse inconsistently identifies student needs. School Nurse inconsistently pursues opportunities to improve assessment skills. School Nurse consistently and accurately identifies student needs. School Nurse creates the individual plan based on student need and shares with staff as appropriate, based on FERPA regulations. School Nurse seeks opportunities for professional education and assessment skills. School Nurse assessments are based on age-appropriate norms and individual student needs. School Nurse plans are individualized and based on best practice standards. School Nurse presents or recruits presenters to improve assessment skills of team members (building RNs, Med-Ed nurses, health aides). Guiding Question: How was student assessment used to provide feedback, monitor health needs, and guide future planning? Indian Prairie District 204 Professional Evaluation Plan page 116

117 Unsatisfactory Needs Improvement Proficient Excellent 3e: Demonstrating Flexibility and Responsiveness School Nurse adheres to the plan or program, in spite of evidence of its inadequacy. School Nurse makes modest or inconsistent changes in the nursing program when confronted with evidence of the need for change. School Nurse makes revisions in the nursing program when they are needed. School Nurse is continually seeking ways to improve the nursing program and makes changes as needed based upon feedback from student s families, or teachers. School Nurse demonstrates resistance to change in programming or scheduling based on building, department, or District needs. School Nurse demonstrates an inconsistent response to requests for change in programming or scheduling based on building, department, or District needs. School Nurse is consistently flexible to requests for change in programming or scheduling based on an assignment. School Nurse demonstrates flexibility and leadership when addressing the need for change within and outside of an assignment. Guiding Question: How was the programming adjusted to enhance nursing services? Indian Prairie District 204 Professional Evaluation Plan page 117

118 Domain 4 for School Nurses: Professional Responsibilities Unsatisfactory Needs Improvement Proficient Excellent 4a: Reflecting on Nursing Practice School Nurse minimally reflects on practice, and the reflections are often inaccurate or selfserving. School Nurse 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. School Nurse s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. School Nurse makes some specific suggestions as to how the nursing program might be improved. School Nurse s reflection is highly accurate and perceptive, citing specific examples and evidence based practice. School Nurse utilizes an extensive understanding of best practice to suggest alternative strategies. School Nurse does not utilize National Scope and Standards of Practice to reflect on personal practice. School Nurse inconsistently utilizes National Scope and Standards of Practice to reflect on personal practice. School Nurse consistently utilizes National Scope and Standards of Practice to reflect on practice. Guiding Question: Upon reflection, what worked well and how might the nursing program be improved for the future? School Nurse has a thorough understanding of National Scope and Standards of Practice, as well as National Nursing Diagnostics and Interventions. School Nurse uses the above to provide alternative strategies in practice and collaboration. Indian Prairie District 204 Professional Evaluation Plan page 118

119 Unsatisfactory Needs Improvement Proficient Excellent 4b: Maintaining Health Records in Accordance with Policy and Submitting Reports in a Timely Fashion School Nurse s medical reviews, records, and documentation are missing, late, or inaccurate, resulting in confusion. School Nurse s medical reviews, records, and documentation reflect basic information, are inconsistent, and/or are occasionally late. School Nurse s medical reviews, records, and documentation are accurate, thorough, and are submitted in a timely manner. School Nurse s medical reviews, records, and documentation are accurate, comprehensive, and are submitted in a timely manner. School Nurse synthesizes the information gathered and utilizes it to appropriately collaborate with related service providers to maintain accuracy in programming. School Nurse lacks a comprehensive understanding of requirements for a complete medical review. School Nurse reports are frequently inaccurate, late, or missing. School Nurse has an inconsistent understanding of requirements for a complete medical review. School Nurse reports are inconsistently accurate or late, or are missing with appropriate notice given. School Nurse consistently demonstrates understanding of requirements for a complete medical review. School Nurse reports are consistently accurate and submitted on time with appropriate notice given. School Nurse produces comprehensive medical reviews that reflect student need and educational impact. School Nurse interprets medical information for significance in educational setting and works collaboratively with related service providers to program for individual student need. Guiding Question: What is the process for efficiently and effectively maintaining student records, and how are multiple sources of data utilized to analyze student progress? Indian Prairie District 204 Professional Evaluation Plan page 119

120 Unsatisfactory Needs Improvement Proficient Excellent 4c: Communicating With Families and Communities and Develops Collaborative Relationships School Nurse provides limited information to families about District health services. School Nurse does not provide or inconsistently provides resources. School Nurse provides basic information to families about District health services and available resources. School Nurse identifies and provides thorough and accurate information to families about District health services as a whole School Nurse informs families about its impact on health and wellness in the school setting. School Nurse does a health and wellness needs assessment and seeks resources for the District based on that assessment. School Nurse is proactive in providing information to families about health services and resources to meet their individual needs. School Nurse rarely provides information to families. School Nurse fails to provide resources when needed. School Nurse inconsistently provides information to families. School Nurse is developing her knowledge of available resources to use with families. Guiding Question: What is the process for communicating with and engaging families? School Nurse provides evidence based information. School Nurse helps families access their needed information. School Nurse connects families with community resources. School Nurse seeks resources for the school community based on needs assessments. School Nurse documents resources provided to families. School Nurse actively seeks to identify families in need and actively works to provide and connect them with resources and assistance. Indian Prairie District 204 Professional Evaluation Plan page 120

121 Unsatisfactory Needs Improvement Proficient Excellent 4d: Growing Individually and Collectively as a Professional School Nurse s relationships with colleagues are negative or selfserving, and nurse avoids being involved in required school and District events and projects. School Nurse does not participate in professional development activities, even when such activities are clearly needed for the development of School Nursing skills. School Nurse s relationships with colleagues are cordial, and School Nurse participates in school and District events and projects when specifically requested. School Nurse participation in professional development activities is limited to those that are convenient or are required. School Nurse participates actively in professional development activities within and outside of the District and maintains positive and productive relationships with colleagues. School Nurse seeks out opportunities for professional development based on an individual assessment of need. School Nurse makes a substantial contribution to school, District, and community events and projects and assumes leadership role with colleagues. School Nurse actively pursues professional development opportunities, and makes a substantial contribution to the profession through such activities as offering workshops to colleagues. School Nurse does not pursue opportunities for staff development. School Nurse misses the deadlines for District mandated tutorials. School Nurse completes all mandatory District tutorials. School Nurse meets CNE requirements for relicensure. School Nurse meets CPDU requirements for educational endorsement. School Nurse meets all District, state educational endorsement, and licensure requirements. School Nurse belongs to at least one professional organization. School Nurse seeks CNEs appropriate for her practice. School Nurse meets all District, state educational endorsement, and licensure requirements. School Nurse belongs to at least two professional organizations. School Nurse seeks interactive CNEs appropriate for her practice. School Nurse presents continuing education opportunities. Guiding Questions: How have you contributed to the professional growth of your colleagues? How have your colleagues contributed to your professional growth? How have you contributed to school, district, and/or community events? Indian Prairie District 204 Professional Evaluation Plan page 121

122 Unsatisfactory Needs Improvement Proficient Excellent 4e: Demonstrating professionalism, including integrity, advocacy, and maintaining confidentiality School Nurse displays dishonesty in interactions with colleagues, students, and the public; violates principles of confidentiality. School Nurse does not comply with school, district, and professional regulations even when directed. School Nurses interacts honestly however shows inconsistencies in maintaining confidentiality with colleagues, students, and the public and in advocacy of students. School Nurse minimally complies or requires prompting to comply with school, district, and professional regulations. School Nurse displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public; advocates for students when needed. School Nurse complies fully with school and District regulations. School Nurse can be counted on to hold the highest standards of honesty, integrity, and confidentiality based on the professional code of ethics. School Nurse takes a leadership role in advocating for students with colleagues. School Nurse complies fully with school and District regulations, taking a leadership role with colleagues. School Nurse does not follow National Code of Ethics. School Nurse does not follow FERPA regulations. School Nurse demonstrates dishonest interactions with colleagues, students, and the public. School Nurse willfully rejects school district regulations. School Nurse inconsistently follows National Code of Ethics. School Nurse inconsistently follows FERPA regulations. School Nurse demonstrates honest interactions with colleagues, students, and the public. School Nurse complies with school district regulations only when prompted. School Nurse consistently follows National Code of Ethics. School Nurse demonstrates thorough understanding of FERPA regulations. School Nurse demonstrates high standards of honesty, integrity and confidentiality in all interactions with colleagues, students, and the public. School Nurse complies completely with district regulations. School Nurse reflects and demonstrates the highest level of honesty, integrity, and confidentiality in all areas of practice. School Nurse assumes leadership roles in advocating for students and families. School Nurse takes a leadership role regarding district regulations. Guiding Questions: How do you: a) advocate for students; b) willingly participate in team/department decision-making; c) comply fully with school and district regulations? Provide examples. Indian Prairie District 204 Professional Evaluation Plan page 122

123 Form J: Indian Prairie Framework for School Counselors Domain 1 for School Counselors: Planning and Preparation Unsatisfactory Needs Improvement Proficient Excellent 1a: Demonstrating Knowledge of District/School Programming & Counseling Techniques School Counselor demonstrates little or no understanding of school programming, counseling techniques, and theory. School Counselor demonstrates limited understanding of school programming, counseling techniques, and theory. School Counselor demonstrates solid understanding of school programming, counseling techniques, and theory. School Counselor demonstrates deep and thorough understanding of school programming, counseling techniques and theory. School Counselor displays minimal understanding and application of the district/ school programming and counseling techniques. Knowledge and use of techniques are unsuitable and ineffective for students. School Counselor displays adequate understanding and application of the district/school programming; techniques utilized may be inappropriate to the situation. Knowledge and use of techniques are of moderate value or suitability in meeting the needs of some students. School Counselor demonstrates solid understanding and application of the district/ school programming and counseling techniques. School Counselor is able to select and employ suitable and effective techniques to meet the needs of most students. School Counselor demonstrates extensive knowledge and application of the district/school programming and counseling techniques. School Counselor shows evidence of a continuing search for improvement. Techniques are multidimensional enough to be able to differentiate the style based on students individualized needs. School Counselor actively selects and employs techniques to meet the needs of individual students. Indian Prairie District 204 Professional Evaluation Plan page 123

124 Guiding Question: What are the key concepts and their relationship to the session to be observed and the overall plan within which it falls? Indian Prairie District 204 Professional Evaluation Plan page 124

125 Unsatisfactory Needs Improvement Proficient Excellent 1b: Demonstrating Knowledge of Students, Including Child and Adolescent Development School Counselor displays little or no knowledge of students. School Counselor displays little or no knowledge of child and adolescent development. School Counselor displays limited knowledge of students. School Counselor displays limited knowledge of child and adolescent development. School Counselor demonstrates accurate knowledge of students. School Counselor displays accurate understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns. School Counselor demonstrates extensive knowledge of students. In addition to accurate knowledge of the typical developmental characteristics of the age group and exceptions to the general patterns, counselor displays knowledge of the extent to which individual students follow the general patterns. School Counselor makes little or no attempt to acquire knowledge of student backgrounds, skills, or interests and does not use such information in communicating with or about the student. School Counselor is insensitive or unaware of the unique characteristics of the population. School Counselor's effort is inconsistent in acquiring knowledge about student backgrounds, skills, or interests. School Counselor attempts to use this knowledge in communicating with or about the student. School Counselor allows inappropriate assumptions or designations of students/families to occur in the school setting. School Counselor consistently uses student background and experiences in practice and decision-making. School Counselor can identify discrepancies between typical developmental attributes and individual student development and needs. School Counselor actively seeks knowledge of student background, including skills, culture, language, interests, and special needs. School Counselor demonstrates thorough knowledge of student background, skills, and interests, using this knowledge to proactively communicate with or about the student. School Counselor applies understanding of developmental attributes to individualized practice and decision-making. School Counselor uses identified discrepancies of individual student development to connect to district/community resources and services. Guiding Question: How did your awareness of students interests/needs, prior knowledge, culture, and experiences impact your planning? Indian Prairie District 204 Professional Evaluation Plan page 125

126 Unsatisfactory Needs Improvement Proficient Excellent 1c: Establishing a Counseling Plan With Goals Appropriate to the Setting and the Students Served School Counselor plan lacks coherence and is developed without input from constituents or inclusion of individual, school, and district needs. School Counselor has no clear goals for the counseling program, or goals are inappropriate to either the situation or the age of the students. School Counselor plan contains guiding principles but is not consistent with individual, school, and district goals. School Counselor seeks minimal input from constituents. School Counselor s goals for the counseling program are rudimentary and are partially suitable to the situation and the age of the students. School Counselor has developed a plan that includes the important aspects of counseling in the setting. School Counselor s goals for the counseling program are clear and appropriate to the situation in the school and to the age of the students. School Counselor's plan is highly coherent and serves to support not only the students individually and in groups, but also the broader educational program. School Counselor s goals for the counseling program are highly appropriate to the situation in the school and the age of the students, and have been developed in consultation with students, parents, and colleagues. Plan lacks connection to student needs. Plan is designed without collaboration with constituents. Plan has no coherent structure. School Counselor cannot identify goals. Goals do not represent response to the needs of the population. No communication or collaboration with others in the development of goals. Plan displays limited connection to student needs. Plan developed with inconsistent collaboration with constituents. Limited structure to the counseling plan. Goals represent low expectations Goals reflect minimal consideration of needs of population. Collaboration with others is minimal in the development of goals. Plan clearly connects to student needs. School Counselor consistently engages in collaborative planning with all constituents. Plan has adequate structure. Goals represent appropriate expectations. Goals reflect consistent consideration of needs of population. Goals are developing through consistent communication and collaboration with others. School Counselor s plan is highly coherent, structured, reflects input from constituents and creatively addresses a wide spectrum of individual, school, and district needs. School Counselor actively seeks input from multiple stakeholders within and beyond the district to maximize collaborative planning process. Goals are carefully tailored to meet the needs of the student population. Goals are developed through input from multiple stakeholders in the school/district to address needs of the population. Indian Prairie District 204 Professional Evaluation Plan page 126

127 Guiding Question: How did you develop student outcomes to meet the varying needs of your students? Indian Prairie District 204 Professional Evaluation Plan page 127

128 Unsatisfactory Needs Improvement Proficient Excellent 1d: Demonstrating Knowledge of and Access to Resources School Counselor demonstrates little or no knowledge of resources for students available through the school, district or community. School Counselor displays an awareness of resources for students available through the school or district, however displays no knowledge of community resources. School Counselor displays awareness of resources for students available through the school or district, and some familiarity with resources external to the school. School Counselor's evaluation plan is highly sophisticated, with imaginative sources of evidence and a clear path toward improving the program on an ongoing basis. School Counselor lacks knowledge of resources available within or outside the district. School Counselor is unable to suggest or identify appropriate interventions or resources that meet the needs of students. School Counselor has limited knowledge of resources available within or outside the district. School Counselor has limited suggestions for appropriate interventions or resources to meet the needs of students. School Counselor has adequate knowledge of resources available within or outside the district. School Counselor knows how to gain access to resources to effectively share them with student and parents. School Counselor has extensive knowledge of resources available within or outside the district. School Counselor proactively and routinely seeks out resources and shares expertise with all community stakeholders. Guiding Questions: What supports and resources were developed and utilized? How did you determine and expand your knowledge of resources and supports? Indian Prairie District 204 Professional Evaluation Plan page 128

129 Unsatisfactory Needs Improvement Proficient Excellent 1e: Developing a Plan to Evaluate Counseling Services School Counselor has no plan to evaluate services or resists suggestions that such an evaluation is important. School Counselor has a rudimentary plan to evaluate services; the plan is implemented inconsistently or not at all School Counselor s plan to evaluate services is organized around clear goals and the collection of evidence to indicate the degree to which the goals have been met. School Counselor s evaluation plan is highly sophisticated, with a variety of sources of evidence and a clear plan for improving services on an ongoing basis. Plan contains no provisions for feedback from constituents. No plan to evaluate services exists. School Counselor does not utilize data/assessments to plan future interventions. Plan contains minimal provision for feedback from constituents. Evaluation plan has limited provision for data collection. Plan doesn't reflect consideration of program goals. School Counselor minimally uses data/assessments to plan interventions for students. Plan is consistently updated based upon feedback from constituents. Plan provides for collection of relevant data Plan is consistent with program goals. School Counselor synthesizes data to plan effective interventions for students. Plan includes cycles for reviewing progress of the counseling program so that formative adjustments can be made as needed. School Counselor communicates with all constituents and seeks out support and resources to their practice and performance in order to best serve student and needs of the community. School Counselor uses a variety of methods to evaluate services. Organization of plan provides for changes to assessment methods and details as dictated by feedback from constituents and/or data collected. School Counselor continually synthesizes data to plan for effective interventions for students; monitors progress and makes adjustments as needed. Indian Prairie District 204 Professional Evaluation Plan page 129

130 Guiding Question: How did you determine appropriate assessments, both formative and summative, and how will you use the results to plan for future program planning? Indian Prairie District 204 Professional Evaluation Plan page 130

131 Domain 2 for School Counselors: The Environment Unsatisfactory Needs Improvement Proficient Excellent 2a: Creating an Environment of Safety, Respect and Rapport School Counselor s interactions are negative or inappropriate, and the School Counselor does not promote positive interactions with students, parents, staff and colleagues. These constituents do not feel safe and/or respected. School Counselor s interactions with students, parents, staff and colleagues are inconsistent. School Counselor s efforts at encouraging interactions where constituents feel safe and respected are limited. School Counselor s interactions with students, parents, staff and colleagues are positive and respectful, and the School Counselor actively promotes school-wide positive interactions. School Counselor has established a safe, supportive counseling environment. Students, parents, staff and colleagues seek out the School Counselor, reflecting a high degree of comfort and trust in the relationship. School Counselor teaches and models how to engage in positive interactions. School Counselor speaks disrespectfully to students, parents, staff and colleagues. School Counselor displays a lack of familiarity with or empathy for students, parents, staff and colleagues. School Counselor fails to convey an atmosphere of support and encouragement. Quality of interactions between student and School Counselor is uneven, with occasional disrespect or insensitivity. School Counselor attempts to make connections are limited and/or inconsistent. School Counselor attempts to create an atmosphere of support with uneven results. Interactions are consistently respectful. General connections are positive. School Counselor consistently creates an atmosphere of support. School Counselor consistently demonstrates knowledge and empathy. School Counselor treats constituents with dignity in all situations. Students contribute to and maintain atmosphere of respect and support. School Counselor facilitates an atmosphere for genuine caring and respect for all. Guiding Questions: How do you create an environment of respect and rapport? How do you ensure that interactions are respectful? Indian Prairie District 204 Professional Evaluation Plan page 131

132 Unsatisfactory Needs Improvement Proficient Excellent 2b: Establishing a Culture For Productive Communication in the School Community School Counselor makes no attempt to establish a culture for productive communication with and among stakeholders. School Counselor s attempts to promote a culture throughout the school community for productive and respectful communication among stakeholders are limited. School Counselor promotes a culture throughout the school community for productive and respectful communication among stakeholders. School Counselor facilitates and helps to model and lead a culture in the school community for productive and respectful communication among stakeholders. School Counselor fails to participate in or attend meetings or discussions. School Counselor is unwilling to communicate with most stakeholders and is unapproachable for consultation. School Counselor fails to convey purpose for sessions or meetings. School Counselor conveys a negative attitude toward counseling work School Counselor conveys inconsistent expectations for engagement and participation. School Counselor participates in meetings and discussion regarding students. School Counselor inconsistently communicates with stakeholders. School Counselor displays an inconsistent attitude toward counseling work. School Counselor sets limited expectations for engagement and participation. School Counselor actively participates in meetings. If unable to participate, School Counselor provides appropriate resources or information regarding students School Counselor has active communication on a regular basis with stakeholders. School Counselor clearly communicates importance of counseling work. School Counselor invites high expectations for engagement and participation. School Counselor takes a leadership role in scheduling and planning meetings/programs. School Counselor engages in extensive and appropriate means of communication. School Counselor's plan is thorough and includes input from various stakeholders. School Counselor's communication is consistently productive. School Counselor communicates the importance of counseling work through a dynamic environment encouraging open communication, engagement and participation. Guiding Question: How do you develop a culture of high expectations that promotes and results in high levels of student effort? Indian Prairie District 204 Professional Evaluation Plan page 132

