Bremen HS District 228 Evaluation Resource Guide - DRAFT. Evaluation Resource Guide - DRAFT 2 nd Edition Bremen HS District 228

Transcription

1 0 Evaluation Resource Guide - DRAFT 2 nd Edition Bremen HS District 228 Prepared by: District Evaluation Committee 2013

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3 2 Table of Contents Table of Contents... 2 Performance Evaluation Process... 4 Timeline for Implementation of the Performance Evaluation Reform Act of 2010 (PERA)... 5 Process for Feedback and Approval... 6 Introduction... 7 Purpose of the Performance Evaluation Plan... 8 Definition of Terms in the Performance Evaluation Plan... 8 Components of Professional Practice Background Charlotte Danielson s Framework for Teaching Framework Components Professional Practice Summative Performance Levels Determining Performance Ratings Domain Ratings Summative Practice Ratings Roles and Responsibilities of Teachers, Observers and Mentors Written Notice Safeguards Formal Observation Process Individual Growth Plan (IGP) All Teachers Summative Evaluation Process Overview of Professional Practice Process Tenured Teachers Receiving a Proficient/Excellent Rating Tenured Teachers Receiving a Needs Improvement Rating Tenured Teacher Receiving an Unsatisfactory Rating Non-Tenured Teachers Years 1 through Non-Tenured Teachers Year Professional Development Plan Summative Rating of Needs Improvement Remediation Plan Summative Rating of Unsatisfactory Teacher Resources Counselor Resources Library Media Specialist Resources School Nurse Resources School Psychologist Resources School Social Worker Resources

4 3 Speech Language Pathologist Resources Appendix A: History of D228 Performance Evaluation Plan Development Appendix B: DEC Work to Date Appendix C: Teacher Examples Appendix D: Sample Evaluation Templates Appendix E: RIF Grouping

5 4 Performance Evaluation Process In the fall of 2009, the District Evaluation Committee (DEC) was charged with developing a new evaluation plan in light of the ISBE filing for a Race to the Top grant. By the summer of 2010, the DEC researched various models and chose the Danielson Framework for Teaching, 2 nd Edition, by Charlotte Danielson. During the school year, all staff and administration received a copy of the Danielson Framework book, and the DEC made numerous presentations regarding the Framework. A DEC website was created to keep the staff abreast of the DEC s work in developing a new evaluation model. This website allows staff to view newly created documents, revisit presentations and download questionnaires and rubrics as needed. For more information on the history of this process, refer to Appendix A: Evaluation History and Appendix B: DEC Work to Date. Beginning with the school year, the JFA and administration started practicing various pieces of the Danielson Framework while conducting evaluations in the current District 228 model. This gave us time to develop and field test questionnaires, identify artifacts, and understand how the components look in practice. Teacher s professional practice will be evaluated solely using the Danielson Framework beginning in the school year, and we will use the next two years to work out any issues with the model before adding student growth the evaluation process. Representatives of the DEC and JFA Evaluation Committees are listed below. District Evaluation Committee: Ava Evbuoma, Bremen English Teacher Daniel Uniek, Tinley Park Social Studies Teacher Mike Mecozzi, Danielson Consultant Dan Goggins, Assistant Superintendent Corinne Williams, Assistant Superintendent Joint Faculty Association Evaluation Committee: Kathleen McNeeley, Bremen Math Teacher and JFA President Michael Barcena, Tinley Park Social Studies Teacher Mary Rose Bernas, Bremen English Teacher and Media Specialist Stephanie Carrero, Hillcrest English Teacher Daniel Chambers, Oak Forest Art Teacher Theresa Connelly, Bremen Social Worker Melanie Gengo, Oak Forest Math Teacher Lisa Giglio-Byczek, Bremen Special Education Teacher Jodie Hausken, Oak Forest Social Studies Teacher Andrea Ignelzi, Bremen Special Education Teacher Jennifer Intihar, Bremen English Teacher Ed Lipowski, Oak Forest Social Studies Teacher Kevin McKinnon, Bremen English Teacher Peg Macabobby, Tinley Park Science Teacher Wayne Milewski, Oak Forest Industrial Technology Teacher Jennifer Reid, Bremen Art Teacher Kelly Sala, Bremen Media Specialist Jeanne Uniek, Tinley Park English Teacher Mary Beth Walter, Bremen Special Education Teacher Gina West, Oak Forest Science Teacher

6 5 Purpose: To provide a framework for professional practice that develops a shared understanding of the complexities of teaching that supports a collaborative culture within our educational community which leads to student achievement. Timeline for Implementation of the Performance Evaluation Reform Act of 2010 (PERA) Research Danielson Framework develop understanding of the domains, components, and elements Develop guidance documents outlining processes, procedures and expectations Evaluators will introduce the framework language in conjunction with the current, District s evaluation model Training of staff and administrators on the framework Full implementation of the Danielson Framework as the appraisal tool ISBE Performance Level Indicators will be implemented: Excellent, Proficient, Needs Improvement, and Unsatisfactory PERA mandated training for administrators Administrator appraisals will incorporate student performance data Full teachers/specialist/administration preparation and training using the Danielson Framework as the appraisal tool District Performance Data Team (50/50 Joint Committee of teachers and administrative personnel) will develop framework for incorporating student data into the appraisal tool based on ISBE guidelines of performance Student performance data will be incorporated into staff appraisals Note: Timeline may fluctuate depending upon state support and work of the ISBE Performance Evaluation Reform Committee Process: The District Evaluation Committee (DEC) will propose and design guidance documents for review by the JFA Evaluation Committee and Administration. These guidance documents will describe the philosophy of our purpose for using the evaluation tool, themes, outline of the framework, and the specific expectations of the model components. The subcommittees will have an opportunity to review the guidance documents and provide feedback to the DEC for the purpose of refinement and clarification of expectations, process, and procedures.