133 Unsatisfactory Needs Improvement Proficient Excellent 2c: Managing Routines, Procedures and Physical Space School Counselor s routines for the counseling center or classroom work are nonexistent or in disarray. The physical environment is in disarray or is inappropriate to the planned activities. School Counselor s routines for the counseling center or classroom work are rudimentary. School Counselor s attempts to create an inviting and wellorganized physical environment are inconsistent. School Counselor s routines for the counseling center or classroom work effectively. Counseling center or classroom arrangements are inviting and conducive to the planned activities. School Counselor s routines for the counseling sessions or classroom are seamless, and students assist in maintaining them. Counseling center or classroom arrangements are inviting and conducive to the planned activities. Students have contributed ideas to the physical arrangement. No established procedures or routines are established. Procedures are confusing or chaotic. Counseling office is disorganized and materials are inaccessible to support needs of program. School Counselor is unable to prioritize time-sensitive tasks. There is no evidence of productive preparation. School Counselor s office is not a professional environment. Procedures have been established but operation is inconsistent. Routines are developing or inconsistently organized Counseling office has minimal structure but lacks easy access to materials. School Counselor is inconsistent in prioritizing tasks. Minimal preparation is evident Physical environment is in disarray or is inappropriate to the planned activities. Office routines are followed consistently. Established routines are clear and supportive for student involvement in the counseling sessions Counseling office is organized to facilitate various counseling sessions and materials are easily accessible. School Counselor consistently prioritizes tasks. Preparation is evident. School Counselor attempts to create an inviting and wellorganized physical environment. Office routines are seamless and ongoing. Students assist in the development and maintenance of session routines. School Counselor utilizes multiple spaces within the building to optimize implementation of counseling program. Counseling routines and procedures maximize student opportunities through the School Counselor's attention to detail and depth of preparation. The physical environment is inviting and conducive to the planned activities. Guiding Questions: How do you establish and promote routines and procedures that maximize effectiveness? How do you manage the physical space available to you? Indian Prairie District 204 Professional Evaluation Plan page 133

134 Unsatisfactory Needs Improvement Proficient Excellent 2d: Establishing Standards of Conduct and Contributing to the Culture for Student Behavior Throughout the School School Counselor has established little or no standards of conduct for students during counseling sessions and makes no contribution to maintaining an environment of civility in the school. School Counselor s efforts to establish standards of conduct for counseling sessions are inconsistent. School Counselor attempts, with limited success, to contribute to the level of civility in the school as a whole. School Counselor has established clear standards of conduct for counseling sessions and makes a significant contribution to the environment of civility in the school. School Counselor has established clear standards of conduct for counseling sessions, and students contribute to maintaining them. School Counselor takes a leadership role in maintaining the environment of civility in the school. School Counselor inconsistently addresses student conduct. No standards for student conduct have been established. School Counselor disregards students' violation of rules during the counseling session. Standards have been established. Attempts have been made to maintain order, with limited success. Response to student misbehavior is inconsistent during the counseling session. Standards of conduct have been established. School Counselor maintains order with overall success. Student behavior is consistently appropriate during the counseling session. Students actively monitor their own behavior. Students are involved in the development of appropriate behavioral guidelines for the counseling session. Students address peer behavior based upon established behavioral guidelines. School Counselor models and promotes student ownership of behavior. Guiding Question: What student behavior expectations have been implemented, how are they monitored effectively, and how do you respond to positive and negative behavior? Indian Prairie District 204 Professional Evaluation Plan page 134

135 Domain 3 for School Counselors: Delivery of Services Unsatisfactory Needs Improvement Proficient Excellent 3a: Communicating Clearly and Accurately with Stakeholders School Counselor does not communicate or collaborate with stakeholders. Spoken and written communication contains errors or is unclear and inappropriate. School Counselor does not seek input from stakeholders. School Counselor does not share findings with stakeholders. The objective of the session is not communicated to stakeholders Students indicate through body language or questions that they do not understand the purpose or content of the session. School Counselor communicates and collaborates inconsistently with stakeholders regarding student needs. Spoken and written communication contains no errors, but may not be completely appropriate or may require further explanations to avoid confusion School Counselor seeks input from stakeholders, but is inconsistent or sporadic. School Counselor shares limited or provides inaccurate information with stakeholders. School Counselor provides little explanation about the purpose of the session. School Counselor consistently collaborates with staff to develop a range of appropriate behavior or academic supports. School Counselor communicates clearly and accurately with stakeholders, both in speaking and writing. School Counselor has consistent and accurate communication with some stakeholders. School Counselor clearly states session goals. School Counselor describes specific strategies that students might use, inviting students to interpret them in the context of what they are learning. School Counselor s vocabulary is appropriate to students ages and levels of development. School Counselor consistently collaborates with school, district and community members to develop a range of appropriate behavior or academic supports. Spoken and written communication is clear, expressive and empathetic. School Counselor anticipates and addresses the possible reactions of his or her audience. School Counselor has consistent and accurate collaborative communication with all stakeholders. If asked, student or stakeholders are able to describe the purpose of the session. Students contribute to defining the purpose of the session. Students suggest other strategies they might use in approaching a challenge or to attain goals Students use academic language correctly. Guiding Question: How were the counseling targets identified, communicated to stakeholders, and how was the students background connected to the supports provided? Indian Prairie District 204 Professional Evaluation Plan page 135

136 Unsatisfactory Needs Improvement Proficient Excellent 3b: Implementing Individual and Group Counseling Techniques and Activities School Counselor has few or no counseling techniques to help students acquire skills in decision making and problem solving for both interactions with other students and future planning. School Counselor uses ineffective strategies to help students progress in attaining skills and knowledge. School Counselor implements few or no appropriate activities relevant to the setting. School Counselor s questions do not invite student response. Questions are rapid-fire with a single correct response. School Counselor does not attempt to assist students in goal setting or problem solving. School Counselor makes poor use of questioning techniques, with low-level or inappropriate questions, limited student participation and little true discussion. School Counselor provides inaccurate information or faulty guidance. School Counselor displays a limited range of counseling techniques to help students acquire skills in decision making and problem solving for both interactions with other students and in preparation for success in college and career. Settings are limited. School Counselor uses a limited range of strategies to help students progress in attaining skills and knowledge. School Counselor implements some activities that are relevant to the setting. School Counselor invites students to participate, but most do not. School Counselor frames some questions designed to promote student thinking, but many have a single correct answer. School Counselor s use of questioning and discussion techniques is adequate. School Counselor provides accurate information. School Counselor uses a variety of counseling techniques to help students acquire skills in decision making and problem solving for both interactions with other students and in preparation for success in college and career. School Counselor utilizes a variety of settings. School Counselor helps students formulate academic, personal/social, and career plans in collaboration with parents utilizing appropriate data to demonstrate student needs are met. School Counselor uses multiple strategies to help students progress in attaining skills and knowledge. Frequently implements activities that address relevant counseling functions. School Counselor uses openended questions, inviting students to think and/or offer multiple possible answers. School Counselors calls on a variety of students, even those who do not initially volunteer. School Counselor asks student(s) to explain their reasoning and most attempt to do so. Questioning and discussion techniques are employed effectively, encouraging stakeholders to comfortably disclose information. School Counselor provides accurate information and sound guidance, shows understanding of the impact of purposeful implementation of activities. School Counselor uses an extensive range of counseling techniques and settings to help students acquire skills in decision making and problem solving for both interactions with other students and for success in college and career. School Counselor actively and consistently utilizes student input to personalize strategies for individual student progress in attaining skills and knowledge. School Counselor demonstrates extensive knowledge of appropriate, relevant activities. School Counselor provides opportunities for students to use higher order thinking skills. School Counselor builds on and uses student responses to deepen student understanding and skill building. Students initiate and maintain discussion during the session; students extend the discussion, enriching it. Students initiate higher order questions. School Counselor elicits disclosure of information for collaborative problemsolving. School Counselor anticipates and acts on timeliness of effective implementation. Indian Prairie District 204 Professional Evaluation Plan page 136

137 Guiding Question: How was student engagement facilitated through the use of questioning that promoted student interaction and discussion? Indian Prairie District 204 Professional Evaluation Plan page 137

138 Unsatisfactory Needs Improvement Proficient Excellent 3c: Leveraging School, Staff, and Community Resources to Advocate for and Meet Student Needs School Counselor s choice of materials, activities, and resources are poorly aligned with student s program goals or session objectives. School Counselor does not make connections with other programs in order to meet the students needs. School Counselor s activities/tasks require limited participation from students. School Counselor demonstrates little to no advocacy and responsiveness to students' needs, interests and questions. School Counselor ignores available data while practicing. School Counselor displays a limited range of counseling techniques to help students acquire skills in decision making and problem solving for both interactions with other students and in preparation for success in college and career. Settings are limited. School Counselor s choice of materials, activities and resources has limited connection with student s program goals or session objectives. School Counselor s efforts to coordinate services with other programs in the school are limited. Some students are intellectually engaged in the activities/tasks. Demonstrates moderate advocacy and responsiveness to students' needs, interests and questions. School Counselor inconsistently uses available data while practicing. School Counselor uses a variety of counseling techniques to help students acquire skills in decision making and problem solving for both interactions with other students and in preparation for success in college and career. School Counselor utilizes a variety of settings. School Counselor s choice of materials, activities, and resources are clearly aligned with students program goals or session objectives. School Counselor connects with other programs within the school or district to meet students needs. The pacing of the session provides students the time needed to be intellectually engaged. Materials and resources support intellectual engagement. School Counselor seeks ways to support success for all students and responds to student needs and questions. School Counselor uses available data to guide practice. School Counselor uses an extensive range of counseling techniques and settings to help students acquire skills in decision making and problem solving for both interactions with other students and for success in college and career. School Counselor s choice of materials, activities, and resources are extensive, varied, and clearly align with student s program goals or lesson objectives. School Counselor connects with other programs and agencies both within and beyond the school or district to meet individual student s needs. Students contribute to identifying appropriate interventions and actively contribute to group dynamics School Counselor advocates for student interest and supports success for all students by partnering with other programs and community agencies to meet student needs. School Counselor regularly reflects on data and uses it to guide practice. Guiding Question: How were students intellectually engaged in well-designed, scaffolded learning tasks that promoted higher order thinking? Indian Prairie District 204 Professional Evaluation Plan page 138

139 Unsatisfactory Needs Improvement Proficient Excellent 3d: Assessing Student Needs to Provide Program Services School Counselor does not evaluate student program progress or consult with team members to meet students needs. School Counselor does not assess/monitor student needs or the use of assessments lead to inaccurate conclusions. School Counselor s program does not consider the needs of students. School Counselor inconsistently evaluates student program progress or limits consultation with team members to meet students needs. School Counselor s assessment/monitoring of student needs/progress is perfunctory, inconsistent, or sometimes leads to inaccurate conclusions. School Counselor s attempts to help students and teachers formulate academic, personal/social, and career plans are limited. School Counselor consistently evaluates student program progress and consults with team members to meet students needs. School Counselor consistently and accurately assesses/monitors student needs/progress and knows the student needs in the school. School Counselor helps students and teachers formulate academic, personal/social, and career plans for groups of students. School Counselor consistently evaluates student progress using multiple measures and consults with team members to meet students needs. Students demonstrate some selfassessment techniques and selfadvocacy. School Counselor conducts detailed and individualized assessments to support students needs/progress and refine program planning. School Counselor helps individual students and teachers formulate academic, personal/social, and career plans. School Counselor makes no effort to determine that students understand the content of the session. School Counselor has no plan for individual assessment. School Counselor uses inappropriate assessment techniques for the setting. Feedback is inaccurate, nonspecific and lacks timeliness. School Counselor displays limited ability to interpret student data There is little evidence that students understand the assessment results presented by the School Counselor. School Counselor makes only minor attempts to engage students in selfassessment. Feedback is timely, but is non-specific and inconsistent. School Counselor elicits evidence of student understanding Students are invited to assess their own needs/ progress. Feedback is specific, timely, and consistent to the counseling task. Students indicate that they clearly understand the assessment results and they have helped establish the assessment criteria High quality feedback is proactive and pertinent to the counseling task, comes from School Counselor and students, and is focused on improvement. Guiding Question: How was teacher, student, and/or peer assessment used to provide feedback, monitor student needs, and guide future programming? Indian Prairie District 204 Professional Evaluation Plan page 139

140 Unsatisfactory Needs Improvement Proficient Excellent 3e: Demonstrating Flexibility and Responsiveness School Counselor rigidly adheres to an instructional plan or program in spite of evidence of its inadequacy. School Counselor makes limited changes in the counseling program when confronted with evidence of the need for change. School Counselor attempts to adjust the instructional plan or program and respond to student needs, but with mixed results. School Counselor makes revisions in the counseling program and makes changes as needed in response to student, parent, or teacher input. School Counselor smoothly and successfully adjusts instructional plan or program based on student needs. School Counselor is continually seeking ways to improve the instructional plan or program, adjusting as dictated by changing needs, assessment data, and student, parent, or teacher input. School Counselor proposes changes and quickly incorporates new developments that will best serve needs of students. School Counselor does not adjust to address student needs. School Counselor does not prioritize tasks with student or school goals in mind. School Counselor brushes aside student questions. School Counselor inconsistently recognizes student needs and makes adjustments accordingly. School Counselor attempts to modify priorities to address student needs. School Counselor recognizes change in student needs and makes adjustments accordingly. School Counselor will routinely modify priorities to meet the needs of students. School Counselor is exceedingly aware of student needs and makes adjustments. School Counselor actively seeks information about educational trends and best practices applying this knowledge to daily practice. School Counselor seizes a teachable moment to enhance a session. Guiding Question: How was the session/plan adjusted to enhance understanding, incorporate students interests, and utilize a wide range of strategies? Indian Prairie District 204 Professional Evaluation Plan page 140

141 Domain 4 for School Counselors: Professional Responsibilities Unsatisfactory Needs Improvement Proficient Excellent 4a: Reflecting on Practice School Counselor does not reflect on practice, or the reflections are inaccurate or self-serving. School Counselor s reflection on practice is sometimes accurate and objective without citing specific examples and with few global suggestions as to how it might be improved. School Counselor s reflection provides an accurate and objective description of practice, citing general positive and negative characteristics. School Counselor makes some specific suggestions as to how the counseling program might be improved. School Counselor s reflection is highly accurate and perceptive, citing specific examples that were not fully successful for a least some students. Counselor draws on an extensive repertoire to suggest alternative strategies. School Counselor considers practice but draws incorrect conclusions about its effectiveness. School Counselor makes no suggestions for improvement. School Counselor has a general sense of whether or not practices were effective. School Counselor offers general modifications for future instruction. Guiding Question: Upon reflection, what worked well and how might the session/plan be improved for the future? School Counselor accurately assesses the effectiveness of practice. School Counselor draws upon appropriate resources to suggest alternative strategies that refine own performance. School Counselor s assessment of practice is thoughtful and includes specific indicators of effectiveness. School Counselor s suggestions for improvement draw on an extensive repertoire. Indian Prairie District 204 Professional Evaluation Plan page 141

142 Unsatisfactory Needs Improvement Proficient Excellent 4b: Maintaining Accurate Records and Using Appropriate Data to Guide Practice School Counselor s reports, records, and documentation are missing, late, or inaccurate, resulting in confusion. School Counselor s reports, records, and documentation are inconsistent or occasionally late. School Counselor s reports, records, and documentation are accurate and are submitted in a timely manner. School Counselor s approach to record keeping is highly systematic and efficient and serves as a model for colleagues in other schools. School Counselor has no system for record-keeping or systems are in disarray and provide incorrect or confusing information. School Counselor does not maintain and submit records/reports in a timely manner. School Counselor ignores available data while practicing. School Counselor has a process for recording information; however it may be out of date, incomplete or inaccurate. School Counselor inconsistently maintains and submits records/reports. School Counselor inconsistently uses data while practicing. School Counselor s process for record-keeping is efficient and effective. School Counselor maintains and submits records/reports in a timely manner. School Counselor consistently utilizes data. School Counselor collaborates with colleagues regarding best practice for record-keeping. School Counselor maintains and submits effective and efficient reports in a timely manner. School Counselor regularly reflects on data and uses it to guide practice. Guiding Question: What is the process for efficiently and effectively maintaining student records, and how are multiple sources of data utilized to analyze student progress? Indian Prairie District 204 Professional Evaluation Plan page 142

143 Unsatisfactory Needs Improvement Proficient Excellent 4c: Communicating With Families, Staff and Community School Counselor provides little to no information to families, staff or community either about the counseling program as a whole or about individual students. School Counselor has no regard for confidentiality guidelines. School Counselor provides limited though accurate information to families, staff or community about the counseling program as a whole and about individual students. School Counselor inconsistently follows confidentiality guidelines. School Counselor provides thorough and accurate information to families, staff or the community about the counseling program as a whole and about individual students. School Counselor consistently follows confidentiality guidelines. School Counselor is proactive in providing information to families about the counseling program and about individual students through a variety of means. School Counselor consistently maintains and models confidentiality for all while appropriately communicating student needs with family, staff and community. Little or no information regarding the counseling program is available to families, staff or community. School Counselor is not available to students and parents at reasonable times. School Counselor's relationships with colleagues are negative or self-serving. Information about the counseling program is available. Complies with school/district procedures for communicating with families and makes an effort to engage them. School Counselor is available to students and parents at reasonable times. School Counselor's relationships with colleagues are sometimes cordial. School Counselor regularly makes information about the program available. School Counselor communicates frequently with families and successfully engages them. School Counselor relationships are professional and productive. School Counselor provides information via various sources (website/newsletter/ s/etc.) School Counselor is also sensitive and effective in handling parent/community concerns School Counselor actively cultivates relationships that empower all to succeed. Guiding Question: What is the process for communicating with and engaging families in the student learning process? Indian Prairie District 204 Professional Evaluation Plan page 143

144 Unsatisfactory Needs Improvement Proficient Excellent 4d: Growing Individually and Collectively as a Professional School Counselor does not participate in individual and/or collaborative professional development activities even when such activities are clearly needed for the development of counseling skills. School counselor s relationships with colleagues are negative or self-serving, and School Counselor avoids being involved in school and district events and initiatives. School Counselor is not involved in any activity that might enhance knowledge or skills. School Counselor purposefully resists discussing performance with supervisors or colleagues. School Counselor avoids being involved in school activities, events and projects. School Counselor s participation in individual and/or collaborative professional development activities is limited. School Counselor s relationships with colleagues are sometimes cordial, and counselor minimally participates in school and district events and initiatives. School Counselor rarely contributes to the collective knowledge of colleagues. School Counselor participates in professional activities in district when required or provided by district. School Counselor reluctantly accepts feedback from supervisors and colleagues. School Counselor will participate in school activities when specifically asked. School Counselor seeks out opportunities for individual and/or collaborative professional development based on an individual assessment of need. School Counselor participates actively in school and district events and initiatives and maintains positive and productive relations with colleagues. School Counselor contributes to the collective knowledge of colleagues. School Counselor seeks regular opportunities for continued professional development. School Counselor welcomes colleague and supervisor input for the purposes of gaining insight from their feedback. School Counselor participates actively in a variety of required and optional professional developmental activities and utilizes the new skills appropriately. School Counselor actively pursues individual and/or collaborative professional development opportunities and makes a substantial contribution to the profession through such activities as offering workshops to colleagues or providing leadership in school or district professional learning activities. School Counselor contributes to the collective knowledge of colleagues and the profession. School Counselor researches and implements opportunities for continued professional development. School Counselor actively seeks feedback from supervisors and colleagues. School Counselor takes an active leadership role in professional development. School Counselor fulfills responsibilities in a manner beyond primary assignments. School Counselor assists others in implementing strategies to improve and enhance school/district programs. Guiding Questions: How have you contributed to the professional growth of your colleagues? How have your colleagues contributed to your professional growth? How have you contributed to school, district, and/or community events? Indian Prairie District 204 Professional Evaluation Plan page 144