7 Feedback Loop Bremen HS District Process for Feedback and Approval Feedback Loop District Evaluation Committee (DEC) Feedback Loop JFA Committee Guidance Documents for Review Guidance Documents for Review Administration Via Assistant Superintendent for Teaching & Learning Joint Committee to determine student growth model (data) Draft Guidance Documents to Superintendent We are here Draft Guidance Documents to Teaching & Learning Committee Performance Plan + Student Growth Model Spring of 2015 Performance Evaluation Plan to the Board for Approval Implementation of full Performance Evaluation Plan

8 7 Introduction The Bremen District 228 Performance Evaluation Plan currently focuses on evidence collected on the four domains of teaching/professional practice set forth in the Danielson Framework for Teaching. While the Performance Evaluation Reform Act (PERA) will require the use of student growth data as part of a teacher s evaluation by 2015, the District Evaluation Committee s (DEC) sole focus is the development of an effective process for the evaluation of a teacher s performance. A Joint Committee will be established during the school year to devise a student growth plan to be incorporated into the performance evaluation plan. District 228 Mission Our mission is to provide each student with core values, knowledge, and skills in order to thrive academically, socially, emotionally, and physically in our diverse world; to develop character; and to achieve full potential in one's personal and professional life. District 228 Vision Through high academic standards, accountability, and a safe, caring environment, we will challenge our students to become self-directed learners and global citizens with the ability to utilize literacy skills and competencies to enrich their lives within the workplace, community, and family. District 228 Overarching Understandings The Superintendent along with the Board of Education has adopted the following overarching enduring understandings: We agree that all students can learn. We agree that students learn in different ways and have a variety of strengths and weaknesses. We recognize that most of our students are achieving at an acceptable rate, and we believe these same students can do better. We also recognize that there are a number of students who are not achieving at an acceptable rate, and we firmly believe that they can do better. We must focus our attention on understanding why some students are not thriving academically and add additional supports to enable all students to achieve at an acceptable rate. In addition, we must provide all of our educators a foundation in best practices of teaching and learning. To ensure that we help students learn, District 228 collaboratively developed the following principles and practices. These principles and practices are aligned to several components in the Danielson Framework, as indicated within the parentheses, and they are at the center of our improvement process. Learning Principles Students need learning experiences that: are framed with consistent, clear expectations and objectives (1c). connect classroom content with the real world (3a). engage and increase motivation (3c). are differentiated (1b; 3c). tap into their interest and curiosity (3c). Teaching Practices Effective teachers enhance learning by: connecting with the students and building respectful relationships (2a). creating a safe, controlled, positive environment in both the classroom and building (2a; 2d). varying instructional techniques (1e; 3a). providing organized, structured, and sequenced experiences (1e; 3c). building upon their content knowledge and transferring knowledge to students through expert instruction (1a).

9 8 Purpose of the Performance Evaluation Plan According to the Joint Faculty Association (JFA) Procedural Agreement (section 14.1), evaluation of a teacher shall be conducted for the primary purpose of improving instruction [Feedback] should be constructive and accompanied by suggestions for improvement (pg. 25). To meet this end, District 228 s Performance Evaluation Plan will: provide a framework for professional practice that develops a shared understanding of the complexities of teaching that supports a collaborative culture within our educational community which leads to student achievement; provide a common language among teachers and observers; incorporate the use of self-assessment and self-reflection throughout the evaluation process; structure professional conversation around best practices in teaching and learning; support District 228 s mission, vision, overarching understandings, learning principles and teaching practices; promote professional growth through a formative examination of practice; and structure training programs, such as District 228 s Induction and Mentoring Programs, to the Danielson Framework in order to support the development of our non-tenured teachers. Definition of Terms in the Performance Evaluation Plan Artifact any piece of evidence that demonstrates planning, classroom management, instruction/delivery, professional responsibilities and subject competency. o o o This evidence should be aligned to components of the Danielson Framework and can ed or in hard copy form. Artifacts should be submitted by the teacher for the observer to review. The observer s scripted notes will also serve as an artifact and will be given to the teacher after each observation. A list of artifact examples can be found at the bottom of each component within the Danielson Framework. Framework a researched-based rubric that outlines the standards to which a teacher shall conform. The Danielson Framework for Teaching describes what teachers should know and be able to perform, and it has three major components: domains (4); components (22); and elements (76 teacher framework only). Formal Observation a specific window of time that is scheduled with the teacher for the qualified observer, at any point during that window of time, to directly observe professional practices in the classroom or in the school. Formative an ongoing, reflective process of observation, data collection, feedback and conversation between a teacher and observer for the purpose of improving teaching and student learning. No rating of teacher performance is recorded, unless the teacher is headed down a path of needs improvement or unsatisfactory.