145 Unsatisfactory Needs Improvement Proficient Excellent 4e: Showing Professionalism School Counselor displays dishonesty or unprofessional behavior in interactions with colleagues, students, families and the community; does not advocate for students and families behavioral or academic needs. School Counselor does not comply with school, district, and professional regulations even when directed. School Counselor is dishonest; School Counselor does not notice the needs of students and families. School Counselor engages in practices that are self-serving. School Counselor does not demonstrate professional counseling ethics. School Counselor violates principles of confidentiality. School Counselor does not exhibit willingness or skill to work collaboratively with other professionals. School Counselor willfully rejects district regulations. School Counselor is honest in interactions and appropriate in professional actions with colleagues, students, families and the community; does not consistently advocate for students and families behavioral or academic needs. School Counselor requires prompting to comply with school, district, and professional regulations. School Counselor is honest. School Counselor notices needs of students and families but is inconsistent in addressing them. School Counselor is inconsistent in providing opportunities for student success. School Counselor demonstrates basic understanding and practice of professional ethics School Counselor is inconsistent with maintaining confidentiality. School Counselor inconsistently collaborates with other professionals. School Counselor complies with district regulations only when prompted. School Counselor displays high standards of honesty, integrity, and professional behaviors in interactions with colleagues, students, families and the community; advocates for students and families behavioral or academic needs. School Counselor fully complies with school, district, and professional regulations. School Counselor is honest and is known for having high standards of integrity. School Counselor actively addresses student needs. School Counselor actively works to provide opportunities for student success School Counselor demonstrates solid understanding and practice of professional ethics. School Counselor is consistent with maintaining confidentiality. School Counselor participates in ongoing collaboration with other professionals. School Counselor complies with district regulations. School Counselor models leadership for team, having the highest standards of honesty, integrity, and professional behavior in interactions with other colleagues, students, families and community members; provides leadership with colleagues in advocating for students and families behavioral or academic needs. School Counselor complies fully with school, district, and professional regulations, taking a leadership role with colleagues. School Counselor is considered a leader in terms of honesty, integrity and confidentiality. School Counselor is highly proactive in serving students. School Counselor makes a concerted effort to ensure opportunities are available for all students to be successful. School Counselor shows leadership in understanding and practice of professional ethics. School Counselor exhibits skill and leadership in professional collaboration. School Counselor takes a leadership role regarding district regulations. Indian Prairie District 204 Professional Evaluation Plan page 145

146 Guiding Questions: How do you: a) advocate for students; b) willingly participate in team/department decision-making; c) comply fully with school and district regulations? Provide examples. Indian Prairie District 204 Professional Evaluation Plan page 146

147 Form K: Indian Prairie Framework for School Psychologists Domain I for School Psychologists: Planning and Preparation Unsatisfactory Needs Improvement Proficient Excellent 1a: Demonstrates Knowledge of Legal and Theoretical Psychological Services and Current Best Practices in Education and School Psychology School Psychologist is unable to demonstrate knowledge of the history and foundations of school psychology and does not implement best practices at the school level. School Psychologist demonstrates limited knowledge of the history and foundations of school psychology and inconsistently implements best practices at the school or district level. School Psychologist demonstrates solid knowledge of the history and foundations of school psychology through the implementation of best practices at the school or district level. School Psychologist consistently demonstrates extensive knowledge of the history and foundations of school psychology through the implementation of best practices at the school level, district level, and/or professional community. School Psychologist is unfamiliar with best practices in the field. School Psychologist is unaware of state laws and NASP procedures and references outdated research and practices. School Psychologist has limited knowledge of current best practices in education and school psychology. School Psychologist makes limited reference to state laws and NASP procedures and research or best practices. School Psychologist initiates personal readings that are relevant to the needs of the population. School Psychologist references current best practices in the field. School Psychologist cites current research in education and school psychology. School Psychologist initiates personal readings/ research in order to improve practices with the current population or needs of staff. School Psychologist has achieved/maintained NCSP status. School Psychologist pursues on-going graduate-level coursework or instructs at a college level. School Psychologist contributes to the field of school psychology via research, publications, or presentations. Guiding Question: What are the key concepts and their relationship to the session to be observed and the overall plan within which it falls? Indian Prairie District 204 Professional Evaluation Plan page 147

148 Unsatisfactory Needs Improvement Proficient Excellent 1b: Demonstrates Knowledge of Child and Adolescent Development, Learning Theory, Psychopathology, Cultural Diversity, and Special Education School Psychologist demonstrates little to no knowledge of child and adolescent development, learning theory, psychopathology, cultural diversity, and special education. School Psychologist demonstrates some knowledge of child and adolescent development, learning theory, psychopathology, cultural diversity, and special education. School Psychologist demonstrates thorough knowledge of child and adolescent development, learning theory, psychopathology, cultural diversity, and special education. School Psychologist demonstrates extensive knowledge of child and adolescent development, learning theory, psychopathology, cultural diversity, and special education. School Psychologist is insensitive or unaware of the unique characteristics of the population. School Psychologist makes assumptions or designations of students/families with limited information. School Psychologist grouping and placement of students to provide services is inappropriate. School Psychologist does not share this knowledge with colleagues through collaboration or trainings. School Psychologist allows inappropriate assumptions or designations of students/families to occur in the school setting. School Psychologist inconsistently groups students or provides services based on their needs and characteristics. School Psychologist remains current with the latest research in the field via DSM updates, research articles, attending conferences. School Psychologist applies and shares the most current knowledge with staff or colleagues. Students are grouped for services with consideration given to their developmental level, learning style, disabilities, and background. School Psychologist remains current with the latest research in the field regarding characteristics of students/families. School Psychologist contributes to the field by conducting research or publishing articles about characteristics of students/families. School Psychologist formally presents the latest research or information about student/family characteristics to staff or colleagues. School Psychologist consistently gives consideration to the unique characteristics of students when they are grouped or services are provided and this is monitored throughout the school year. Guiding Question: How did your awareness of students interests/needs, prior knowledge, culture, and experiences impact your planning? Indian Prairie District 204 Professional Evaluation Plan page 148

149 Unsatisfactory Needs Improvement Proficient Excellent 1c: Setting Goals for Psychology Services That are Appropriate For the Setting and the Diverse Needs of the Students School Psychologist has no clear goals for direct psychology services or the goals are inappropriate to the needs, developmental level, and diversity of the student(s). School Psychologist s goals for direct psychology services are rudimentary and are partially suitable to the needs, developmental level, and diversity of the student(s). School Psychologist s goals for direct psychology services are clear and appropriate to the needs, developmental level, and diversity of the student(s). School Psychologist s goals for direct psychology services are highly appropriate to the needs, developmental level, and diversity of the student(s). Goals are not appropriately aligned to meet the needs of the student population. School Psychologist does not collaborate with school or district colleagues in order to develop goals for direct services. IEP goals for direct social work/psychology services are generic and not observable or measureable. Grouping and placement of students to provide services is inappropriate by not giving consideration to their unique needs. Goals are not always appropriately aligned to meet the needs of the student population. School Psychologist inconsistently collaborates with school or district colleagues in order to develop goals for direct services. IEP goals for direct social work/psychology services are sometimes specific, observable, and measurable. School Psychologist inconsistently groups students based on their needs and characteristics. Guiding Question: How did you develop student outcomes to meet the varying needs of your students? Goals are consistently aligned to meet the needs of the student population. School Psychologist makes an effort to collaborate with school or district colleagues in order to develop goals for direct services. IEP goals for direct social work/psychology services are specific to the needs of students and are observable and measurable. Students are grouped with consideration given to their unique needs and characteristics. School Psychologist initiates and takes responsibility for meeting the needs of the student population through appropriately aligned goals. School Psychologist conducts a needs inventory or consult with staff/ administration in order to develop school-wide goals for psychology services. IEP goals for direct social work/psychology services are specific, observable, and measurable. Consideration is consistently given to the unique needs and characteristics of students when they are grouped for direct service. Indian Prairie District 204 Professional Evaluation Plan page 149

150 Unsatisfactory Needs Improvement Proficient Excellent 1d: Designs Interventions and Instructional Supports Using Appropriate Resources School Psychologist s repertoire of academic, behavioral, and social/emotional interventions/supports consists of a random collection of unrelated activities that lacks coherence, an overall structure, or does not meet the needs of the student(s). School Psychologist designs academic, behavioral, and social/emotional interventions/supports, with disregard to evidence-based practices that may be ineffective in meeting the needs of the target student(s). School Psychologist designs evidence-based academic, behavioral, and social/emotional interventions/supports that effectively meet the needs of the target student(s). School Psychologist designs evidence-based academic, behavioral, and social/emotional interventions/supports that effectively meet the needs of the target student(s) and are connected to building/district goals. School Psychologist is ignorant of evidencebased interventions across all Tiers. School Psychologist does not collaborate with school personnel in order to identify school-wide, atrisk, or special education interventions. School Psychologist is unable to suggest or identify appropriate interventions that meet the needs of students. School Psychologist demonstrates limited knowledge of evidencebased interventions across all Tiers. School Psychologist collaborates only when requested with school personnel in order to identify school-wide, at-risk, or special education interventions. School Psychologist has limited suggestions for appropriate interventions to meet the needs of students. School Psychologist demonstrates an understanding of the supports and interventions that are available to students across all Tiers. School Psychologist frequently collaborates with school personnel in order to develop school-wide, at-risk, or special education interventions. School Psychologist regularly suggests or identifies appropriate interventions that meet the needs of students. School Psychologist demonstrates an extensive understanding of the supports and interventions that are available to students across all Tiers. School Psychologist provides leadership when collaborating with school personnel in order to develop school-wide, at-risk, or special education interventions. School Psychologist functions within a leadership role by researching interventions that are available to meet the needs of students and soliciting the obtainment of such materials. Guiding Question: What supports and resources were developed and utilized? How did you determine and expand your knowledge of resources and supports? Indian Prairie District 204 Professional Evaluation Plan page 150

151 Unsatisfactory Needs Improvement Proficient Excellent 1e: Demonstrates Knowledge of a Variety of Assessment Instruments and Identifies Measures That are Able to Evaluate Educational Problems and Progress School Psychologist demonstrates little or no knowledge of assessment instruments and is unable to identify instruments that evaluate interventions and student progress effectively. School Psychologist has limited knowledge of assessment instruments for systems, groups, and individuals and inconsistently identifies instruments that evaluate interventions and student progress. School Psychologist has knowledge of a variety of assessment instruments for systems, groups, and individuals and consistently identifies instruments that evaluate interventions and student progress. School Psychologist has extensive knowledge of a variety of assessments for systems, groups, and individuals and always suggests effective instruments for the evaluation of interventions and student progress. School Psychologist does not participate in problemsolving planning in order to make decisions about instruments, interventions, and progress monitoring tools. School Psychologist suggests inappropriate or outdated instruments to evaluate educational problems, interventions, and progress. School Psychologist inconsistently participates in problem-solving planning in order to make decisions about instruments, interventions, and progress monitoring tools. School Psychologist relies on limited data sources (e.g., Review, Interview, Observe, Test) and suggests inappropriate instruments to evaluate educational problems, interventions, and progress. School Psychologist consistently participates in problem-solving planning in order to make decisions about instruments, interventions, and progress monitoring tools. School Psychologist relies on a breadth of data sources (e.g., Review, Interview, Observe, Test) and accurately uses this information to suggest appropriate instruments that evaluate educational problems, interventions, and progress. School Psychologist functions within a leadership role on the problem-solving team by planning and recommending evidence-based instruments, interventions, and progress monitoring tools. School Psychologist relies on a breadth of data sources (e.g., Review, Interview, Observe, Test) and accurately uses this information to make specific recommendations for effective instruments that evaluate educational problems, interventions, and progress. Guiding Question: How did you determine appropriate assessments, both formative and summative, and how will you use the results to plan for future program planning? Indian Prairie District 204 Professional Evaluation Plan page 151

152 Domain 2 for School Psychologists: School Environment Unsatisfactory Needs Improvement Proficient Excellent 2a: Creating an Environment of Respect and Rapport School Psychologist s interactions with students, staff, and parents are negative or inappropriate. Students appear uncomfortable in the School Psychologist s environment. School Psychologist s interactions with students, staff and parents are a mix of positive and negative. School Psychologist s efforts at developing rapport are inconsistent. School Psychologist s interactions with students, staff, and parents are positive and respectful. Students appear comfortable in the School Psychologist s environment. Students, staff, and parents seek out the School Psychologist, reflecting a high degree of comfort and trust in the relationship. Parents and/or staff complain about treatment of their student or themselves. There is a lack of respect observed in interactions with others. Students refuse to speak with psychologist. No effort is made towards repairing relationships or building rapport. Parents and/or staff express neutral feelings about the treatment of their student or themselves. Interactions with others are inconsistent and there is limited respect demonstrated through words or actions to students, parents, and/or school personnel. Some students refuse to speak with psychologist Inconsistent effort is made towards supporting respectful relationships and building rapport. Parents, students, and staff feel comfortable with and seek out the support of the psychologist. There are respectful interactions with all stakeholders. Effort is made towards repairing relationships and building rapport. School Psychologist establishes visibility in the school and is approachable to all. School Psychologist has an open door policy. Parents, students, and staff regularly seek out the support of psychologist. Interactions with staff during consultation are respectful and reciprocal. When needed, efforts are made to repair relationships and reestablish rapport with all stakeholders. School Psychologist is sought out by building/district administration to act in a leadership role or a facilitator. School Psychologist establishes visibility in the school/district and is approachable to all. School Psychologist advertises an open door policy. Indian Prairie District 204 Professional Evaluation Plan page 152

153 Guiding Questions: How do you create an environment of respect and rapport? How do you ensure that interactions are respectful? Indian Prairie District 204 Professional Evaluation Plan page 153

154 Unsatisfactory Needs Improvement Proficient Excellent 2b: Works Towards Establishing a Positive Culture and Climate Throughout the School School Psychologist makes no attempt to establish a culture for positive mental health in the school. School Psychologist demonstrates a lack of knowledge and involvement in Tier 1 social/emotional and behavioral supports and interventions. School Psychologist inconsistently promotes a culture for positive mental health in the school. School Psychologist has limited knowledge of and involvement in Tier 1 social/emotional and behavioral supports and interventions. School Psychologist consistently promotes a culture for positive mental health throughout the school. School Psychologist demonstrates knowledge of and involvement in Tier 1 social/emotional and behavioral supports and interventions. School Psychologist models and facilitates a culture for positive mental health throughout the school. School Psychologist demonstrates a vast knowledge of and involvement in Tier 1 behavioral supports and interventions. School Psychologist neither is unaware of nor invested in the culture and climate of the school. School Psychologist does not participate in school-wide committees, leadership teams, or problem-solving teams. School Psychologist does not participate in nor have knowledge of the planning and/or implementation of Tier 1 social/emotional and behavioral supports and interventions. School Psychologist is disengaged from and has limited knowledge of the culture and climate of the school. School Psychologist inconsistently participates in school-wide committees, leadership teams, or problem-solving teams. School Psychologist has limited participation in or demonstrates limited knowledge of the planning and/or implementation of Tier 1 social/emotional and behavioral supports and interventions. School Psychologist is aware of and actively makes attempts to enhance the culture and climate of the school. School Psychologist participates in school-wide committees, leadership teams, or problem-solving teams. School Psychologist is involved in and demonstrates knowledge of the planning and implementation of Tier 1 social/emotional and behavioral interventions. School Psychologist is invested in establishing a positive culture and climate throughout the school. School Psychologist assumes a leadership role in schoolwide committees, leadership teams, or problem-solving teams. School Psychologist is actively involved in and demonstrates a vast knowledge of the planning and implementation of Tier 1 social/emotional and behavioral interventions. School Psychologist assists in the development and/or implementation of a needs assessment in order to determine which areas of climate and culture need support. Indian Prairie District 204 Professional Evaluation Plan page 154

155 Guiding Question: How do you develop a culture of high expectations that promotes and results in high levels of student effort? Indian Prairie District 204 Professional Evaluation Plan page 155

156 Unsatisfactory Needs Improvement Proficient Excellent 2c: Organizes Physical Space for Assessments, Collaboration, Interventions, Direct Service, and Storage of Materials School Psychologist disregards the need for confidentiality when organizing or storing materials. Physical environment is extremely disorganized. Copyright laws are violated. School Psychologist occasionally disregards the need for confidentiality when organizing or storing materials. Physical environment is somewhat disorganized. Copyright laws are not always respected. School Psychologist respects the need for confidentiality when organizing or storing materials. The physical environment is organized and all materials are easily accessible. Copyright laws are respected. School Psychologist consistently respects the need for confidentiality and has a well-developed protocol for organizing or storing materials. The physical environment is extremely organized and all materials are easily accessible. Copyright laws are respected. School Psychologist frequently leaves confidential materials in view of others and does not take proper measures to dispose of confidential materials. Physical environment is not conducive to working with staff, students, nor parents. Materials are lost, misplaced, or unsecured. School Psychologist does not respect copyright laws pertaining to assessment materials (e.g., distributes photocopies of protocols). District procedures for maintaining student files/ protocols are not adhered to nor transitioned to the next designee. School Psychologist occasionally leaves confidential materials in view of others and improperly disposes of confidential materials. Physical environment is not always conducive to working with staff, students, or parents. Materials are not easily assessable and not always secured. School Psychologist inconsistently adheres to copyright laws that pertain to assessment materials. District procedures for maintaining student files/ protocols are inconsistently adhered to and not transitioned to the next designee adequately. School Psychologist does not leave confidential materials in view of others and properly disposes of confidential materials (e.g., shredding). Physical environment is conducive to working with staff, students, and parents. Materials are readily available and secured. Copyright laws pertaining to assessment instruments and protocols are respected. District procedures for maintaining student files/protocols are adhered to and transitioned to the next designee in a timely manner. School Psychologist develops specific protocols of practice to ensure that materials are kept confidential and properly disposed of. Physical environment is conducive and welcoming to working with staff, students, and parents. Materials are readily available and consistently secured. School Psychologist consistently respects copyright laws pertaining to assessment instruments and protocols. District procedures for maintaining student files/protocols are consistently adhered to and transitioned to the next designee in a timely manner. Guiding Questions: How do you establish and promote routines and procedures that maximize effectiveness? How do you manage the physical space available to you? Indian Prairie District 204 Professional Evaluation Plan page 156

157 2d: Manage Student Behavior Through Collaboration, Behavioral Interventions, and Direct Services Unsatisfactory Needs Improvement Proficient Excellent School Psychologist does not participate in the implementation and progress monitoring of Tiered behavioral interventions. School Psychologist fails to collaborate with teams that develop behavioral intervention plans. Direct services with students are ineffective, poorly managed, and may exacerbate inappropriate behaviors. School Psychologist does not participate or contribute to Problem-Solving Teams, BSP writing, behavioral supports, etc. School Psychologist does not collaborate with school personnel regarding student behavior. Direct services provided by the School Psychologist may escalate or provoke students. The behavioral needs of students and the required interventions are not communicated with staff. School Psychologist inconsistently participates in the implementation and progress monitoring of Tiered behavioral interventions. School Psychologist struggles to collaborate with teams that develop behavioral intervention plans. Direct work with students is not always effective and poorly managed. There is no plan developed to collect data on behavioral interventions and services. School Psychologist inconsistently participates or contributes to Problem-Solving Teams, BSP writing, behavioral supports, etc. School Psychologist infrequently collaborates with school personnel regarding student behavior. Direct services are ineffective and do not promote behavioral change. The behavioral needs of students and the required interventions are inconsistently communicated with staff. School Psychologist takes an active role in the implementation and progress monitoring of Tiered behavioral interventions. School Psychologist actively collaborates with teams that develop behavioral intervention plans. Direct work with students is effective and well-managed. Behavioral interventions and services are developed with consideration given to data collection and progress monitoring. School Psychologist participates and contributes to Problem-Solving Teams, BSP writing, behavioral supports, etc. School Psychologist collaborates with school personnel regarding student behavior Direct services are effective and result in positive behavioral change. School Psychologist is able to help defuse students in crisis. School Psychologist ensures that the behavioral needs of students and the required interventions are communicated with staff. School Psychologist takes a leadership role in the implementation and progress monitoring of Tiered behavioral interventions. School Psychologist assumes a leadership role when supporting teams that develop behavioral intervention plans. Direct work with students is highly effective and wellmanaged. All behavioral interventions and services are developed with consideration given to data collection and progress monitoring. School Psychologist assumes a leadership role on Problem-Solving Teams, BSP writing, behavioral supports, etc. School Psychologist is sought out by school personnel in order to address student behavioral concerns. Direct services are effective and result in positive behavioral change that is supported by data. School Psychologist is frequently sought out to defuse students in crisis. School Psychologist initiates the communication of the behavioral needs of students and required interventions with staff. Guiding Question: What student behavior expectations have been implemented, how are they monitored effectively, and how do you respond to positive and negative behavior? Indian Prairie District 204 Professional Evaluation Plan page 157