10 9 Goals area(s) of focus identified by a teacher as a result of completing a self-assessment that are aligned to the Danielson Framework. Goals will help the teacher to develop meaningful self-reflection and professional growth. The goals will also help establish a focus for the observer during the evaluation process. Individual Growth Plan (IGP) developed by the teacher and reviewed by the observer that identifies needs related to student learning and teacher skill improvement based upon a self-assessment against the Danielson Framework. Details related to the IGP can be found on pages and an example is provided in Appendix C: Teacher Examples. Informal Observation provide the opportunity to collect additional evidence of professional performance of a teacher both inside and outside the classroom; observations may or may not be announced in advance of the observation and are not subject to a minimum time requirement; any evidence to be used in a teacher s evaluation must be provided to the teacher in writing ( , memo, or other document that memorializes the observation); the teacher must have the opportunity to address any of the evidence presented. Joint Committee a committee composed of equal representation selected by the district and its teachers, which shall have the duties set forth by PERA regarding the establishment of a plan to incorporate student growth as a significant factor in rating teacher performance (Section 24A-4 of the School Code). Performance Evaluation Plan a plan to evaluate a teacher that includes data and indicators on student growth (when applicable in 2015) as a significant factor in judging performance, measures the individual s professional practice, and meets the requirements of Article 24A of the School Code. Performance Evaluation Rating the final rating of a teacher s performance, using the rating levels of unsatisfactory, needs improvement, proficient, and excellent that includes consideration of data and indicators of student growth, when applicable under Section 24A-2.5 of the School Code. Professional Development Plan (PDP) an improvement plan, required under PERA, for any tenured teacher under contractual continued service who received a summative rating of needs improvement. A full description of the requirements of a PDP can be found on pages Qualified Observer shall have the meaning set forth in Section 24A-2.5 or 24A-15 of the School Code and shall be an individual who has completed the prequalification process required under Section 24A-3 of the School Code, as applicable, and successfully passed the State-developed assessments specific to evaluation of teachers. Each qualified observer shall maintain his or her qualification by completing the retraining as applicable. Remediation Plan - an improvement plan, required under PERA, for any tenured teacher under contractual continued service who received a summative rating of unsatisfactory. A full description of the requirements of a remediation can be found on page 33. Safeguard a set of practices developed by the DEC with input from teachers and administrators to ensure a fair and unbiased evaluation experience. These practices are described on pages of this guide book.

11 10 Summative annual written evaluation of a teacher s professional practice based on the ratings earned in each of the four domains. According to the ISBE requirements, teacher performance will be rates as: Excellent, proficient, needs improvement, or unsatisfactory. Teacher full-time employees of the school district who are required to hold a teaching certificate issued in accordance with Article 21 of the School Code or a professional educator s license endorsed for a teaching field issued in accordance with Article 21B of the School Code. This, therefore, includes counselor, nurse, library media specialist, school nurse, school psychologist, social worker and speech pathologist. o For the purposes of the requirements specific to student growth outlined in Article 24A of the School Code and this Part, teacher shall not include any individual who holds a school service personnel certificate issued under Article 21 of the School Code or a professional educator license endorsed for school support personnel issued under Article 21B of the School Code and is assigned to an area designated as requiring this certificate or endorsement. This includes but not limited to counselor, library media specialist, school psychologist, speech pathologist, nurse or social worker. Components of Professional Practice Background Charlotte Danielson s Framework for Teaching Charlotte Danielson, the creator of the Framework for Teaching, has worked in the education field at all levels: she s taught kindergarten through college and also worked as an administrator, curriculum director and staff developer. She helped to develop the Praxis III: Classroom Performance Assessment criteria, which was developed by Educational Testing Service and serves as the base research for the Framework for Teaching. The Framework is aligned with National Board for Professional Teaching Standards and is compatible with Illinois Professional Teaching Standards. Enhancing Professional Practice: A Framework for Teaching, 2 nd Edition, by Charlotte Danielson is the basis for Bremen District 228 s Teacher Evaluation System. It is one of two models recognized by the ISBE as an acceptable evaluation tool. The Framework for Teaching is a researched-based set of components of instruction that are grounded in a constructivist view of learning and teaching. The Framework is an invaluable tool to be used as the foundation for professional conversations among practitioners as they seek to enhance their skill in the complex task of teaching. Because the Framework is researched-based, the DEC has promoted the use of it in its purest form. No modifications have been made to the Framework. District 228 chose the Framework for Teaching in the spring of 2010 as its evaluation tool after researching several models. This decision was made well in advance of Senate Bill 7 and the State s declaration of the Danielson Framework as the default model in the summer of Training of the staff and administration began in the fall of 2010 with everyone receiving a copy of Enhancing Professional Practice: A Framework for Teaching, 2 nd Edition. The Danielson Framework will serve as the foundation of District 228 s recruitment, hiring, mentoring, professional development and teacher evaluation process, thus linking all these activities together and helping teachers become more thoughtful practitioners. It also has several benefits as illustrated on the following page.

12 11 Key Benefits of the Framework Common Language Development of Shared Understandings Self-assessment and Reflection on Practice Structured Professional Conversations The Danielson Framework is based upon empirical studies and theoretical research that has shown to improve student learning. The aspects defined in the various domains describe what teachers should know and be able to perform. The Framework is broken down into domains, components and elements (teacher rubric only). Framework Components Domain: a distinct aspect of teaching (there are four main domains) o Component: what the teacher should be able to do in this domain (there are 22 total) Element: what the teacher needs to know in order to effectively carry out the skill (there are 76 total in the teacher rubric) An example from the Framework for Teaching: Domain: Component: Element(s): 1 - Planning and Preparation 1a - Demonstrating Knowledge of Content and Pedagogy Knowledge of content Knowledge of prerequisite relationships Knowledge of content-related pedagogy Evidence for Domain 1 (Planning and Preparation) and Domain 4 (Professional Responsibilities) of the Danielson Framework is provided by the teacher through artifacts and responses to conference questions. Teachers have complete control over the implementation of the components in Domains 1 and 4. These domains provide an opportunity for the teacher to showcase evidence from the behind-the-scenes work that supports classroom instruction/delivery of service. Many teachers are already doing, and in many cases, documenting this work. Evidence does not have to be formal; an , note from a parent, or printout of PD courses are all pieces of evidence. The evidence to be collected for Domain 2 (The Environment) and Domain 3 (Instruction/Delivery of Service) will mostly be done through direct observations by the observer. However, artifacts, such as student work samples, class rules, rationale for seating arrangement, etc., can also be submitted as evidence for these domains.

13 12 Professional Practice Summative Performance Levels These levels of performance, described by Charlotte Danielson below, are meant to support the teacher in selfreflection, inform and structure professional conversations between teachers and observers, and suggest areas for further learning. The descriptors used to define a teacher s performance at the domain level can be found in each position s subsection. Those principles used to define a teacher s summative practice rating can be found on page 15. Excellent (Distinguished) Proficient Needs Improvement (Basic) A teacher performing at the excellent level is a master teacher contributing to the field of education, both inside and outside of school. Practice is at the highest level of expertise and commitment to student learning. Classrooms of excellent teachers consist of a community of learners where students are highly engaged and assume considerable responsibility for their own learning. These classrooms seem to be running themselves. Excellent teachers engage in extensive, personal, reflective, and collaborative professional development. A teacher performing at the proficient level clearly understands the concepts underlying the component(s) and implements them well. Teachers at this level thoroughly know their content, their students, and they know the curriculum and have a broad repertoire of strategies to use with students especially when assessment data illustrates the need for scaffolding or differentiation. The classroom environment functions smoothly with little to no loss of instructional time. Teachers who are proficient have mastered the work of teaching while working to improve their practice through self-reflection. Practice is successful, efficient, and effective. A teacher performing at the needs improvement level appears to understand the concepts underlying the component(s) and attempts to implement them in the practice; however, the implementation is sporadic, intermittent, or otherwise not entirely successful. This may be due to a lack of experience, expertise and/or commitment. Unsatisfactory A teacher performing at the unsatisfactory level does not yet appear to understand the concepts underlying the component(s). Performance at this level represents teaching that is below the licensing standard of do no harm.

14 13 Determining Performance Ratings The District Evaluation Committee (DEC) recommends the use of the Decision Rules model for determining domain and summative ratings because this method encourages collaboration and dialogue among teachers and observers. It is teacher-friendly and is consistent with PERA, IEA and Danielson. This method is also consistent with the way in which a teacher s Grouping is determined as a result of the evaluation process. Lastly, this method is progressive in that it is a standards-based model for performance. The Decision Rules operates on a set of principles that set the parameters for determining a teacher s practice rating. These rules apply to both teachers and support staff frameworks. Domain Ratings It Takes 3! Components The principles for determining each domain rating are outlined below. Ratings are based on evidence and artifacts gathered during the evaluation process. Excellent (E): An educator should receive a domain rating of excellent if the educator has received excellent ratings in at least half of the components of the domain, with the remaining components rated no lower than proficient. Proficient (P): An educator should receive a domain rating of proficient if the educator received no more than one component rated needs improvement, with the remaining components rated proficient or excellent. Needs Improvement (NI): An educator should receive a domain rating of needs improvement if the educator received more than one needs improvement component rating. Unsatisfactory (U): An educator should receive a domain rating of unsatisfactory if one component in the domain is rated unsatisfactory. Excellent Half of the components rated excellent with rest proficient 3/6 (Domains 1 and 4) or 3/5 (Domains 2 and 3) Needs Improvement Proficient Only one component rated needs improvement with rest proficient or excellent Unsatisfactory More than one component rated needs improvement One or more components rated unsatisfactory An example of how a domain rating is determined is illustrated on the following page:

15 14 Domain 1: Planning and Preparation U NI P E 1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1c: Selecting Instructional Outcomes 1d: Incorporating Knowledge of Resources 1e: Implementing Coherent Instructions 1f: Utilizing Student Assessments Overall component rating for Domain 1 Proficient Proficient = A teacher should receive a domain rating of proficient if the educator received no more than one component rated needs improvement, with the remaining components rated proficient or excellent. Were at least half of the components in the Domain rated Excellent and the others Proficient? YES? = Excellent It Takes 3! Flow Chart for Domain Ratings NO? Was one component in the Domain rated Needs Improvement with the rest Proficient or Excellent? YES? = Proficient NO? Was more than one component in the Domain rated Needs Improvement? YES? = Needs Improvement NO? Were one or more components in the domain rated Unsatisfactory? Yes? = Unsatisfactory

16 15 Summative Practice Ratings It Takes 3! Domains The principles for determining a teacher s overall performance are outlined below. Ratings are based on evidence and artifacts gathered during the evaluation process. Excellent (E): A teacher should receive a final practice rating of excellent if three (3) out of four (4) domains are rated excellent with remaining domain rated proficient. Proficient (P): A teacher should receive a final practice rating of proficient if no more than one domain is rated needs improvement, with remaining domains rated at proficient or excellent. Needs Improvement (NI): A teacher should receive a final practice rating of needs improvement if one domain is rated unsatisfactory or if more than one domain is rated needs improvement. Unsatisfactory (U): A teacher should receive a final practice rating of unsatisfactory if more than one domain is rated unsatisfactory. Excellent Proficient 3 out of 4 domains rated excellent with rest rated proficient Needs Improvement One domain rated unsatisfactory OR More than one domain rated needs improvement One domain rated needs improvement with rest proficient or excellent Unsatisfactory More than one domain rated unsatisfactory Below is an example of how the domain ratings translate into an overall summative practice rating for a teacher: U NI P E Summative Rating Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Overall practice rating Excellent Excellent: A teacher should receive a final practice rating of excellent if three (3) out of four (4) domains are rated excellent with remaining domain rated proficient.