158 Domain 3 for School Psychologists: Delivery of Services Unsatisfactory Needs Improvement Proficient Excellent 3a: Demonstrates the Ability to Effectively Communicate With Students at Their Developmental Level School Psychologist does not interact with students or engages in inappropriate interactions. Direct services with students are extremely limited or the purposes of such services are not clearly communicated with the student(s). School Psychologist s communication with students is not always developmentally appropriate. The purpose of and directions for activities are not clearly expressed or developmentally appropriate. School Psychologist effectively communicates with students using developmentally appropriate language. The purpose of and directions for activities are clearly expressed and developmentally appropriate. School Psychologist s communication with students is consistently effective and uses developmentally appropriate language. The purpose of and directions for activities are clearly expressed, developmentally appropriate, and generalizable to other settings. No meetings with students are scheduled. Interactions with students are disrespectful, condescending, or inappropriate to the students developmental level. The boundaries between the School Psychologist and student are inappropriate. Services that are provided to students are confusing or have no purpose. Services to students are inconsistent and there is limited follow through of supports (e.g., not meeting with a student after agreeing to or not acting after meeting with student). Boundaries between School Psychologist and student are unclear. School Psychologist uses confusing or developmentally inappropriate language when interacting with students. Students participate in direct services, but are unable to explain the goals or priorities of the process. Expectations of direct services are clear to students. Boundaries between School Psychologist and student are clear and developmentally appropriate. Depending on developmental level, students are included in discussions about their education and needs. Students actively participate in direct services and are able to explain the goals and priorities of the process. Expectations and purpose of direct services are clear to students, staff, and parents. Boundaries between psychologist and student are explicit and understood by students, families, and staff. Depending on developmental level, students are included in discussions about their education and needs. Communication with students is dynamic and age-appropriate. Students actively participate in direct services and are able to generalize the lesson to other settings. School Psychologist uses student feedback in order to plan future activities. Guiding Question: How were the intervention targets identified, communicated to stakeholders, and how was the students background connected to the supports provided? Indian Prairie District 204 Professional Evaluation Plan page 158

159 Unsatisfactory Needs Improvement Proficient Excellent 3b: Utilizes Data-Based Decision Making and Progress- Monitoring to Drive Student Instruction, Interventions, and Services School Psychologist does not use data to help make instructional decisions nor participates in the problemsolving process. School Psychologist is not knowledgeable about data collection procedures, instruments, and interpretation. School Psychologist is not part of the problemsolving team nor participates in discussions about student concerns. School Psychologist fails to make data-based decisions regarding instruction and interventions (i.e., makes subjective decisions). School Psychologist is not collaborative with other staff. School Psychologist attempts to use data to help make instructional decisions, but does so incorrectly or inaccurately. Participation in the problem-solving process is ineffective and efforts are misguided. School Psychologist has limited knowledge of data collection procedures, instruments, and interpretation. Participation on the problem-solving team is inconsistent and rarely participates in discussions about student concerns. School Psychologist has limited knowledge of tools and processes to effectively collect data and monitor progress. School Psychologist uses incorrect or superfluous data for instructional planning or decision making. Guiding Question: How was student progress facilitated through the use of data? School Psychologist uses data to help make instructional decisions. School Psychologist demonstrates knowledge of the legal requirements of RtI, how to collect baseline and progress monitoring data, and evidence-based interventions. School Psychologist regularly participates in the problemsolving process and assists the educational team in determining whether more formalized evaluations or services are warranted. School Psychologist regularly participates on the problem-solving team and makes meaningful contributions to discussions about student concerns. School Psychologist consistently uses tools and processes to effectively collect data and implements these processes. School Psychologist uses accurate data sources to assist with instructional planning, progress monitoring, and decision making. School Psychologist consistently uses data to help make instructional decisions. School Psychologist demonstrates extensive knowledge regarding legal requirements of RtI, how to collect baseline and progress monitoring data, and evidence based interventions. The School Psychologist is a leader during the problem-solving process and advises the education team in determining whether more formalized evaluations or services are warranted. School Psychologist provides leadership to the problem-solving team and facilitates the process so that all members can provide meaningful contributions to discussions about student concerns. School Psychologist effectively and consistently uses tools and processes to collect data and monitor progress. School Psychologist mentors and/or guides others in the use of tools and process to collect data and monitor progress. School Psychologist relies on a variety of data sources to drive instructional planning, progress monitoring, and decision making. Indian Prairie District 204 Professional Evaluation Plan page 159

160 3c: Implements Evidence-Based Practices and Interventions That Develop Students Academic, Social, and Life Skills Unsatisfactory Needs Improvement Proficient Excellent School Psychologist is not involved in consultation about evidence-based academic, social, behavioral, and life-skill interventions nor provides any direct interventions or supports to students. School Psychologist either refuses to attend or does not contribute in appropriate ways to meetings in which interventions are developed for students. Grouping and placement of students to provide services is inappropriate. Services provided to students are inappropriate and do not address their unique needs. School Psychologist does not meet the required minutes that are designated in the problem-solving plan/504/iep for social work/psychology services. School Psychologist s involvement in consultation about evidence-based academic, social, behavioral, and life-skill interventions is inconsistent. The provision or implementation of such interventions to students is limited. School Psychologist provides limited, meaningful contributions to meetings in which interventions are developed for students. School Psychologist inconsistently groups students based on their unique needs and characteristics. Services are limited or not individualized to meet unique student needs. School Psychologist inconsistently meets the required minutes that are designated in the problemsolving plan/504/iep for social work/psychology services. School Psychologist is actively involved in consultation about evidence-based academic, social, behavioral, and life-skill interventions. School Psychologist regularly provides and implements these interventions for Tier 2 and Tier 3 students. School Psychologist regularly participates in meetings in which appropriate interventions are developed for students. Students are grouped with consideration given to their unique needs and characteristics. Services provided to students are evidencebased and planned out to meet their unique needs. School Psychologist consistently meets the required minutes that are designated in the problemsolving plan/504/iep for social work/psychology services. School Psychologist initiates and provides consultation about evidence-based academic, social, behavioral, and life-skill interventions. School Psychologist facilitates the implementation of interventions for Tier 2 and Tier 3 students by staff and/or outside community providers. School Psychologist provides leadership during meetings in which appropriate interventions are developed for students. Consideration is consistently given to the unique needs and characteristics of students when they are grouped for direct service. Services provided to students are individualized, based on thorough data collection, and monitored throughout the school year. School Psychologist always meets the required minutes that are designated in the problem-solving plan/504/iep for social work/psychology services. Guiding Question: How were students intellectually engaged in well-designed, scaffolded activities/tasks that promoted the goals of the intervention? Indian Prairie District 204 Professional Evaluation Plan page 160

161 Unsatisfactory Needs Improvement Proficient Excellent 3d: Administers and Interprets the Appropriate Observations and/or Assessment Instruments in Order to Determine the Type of Specialized Services That Are Warranted School Psychologist struggles to determine when a formalized evaluation is warranted. School Psychologist is unaware of how to select and administer assessments that are appropriate to the student s age, needs, and deficits. School Psychologist struggles to interpret evaluations and prepares inaccurate or confusing reports. School Psychologist does not contribute to the determination of 504 or IEP eligibility status. School Psychologist does not participate in 504/IEP meetings or is unprepared for these meetings. School Psychologist does not use appropriate assessment materials. School Psychologist does not follow standardized procedures when evaluating. Reports are full of errors, are unclear, and contain professional jargon. Evaluation results do not inform or guide interventions, eligibility, or supports. School Psychologist has limited understanding of when a formalized evaluation is warranted. School Psychologist has limited understanding of how to select and administer assessments that are appropriate to the student s age, needs, and deficits. School Psychologist s interpretation of evaluations is vague and reports are not always understandable to parents and school staff. School Psychologist makes minimal contributions to the determination of 504or IEP eligibility status and the supports that are warranted. School Psychologist has limited participation in 504/IEP meetings or is inconsistently prepared for meetings. School Psychologist has limited knowledge about available assessment materials or uses inappropriate assessments. School Psychologist follows standardized procedures for evaluation inconsistently. Reports are a mixture of professional jargon and laymen s terms and are unclear to parents and staff. Evaluation results provide limited guidance in the development of interventions, eligibility, or supports. School Psychologist understands when a formalized evaluation is warranted. School Psychologist selects and administers assessments that are appropriate to the student s age, needs, and deficits. School Psychologist is able to interpret evaluations and prepare reports that are based on current professional guidelines and that are understandable to parents and school staff. School Psychologist contributes to the determination of 504 or IEP eligibility status and the supports that are warranted based on the evaluation results. School Psychologist actively participates in all 504/IEP meetings and demonstrates preparedness by reviewing the file. School Psychologist is knowledgeable about available assessments and uses the appropriate instruments to answer questions based upon student characteristics. School Psychologist follows standardized administration procedures. Reports rely on the use of laymen s terms to ease comprehension for parents and staff. Evaluation results inform and guide interventions, eligibility, and supports. School Psychologist understands when a formalized evaluation is warranted and assists the team in understanding their roles. School Psychologist consistently selects and administers assessments that are appropriate to the student s age, needs, and deficits. School Psychologist is able to interpret evaluations and prepares clear and concise reports that are based on current professional guidelines and are understandable to parents and school staff. The results of the psychological evaluation meaningfully contribute to the determination of eligibility status and supports that are warranted. School Psychologist assumes a facilitator or leadership role in 504/IEP meetings and demonstrates preparedness by reviewing the file. School Psychologist is knowledgeable about a variety of assessments and selects the most appropriate instruments for addressing unique student characteristics. School Psychologist is proficient in assessing a variety of student needs (e.g., autism, nonverbal, executive functioning, cognitive impairments). School Psychologist is proficient in building rapport with students during assessment in order to obtain valid results. Reports are understandable to parents and staff and include examples of student performance. Results meaningfully contribute to the determination of interventions, eligibility, and supports. Indian Prairie District 204 Professional Evaluation Plan page 161

162 Guiding Question: How was teacher, student, and/or peer assessment used to provide feedback, monitor student needs, and guide future programming? Indian Prairie District 204 Professional Evaluation Plan page 162

163 Unsatisfactory Needs Improvement Proficient Excellent 3e: Demonstrates Flexibility and Responsiveness During Interventions, Assessments, and Direct Services School Psychologist adheres to existing instructional or interventions methods, in spite of evidence of its inadequacy. When improvisation becomes necessary, School Psychologist is unable to adjust the lesson. School Psychologist s knowledge of students needs and interests does not drive lessons. School Psychologist has very limited approaches within their repertoire to address the diverse needs of students. During unexpected situations (e.g., crisis response), the School Psychologist does not assist. School Psychologist does not adjust interventions based on data as a result of a lack of progress monitoring. School Psychologist makes modest and inconsistent changes to instructional or interventional methods when confronted with evidence of the need for change. When improvisation becomes necessary, School Psychologist inconsistently makes adjustments to the lesson. School Psychologist s knowledge of students needs and interests does not drive lessons; rather, the psychologist adheres to a pre-determined approach. School Psychologist has limited approaches within their repertoire to address diverse needs of students. During unexpected situations (e.g., crisis response), the School Psychologist responds only when directed by administration. School Psychologist continues with interventions at all Tiers regardless of information provided by data collected. School Psychologist makes revisions in instruction and intervention at the systems-, group-, and individual-level when it is needed, using sound data-based decision making practices. When improvisation becomes necessary, School Psychologist makes adjustments to the lesson. School Psychologist s knowledge of students needs and interests drive lessons. School Psychologist has different approaches within their repertoire to address the diverse needs of students. During unexpected situations (e.g., crisis response), the School Psychologist responds flexibly with usage of their time and adjustment of priorities. School Psychologist adjusts interventions at all Tiers based on ongoing and appropriate progress monitoring results. School Psychologist is continually seeking ways to improve the instruction and intervention at the systems-, group-, and individual-level using sound data-based decision making practices, including consideration of social acceptability and makes changes as needed in response to student, parent, or teacher input. Progress monitoring and continued modification of interventions is evident. When improvisation becomes necessary, School Psychologist quickly makes adjustments to the lesson based on data. School Psychologist s knowledge of students needs and interests consistently drive lessons. School Psychologist has a multitude of approaches within their repertoire to address the diverse needs of students. During unexpected situations (e.g., crisis response), the School Psychologist responds flexibly with usage of their time and adjustment of priorities and will assist other schools and/or staff within the district as needed. School Psychologist assumes a leadership role when adjustments to interventions are needed and ensures that this occurs at all Tiers based on ongoing and appropriate progress monitoring results. Indian Prairie District 204 Professional Evaluation Plan page 163

164 Guiding Question: How was the session adjusted to enhance understanding, incorporate students interests, and utilize a wide range of strategies? Indian Prairie District 204 Professional Evaluation Plan page 164

165 Domain 4 for School Psychologists: Professional Responsibilities Unsatisfactory Needs Improvement Proficient Excellent 4a: Reflects on Services and Practices School Psychologist does not reflect on practices or the reflections are inaccurate or self-serving. School Psychologist s reflection on practices is moderately accurate and objective without citing specific examples and with only global suggestions as to how it might be improved. School Psychologist s reflection on practices provides an accurate and objective description of practice, citing specific positive and negative characteristics. School Psychologist makes some specific suggestions as to how services might be improved. School Psychologist s reflection on practices is highly accurate and perceptive, citing specific examples that were not fully successful for at least some students. School Psychologist draws on an extensive repertoire to suggest alternative strategies. School Psychologist does not assess the effectiveness of services provided. School Psychologist is unable to communicate personal strengths and weaknesses or ways that services can be improved. School Psychologist inconsistently assesses the effectiveness of services provided. School Psychologist ineffectively communicates personal strengths and weaknesses or ways that services can be improved. School Psychologist accurately assesses the effectiveness of services provided. School Psychologist is able to effectively communicate personal strengths and weaknesses, as well as ways that services can be improved. Guiding Question: Upon reflection, what worked well and how might the session/services be improved for the future? School Psychologist regularly and accurately assesses the effectiveness of services provided. School Psychologist engages in dialogue with administration and/or colleagues about personal strengths and weaknesses, as well as ways that services can be improved. Indian Prairie District 204 Professional Evaluation Plan page 165

166 Unsatisfactory Needs Improvement Proficient Excellent 4b: Maintaining Accurate Records and Documentation School Psychologist s records and documentation do not adhere to district and legal mandates. No efforts are made to learn about current district and legal mandates regarding record keeping. Records are not kept, referenced, or used to guide practice. School Psychologist s records and documentation inconsistently adhere to district and legal mandates. Minimal efforts are made to learn about current district and legal mandates regarding record keeping. Records are rarely referenced and infrequently used to guide practice. School Psychologist s records and documentation adhere to district and legal mandates. Efforts are made to learn about the most current district and legal mandates regarding record keeping. Records are used to guide practice and document services. School Psychologist s records and documentation consistently adhere to district and legal mandates. School Psychologist demonstrates knowledge of the most current district and legal mandates regarding record keeping. Records are regularly used to guide practice and document services. Records are inaccurate and/or unavailable. School Psychologist does not follow procedures for obtaining and maintaining records such as rating scale requests, Medicaid minutes, direct service minutes, notes about parental contact, and obtaining parental consent. School Psychologist does not attend trainings/inservices provided by the district about updates to district/legal mandates. Records are somewhat accurate and inconsistently accessible. School Psychologist inconsistently follows procedures for obtaining and maintaining records such as rating scale requests, Medicaid minutes, direct service minutes, notes about parental contact, and obtaining parental consent. School Psychologist sporadically attends trainings/in-services provided by the district about updates to district/legal mandates. Records are accurate and accessible when needed. School Psychologist follows correct procedures for obtaining and maintaining records such as rating scale requests, Medicaid minutes, direct service minutes, notes about parental contact, and obtaining parental consent. School Psychologist attends trainings/in-services provided by the district about updates to district/legal mandates. Records are always accurate and accessible when needed. School Psychologist follows correct procedures for obtaining and maintaining records such as rating scale requests, Medicaid minutes, direct service minutes, notes about parental contact, and obtaining parental consent and consults with others about these procedures. School Psychologist regularly attends trainings/in-services about updates to district/legal mandates and disseminates this information to colleagues. Indian Prairie District 204 Professional Evaluation Plan page 166

167 Guiding Question: What is the process for efficiently and effectively maintaining student records, and how are multiple sources of data utilized to analyze student progress? Indian Prairie District 204 Professional Evaluation Plan page 167

168 Unsatisfactory Needs Improvement Proficient Excellent 4c: Communicates Effectively With Parents, School Staff, and Community Agencies School Psychologist does not communicate with parents, staff, and community agencies through a variety of modalities. Communication is disrespectful and incomprehensible to the target audience. Communication does not engage stakeholders or establish rapport. Little or no information regarding students or the services that are provided are available to parents, staff, and/or community agencies. Parents, staff, and/or community agencies are not aware of student progress. School Psychologist does not respond to communication requests made by students, parents, staff, and/or community agencies. Communication during meetings or consultation is ineffective or disrespectful. School Psychologist does not advocate for the best interests of the student. School Psychologist ineffectively communicates with parents, staff, and community agencies through a variety of modalities. Communication is not consistently respectful or comprehensible to the target audience. Communication inconsistently disseminates information about student needs and may not engage stakeholders or establish rapport. Limited information regarding students or the services that are provided are articulated to parents, staff, and/or community agencies. Parents, staff, and/or community agencies are minimally aware of student progress. School Psychologist is slow to respond to communication requests made by students, parents, staff, and/or community agencies. Communication during meetings or consultation can be ineffective. School Psychologist inconsistently advocates for the best interests of the student. School Psychologist communicates with parents, staff, and community agencies through a variety of modalities. Communication is respectful and comprehensible to the target audience. Communication is used to obtain and disseminate information about student needs, as well as engage stakeholders and establish rapport. Information regarding students and the services that are provided are regularly articulated to parents, staff, and/or community agencies. Parents and staff are aware of student progress. School Psychologist is knowledgeable about the services of community agencies and makes attempts to involve and communicate student progress with them. School Psychologist responds to communication requests made by students, parents, staff, and/or community agencies in a timely fashion. Communication during meetings or consultation is effective and meaningful. School Psychologist advocates for the best interests of the student. School Psychologist effectively communicates with parents, staff, and community agencies through a variety of modalities. Communication is respectful and comprehensible to the target audience. Communication is used to obtain and disseminate information about student needs, as well as engage stakeholders and establish rapport. Communication is initiated by the School Psychologist and response to stakeholders is timely. Information regarding students and the services that are provided are initiated by the psychologist and well-articulated to parents, staff, and/or community agencies. Parents and staff are engaged in conversations about student progress and feedback is valued. School Psychologist is highly knowledgeable about the services of community agencies and makes multiple attempts to involve and communicate student progress with them. School Psychologist initiates communication and responds to requests made by students, parents, staff, and/or community agencies within the 24 hour district mandate. School Psychologist facilitates effective communication during meetings or consultation. School Psychologist always advocates for the best interests of the student. Indian Prairie District 204 Professional Evaluation Plan page 168

169 Guiding Question: What is the process for communicating with and engaging families in the student learning process? Indian Prairie District 204 Professional Evaluation Plan page 169

170 Unsatisfactory Needs Improvement Proficient Excellent 4d: Grows Individually and Collectively as a Professional School Psychologist does not engage in individual development, participation in professional trainings, and collaboration with colleagues. Opportunities for learning are not attended. School Psychologist does not contribute to the collective knowledge of colleagues. School Psychologist does not seek opportunities for continued professional development such as professional readings, attending district inservices, or on-going dialogue with colleagues. School Psychologist is aversive to feedback from colleagues and administration. School Psychologist does not participate in buildinglevel Professional Learning Communities. School Psychologist does not attend department meetings. School Psychologist participates to a limited extent in individual development, participation in professional trainings, and collaboration with colleagues. Opportunities for learning are inconsistently attended. School Psychologist rarely contributes to the collective knowledge of colleagues. School Psychologist rarely seeks opportunities for continued professional development such as professional readings, attending district inservices, or on-going dialogue with colleagues. School Psychologist inconsistently accepts feedback from colleagues and administration. School Psychologist participates in buildinglevel Professional Learning Communities, but does not contribute. School Psychologist inconsistently attends and rarely participates in department meetings. School Psychologist improves practices through individual development, participation in professional trainings, and collaboration with colleagues. Opportunities for learning are regularly attended. School Psychologist contributes to the collective knowledge of colleagues. School Psychologist seeks opportunities for continued professional development such as professional readings, attending district in-services, or on-going dialogue with colleagues. School Psychologist accepts feedback from colleagues and administration in order to improve practice. School Psychologist regularly participates in building-level Professional Learning Communities and makes contributions. School Psychologist consistently attends and participates in department meetings. School Psychologist provides inservices or presentations to team. School Psychologist participates on and contributes to buildinglevel committees as requested. School Psychologist improves practices through individual development, participation in professional trainings, and collaboration with colleagues. Opportunities for learning are sought out and regularly attended. School Psychologist contributes to the collective knowledge of colleagues and the profession. School Psychologist seeks opportunities for continued professional development such as professional readings, attending conferences/workshops, or on-going dialogue with colleagues in order to improve practices. School Psychologist solicits feedback from colleagues and administration in order to improve practice. School Psychologist assumes a leadership role in building-level Professional Learning Communities. School Psychologist consistently attends and contributes to in department meetings. School Psychologist provides in-services or presentations to staff, parents, department, colleagues, or other professionals outside of the district. School Psychologist participates on and contributes to district-level committees. Indian Prairie District 204 Professional Evaluation Plan page 170

171 Guiding Questions: How have you contributed to the professional growth of your colleagues? How have your colleagues contributed to your professional growth? How have you contributed to school, district, and/or community events? Indian Prairie District 204 Professional Evaluation Plan page 171

172 Unsatisfactory Needs Improvement Proficient Excellent 4e: Showing Professionalism Including Engaging in Legal, Moral, Ethical, and Professional Practices School Psychologist does not display standards of honesty, integrity, and confidentiality in interactions with colleagues, students, parents, and the public. School Psychologist does not comply with school, district, and professional regulations even when directed. School Psychologist inconsistently displays standards of honesty, integrity, and confidentiality in interactions with colleagues, students, parents, and the public. School Psychologist minimally complies or requires prompting to comply with school, district, and professional regulations. School Psychologist displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, parents, and the public. School Psychologist complies with school, district, and professional regulations. School Psychologist displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, parents, and the public and holds colleagues to the same standards and expectations. School Psychologist fully complies with school, district, and professional regulations, taking a leadership role with colleagues. School Psychologist is dishonest. School Psychologist does not notice the needs of students. School Psychologist engages in practices that are self-serving. School Psychologist willfully rejects district regulations. School Psychologist is not aware of NASP s Principles for Professional Ethics. School Psychologist is honest. School Psychologist notices the needs of students, but is inconsistent in addressing them. School Psychologist does not notice that practices are ineffective or that they result in poor outcomes for students. School Psychologist minimally complies with district regulations or only when prompted. School Psychologist inconsistently adheres to NASP s Principles for Professional Ethics. School Psychologist is honest and known for having high standards of integrity. School Psychologist actively addresses student needs. School Psychologist actively works to provide opportunities for student success within the psychological practice. School Psychologist complies with district regulations. School Psychologist adheres to NASP s Principles for Professional Ethics. School Psychologist is considered a leader in terms of honesty, integrity, and confidentiality. School Psychologist proactively addresses student needs. School Psychologist makes a concerted effort to ensure opportunities are available for student success within the psychological practice. School Psychologist takes a leadership role regarding district regulations. School Psychologist always adheres to NASP s Principles for Professional Ethics. Guiding Questions: How do you: a) advocate for students; b) willingly participate in team/department decision-making; c) comply fully with school and district regulations? Provide examples. Indian Prairie District 204 Professional Evaluation Plan page 172

173 Form L: Indian Prairie Framework for School Social Workers Domain I for School Social Workers: Planning and Preparation Unsatisfactory Needs Improvement Proficient Excellent 1a: Demonstrates Knowledge of Regulatory Procedures and Skill in Delivery of School Social Work Services In planning and practice, School Social Worker displays little understanding of the application of social work services within a public school setting. School Social Worker displays little understanding/compliance of/with regulatory procedures and therapeutic disciplines on the district, state and federal level. School Social Worker has no understanding of the systems perspective. School Social Worker is familiar with the foundational concepts and has limited understanding of and compliance with the application of social work regulatory procedures and therapeutic disciplines within a public school setting on the district, state, and federal level. Social Worker does not take a systems perspective of the student s needs in the content of the school s and district s mission. School Social Worker displays solid understanding of and compliance with the application of social work regulatory procedures and services within a public school setting on the district, state, and federal level. School Social Worker has an integrated understanding of the systems perspective. School Social Worker s knowledge of district, state and federal laws and regulatory procedures that guide social work practice is extensive. School Social Worker takes a leadership role in reviewing and revising district application of therapeutic disciplines. School Social Worker takes into account a systems perspective of the student s needs. School Social Worker is lacking in knowledge of regulatory procedures. School Social Worker s knowledge of therapeutic services is inappropriate or inaccurate. School Social Worker does not understand how the child, culture, home and community fit together. School Social Worker is inconsistent in understanding regulatory procedures. School Social Worker s knowledge of therapeutic services is inconsistent or developing. School Social Worker has some understanding how the child, culture, home and community fit together. School Social Worker consistently understands and guides others in understanding and using regulatory procedures. School Social Worker has a thorough knowledge of therapeutic services and assists others understanding various therapeutic services. School Social Worker understands how the child, culture, home and community fit together and can integrate systems perspective into the practice. School Social Worker is considered an expert in understanding regulatory procedures and shares knowledge with colleagues, administrators, parents, and the community School Social Worker is knowledgeable and proactive in identifying therapeutic services that are available in the district, community, and various organizations. School Social Worker addresses student needs by taking a systems perspective. Guiding Question: What are the key concepts and their relationship to the session to be observed and the overall plan within which it falls? Indian Prairie District 204 Professional Evaluation Plan page 173

174 1b: Demonstrates Knowledge and Understanding of Child and Adolescent Development, Influence of Culture, Background, and Social Emotional Characteristics Unsatisfactory Needs Improvement Proficient Excellent School Social Worker School Social Worker demonstrates a demonstrates generally accurate solid understanding of child and knowledge of child/adolescent adolescent development, influence of development, influence of culture, culture, background, and social background, and social emotional emotional characteristics and applies characteristics but applies the it consistently. knowledge inconsistently. School Social Worker demonstrates little or no knowledge of child and adolescent development and does not include the influence of culture, background, and social emotional characteristics. School Social Worker does not understand how cultural insensitivities can impact students. School Social Worker does not take into consideration child and adolescent development when implementing services. School Social Worker does not include the influence of culture, background, and social emotional characteristics when implementing services. School Social Worker makes insensitive comments regarding culture or background of students or families. School Social Worker has basic knowledge of child and adolescent development when implementing services. School Social Worker has difficulty understanding the influence of culture, background, and social emotional characteristics when implementing services. School Social Worker lacks sensitivity to the impact of comments made regarding culture or background of students or families. School Social Worker takes into consideration child and adolescent development when implementing services. School Social Worker includes the influence of culture, background, and social emotional characteristics when implementing services. School Social Worker addresses insensitive comments made regarding culture or background of students or families. Guiding Question: How did your awareness of students interests/needs, prior knowledge, culture, and experiences impact your planning? School Social Worker demonstrates an extensive understanding of child and adolescent development, influence of culture, background, and social emotional characteristics. School Social Worker also purposefully acquires knowledge from other sources and uses it to determine the child s needs and designs interventions. School Social Worker demonstrates extensive understating of child and adolescent development and proactively uses it when implementing services. School Social Worker presents the latest research on the influence of culture, background, and social emotional characteristics to staff or colleagues. School Social Worker uses insensitive comments made regarding culture or background of students or families as a teachable moment. Indian Prairie District 204 Professional Evaluation Plan page 174

175 1c: Establishing Goals for Social Work Services Unsatisfactory Needs Improvement Proficient Excellent School Social Worker goals and School Social Worker goals and objectives are partially derived from objectives are derived from Evidenced Evidenced Informed Practice (EIP) Informed Practice (EIP) and meet the and somewhat meet the needs for needs for diverse learners. Goals are diverse learners. Goals are linked to Regulatory Social Emotional inconsistently linked to Regulatory Learning Standards and are generally Social Emotional Learning Standards. differentiated for groups of students. School Social Worker has no clear goals and objectives and does not use Evidenced Informed Practice (EIP). Goals are not linked to Regulatory Social Emotional Learning Standards. Goals are not measureable and/or observable. Goals are not linked to standards. Goals are not always observable and/or measureable. Goals are not always linked to standards or relevant to student. Goals are clearly defined and relevant to student Goals are observable, measurable and linked to standards. School Social Worker goals for the program services are diagnostically derived from Evidenced Informed Practice (EIP) and meet the needs for diverse learners. Goals are linked to Regulatory Social Emotional Learning Standards and have been differentiated for the individual student. School Social Worker utilizes relevant data to develop goals individualized for each student. Goals are linked to standards based on student needs. Guiding Question: How did you develop student outcomes to meet the varying needs of your students? Indian Prairie District 204 Professional Evaluation Plan page 175

176 1d: Designing Social Work Services Which May Include Individual and Small Group Sessions, In- Class Activities and Crisis Intervention Unsatisfactory Needs Improvement Proficient Excellent Some of the Social Work services are Most of the services are aligned with aligned with the student s needs and the student s needs and follow a represent moderate challenge, but suitable organized progression. The with no differentiation for different services have reasonable time students. Services partially support allocations; they represent the activity with some variety. Only opportunities to grow with some some time allocations are reasonable. differentiation for different students and varied use of service delivery. Social Work services are poorly aligned with the student s needs, do not follow an organized progression, and have unrealistic time allocations. School Social Worker delivers services that do not address student s needs. Social work services are not systematized. Time allocations are not well matched to the activity. School Social Worker delivers services that are mostly aligned with student s needs. Social work services are not individualized or systematized. Time allocations are minimally matched to the activity. School Social Worker delivers services that are aligned with student s needs. Social work services are individualized and systematized and provide opportunities for growth. Time allocations are matched to the activity. Social Work services follow a coherent sequence, are aligned to student needs, and are designed to engage students in high level social emotional opportunities to grow. These are appropriately differentiated for individual student needs. Services are varied appropriately with some opportunity for student involvement. School Social Worker sets appropriate priorities with time management. School Social Worker delivers services that are directly aligned with student s needs. Social work services are appropriately individualized and systematized and are designed to engage students in high level opportunities for growth. School Social Worker sets appropriate priorities with time management. Guiding Questions: What supports and resources were developed and utilized? How did you determine and expand your knowledge of resources and supports? Indian Prairie District 204 Professional Evaluation Plan page 176

177 1e: Designing Student Social Work Plan and Assessment Unsatisfactory Needs Improvement Proficient Excellent School Social Worker has rudimentary School Social Worker s evaluation plan evaluation plan. Social work goals is organized around clear goals and loosely address student needs and the collection of evidence to indicate have no way to consistently measure the degree to which the goals have achievement. been met. School Social Worker has no aligned evaluation plan, or resists suggestions that such evaluation is important. Social work goals do not address student needs and have no way to measure achievement. School Social Worker has no evaluation plan, or resists suggestions that such evaluation is important. School Social Worker misinterprets or misuses data in decision-making. School Social Worker has a rudimentary evaluation plan in place to monitor service efficacy and uses it inconsistently. School Social Worker attempts to use data to support decision-making. School Social Worker consistently uses the evaluation plan to analyze and interpret service efficacy. School Social Worker uses a data collection plan that is aligned students objectives. School Social Worker uses students data to support current or future decision-making. School Social Worker s evaluation plan is evidence based and clearly addresses student needs. The plan is designed to engage student s selfassessment and determine strengths and areas for growth. School Social Worker has integrated relevant components, emotional and physical health, impacting the students performance in a manner that facilitates skills acquisition and generalization across settings. School Social Worker s evaluation plan engages students appropriately in self-assessment. Guiding Question: How did you determine appropriate assessments, both formative and summative, and how will you use the results to plan for future program planning? Indian Prairie District 204 Professional Evaluation Plan page 177

178 Domain 2 for School Workers: The Environment Unsatisfactory Needs Improvement Proficient Excellent 2a: Creates an Environment of Respect and Rapport Pattern of interactions are mostly negative, inappropriate, or insensitive to student/parent needs. Student interactions are characterized by inappropriate use of sarcasm or conflict. School Social Worker s interactions with students and/or families often demonstrate lack of rapport and respect. Pattern of interactions are generally appropriate, but may reflect occasional inconsistencies, favoritism, and disregard for students ages, cultures and developmental levels. School Social Worker attempts to respond to disrespectful behavior. School Social Worker s interactions with students and/or families create an atmosphere of neutrality, neither warm nor cold. School Social Worker actions demonstrate general caring and respect. Such interactions are appropriate to the ages, cultures, and developmental levels of the students. School Social Worker appropriately responds to disrespectful behavior. The net results of the School Social Worker s interactions with students and/or families are polite, respectful and businesslike. School Social Worker interactions are highly respectful, and reflect genuine warmth and caring towards students. School Social Worker can personalize interactions with groups or individual students. School social Worker consistently sets a professional example for staff to student interactions and staff to staff interactions. School Social Worker interactions are negative, not therapeutically based, and lack sensitivity. School Social Worker consistently does not listen or interact with students and/or families. Students and/or families appear uncomfortable in the presence of the School Social Worker. School Social Worker interactions are occasionally insensitive and/or inconsistent. School Social Worker is inconsistent in listening and interacting with students and/or families. Some students and/or families appear to be hesitant to share information with School Social Worker. School Social Worker interactions consistently model sensitivity and reflect warmth and caring and are highly respectful of the cultural and developmental differences among individuals and groups of students. School Social Worker consistently listens and interacts appropriately with individual students and/or families. Students and/or families are comfortable sharing information with School Social Worker. Guiding Questions: How do you create an environment of respect and rapport? How do you ensure that interactions are respectful? Student interactions begin to mirror the sensitive and reflective communication that has been used in the session. Students begin to utilize the listening skills modeled in the session. Student seeks out School Social Worker to support individual problems and social-emotional needs. Indian Prairie District 204 Professional Evaluation Plan page 178

179 Unsatisfactory Needs Improvement Proficient Excellent 2b: Establishing a Culture for Positive Mental Health Throughout the School School Social Worker makes no attempt to establish a culture for positive mental health as a whole, either among students or staff, or between students and staff. Hard work is not expected or valued. Medium to low expectations for student social emotional growth are the norm. School Social Worker inconsistently attempts to promote a culture throughout the school for positive mental health among students and staff. School Social Worker appears to only be going through the motions. School Social Worker promotes a culture throughout the school for positive mental health among students and staff. Social emotional growth is valued and promoted for all students. School Social Worker enhances a culture throughout the school for positive mental health among students and staff. School Social Worker conveys leadership and modeling of high expectations for social emotional growth for all students. School Social Worker does not attempt to model healthy appropriate behavior. School Social Worker puts minimal amount of effort into work. School Social Worker does not expect student s to grow socially or emotionally. School Social Worker models healthy appropriate behavior inconsistently. School Social Worker puts adequate amount of effort into work. School Social Worker expects minimal student social emotional growth. School Social Worker models healthy appropriate behavior consistently. School Social Worker has a good work effort. School Social Worker models the importance of social emotional growth and high expectations for students. Guiding Question: How do you develop a culture of high expectations that promotes and results in high levels of student effort? School Social Worker models healthy appropriate behavior consistently and is a resource to others in this area. School Social Worker puts maximum amount of effort into work. School Social Worker models the importance of social emotional growth and high expectations for students and is a resource to other staff. Indian Prairie District 204 Professional Evaluation Plan page 179

180 Unsatisfactory Needs Improvement Proficient Excellent 2c: Managing Social Work Practice and Organizing Physical Space School Social Worker s environment is disorganized and poorly suited to the needs of the situation. Materials are not stored in a secure location and are difficult to find when needed. There is little evidence that students know or follow their established routines. Materials in school Social Worker s office are stored securely; however, the office is not completely well organized, and materials are difficult to find when needed leading to some disruption of social work services. With regular guidance and prompting students follow their established routines. School Social Worker s office is well organized; materials are stored in a secure location and are available when needed leading to no disruption of social work services. With minimal guidance and prompting students follow their established routines. School Social Worker s office is highly organized and is inviting to students, staff, and parents. Materials are stored in a secure location and are convenient when needed. Routines are well understood and may be initiated or guided by students. Office is disorganized; materials and manipulatives are not available. Office is not welcoming to students. There is no secure place to store confidential materials. There is little evidence that students know or follow their established routines. Office is not completely organized; materials and manipulatives are limited. Office is somewhat welcoming to students. Materials are stored securely, however are not always available when needed. With regular guidance and prompting student follow their established routines. Office is well organized, nonconfidential materials and manipulatives are varied and easily accessible. Office is welcoming to students. Materials are stored securely and are available when needed leading to no disruption of social work services. With minimal guidance and prompting student follow their established routines. Office is well organized; nonconfidential materials and manipulatives are varied by purpose and easily managed by the students. Office is inviting to students, staff and parents. Confidential materials are stored securely and well-organized. Routines are well understood and completed by students. Guiding Questions: How do you establish and promote routines and procedures that maximize effectiveness? How do you manage the physical space available to you? Indian Prairie District 204 Professional Evaluation Plan page 180

181 Unsatisfactory Needs Improvement Proficient Excellent 2d: Managing the Social Learning Process Established standards of conduct cannot be clarified. School Social Worker s response to student s misbehavior is repressive or disrespectful of student s dignity. School Social Worker does not participate in the implementation and progress monitoring of Tiered behavioral interventions. School Social Worker fails to collaborate with teams that develop behavioral intervention plans. Standards of conduct appear to have been established, but their implementation is inconsistent. School Social Worker responds inconsistently to student s misbehavior. School Social Worker inconsistently participates in the implementation and progress monitoring of Tiered behavioral interventions. School Social Worker struggles to collaborate with teams that develop behavioral intervention plans. School Social Worker monitors student behavior against the established standards of conduct. School Social Worker s response to student misbehavior is consistent, proportionate and respectful to students. School Social Worker takes an active role in the implementation and progress monitoring of Tiered behavioral interventions. School Social Worker actively collaborates with teams that develop behavioral intervention plans. School Social Worker monitoring of student behavior is subtle and preventative. School Social Worker s response to student misbehavior is sensitive to individual student needs and respects students dignity. School Social Worker takes a leadership role in the implementation and progress monitoring of Tiered behavioral interventions. School Social Worker assumes a leadership role when supporting teams that develop behavioral intervention plans. School Social Worker cannot explain why a behavior was or was not addressed during the session. School Social Worker s response to student s misbehavior is repressive or disrespectful of student s dignity. School Social Worker does not participate or contribute to Problem Solving Teams, BSP writing, behavioral supports, etc. School Social Worker does not collaborate with school personnel regarding student behavior. School Social Worker s explanation of why a behavior was or was not addressed during the session has limited relationship to the student s need. School Social Worker s response to student s misbehavior is inconsistently respectful of student s dignity. School Social Worker inconsistently participates or contributes to Problem Solving Teams, BSP writing, behavioral supports, etc. School Social Worker infrequently collaborates with school personnel regarding student behavior. School Social Worker monitors student behavior against the established standards of conduct and addresses or ignores misbehavior. School Social Worker s response to student misbehavior is consistent, proportionate and respectful to students. School Social Worker participates and contributes to Problem Solving Teams, BSP writing, behavioral supports, etc. School Social Worker collaborates with school personnel regarding student behavior. School Social Worker monitors student behavior and subtly and preventatively addresses or ignores misbehavior based on best practices literature. School Social Worker s response to student misbehavior is sensitive to individual student needs and respects students dignity. School Social Worker assumes a leadership role on Problem Solving Teams, BSP writing, behavioral supports, etc. School Social Worker is sought out by school personnel regarding student behavior. Guiding Question: What student behavior expectations have been implemented, how are they monitored effectively, and how do you respond to positive and negative behavior? Indian Prairie District 204 Professional Evaluation Plan page 181