17 16 Were three of the Domains rated Excellent and the other Proficient? YES? = Excellent It Takes 3! Flow Chart for Summative Ratings NO? Was one Domain rated Needs Improvement with the rest Proficient or Excellent? YES? = Proficient NO? Was one Domain rated Unsatisfactory OR more than one rated Needs Improvement? YES? = Needs Improvement NO? Was more than one Domain rated Unsatisfactory? YES? = Unsatisfactory

18 17 Roles and Responsibilities of Teachers, Observers and Mentors Role of the Teacher Conduct a self-assessment and set goals based on the Danielson Framework for Teaching/Professional Practice Understand and implement all components of the Danielson Framework Take personal responsibility for attaining a Proficient or Excellent performance rating Complete and submit planning conference questionnaires before the planning conference occurs Complete and submit reflection conference questionnaires 5 days after a formal observation occurs Submit artifacts that are aligned to the Framework as evidence to the observer Address concerns regarding the evaluation process with the observer or JFA representative as soon as an issue arises Develop and implement a Professional Development Plan, if required based on summative rating Role of the Observer Successfully complete the ISBE training for Qualified Evaluators Demonstrate competency in the Danielson Framework and District 228 s Performance Evaluation Plan Notify teacher of observation cycle and evaluation assignment within the first 10 days of school (after written notice has been disseminated by the Administrative Center) Meet with teacher to discuss expectations based on the Danielson Framework, the evaluation process, and individual growth plan Conduct formal observations including planning and reflection conferences as appropriate Provide feedback to the teacher that includes strengths and recommendations for improvement and progress towards meeting goals Conduct informal observations, provide feedback, and engage in reflective conversations as appropriate Maintain ongoing communication with the teacher about their professional practice, aligned with the Danielson Framework Notify a teacher early in the evaluation process if he/she is headed down a path of needs improvement or unsatisfactory performance based upon evidence gathered from artifacts or observations Conduct summative conference with the teacher and notify teacher of her/his overall performance rating Develop and implement with the teacher a Professional Development Plan, if required, based on summative performance rating Role of Teacher Mentors Assume responsibilities outlined in District 228 s Mentoring Handbook Review best practices from Danielson Provide instructional support to mentee through collaborative planning and informal peer coaching Maintain a confidential relationship with the new teacher

19 18 Written Notice At the start of the school term (i.e., the first day teachers are to be in attendance), the assistant superintendent for teaching and learning shall provide written notice (either electronically or paper) that a performance evaluation will be conducted in that school term to each teacher affected, or if the affected teacher is hired after the start of the school term, then no later than 30 days after the contract is executed. The written notice shall include: a copy of the rubric (e.g. Danielson Framework for Professional Practice) to be used to rate the teacher against identified standards and goals and other tools to be used to determine a performance evaluation rating. These tools will include planning and reflection conference questionnaires. a summary of the manner in which measures of professional practice and student growth (when applicable) to be used in the evaluation relate to the performance evaluation ratings of excellent, proficient, needs improvement, and unsatisfactory as set forth in Sections 24A-5 e) and c) of the School Code; and a summary of the district s procedures related to the provision of professional development or remediation in the event a teacher receives a needs improvement or unsatisfactory rating, respectively, to include evaluation tools to be used during the remediation period. Safeguards As we move into the implementation phase of the Danielson Framework as the new evaluation model, the District will provide several safeguards in order to ensure everyone has a fair and unbiased evaluation experience. These safeguards are as follows: Each administrator will evaluate at least one teacher in another building. This will ensure evaluator continuity between buildings. Observers (administrators) will be monitored by the Assistant Principals for Teaching & Learning along with the Assistant Superintendent for Teaching & Learning throughout the evaluation process to ensure consistency in implementing the evaluation process. An Assistant Principal for Teaching and Learning may be present during some facet of your observation (planning/reflection conference or a formal observation). Their sole purpose is to evaluate the observer and collect data about the implementation of the Danielson Framework. If a Joint Faculty Association (JFA) member senses that the administrator is not following the evaluation process (e.g. he/she misses a deadline), the JFA member should discuss the issue with the observer and/or bring the concerns to the attention of your JFA representative as soon as possible. No improprieties will be considered after the final summative rating is administered. The JFA Evaluation Committee can submit a request to the District to reconsider evaluation pairs for up to 10% of the staff. A request can be submitted if: A teacher feels uncomfortable with his/her evaluator due to a past incident (write-up, confrontation, etc.). In addition, the JFA representatives of the District Evaluation Committee (DEC) committee have two major responsibilities: 1) to bring forward for review any evaluation they deem as questionable; and 2) to request the administration to reconsider teacher evaluator pairings

20 19 All teacher requests for reconsideration of evaluators must be in writing to the DEC JFA Representatives (Ava Evbuoma and Dan Uniek) and submitted within 5 days of the Written Evaluation Notice. The Written Evaluation Notice will be sent to the entire staff on the first day of teacher attendance in the new school year. At the end of two full cycles, we will re-evaluate the need for pair reconsiderations. During this time, we will collect data to determine impact of these requests on the evaluation process. An evaluation that may result in an excellent or needs improvement summative rating will be reviewed by a group of administrators. This will ensure that the ratings will be based strictly on evidence gathered and not on opinion or bias. As required by law, JFA members will be notified early in the process by the observer if he/she is headed down a path of needs improvement or unsatisfactory based upon evidence gathered from artifacts or observations. Both the teacher and the observer will initial after each reflection conference that a conversation took place about the area(s) that are in need of improvement and discuss ways for the teacher to improve. This will ensure that the JFA member has adequate time to improve his/her performance. It will also prevent any surprises at the summative conference.

21 20 Formal Observation Process Whether you are a teacher or part of the certified support staff, such as a counselor or social worker, the evaluation process will be the same for every position. To help you navigate through the evaluation process, a summary of the evaluation procedures is listed below. This is meant to be a quick overview of the process; however, specific details of each phase of the process can be found online within District 228 s Evaluation Quick Guide. Component: Evaluation Cycle Notification Request for Reconsideration Evaluation Meeting Planning Conference Formal Observations Informal Observations Reflection Conference Summative Conference Artifacts Process: Year-long from September to February (no more separate semesters) First day of teacher attendance in the new school year Observer will make contact (via /in person) within first 10 days In writing to JFA Evaluation Committee within 5 days of notification Before September mid-term (formerly the larger group evaluation meeting) Between teacher and observer Review evaluation process and tools, establish expectations, and determine evaluation start-date Discuss the need for the teacher to develop and individual growth plan by completing a self-assessment Held before every formal observation (formerly known as the pre-conference) Prior to conference, teacher is required to complete and turn in the Planning Conference Questionnaire and any artifacts, such as lesson plans Conducted between September mid-term and February 1 Tenured teachers = At least 2 formal observations Non-tenured teachers = At least 3 formal observations Length = minimum 45 minutes, a full period or a complete lesson Conducted between September mid-term and February 1 Can be announced or unannounced No minimum timeframe; no maximum frequency Written feedback can be used in an evaluation Teacher completes Reflection Conference Questionnaire after every formal observation Due within 5 school days of the observation Reflection Conference will be held within 10 school days of the observation (formerly known as the post-conference) Observer will discuss strengths and areas in need of improvement Conducted before March 1 Review all evidence and artifacts and determine overall summative rating Performance levels: Excellent, proficient, needs improvement or unsatisfactory Collected by the observer and/or submitted by the teacher Pieces of evidence that demonstrate planning, instructional delivery and classroom management, etc. Lesson plans: should provide enough detail to assess the teacher s ability to plan and prepare; this can include unit plans or other evidence of planning for the instruction

22 21 Below is a summary of the formal observation process and it will be followed each formal observation: Formative Assessment Self-Assess and Set Goals (teacher) Planning Questionnaire (teacher) Planning Conference (both) Classroom Observation (observer) Reflection Questionnaire (teacher) Written Feedback* (observer) Reflection Conference** (both) No ratings are given; however needs improvement or unsatisfactory performance will be addressed *Written feedback should include the scripted notes coded to components of the Framework in addition to the evidence and comments listed within the Formative Evaluation. **The Reflection Conference may be combined with the Planning Conference for the following observation. Individual Growth Plan (IGP) All Teachers The District 228 s Individual Growth Plan asks teachers to develop at least two (2) goals based upon the Danielson Framework for Teaching/Professional Practice. The goals a teacher selects and the work conducted should focus on more than one component in the Framework. These goals should address an identified need as a result of completing a self-assessment using the Framework. The use of an IGP is critical for developing new teaching skills and supporting improvement in student learning, and it will be discussed at the first planning conference. During school year, the District Evaluation Committee (DEC) will help staff understand the importance and use of self-assessment, goal-setting, and reflection in the evaluation process. The DEC will provide training, support, practice, and resources so that District 228 staff learns the skills of self-assessment and goal-setting as measured by attaining an evaluation rating of Proficient or Excellent. There are three steps to developing and effective IGP. Step 1: Self-Assessment and Evidence of Practice The teacher begins the process with a review of the Danielson Framework for his/her role to understand definitions and descriptors of the performance levels. Teacher uses the rubric as a mirror to identify evidence

23 22 (artifacts, self-assessment of professional practice or past evaluations) that reflects current level of performance. Read through the PROFICIENT description of each Domain and Component. For each Domain and Component, ask yourself: Does the evidence I may collect, and my selfawareness of my instruction and practice, support a proficient rating of my professional practice? Depending on your individual answer, mark the appropriate column on your framework. (NI, P, or E). Step 2: Selecting and Drafting SMART Goals Upon completion of a self-assessment, the teacher identifies two components that he/she would like to improve upon. Teacher drafts two SMART goals to guide the evaluation process in an evaluation year or individually improve professional practice in a non-evaluation year. Review your self-assessment of the 4 Domains and 22 Components. Select 2 Components that you believe you should work on to improve your professional practice. Create a SMART goal for each of the 2 Components you have selected. (See next page for guidelines). All professional growth goals should be evaluated using the SMART Goal criteria and written in the WWWD format outlined below: S Specific & Strategic M Measurable SMART Criteria Is the goal clearly focused on what is to be accomplished? Why is this important? Is it based on the Framework for Teaching/Professional Practice? Can this goal be measured? Is it possible to collect evidence of achievement? Is this goal based on multiple sources of data? A Aligned, Is this goal aligned to district & school improvement goals? Attainable, Action Will resources be available to achieve this goal? Oriented R Relevant, How will this goal enhance teaching/professional practice/craft? Rigorous, Realistic, How will this goal enhance learning opportunities for students? Results Focused T Timed and Tracked Can this goal be attained within the required time frame? WWWD Formula for Writing SMART Goals Criteria W When Provide a time frame for goal process W Who List the staff or students that will be involved in the goal W What D Data Source List the specific area of teaching/student learning that needs to be improved List data tool (s) that will measure progress of the goal. Data tools include rubrics, check sheets, tests, etc.

24 23 Examples of SMART Goals: For component 3b: Using question and discussion techniques Goal 1: (when) During , (who) I (what) will improve the effectiveness of my Evaluation, Synthesis and Analysis questions in class discussions and student assessment (data source) as measured by an increase in the number of higher level questions in lesson plans/student assessments and correct student responses to such questions. For component 2a: Creating an environment of respect and rapport Goal 1: (when) During , (who) I (what) will teach my students the dynamics of group work, (data source) as measured weekly by completed assignments, shared responsibility, experience in different group roles, student survey results, and increased respectful interactions. Step 3: Write Your Plan The teacher writes an Individual Growth Plan designed to attain the identified goals. The goals will guide the evaluation process in an evaluation year or will be used by the individual to improve professional practice in a non-evaluation year. Write up your Individual Growth Plan (See following page for the template; blank templates on-line). The plan needs to include: o identification of the targeted components o goals written in the WWWD format o a reflection on how the written goals apply to one s teaching assignment o an action plan that identifies specific activities, time frame, evidence and support/resources needed to achieve the goal o a reflection at the conclusion of the IGP If you are being observed this year: o Use the plan as a starting point in your planning conference. If you are not being observed this year: o Use the plan to guide your Professional Growth improvements for the year results can be an artifact for next year. An example of a completed IGP can be found in Appendix C: Teacher Examples.