182 Domain 3 for School Social Workers: Delivery of Service Unsatisfactory Needs Improvement Proficient Excellent 3a: Communicating With Students School Social Worker s oral/visual and written communication is unclear to students. Session lacks focused and doesn t target student needs. School Social Worker does not have a communication plan to meet the student s needs. School Social Worker language does not match student s level of functioning. School Social Worker s oral/visual and written communication may not be completely clear and School Social Worker does not check for understanding. Session purpose is vague and partly targets student needs. School Social Worker communication style somewhat invites a student to engage. School Social Worker s language is poorly matched to student s level of functioning. School Social Worker s oral/visual and written communication is clear. Session purpose targets student needs. School Social Worker s communication style invites a student to engage. School Social Worker language is mostly matched to student s level of functioning. School Social Worker s oral/visual and written communication is clear and encourages self-reflection. Session purpose is clear and targets student needs. School Social Worker uses personalized communication to engage individual students in activity. School Social Worker s language is mostly matched to student s level of functioning and School Social Worker finds opportunities to provide a differentiated approach to meet the needs of the individual or group. School Social Worker s oral/visual and written communication is unclear to students. By the end of the session, the purpose of the session is unclear. School Social Worker s communication style does not fit with the stated purpose of the session. School Social Worker s does not use multiple methods of communication when needed nor checks for understanding. By the end of the session, the purpose of the session is vaguely understood. School Social Worker s communication style somewhat fits with the stated purpose of the session. School Social Worker s uses multiple methods of communication when needed and checks for understanding. By the end of the session, the purpose of the session is understood. School Social Worker s communication style fits with the stated purpose of the session. School Social Worker s uses multiple methods of communication when needed, checks for understanding and encourages the student to engage in self-reflection. By the end of the session, the purpose of the session is clear. School Social Worker s communication style fits with the stated purpose of the session. Guiding Questions: How were the interventions identified, communicated to stakeholders, and how was the students background connected to the supports provided? Indian Prairie District 204 Professional Evaluation Plan page 182

183 Unsatisfactory Needs Improvement Proficient Excellent 3b: Using Questioning and Discussion Techniques School Social Worker s questions are not related to student s disability. School Social Worker does not demonstrate strategies to help students acquire decision making, problem solving or social skills. School Social Worker s questions are vaguely related to student s disability. School Social Worker suggests rudimentary strategies to help students acquire decision making, problem solving or social skills. School Social Worker s questions are related to student s disability. School Social Worker targets specific strategies that teach students decision making, problem solving or social skills. School Social Worker s questions are related to student s disability. School Social Worker targets differentiated strategies that engage students in working on acquiring decision making, problem solving or social skills. School Social Worker questions are not appropriate for meeting the student s needs. School Social Worker lacks the skills to use a problem solving approach. School Social Worker questions are vaguely related to the student s needs. School Social Worker is developing problem-solving skills and strategies. School Social Worker offers creative, effective strategies during sessions and asks appropriate questions. School Social Worker utilizes a variety of problem-solving skills and strategies in a variety of settings. School Social Worker offers creative, effective strategies during sessions and asks appropriate questions, student is encouraged to self-reflect. School Social Worker utilizes a variety of problem-solving skills and strategies in a variety of settings and student independently utilizes the problem solving process. Guiding Question: How was student engagement facilitated through the use of questioning that promoted student interaction and discussion? Indian Prairie District 204 Professional Evaluation Plan page 183

184 Unsatisfactory Needs Improvement Proficient Excellent 3c: Engaging Students Students are not engaged in intervention session. Content lacks in relevance to students experience. School Social Worker uses inappropriate activities and materials. There is not opportunity to demonstrate student s strengths. Students are partially engaged in intervention as a result of content limited in: its relevancy to student s experience, activities/materials of inconsistent quality, or inconsistent opportunities to demonstrate proficiency. School Social Worker s use of activities, materials and session content is inconsistent. There are limited opportunities for students to demonstrate strengths. Students are engaged in intervention. School Social Worker s use of activities, materials and session content is relevant. There are consistent opportunities for student to demonstrate strengths. Students are highly engaged in intervention sessions and initiate discussion and activities that foster personal growth. School Social Worker s use of activities, materials and session content is relevant. There are consistent opportunities for student to demonstrate strengths and to use these strengths in student run group activities. Students are not engaged in intervention session because the content is irrelevant to student experience and needs. Materials and planned activities are inappropriate. There is no opportunity to demonstrate student s strengths. Students are partially engaged in intervention as a result of content limited in: its relevancy to student s experience, activities/materials of inconsistent quality, or inconsistent opportunities to demonstrate proficiency. Materials and planned activities are inconsistently matched to student needs. There are limited opportunities for students to demonstrate strengths. Students are mostly engaged in intervention session because the session content is mostly relevant to student experience and needs. Materials and planned activities are appropriately matched to student needs. There are consistent opportunities for student to demonstrate strengths. Students are highly engaged to the point of initiating discussion and/or engaging in activities that foster personal growth. Materials and planned activities are appropriately matched to student needs. There are consistent opportunities for student to demonstrate strengths and to use these strengths in student run group activities. Guiding Question: How were students intellectually engaged in well-designed, scaffolded activities/ tasks that promoted the goals of the intervention? Indian Prairie District 204 Professional Evaluation Plan page 184

185 Unsatisfactory Needs Improvement Proficient Excellent 3d: Using Assessment School Social Worker neglects to collect important information on which to base intervention plans and goals; reports are inaccurate or not appropriate to the audience. School Social Worker collects some of the important information on which to base the intervention plans and goals; reports are accurate but lacking in clarity and not always appropriate to the audience. School Social Worker collects all the important information on which to base the intervention plans and goals; reports are accurate and appropriate to the audience. School Social Worker is proactive in collecting important information for progress monitoring, including student input/feedback for the interventions and/or goal(s), seeking out different stakeholders when necessary, including parents; reports are accurate and clearly written and are tailored for the audience. School Social Worker neglects to collect important information on which to base intervention plans and goals. Reports are inaccurate. Reports are not appropriate to the audience. School Social Worker collects most of the important information on which to base the intervention plans and goals. Reports are accurate but lacking in clarity. Reports are not always appropriate to the audience. School Social Worker collects all the important information on which to base the intervention plans and goals. Reports are accurate. Reports are appropriate to the audience. School Social Worker is consistently proactive in collecting important information for progress monitoring, including student input/feedback for the interventions and/or goal(s). School Social Worker seeks out different stakeholders when necessary, including parents. Reports are accurate and clearly written and tailored for the audience. Guiding Question: How was teacher, student, and/or peer assessment used to provide feedback, monitor student needs, and guide future programming? Indian Prairie District 204 Professional Evaluation Plan page 185

186 Unsatisfactory Needs Improvement Proficient Excellent 3e: Demonstrating Flexibility and Responsiveness School Social Worker adheres to intervention plan in spite of student s lack of interest. School Social Worker does not demonstrate creativity in adapting services. School Social Worker demonstrates moderate responsiveness to diverse student needs and interests, and inconsistently adjusts activity and approach to student reactions. School Social Worker demonstrates limited creativity in adapting services. School Social Worker is consistently responsive to diverse student needs and interests. School Social Worker consistently adjusts activity and approach to student reactions. School Social Worker demonstrates creativity in adapting services. School Social Worker is consistently responsive to diverse student needs and interests and is continually seeking ways to improve the services and interventions. School Social Worker consistently adjusts activity and approach to student reactions and uses student s feedback to develop modifications to interventions. School Social Worker demonstrates creativity in adapting services which actively engages students in the process. School Social Worker uses intervention plan even when it appears not to be working. School Social Worker does not adapt services to student s engagement level. School Social Worker may moderately modify intervention plan when it appears not to be working. School Social Worker inconsistently adjusts activity and approach to student reactions. School Social Worker demonstrates limited creativity in adapting services to student s engagement level. School Social Worker consistently modifies intervention plan when it appears it could be more effective. School Social Worker consistently adjusts activity and approach to student reactions. School Social Worker demonstrates creativity in adapting services to student s engagement level. School Social Worker consistently modifies intervention plan when it appears it could be more effective. School Social Worker consistently adjusts activity and approach to student reactions. School Social Worker demonstrates creativity in adapting services to student s engagement level. Guiding Question: How was the session adjusted to enhance understanding, incorporate students interests, and utilize a wide range of strategies? Indian Prairie District 204 Professional Evaluation Plan page 186

187 Domain 4 for School Social Workers: Professional Responsibilities Unsatisfactory Needs Improvement Proficient Excellent 4a: Reflecting on Practice School Social Worker does not reflect, adjust or evaluate on effectiveness of the service delivery. Reflections are inaccurate or self-serving. School Social Worker does not use Evidenced Informed Practice (EIP) to support interventions. School Social Worker does not reflect on service delivery. School Social Worker is not aware of whether or not their services are effective. School Social Worker does not use evidential information in reflecting on interventions. School Social Worker s reflection, adjustment and evaluation on practice is moderately accurate and objective without citing specific examples, and with only global suggestions as to how it might be improved. School Social Worker demonstrates a vague understanding of Evidenced Informed Practice (EIP) and how it relates to interventions. School Social Worker inconsistently reflects on service delivery. School Social Worker is moderately aware of whether or not their services are effective and makes global suggestions as to how to improve them. School Social Worker minimally uses evidential information in reflecting on interventions and it may be inaccurate. School Social Worker s reflection, adjustment and evaluation provide an accurate and objective description of practice, citing specific evidence. School Social Worker makes some specific suggestions based on evidence as to how the interventions might be improved. School Social Worker demonstrates an understanding of Evidenced Informed Practice (EIP) and how it relates to interventions. School Social Worker consistently reflects on service delivery. School Social Worker is aware of whether or not their services are effective and makes some specific suggestions as to how to improve them. School Social Worker consistently uses evidential information in reflecting on interventions. Guiding Question: Upon reflection, what worked well and how might the session/plan be improved for the future? School Social Worker s reflection, adjustment and evaluation are highly accurate and perceptive, citing specific examples of areas that might need improvement. School Social Worker draws on an extensive repertoire to suggest alternative strategies and consistently incorporates Evidenced Informed Practice (EIP). School Social Worker reflects on service delivery. School Social Worker s reflection is accurate, identifying specific examples of areas that were effective and those that might need improvement. School Social Worker makes some specific suggestions as to how to improve service delivery and/or interventions. School Social Worker consistently uses evidential information in reflecting on interventions. Indian Prairie District 204 Professional Evaluation Plan page 187

188 4b: Maintaining Accurate Records and Documentation Unsatisfactory Needs Improvement Proficient Excellent School Social Worker s reports, records and documentation are missing, late or inaccurate; documentation cannot be used to monitor student progress or to adjust intervention as needed. School Social Worker s records are accurate, legible and stored in a secure location; documentation provides a rudimentary system for monitoring student progress or occasionally adjusting interventions when needed. School Social Worker s records are accurate, legible, well organized and stored in a secure location. They are written to be understandable to other qualified professionals and clearly reflect student needs; documentation serves as an effective datamanagement system for monitoring student progress and adjustment of interventions when needed. School Social Worker s records are accurate, legible, well organized and stored in a secure location. They are written to be understandable to other qualified professionals and clearly reflect student needs, serving as a model for colleagues; documentation provides a highly effective datamanagement system for monitoring student progress and is used to adjust interventions when needed. School Social Worker misses deadlines for required paperwork. School Social Worker does not have a system for collecting information on student progress. School Social Worker is inconsistent in completing required paperwork. School Social Worker has a rudimentary system for collecting information adjusting interventions when needed. School Social Worker consistently completes paperwork. School Social Worker has a system for collecting information on student progress and adjustment of interventions when needed. School Social Worker consistently completes paperwork. Reports are written to be understandable to other qualified professionals and clearly reflect student needs. School Social Worker has a system for collecting information on student progress and serves as a model with colleagues. Guiding Question: What is the process for efficiently and effectively maintaining student records, and how are multiple sources of data utilized to analyze student progress? Indian Prairie District 204 Professional Evaluation Plan page 188

189 Unsatisfactory Needs Improvement Proficient Excellent 4c: Communicating With Families School Social Worker provides little or no information to families. School Social Worker makes no attempt to engage families in a relationship and does not respond or responds insensitively to family concerns. School Social Worker inconsistently complies with school procedures/practices for communicating with families. School Social Worker demonstrates some sensitivity; however, makes little or no effort to engage families to identify and achieve common goals. School Social Worker complies with school procedures/practices for communicating with families. School Social Worker demonstrates sensitivity and makes an effort to engage families to identify and achieve common goals. School Social Worker complies with school procedures/practices for communicating with families. School Social Worker demonstrates sensitivity and makes an effort to engage families to identify and achieve common goals. School Social Worker empowers and supports families to function as advocates for themselves and their children. School Social Worker provides little or no information to families, staff and administrators. School Social Worker makes no attempt to engage families in a collaborative relationship. School Social Worker is insensitive to family concerns. School Social Worker does not communicate consistently with families, staff and administrators. School Social Worker makes a minimal attempt to engage families in a collaborative relationship. School Social Worker shows minimal sensitivity to cultural or language barriers in communication. School Social Worker provides meaningful information to families, staff and administration. School Social Worker works to secure interpreters, as needed, to effectively communicate with families. School Social Worker routinely communicates in a sensitive manner with families, staff and administrators. Guiding Question: What is the process for communicating with and engaging families in the student learning process? School Social Worker provides meaningful information to families, staff and administration. School Social Worker works to secure interpreters, as needed, to effectively communicate with families. School Social Worker routinely communicates in a sensitive manner with families, staff and administrators. School Social Worker empowers and supports families to function as partners in the provision of school-based services on behalf of their children. Indian Prairie District 204 Professional Evaluation Plan page 189

190 Unsatisfactory Needs Improvement Proficient Excellent 4d Growing Individually and Collectively as a Professional School Social Worker s relationships with colleagues are negative or self-serving. The School Social Worker avoids being involved in school activities, events and projects during the workday. School Social Worker does not participate in professional development activities, even when such activities are clearly needed for the ongoing development of skills. School Social Worker does not contribute to the collective knowledge of colleagues. School Social Worker s relationships with colleagues are cordial, and the School Social Worker participates in school activities, events and projects during the workday only when specifically asked. School Social Worker s participation in professional development activities is limited. School Social Worker rarely contributes to the collective knowledge of colleagues. School Social Worker works to maintain positive and productive relationships with colleagues. School Social Worker participates actively in school activities, events and projects during the workday. School Social Worker seeks out opportunities for professional development based on an individual assessment of need. School Social Worker contributes to the collective knowledge of colleagues. School Social Worker actively tries to improve and maintain positive relationships with colleagues. School Social Worker s attempts are characterized by a desire to cooperate and collaborate. School Social Worker actively pursues professional development opportunities and makes a substantial contribution to the profession. School Social Worker volunteers to participate in school activities, events and projects during the workday. School Social Worker assumes a leadership role in at least one aspect of school or district life. School Social Worker contributes to the collective knowledge of colleagues and the profession. School Social Worker s relationships with colleagues are negative or self-serving. School Social Worker avoids being involved in school activities, events and projects. School Social Worker does not seek professional development when activities are clearly needed for the ongoing development of skills. School Social Worker s relationships are cordial. School Social Worker will participate in being involved in school activities, events and projects when specifically asked. School Social Worker s participation in professional development activities is limited to those that are required. School Social Worker works to maintain positive and productive relationships with colleagues. School Social Worker participates in school/district events, programs and committees. School Social Worker seeks out opportunities for professional development based on an assessment of professional need and/or needs identified within the school setting. School Social Worker actively tries to improve and maintain positive relationships with colleagues. School Social Worker s attempts are characterized by a desire to cooperate and collaborate. School Social Worker makes a substantial contribution within the professional community. School Social Worker participates in the promotion and maintenance of professionalism in the field of Social Work. (i.e. Member of professional organization(s), earned LCSW, mentor/consultation/clinical supervision to other School Social Workers or involved in ongoing education in the field.) Indian Prairie District 204 Professional Evaluation Plan page 190

191 Guiding Questions: How have you contributed to the professional growth of your colleagues? How have your colleagues contributed to your professional growth? How have you contributed to school district, and/or community events? Indian Prairie District 204 Professional Evaluation Plan page 191

192 Unsatisfactory Needs Improvement Proficient Excellent 4e: Showing Professionalism School Social Worker displays dishonesty in interactions with colleagues, students, and the public. School Social Worker is not alert to students needs and does not advocate for students. School Social Worker makes decisions and recommendations based on self-serving interests. School Social Worker does not comply with school and district regulations. School Social Worker shows a lack of concern for confidentiality. School Social Worker is honest in interactions with colleagues, students, and the public. School Social Worker s attempt to serve students is inconsistent with School Social Worker playing a moderate advocacy role for students. School Social Worker s decisions and recommendations are based on limited though genuinely professional considerations. School Social Worker complies minimally with school and district regulations, doing just enough to get by. School Social Workers maintains confidentiality. School Social Worker displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. School Social Worker is active in serving students, working to ensure that all students receive a fair opportunity to succeed. School Social Worker maintains an open mind in team or departmental decisionmaking. School Social Worker complies fully with school and district regulations. School Social Workers maintains confidentiality. School Social Worker can be counted on to hold the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues. School Social Worker is highly proactive in serving students, seeking out resources when needed. School Social Worker makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved, are honored in the school. School Social Worker takes a leadership role in team or departmental decisionmaking and helps ensure that such decisions are based on the highest professional standards. School Social Worker complies fully with school and district regulations, taking a leadership role with colleagues. Confidentiality is valued and maintained. School Social Worker is not trustworthy and not dependable in his/her interactions with colleagues, students, and the public. School Social Worker does not comply with school and district policies and practices. School Social Worker does not advocate for students. School Social Worker regularly violates practices of confidentiality as defined by applicable law. School Social Worker is trustworthy and dependable in his/her interactions with colleagues, students, and the public. School Social Worker minimally complies with school and district policies and practices. School Social Worker plays a moderate advocacy role for students. School Social Worker does not violate practices of confidentiality as defined by applicable law. School Social Worker displays high standards of honesty, integrity, and confidentiality in documentation and interactions with all stakeholders. School Social Worker complies with school and district policies and practices. School Social Worker advocates for students when needed and complies fully and voluntarily with school and district policies. School Social Worker demonstrates the highest standards of ethical conduct, inclusive of confidentiality in documentation and models therapeutically meaningful interactions with all stakeholders. School Social Worker models commitment to school and district policies and practices through interactions and leadership with other colleagues and stakeholders. School Social Worker consistently advocates for students and takes a leadership role with colleagues. Guiding Questions: How do you: a) advocate for students; b) willingly participate in team/department decision-making; c) comply fully with school and district regulations? Provide examples. Indian Prairie District 204 Professional Evaluation Plan page 192