25 24 Individual Professional Growth Plan Template Teacher: School: Grade Level(s): Subjects: Date: Based on your self-assessment and/or any school or district initiatives, what goal areas from the Danielson Framework have you identified? What is an area of knowledge or skill that you would like to strengthen? Write two goal statements that are specific, measurable, aligned/attainable, results-oriented, time-bound (SMART) and use the When, Who, What, Data Source (WWWD) Formula: Goal 1: Goal 2: Describe the connection between the goals and your teaching assignment. What would success on the goal (s) look like? How will you know when you have achieved the goal (s)? What would count as evidence of success? Using the columns below, describe the activities you will do to work toward your goal (s), and their time lines. Activity/Action Step Time-line Evidence/Data Collection Support/Resources Needed Reflect on the goals you selected for Professional Growth. What did you discover?

26 25 Summative Evaluation Process The purpose of the summative conference is to review all of the evidence and artifacts collected during the evaluation process and determine a teacher s overall practice rating. All summative conferences will be held before March 1. When data is implemented in , the overall summative practice rating will be a combination of teacher performance and student growth data. The summative evaluation takes into consideration evidence from the observations, artifacts presented by the teacher and/or the observer, and other data from the formative assessments. The summative rating is a reflection of the teacher s performance on the four domains of the Danielson Framework. Using the evidence gathered during the evaluation process, the observer will rate the teacher s performance on each component in collaboration with the teacher. The determination of a teacher s domain and summative rating should be the result of collaborative conversations between the observer and the teacher. If, however, there is a discrepancy between the observer and the teacher regarding a rating, the final rating decision rests with the observer. According to PERA, all teachers will be rated using the performance levels of: Excellent, proficient, needs improvement and unsatisfactory. This rating is abed on a teacher s performance within the four domains. District 228 will use the following performance level principles to determine a teacher s summative practice rating: Excellent (E): A teacher should receive a final practice rating of excellent if three (3) out of four (4) domains are rated excellent with remaining domain rated proficient. Proficient (P): A teacher should receive a final practice rating of proficient if no more than one domain is rated needs improvement, with remaining domains rated at proficient or excellent. Needs Improvement (NI): A teacher should receive a final practice rating of needs improvement if one domain is rated unsatisfactory or if more than one domain is rated needs improvement. The teacher will be required to develop and implement a Professional Development Plan) and be evaluated the following school year, per PERA (see page 23 for more details). Unsatisfactory (U): A teacher should receive a final practice rating of unsatisfactory if more than one domain is rated unsatisfactory. The teacher will be required to complete a Remediation Plan per the Illinois School Code and JFA Procedural Agreement (see page 26 for more details).

27 26 Overview of Professional Practice Process All tenured teachers will begin the evaluation process as outlined below. The outcome of this process will determine if the teacher needs to be observed further (see Tenured Teachers Receiving Needs Improvement or Unsatisfactory Rating). Tenured Teachers Receiving a Proficient/Excellent Rating The specific requirements for tenured teachers are provided below: Clearly defined expectations as outlined in the Danielson Framework for Teaching/Professional Practice Ongoing conversations based upon evidence gathered by both the teacher and the observer (e.g. data logs, reflection forms, lesson plans, student work, formal/informal observations) Teacher conducts a self-assessment at the beginning of the year and sets goals for professional growth o Goals will be a part of the evaluation process o Progress towards meeting goals will be discussed at Reflection and Summative Conferences At least two (2) formal observations o Between first quarter mid-term and February 1 o Planning and Reflection Conferences will precede and follow each formal observation o Informal observations may be conducted as needed Identification of teacher strengths and recommendations for improvement based upon formative feedback, subject competency, planning and reflection conversations will be used to determine summative practice rating o Progress towards meeting growth goals will also be discussed Summative conference to be completed by March 1 Attendance will be documented on the summative evaluation form per PERA Teacher will be evaluated every two years (Proficient or Excellent rating), unless at the discretion of the principal Tenured Teachers Receiving a Needs Improvement Rating Within 30 school days of receiving a needs improvement rating, the teacher will develop a Professional Development Plan in conjunction with the observer (see page 30 for further details). The plan will take into account the teacher s ongoing professional responsibilities including his/her regular assignments. It will address all of the components rated as needs improvement by identifying goals for improvement, professional development opportunities to assist with this growth and supports provided by the District to help the teacher improve. Formal and informal observations will be conducted as outlined below.