193 Domain 1: Planning and Preparation 1a: Demonstrating Knowledge of Therapeutic Discipline and Law Pertaining to School System Practice Form M: Indian Prairie Framework for Therapeutic Specialists Unsatisfactory Needs Improvement Proficient Excellent Therapist is familiar with the important Therapist displays solid knowledge of concepts in the discipline but displays the important concepts in the discipline lack of awareness of how therapeutic and how they relate to one another. concepts relate to the educational Therapist demonstrates accurate system. Therapist demonstrates an understanding of prerequisite understanding of therapeutic discipline relationships among therapy concepts although knowledge is incomplete. and educational practice. Therapist's Therapist's plans and practice reflect a plans and practice reflect familiarity limited range of therapeutic with best practice in the therapy field. approaches. Therapist makes significant errors and/or does not plan to address significant errors made by students. Therapist displays little understanding of prerequisite knowledge and best practices important to enhancing student progress and function. Therapist displays little or no knowledge of laws and procedures governing therapists. Therapist is unfamiliar with the important concepts in the field of speech-language pathology and how they relate to school practice. Therapist is unaware of state laws and professional procedures governing best practices for therapists. Therapist has limited knowledge of the important concepts in the field of speech-language pathology and how they relate to school practice. Therapist is somewhat aware of state laws and professional procedures governing best practices for therapists. Therapist is familiar with the important concepts in the field of speech-language pathology and how they relate to school practice. Therapist is aware of state laws and professional procedures governing best practices for therapists. Guiding Question: What are the key concepts and their relationship to the sessionto be observed and the overall plan within which it falls? Therapist displays extensive knowledge of the important concepts in the discipline and how these relate to school system practice and the interventions provided by other disciplines. Therapist demonstrates understanding of prerequisite relationships among therapy concepts and educational practice and understands the link to necessary components that ensure student progress and function. Therapist's plans and practice reflect familiarity with a wide range of research in the therapy field and the ability to anticipate student responses. Therapist is able to serve as a resource to coworkers and parents when discussing the important concepts in the field of speechlanguage pathology and how they relate to school practice. Therapist is very familiar with state laws and professional procedures governing best practices for therapists. Indian Prairie District 204 Professional Evaluation Plan page 193

194 1b: Demonstrating Knowledge of Typical and Atypical Child and Adolescent Development Unsatisfactory Needs Improvement Proficient Excellent Therapist displays generally accurate knowledge of how typical and atypical development and special needs impact student progress, but may overgeneralize this knowledge across student groups. Therapist displays minimal understanding and little knowledge of typical and atypical development and how development and special needs impact student progress and does not indicate that such knowledge is valuable. Therapist demonstrates minimal knowledge of typical and atypical communication development. Therapist demonstrates minimal knowledge of resources available concerning developmental communication norms. Therapist demonstrates minimal knowledge of communication disorders and their impact on the educational process. Therapist demonstrates limited knowledge of typical and atypical communication development. Therapist demonstrates limited knowledge of resources available concerning developmental communication norms. Therapist demonstrates limited knowledge of communication disorders and their impact on the educational process. Therapist understands the individualized nature of student progress and utilizes information on typical and atypical development and special needs appropriately with students. Therapist also purposefully acquires knowledge from several sources about students' development and skills, special needs, and performance. Therapist demonstrates knowledge of typical and atypical communication development. Therapist references several appropriate resources containing developmental communication norms. Therapist demonstrates knowledge of communication disorders and their impact on the educational process. Therapist understands the individualized nature of student progress and acquires information to address the complexity of student needs with typical and atypical development in mind. Therapist also uses knowledge to systematically problem-solve and plan using knowledge from research based sources that address individual students development and skills, special needs, and performance. Therapist is respected member of team providing knowledge of typical and atypical communication development that contributes to student success. Therapist references and shares important information concerning developmental communication norms. Therapist demonstrates and shares skilled knowledge of communication disorders and their impact on the educational process. Guiding Question: How did your awareness of students interests/needs, prior knowledge, culture, and experiences impact your planning? Indian Prairie District 204 Professional Evaluation Plan page 194

195 1c: Establishing Therapeutic Goals Unsatisfactory Needs Improvement Proficient Excellent Goals are rudimentary -- stated as The goals are rigorous and address directions for the team or as specific and important student needs. therapeutic activities, or based on Goals are clear, measurable and suggest global assessments of student progress viable methods of assessment. Goals rather than specific to individual are suitable for student's age, needs student needs. Goals are measurable and situation, and are applicable for but reflect limited suitability for the integration into the student's student's age, needs and situation. educational curriculum. The goals do not exist or are not measurable and do not reflect important progress in area of student need. Goals are inappropriate to either the situation, student age, or needs of the student. Therapist does not use assessment results and/or current available data to formulate goals that address individual student needs. Therapist does not write measurable or achievable goals that are aligned to the CC Standards. Therapist is unable to communicate rationale for targeted goal areas. Therapist is unaware of related academic goals Therapist inconsistently uses assessment results, and/or current available data to formulate goals that address individual student needs. Therapist writes measurable and achievable goals that are aligned to the CC Standards in a limited way. Therapist has limited communication regarding the rationale for targeted goal areas. Therapist demonstrates some awareness of related academic goals Guiding Question: How did you develop student outcomes to meet the varying needs of your students? Therapist uses assessment results and/or current available data to formulate goals that address individual student needs. Therapist writes goals that are consistently measurable and achievable, as well as aligned to the CC Standards. Therapist is able to communicate to parents and/or staff members the rational for the targeted goal areas. Therapist shares responsibility for related academic goals. The goals represent a high-level of understanding of how to assimilate therapeutic strategies into the educational curriculum. Goals are clear, measurable and understood by a variety of team members, Goals permit viable methods of assessment and allow for progress. Goals are differentiated, in whatever way is needed, for individual students. Therapist uses assessment results and/or current available data, from all academic areas, to formulate highly effective goals that address individual student needs. Therapist collaborates with team members to write measurable and achievable goals that are aligned to the CC Standards. Therapist is able to effectively communicate to parents, students (as appropriate), and related staff members the rational for the targeted goal areas. Therapist shares responsibility for related academic goals and collaborates with team members to maximize student success. Indian Prairie District 204 Professional Evaluation Plan page 195

196 1d: Designing Therapy Services With Appropriate Resources Unsatisfactory Needs Improvement Proficient Excellent Therapist's plan has a guiding principal Therapist has developed an aligned, and includes a number of worthwhile sequential plan that supports individual activities, but some do not fit the needs of students. The therapeutic overall program goal or do not fit a activities correlate with educational sequential progression of skill programming and represent development. Therapist displays some appropriate challenges to student awareness of resources (e.g. references function. Therapist displays awareness and best practices through professional of resources (e.g. references and best organizations, etc.) beyond those practices through professional provided by the school or district and organizations, etc.) beyond those for extending one s professional skill provided by the school or district, and but does not seek to expand this applies those resources in an effective knowledge. manner with students and with the purpose of extending one s professional skill. Therapy program consists of a random collection of unrelated activities, lacking alignment or an overall structure. Therapist is unaware of resources (e.g. references and best practices through professional organizations, etc.) to assist student progress beyond materials provided by the school or district, nor is therapist aware of resources for expanding one s own professional skill. Therapist's plan is sequentially aligned, serves to support students individually within the broader educational program, and considers the long-term effects. The therapist blends therapeutic activities skillfully into the student's educational program. Therapist s knowledge of resources (e.g. references and best practices through professional organizations, etc.) for therapeutic use and for extending one s professional skill is extensive, including those available through the school or district, in the community, through professional organizations and universities, and on the Internet. The therapist incorporates resources appropriately for the individual needs of the student. Learning activities are not designed to aid in goal achievement. Therapist does not provide appropriate materials. Therapist is not aware of current best practices and resources for use in therapy Learning activities are suitable to aid in goal achievement. Therapist provides appropriate materials. Therapist is somewhat aware of current best practices and resources for use in therapy Learning activities are differentiated and specifically designed to aid in goal achievement. Therapist provides a variety of appropriately challenging materials. Therapist is knowledgeable of current best practices and resources, integrating them into therapy. Learning activities are differentiated and specifically designed to aid in goal achievement and carry over into all academic settings. Therapist provides a variety of evidence-based materials that are differentiated for individualized student success. Therapist is knowledgeable of current best practices and resources, seamlessly integrating them into therapy. Guiding Questions: What supports and resources were developed and utilized? How did you determine and expand your knowledge of supports and resources? Indian Prairie District 204 Professional Evaluation Plan page 196

197 1e: Developing a Plan to Evaluate Therapeutic Services Unsatisfactory Needs Improvement Proficient Excellent Assessment procedures are Assessment procedures are clear and rudimentary and data collection is organized to reflect individual student inconsistent. Assessment criteria and growth toward identified goals. standards have been developed, but Therapist has an established plan to they are not clear. Baseline collect data to support therapeutic assessments are included in only some services incorporating baseline of the therapeutic outcomes. assessment. Assessment procedures are not consistent with student needs and therapeutic outcomes, and contain no criteria by which student performance will be assessed. Therapist has no plan to incorporate baseline assessments in the therapy plan. Therapist does not use a system for assessing therapeutic outcome. Therapist does not collect necessary data. Therapist does not modify goals and objectives based on student progress. Therapist uses an ineffective system for assessing therapeutic outcome. Therapist collects minimal or irrelevant data. Therapist inconsistently modifies goals and objectives based on student progress Therapist uses an appropriate system for assessing therapeutic outcome. Therapist accurately collects data to reflect student progress. Therapist modifies goals and objectives based on student progress. Therapeutic goals can be monitored by the therapist's assessment plan, which reflects student performance throughout the school day. The assessment plan has clear criteria for identifying student performance within the educational program. Assessment methodologies have been adapted for individual students as needed. When appropriate, the plan allows student contribution or feedback as part of the process. Data collection is skillfully designed, includes baseline assessment and developed in collaboration with the team. Therapist uses an effective system for assessing therapeutic outcome across educational settings. Therapist accurately collects relevant data and shares findings with student, as appropriate. Therapist modifies goal and objectives based on data from multiple sources including student feedback. Guiding Question: How did you determine appropriate assessments, both formative and summative, and how will you use the results to plan for future program planning? Indian Prairie District 204 Professional Evaluation Plan page 197

198 Domain 2: The Classroom Environment 2a: Creating an Environment of Respect and Rapport Unsatisfactory Needs Improvement Proficient Excellent Therapist s interactions are a mix of positive and negative; the therapist s efforts at developing rapport are partially successful. The net result of the interactions is neutral, conveying neither warmth nor conflict. Therapist s interactions with students are negative or inappropriate; students appear uncomfortable in therapy or assessment settings. Communication between Therapist and student(s) is disrespectful. Therapist does not demonstrate connections with individual students. Communication between Therapist and student(s) is somewhat disrespectful. Therapist makes basic general connections with individual students. Therapist s interactions with students are positive and respectful; students appear comfortable in the testing and therapeutic environment. Therapist attempts to facilitate interactions among students that are polite and respectful, though students may be somewhat cautious about participating in challenging therapeutic activities. Communication between Therapist and student(s) is uniformly respectful. Therapist demonstrates an established connection with individual student, encouraging participation in activities. Guiding Questions: How do you create an environment of respect and rapport? How do you ensure that interactions are respectful? The therapeutic environment facilitates respect and caring. Students seek out the specialist reflecting a high degree of comfort and trust in the relationship. Interactions between therapist and students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. The net result is an environment where students feel valued and are comfortable participating in challenging activities. Communication between Therapist and student(s) demonstrates a high level of respect. Therapist demonstrates a connection with individual student that encompasses an understanding of needs beyond the school setting. Students are comfortable participating in any school activity. Indian Prairie District 204 Professional Evaluation Plan page 198

199 2b: Establishing a Therapeutic Environment of Learning, Participation, and Independence Unsatisfactory Needs Improvement Proficient Excellent The therapeutic environment is The therapeutic environment is a place characterized by little commitment by where progress is valued by all, with therapist or students. Therapist appears high expectations for both learning and to be only going through the motions, hard work being the norm for most and students inconsistently understand students. To the best of their ability, their role. Therapist conveys that students understand their role and student success is the result of natural consistently expend effort. Interactions ability rather than hard work. Medium support a high level of learning, expectations for student progress are participation, and independence. the norm. The therapeutic environment is characterized by a lack of therapist or student commitment to progress, and/or little or no investment of student energy in the task at hand. Hard work is not expected or valued. Low expectations for student progress are the norm. Therapist does not establish a purpose or expectations for therapeutic activities. Therapist does not use appropriate reinforcement system with students. Therapist does not recognize opportunities to foster independence. Therapist inconsistently establishes a purpose or expectations for therapeutic activities. Therapist uses ineffective reinforcement system with students. Therapist recognizes some opportunities to foster independence. Therapist establishes a purpose and expectations for therapeutic activities. Therapist uses appropriate reinforcement system with students. Therapist recognizes opportunities to foster independence. The therapeutic environment is rigorous, characterized by a shared belief in the importance of progress. Therapist conveys high expectations and insists on hard work; students assume responsibility for learning, participation and independence Therapist clearly establishes rigorous expectations for therapeutic activities, facilitating student understanding of purpose. Therapist uses highly effective reinforcement system with student that encourages student self-monitoring of progress. Therapist creates opportunities to foster independence. Students take responsibility for their own learning. Guiding Questions: How do you develop a culture of high expectations that promotes and results in high levels of student effort? Indian Prairie District 204 Professional Evaluation Plan page 199

200 2c: Managing Time, Procedures and Physical Space Unsatisfactory Needs Improvement Proficient Excellent Some instructional time is lost due to There is little loss of instructional time due only partially effective routines and to effective routines and procedures. procedures. Therapist s management of Therapist s management of student, student, transitions or handling of transitions or handling of materials and materials and supplies are inconsistent, supplies, or both, are consistently leading to some disruption. With regular successful. With minimal guidance and guidance and prompting, students follow prompting, students follow established established routines. The therapeutic routines. Given available resources, the environment is safe. Given available therapeutic environment is safe and uses resources, therapist makes modest use of physical space and materials effectively. physical space and materials. Much instructional time is lost due to inefficient routines and procedures. There is little or no evidence of therapist s managing student, transitions and/or handling of materials and supplies effectively. There is little evidence that students know or follow established routines. The therapeutic environment is unsafe. Given available resources, there is poor use of physical space and materials. Transitions and therapy routines are confused and chaotic. Materials are not readily available. Therapy resources are not arranged to support the instructional goals and learning activities. Available technology is not being used. Transitions and therapy routines are awkward. Limited materials are available. Therapy session routines function inconsistently. Therapy resources are adequately arranged to support instructional goals and learning activities. Therapist makes limited use of available technology. Transitions and therapy routines are smooth. Materials are readily available. Therapy resources are arranged to support the instructional goals and learning activities. Therapist makes appropriate use of available technology. Instructional time is maximized due to efficient and seamless routines and procedures. To the best of their ability, students take initiative in the management of routines and transitions, and/or the handling of materials and supplies. The therapeutic environment is safe. Therapist demonstrates a well-thought out use of physical space and materials. Therapist and students work together to ensure that the physical arrangement is appropriate to the learning activities when applicable. Transitions and therapy routines are seamless with the focus on therapy activities. Materials are readily accessible and/or managed by student. Students actively utilize resources to support the instructional goals and learning activities. Therapist is highly skilled in the use of available technology. Guiding Questions: How do you establish and promote routines and procedures that maximize effectiveness? How do you manage the physical space available to you? Indian Prairie District 204 Professional Evaluation Plan page 200

201 2d: Managing Student Behavior Unsatisfactory Needs Improvement Proficient Excellent Standards of conduct appear to have been established, but their implementation is inconsistent. Therapist attempts to respond to disrespectful behaviors has inconsistent results. There appear to be no established standards of conduct. There is little or no therapist monitoring of student behavior and response to students misbehavior is repressive or disrespectful of student dignity. Therapist does not exhibit an understanding of student developmental level or needs related to behavior. Therapist does not monitor student behavior. Therapist does not respond to disruptions or disrespectful behavior among the students. Therapist attempts to keep track of student behavior. Therapist occasionally responds to disruptive or disrespectful behavior among the students. Standards of conduct have been established and therapist monitors student behavior against this code. Therapist response to student misbehavior is consistent, proportionate, and respectful to students and is effective. Therapist responds consistently to disrespectful behavior according to individualized plan when appropriate. Therapist frequently monitors student behavior. Therapist responds appropriately to misbehavior among the students. Standards of conduct are clearly established and appropriate. As appropriate, students take an active role in monitoring their own behavior against standards of conduct. Therapist s monitoring of student behavior is subtle and preventive. Therapist s response to student misbehavior is sensitive to individual student needs and respects students dignity. Therapist silently and subtly monitors student behavior. Therapist responds appropriately to misbehavior among the students taking into account the team s individual plan for behavioral management. Guiding Question: What student behavior expectations have been implemented, how are they monitored effectively, and how do you respond to positive and negative behaviors? Indian Prairie District 204 Professional Evaluation Plan page 201

202 3a: Communicating With and On the Behalf of Students Domain 3: Instruction Unsatisfactory Needs Improvement Proficient Excellent Therapist s communication has only The therapist communicates the limited success, and/or it must be relationship of therapy to educational clarified after initial confusion. Written programming; directions and procedures or spoken communication may contain are explained thoroughly and may be minor errors; some portions are clear, modeled. Therapist s explanations are others difficult to follow. scaffolded, clear, accurate, and connect Communication does not invite with the knowledge and experience of students to engage, understand the audience. Therapists model when strategies, or develop independence. appropriate. During the explanation of Therapist s language is correct but uses content, therapist focuses, as vocabulary that is either limited or not appropriate, on strategies that facilitate fully appropriate to the audience. independence and invites students to Therapist rarely takes opportunities to engage and understand strategies. explain discipline-specific vocabulary. Therapist s spoken and written language is clear and correct and is suitable to the audience. Therapist s use of disciplinespecific vocabulary is precise and serves Therapist s communication is unclear and the directions and procedures are confusing. Therapy communication contains major errors and does not include any explanation of recommendations. Therapist s spoken or written language contains errors of grammar or syntax. Therapist s vocabulary is inappropriate, vague, or used incorrectly. Therapist does not convey directions and/or information in a clear manner for the targeted audience. Therapist makes errors with content that will impact student s understanding and/or future growth. Therapist s written communication, in the form of report writing, is imprecise and includes various grammatical errors. Therapist conveys directions and/or information that is somewhat clear or not appropriate for the audience. Therapist makes minor errors regarding content, impacting student s understanding and/or future growth. Therapist s written communication, in the form of report writing, is vague and contains some errors in information and/or grammar. to extend understanding. Therapist conveys directions and/or information clearly, matching the targeted audience. Therapist accurately uses content specific vocabulary to expand on a student s understanding and promotes growth. Therapist s written communication, in the form of report writing, is precise, clear and well understood by the audience. The therapist communicates the relationship of therapy to educational programming; directions and procedures are clear and anticipate possible misunderstanding. Therapist s explanation of content is thorough and clear, developing conceptual understanding through scaffolding and modifying communication style in response to audience. Students are encouraged to contribute to the therapy process. Therapist s spoken and written language is expressive and serves to extend understanding. Communication enables students to generalize therapeutic strategies in a variety of environments. Therapist conveys directions and/or information in a clear, concise manner. Communication matches the targeted audience and allows for students to demonstrate understanding of information. Therapist accurately uses content specific vocabulary, anticipating the need for clarification, allowing for generalization of information to other settings. Therapist s written communication, in the form of report writing, is wellwritten, thoroughly documents relevant information, and extends understanding. Guiding Question: How were the intervention targets identified, communicated to stakeholders, and how was the students background connected to the supports provided? Indian Prairie District 204 Professional Evaluation Plan page 202

203 3b: Implementing and Adapting Therapy Services to Maximize Students Success Unsatisfactory Needs Improvement Proficient Excellent Therapy services are not consistently Therapy services are typically suited to suited to the students ability level and the students ability level and are may not be fully individualized to meet individualized to meet student needs. student needs. Therapist is aware of Therapist is aware of student needs and student needs and responses to responses to programming. Therapist programming, but may inconsistently consistently implements and adapts implement and adapt services. services in response to student needs. Therapy services are not suited to the students ability level and may not be individually designed to meet student needs. Therapist is unaware of student needs and responses to programming. Therapy services may not be provided equitably to all students. Therapist does not use clinical judgment when using therapy materials. Therapy materials, strategies, and/or services are inappropriate for age and development. Services do not reflect student needs and IEP minutes. Therapist randomly selects therapy materials. Therapy materials, strategies, and/or services are sometimes appropriate for age and development. Most services reflect student needs and IEP minutes. Therapist uses appropriate clinical judgment when selecting therapy materials. Therapy materials, strategies, and/or services are appropriate for age and development. Services correlate with student s academic and functional needs, accurately reflecting IEP minutes. Guiding Question: How was student engagement facilitated through the use of questioning that promoted student interaction and discussion? Therapist uses innovative and evidencebased treatments that are suited to the students ability level and are individualized to meet student needs. Therapist skillfully enables students to contribute to decisions regarding their own therapy program to the best of their ability. Therapist skillfully implements and adapts services in response to student needs. Therapist demonstrates a skillful approach to selecting therapy materials. Therapy materials, strategies, and/or services are appropriate to age and development, as well as contribute to progress across the educational setting. Services correlate with academic and functional need, include student input, and change in response to need, while still reflecting IEP minutes. Indian Prairie District 204 Professional Evaluation Plan page 203

204 3c: Engaging Students in the Therapy Process Unsatisfactory Needs Improvement Proficient Excellent Therapeutic services allow most students Students are engaged in therapeutic to be passively engaged or merely activities that are designed to provide an compliant. Students are engaged appropriate level of challenge. The intermittently. Therapy program has a therapy program has a clearly defined recognizable structure; however, the structure, and the pacing of activities is pacing of the activities may not provide appropriate, providing most students the students the time needed to be engaged time needed to be actively engaged. or may be so slow that many students have a considerable amount of down time. Students are unable to engage in the therapy program because the therapy is unsuitable to the student s learning style or incompatible with the educational environment. The therapy program has no clearly defined structure, or engagement is limited by treatment pacing that is too slow or rushed. Students are actively engaged and challenged through well-designed therapeutic tasks and activities. Therapist provides suitable scaffolding and challenges students to maximize engagement. There is evidence of some student contribution to therapeutic programming; students may serve as models for peers as appropriate. The therapy program has a clearly defined structure, and the pacing provides students the time needed to actively engage with other peers and reflect upon their progress. Therapist does not facilitate the therapy session/service in a manner and pace that is easily followed by students. Therapist does not use cues/prompts/modeling to elicit student response. Therapist is unable to recognize spontaneous opportunities within the session for teaching. Therapist struggles to facilitate the therapy session/service in a manner and pace that is easily followed by students. Therapist ineffectively utilizes cues/prompts/modeling to elicit student response. Therapist glides over spontaneous opportunities, within the session, for additional teaching. Therapist facilitates the therapy session/service in a manner and pace that is easily followed by students. Therapist utilizes cues/prompts/modeling to elicit student response. Therapist recognizes additional teachable moments within the session and attempts to incorporate them into the session. Therapist facilitates the therapy session/service in a manner and pace that is easily followed by students, modifying tasks within the session based on performance. Students use self-cueing techniques and/or student participates actively in services. Therapist seizes on a teachable moment to enhance a lesson. Guiding Question: How were students intellectually engaged in well-designed, scaffolded activities/tasks that promoted the goals of the intervention? Indian Prairie District 204 Professional Evaluation Plan page 204

205 3d: Using Assessment/Evaluation to Guide Therapy Unsatisfactory Needs Improvement Proficient Excellent Assessment methods or tools are Assessment methods or tools are chosen appropriate, but may not be ideally individually for each student/group and matched to student characteristics, administered correctly. Feedback is needs, or goals. Assessment consistently high quality, and administration may be inefficient. communicated effectively to the Some useful information is gathered, audience in a timely manner. When but student progress is not assessed appropriate, students are given consistently as needed to determine opportunity to assess their own success of therapy services. performance. Information gathered is Feedback is inconsistent in quality or used consistently to determine progress. vague. Therapist feedback is not always communicated effectively to the audience. Timeliness of feedback is inconsistent. Assessment methods or tools are administered incorrectly or are inappropriate for student characteristics, needs, or goals. There is no attempt to engage the student in the assessment process. Therapist does not provide feedback, feedback is of uniformly poor quality, or is not in a timely manner in regards to the therapy program. Therapist skillfully chooses, designs, and administers assessments. Feedback is consistently high quality, and communicated effectively to the audience in a timely manner. Therapist continuously assesses student performance during treatment. Feedback is accurate and specific to the therapy program. Students are given the opportunity to self-assess and monitor their own progress within the therapy program when appropriate. Therapist successfully differentiates assessment methods to anticipate a range of responses and plan accordingly. Therapist administers assessments with little regard for standardized procedures. Therapist demonstrates no knowledge of test purpose, ages assessed, and administration techniques. Therapist demonstrates no knowledge of accommodation strategies for communication success in the classroom. Therapist administers assessments with basic understanding of standardized procedures. Therapist demonstrates limited knowledge of test purpose, ages assessed, and administration technique. Therapist demonstrates limited knowledge of accommodation strategies for communication success in the classroom. Therapist administers assessments according to standardized procedures. Therapist demonstrates knowledge of test purpose, ages assessed, and administration technique. Therapist demonstrates knowledge of accommodation strategies for communication success in the classroom. Therapist is able to provide information regarding the overall objectives of tests and subtests. Therapist assists team with the development and use of accommodations for speech-language impairments. Therapist assists the student in understanding his/her disability and necessary accommodations when developmentally appropriate. Guiding Question: How was teacher, student, and/or peer assessment used to provide feedback, monitor student needs, and guide future programming? Indian Prairie District 204 Professional Evaluation Plan page 205

206 3e: Demonstrating Flexibility and Responsiveness Unsatisfactory Needs Improvement Proficient Excellent Therapist attempts to adjust the When needed, therapist makes a minor therapy program to accommodate adjustment to the therapy program and and respond to student questions does so smoothly. Therapist successfully and interests meets with mixed accommodates student and staff needs. results. Therapist accepts Using a repertoire of strategies, therapist responsibility for the student persists in seeking approaches for progress, but has only a limited students who have difficulty making repertoire of strategies to use. progress toward therapy goals. Therapist Therapist is inconsistently responds constructively to concerns responsive to concerns expressed by expressed by parents, colleagues, and the parents, colleagues, and the student. student. Therapist adheres rigidly to a therapy program in spite of evidence of poor student response. Therapist ignores questions; when students have difficulty making progress, therapist consistently blames them for their lack of success. Therapist is unresponsive to concerns expressed by parents, colleagues, and the student. Therapist seizes an opportunity to enhance student performance, building on a spontaneous event or student interests. Using a repertoire of therapeutic strategies and soliciting additional resources, therapist persists in seeking effective approaches for students. Therapist anticipates areas of concern that may be expressed by parents, colleagues, and the student, and makes subtle adjustments to programming as needed. Students are not engaged in the therapy activity and there is no attempt by the Therapist to address their lack of involvement. Therapy activities and materials require only recall or have a single correct response or method. Only one type of therapeutic group or service delivery option is used (small groups, individualized activities/push-in vs. pull-out) when variety would promote more student engagement. Therapy materials used are unsuitable to the lesson and/or the students. The therapy activity drags or is rushed. Some students are engaged in the lesson and some attempt is made to address students active involvement. Therapy activities are a mix of those requiring thinking and those requiring recall. Student engagement with the content is largely passive, the learning consisting primarily of facts or procedures. The groupings and service delivery options used are moderately appropriate to the activities. Few of the materials and resources require student thinking or ask students to explain their thinking. The pacing of the lesson is uneven suitable in parts but rushed or dragging in others. Most students are engaged in the therapy activities most of the time to the best of their abilities. Most therapy activities result in multiple correct responses or approaches and/or encourage higher-order thinking. Students are invited to make connections to educational and realworld outcomes during therapy activities. SLP uses groupings that are suitable to the therapy activities. Therapy materials are appropriately challenging, and prompting levels promote students engagement. The pacing of the therapy activities provide students the time needed to be actively engaged in the therapy process. Virtually all students are actively engaged in the therapy activities. Therapy activities require high-level student engagement and explanation of their responses. Students take initiative to improve responses to therapy activities by (1) modifying a therapy activity to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used. Students have an opportunity for reflection and closure on the therapy activity to consolidate their understanding and carryover skills learned. Indian Prairie District 204 Professional Evaluation Plan page 206

207 Guiding Question: How was the session adjusted to enhance understanding, incorporate students interests, and utilize a wide range of strategies? Indian Prairie District 204 Professional Evaluation Plan page 207

208 Domain 4: Professional Responsibilities 4a: Reflecting on Practice Unsatisfactory Needs Improvement Proficient Excellent Therapist has a generally accurate impression of therapy s effectiveness and the extent to which goals were met. Therapist makes general suggestions about how a program could be improved. Therapist does not know whether a lesson was effective or achieved its goals, or therapist profoundly misjudges the success. Therapist has no suggestions for how a program could be improved. Therapist makes an accurate assessment of therapy s effectiveness and the extent to which it achieved its goals and can cite general references to support the judgment. Therapist makes a few specific suggestions about how a program could be improved. Therapist makes a thoughtful and accurate assessment of therapy s effectiveness and the extent to which it achieved its goals, citing many specific examples and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, therapist offers specific alternative actions, complete with the probable success of different courses of action. Therapist gives no indication of what appropriate responses look like. Therapist makes no effort to determine whether students understand the content of the therapy activity. Students receive no feedback, or feedback is global or directed to only one student. Therapist does not ask students to evaluate their own or group members work. There is little evidence that the students understand how their therapy responses will be successful. Therapist monitors understanding through a single method, or without eliciting evidence of success from students. Feedback to students is vague and not oriented toward future improvement of responses. Therapist makes only minor attempts to engage students in selfor peer assessment. Therapist makes the standards of high-quality responses clear to students. Therapist elicits evidence of student success. Students are invited to assess their own response/accuracy level and make improvements; most of them do so. Feedback includes specific and timely guidance at least for one or more students in the group according to ability. Guiding Question: Upon reflection, what worked well and how might the session/plan be improved for the future? Students indicate that they clearly understand the characteristics of highquality work, and there is evidence that students have helped establish success in their response levels. Therapist is constantly taking the pulse of the students; monitoring of student understanding is sophisticated and continuous and makes use of strategies to elicit information about individual student performance and needs. Students monitor their own success, either on their own initiative or as a result of tasks set by the Therapist. High-quality feedback is delivered skillfully to contribute to high levels of success; it is specific and focused on improvement. Indian Prairie District 204 Professional Evaluation Plan page 208

209 4b: Maintaining Accurate Records Unsatisfactory Needs Improvement Proficient Excellent Therapist s system for maintaining Therapist s system for maintaining student records is ineffective and student records is effective and is requires oversight to maintain compliant with department, district compliance with department and legal and legal guidelines. guidelines. Therapist s system for maintaining student records, is nonexistent or in disarray. Therapist s system for maintaining student records is fully effective and efficient, and is compliant with department, district and legal guidelines. Therapist does not maintain student records of assessment, therapy time sheets, and data on goals. Therapist is not familiar with department and legal guidelines for record keeping. Therapist inconsistently maintains student records of assessment, therapy time sheets, or data on goals. Therapist is somewhat familiar with department and legal guidelines for record keeping. Therapist s system for maintaining student records of assessment, therapy time sheets, and data on goals is effective. Students are aware of their progress on the data system maintained by the Therapist. Therapist is familiar with department and legal guidelines for record keeping. Therapist s system for maintaining student records of assessment, therapy time sheets, and data on goals is effective and efficient. Students contribute to and maintain data files indicating their own progress. Therapist can state department and legal guidelines for record keeping. Guiding Question: What is the process for efficiently and effectively maintaining student records, and how are multiple sources of data utilized to analyze student progress? Indian Prairie District 204 Professional Evaluation Plan page 209

210 4c: Communicating with Families Unsatisfactory Needs Improvement Proficient Excellent Therapist makes sporadic attempts at Therapist provides frequent and communication with families about the appropriate information to families therapy program and about the about the therapy program and progress of individual students but conveys information about individual does not attempt to engage families in student progress in a culturally the therapy program. Moreover, the sensitive manner. Therapist makes communication that does take place attempts to engage families in the may not be culturally sensitive to those therapy program. families. Therapist provides little information about the therapy program to families; therapist s communication about students progress is minimal. Therapist does not respond, or responds insensitively, to parental concerns. Therapist communicates frequently with families in a culturally sensitive manner, with students contributing to the communication. Therapist responds to family concerns with professional and cultural sensitivity. Therapist s efforts to engage families in the therapy program are frequent and successful. Therapist minimally communicates with families about student progress. Therapist ignores or is insensitive to parental concerns. Therapist infrequently communicates with families about student progress. Therapist inconsistently or insensitively involves parents in the therapy program. Therapist communicates with families frequently and appropriately about student progress. Therapist attempts to engage families in the therapy program in a culturally sensitive way, Guiding Question: What is the process for communicating with and engaging families in the student learning process? Therapist frequently and effectively communicates with families about student progress, involving the student in the communication process, as appropriate. Therapist successfully and sensitively engages families in the therapy process, utilizing home programming when applicable. Indian Prairie District 204 Professional Evaluation Plan page 210

211 4d: Growing Individually and Collectively as a Professional Unsatisfactory Needs Improvement Proficient Excellent Therapist participates to a limited Therapist seeks out opportunities for extent in professional activities when professional development to enhance they are convenient. Therapist engages content knowledge and skill. Therapist in a limited way with colleagues and/or actively engages with colleagues supervisors in professional and/or supervisors in professional conversation about practice, including conversation about practice, including some feedback on performance. feedback about practice. Therapist Therapist finds limited ways to assist participates actively in assisting other other therapists and contribute to the colleagues and looks for ways to profession. Therapist maintains cordial contribute to the profession. relationships with colleagues to fulfill Therapist s relationships with duties that the district requires. colleagues are characterized by mutual Therapist participates in the school s support and cooperation; therapist culture of professional inquiry when actively participates in a culture of invited to do so. Therapist participates professional inquiry. Therapist in district events or projects when volunteers to participate in district specifically asked. events or projects, making a substantial contribution. Therapist engages in no professional development activities to enhance knowledge or skill. Therapist resists feedback on performance from either supervisors or more experienced colleagues. Therapist makes no effort to share knowledge with others or to assume professional responsibilities. Therapist s relationships with colleagues are negative or selfserving. Therapist avoids participation in a professional culture of inquiry, resisting opportunities to become involved. Therapist avoids becoming involved in district events or projects. Therapist seeks out opportunities for professional development and makes a systematic effort to conduct action research. Therapist solicits feedback on practice from supervisors and/or colleagues. Therapist initiates important activities to contribute to the profession. Therapist s relationships with colleagues are characterized by mutual support and cooperation, with therapist taking initiative in assuming leadership among the staff. Therapist takes a leadership role in promoting a culture of professional inquiry. Therapist volunteers to participate in district events or projects, making a substantial contribution and assuming a leadership role in at least one aspect of district life. Therapist does not attend professional development to maintain his/her certification or license. Therapist does not take feedback from supervisors and/or colleagues. Therapist does not share knowledge or assume responsibilities, avoiding professional culture or becoming involved. Therapist s relationships are negative or self-serving. Therapist avoids participation in district events and projects. Therapist does not seek professional development beyond maintenance of his/her certification or license. Therapist incorporates feedback from supervisors and/or colleagues in a limited way. Therapist inconsistently shares knowledge or assumes responsibilities, and is somewhat involved in professional culture. Therapist s relationships with colleagues is cordial, to fulfill district duties. Therapist participates in district events and projects when asked. Therapist seeks professional development beyond maintenance of his/her certification or license. Therapist accepts feedback from supervisors and/or colleagues to improve knowledge and practice. Therapist actively shares knowledge or assumes responsibilities, and is involved in professional culture. Therapist s relationships with colleagues are mutually respectful and cooperative. Therapist volunteers to participate in district events and projects. Therapist seeks professional development beyond maintenance of his/her certification or license. Therapist teaches/leads professional development classes, at the district level or beyond. Therapist seeks feedback from supervisors and/or colleagues to improve knowledge and practice. Therapist takes leadership roles in acquiring knowledge, assuming responsibilities to promote professional culture. Therapist s relationships with colleagues are mutually supported and cooperative. SLP is sought out to share expertise. Therapist assumes leadership in at least one district event or project. Indian Prairie District 204 Professional Evaluation Plan page 211

212 Guiding Questions: How have you contributed to the professional growth of your colleagues? How have your colleagues contributed to your professional growth? How have you contributed to school, district, and/or community events? Indian Prairie District 204 Professional Evaluation Plan page 212

213 4e: Showing Professionalism Unsatisfactory Needs Improvement Proficient Excellent Therapist is honest in interactions with Therapist displays high standards of colleagues, students, and the public. honesty, integrity, and confidentiality Therapist s attempts to serve students in interactions with colleagues, are inconsistent and does not students, and the public. Therapist is knowingly contribute to some students active in serving students, working to being ill served by the school. ensure that all students receive a fair Therapist s decisions and opportunity to succeed. Therapist recommendations are based on limited maintains an open mind in team or though genuinely professional departmental decision making. considerations. Therapist must be Therapist complies fully with school reminded by supervisors about and district regulations. complying with school and district regulations. Therapist displays dishonesty in interactions with colleagues, students, and the public. Therapist is not alert to students needs and contributes to school practices that result in some students being ill served by the school. Therapist makes decisions and recommendations that are based on self-serving interests. Therapist does not comply with school and district regulations. Therapist can be counted on to hold the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues. Therapist is highly proactive in serving students, seeking out resources when needed. Therapist makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved, are honored in the school. Therapist takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Therapist complies fully with school and district regulations, taking a leadership role with colleagues. Indian Prairie District 204 Professional Evaluation Plan page 213

214 Unsatisfactory Needs Improvement Proficient Excellent Therapist is honest with colleagues, students and the public. Therapist unknowingly may contribute to some students being ill-served by the therapy program. Therapist makes limited decisions, but has the best interest of the student at heart. Therapist requires reminders from supervisors to comply with district and professional guidelines. Therapist displays dishonesty with colleagues, students or the public. Therapist knowingly contributes to some students being ill-served by the therapy program. Therapist makes decisions based upon self-serving interests. Therapist does not comply with district and professional guidelines. Therapist holds high standards of honesty, integrity and confidentiality with colleagues, students and the public. Therapist is actively looking out for the best interest of students success. Therapist makes sound decisions with an open mind, but demonstrates flexibility about decisions made beyond his/her control. Therapist complies fully with district and professional guidelines. Therapist can be counted on to display the highest standards of honesty, integrity and confidentiality with colleagues, students and the public. Therapist is proactive, looking out for the best interest of students success, seeking outside resources when needed. Therapist challenges negative attitudes to ensure that all students, particularly the underserved, are programmed for success. Therapist takes a leadership role in team or departmental decision making, ensuring that they are based upon highest professional standards. Therapist complies fully with district and professional guidelines, serving as a resource for other colleagues. Guiding Questions: How do you: a) advocate for students; b) willingly participate in team/department decision-making; c) comply fully with school and district regulations? Provide examples. Indian Prairie District 204 Professional Evaluation Plan page 214

215 Appendix A PERFORMANCE RESPONSIBILITIES 1. Meets and instructs assigned classes in the locations and at the designated times. (4e) 2. Develops and maintains a classroom environment conducive to effective learning within the limits of the resources provided by the district. (2c) 3. Prepares for classes assigned, and shows written evidence of preparation upon request of immediate supervisor. (Domain 1) 4. Teacher models, and maintains acceptable standards of classroom behavior. (2a and 2d) 5. Employs a variety of instructional techniques, materials and equipment consistent with student needs appropriate for the setting. (Domain 3) 6. Teaches in a manner consistent with the district s philosophy of education and curriculum. (1a) 7. Takes necessary and reasonable precautions to protect students, equipment, materials and facilities. (2c) 8. Monitors and assesses student progress on a regular basis. (3d) 9. Maintains accurate and complete records as required by law, district policy and administrative regulation. (4b) 10. Assists in upholding and enforcing school rules, administrative regulations, and board policy. (4e) 11. Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms. (4c) 12. Attends and participates in faculty meetings. (4d) 13. Displays punctuality, promptness, and dependability. (4e) 14. Collaborates with colleagues in planning, modifying when appropriate, implementing, and assessing educational tasks. (4d) 15. Modifies curriculum and instruction to meet individual student needs. (Domain 1 and 3e) 16. Assists in the selection of books, equipment and other instructional materials. (1d) 17. Accepts a share of co-curricular activities as assigned. (4d) 18. Establishes and maintains open lines of communication with staff, students and parents concerning academic and behavioral progress. (4c and 4d) 19. Establishes and maintains cooperative relations with others. (4d) 20. Maintains and improves professional competence. (4e) 21. Models mature professional conduct. (4e) 22. Demonstrates an ability to adapt and adjust to a variety of environments in a flexible manner. (3e and 4a) Indian Prairie District 204 Professional Evaluation Plan page 215