28 27 The specific requirements for tenured teachers are: Clearly defined expectations as outlined in the Danielson Framework for Teaching/Professional Practice Ongoing conversations based upon evidence gathered by both the teacher and the observer (e.g. data logs, reflection forms, lesson plans, student work, formal/informal observations) A minimum of three (3) observations Two (2) of these must be formal with the third being either formal or informal Planning and Reflection Conferences will precede and follow each formal observation Informal observations may be conducted as needed Identification of teacher strengths and recommendations for improvement based upon formative feedback, subject competency, planning and reflection conversations will be used to determine summative practice rating Progress towards meeting growth goals will also be discussed Creation of a Professional Development Plan within 30 school days The needs improvement cycle does not have a minimum or maximum timeframe and may cross into the next school year. Summative conference to be completed after the third observation Attendance will be documented on the summative evaluation form per PERA If the teacher has corrected the performance areas and receives a proficient or excellent rating, he/she is returned to the regular evaluation cycle. Tenured Teacher Receiving an Unsatisfactory Rating Within 30 school days of receiving an unsatisfactory rating, the principal, or designee, will initiate the process of designing a remediation plan for the teacher, provided that the teacher is remediable (see page 33 for further details). The plan will take into account the teacher s ongoing professional responsibilities including his/her regular assignments. It will address all of the components rated as needs improvement and/or unsatisfactory by identifying goals for improvement, professional development opportunities to assist with this growth and supports provided by the District to help the teacher improve. Formal and informal observations will be conducted as outlined below. The specific requirements for tenured teachers are provided below: Clearly defined expectations as outlined in the Danielson Framework for Teaching/Professional Practice Ongoing conversations based upon evidence gathered by both the teacher and the observer (e.g. data logs, reflection forms, lesson plans, student work, formal/informal observations) A minimum of three (3) formal observations

29 28 Planning and Reflection Conferences will precede and follow each formal observation Identification of teacher strengths and recommendations for improvement based upon formative feedback, subject competency, planning and reflection conversations will be used to determine summative practice rating Progress towards meeting growth goals will also be discussed Creation of a Remediation Plan within 30 school days after receiving an unsatisfactory rating to correct deficiencies cited, provided that the deficiencies are deemed remediable Plan will be developed by the teacher, a district administrator, principal and consulting teacher A remediation period of ninety (90) school days is provided, and it may cross into the next school year Summative conference to be completed by the end of the 90-day period Attendance will be documented on the summative evaluation form per PERA If the teacher has corrected the performance areas and receives a proficient or excellent rating, he/she is returned to the regular evaluation cycle. The teacher will be evaluated in the next school year to ensure continued success. If, at the conclusion of the remediation period, the teacher has not corrected the performance deficiencies, the teacher is subject to dismissal. Non-Tenured Teachers Years 1 through 3 All non-tenured teachers will follow the evaluation process as outlined below for the first three years of employment with District 228. The specific requirements for tenured teachers are provided below: Clearly defined expectations as outlined in the Danielson Framework for Teaching/Professional Practice Ongoing conversations based upon evidence gathered by both the teacher and the observer (e.g. data logs, reflection forms, lesson plans, student work, formal/informal observations) Teacher conducts a self-assessment at the beginning of the year and sets goals for professional growth Goals will be a part of the evaluation process Progress towards meeting goals will be discussed at Reflection and Summative Conferences At least three (3) formal observations Between first quarter mid-term and February 1 Planning and Reflection Conferences will precede and follow each formal observation Identification of teacher strengths and recommendations for improvement based upon formative feedback, subject competency, planning and reflection conversations will be used to determine summative practice rating Progress towards meeting growth goals will also be discussed

30 29 Summative conference to be completed by March 1 Attendance will be documented on the summative evaluation form per PERA Teacher will be evaluated every year. Non-tenured teachers in two (2) out of the last three (3) years of non-tenured status must have summative rating of proficient or excellent in order to retain employment Non-tenured teachers that have summative ratings of excellent during the first three years of employment are eligible for early tenure Non-Tenured Teachers Year 4 Non-tenured teachers in the fourth year of employment will follow the evaluation process as outlined below. The specific requirements for tenured teachers are: Clearly defined expectations as outlined in the Danielson Framework for Teaching/Professional Practice Ongoing conversations based upon evidence gathered by both the teacher and the observer (e.g. data logs, reflection forms, lesson plans, student work, formal/informal observations) Teacher conducts a self-assessment at the beginning of the year and sets goals for professional growth Goals will be a part of the evaluation process Progress towards meeting goals will be discussed at Reflection and Summative Conferences At least three (3) formal observations Between first quarter mid-term and February 1 Planning and Reflection Conferences will precede and follow each formal observation Informal observations may be conducted as needed Identification of teacher strengths and recommendations for improvement based upon formative feedback, subject competency, planning and reflection conversations will be used to determine summative practice rating Progress towards meeting growth goals will also be discussed Summative conference to be completed by March 1 Attendance will be documented on the summative evaluation form Teacher will be evaluated every year. Non-tenured teachers in year four must have a summative rating of proficient or excellent to retain employment in District 228

31 30 Professional Development Plan Summative Rating of Needs Improvement The PERA (2010) includes the language regarding the creation of a Professional Development Plan (PDP) for any tenured teacher in contractual service who is rated needs improvement as a result of the evaluation process. The Professional Development Plan: is to be created within thirty (30) days after the completion of a summative evaluation resulting in the needs improvement rating will be developed by the observer in consultation with the teacher and will take into account the tenured teacher s ongoing professional responsibilities including his/her regular teaching assignments is to be directed to the areas that need improvement and include supports that the district will provide to address the performance areas identified as needing improvement After the development of the PDP, the teacher and observer will collaborate to determine the target completion date. Tenured teachers must be evaluated at least once in the school year following the Professional Development Plan. Teachers who are rated as proficient or excellent at that time will be reinstated to the tenured staff evaluation process for proficient and excellent. For any tenured teacher who is evaluated less than proficient at the completion of the PDP, the District will start a remediation plan under the provisions of the Illinois School Code 105 ILCS 5/24A-5 and the JFA Procedural Agreement. PDP Components Areas of Improvement: Identification of the domain(s)/component(s) rated as needs improvement; use a separate form for each domain Rationale for Area of Improvement: Evidence from observations that show an area needing improvement Improvement Strategies: Strategies the teacher can use to show improvement in needed domain/component Tasks to Complete: Specific tasks or activities the teacher will complete to improve the domain/component Support and Resources: List of supports and resources the teacher can use to improve (e.g. workshops, observe colleagues, ask a specialist, books/media, etc.) Indicators of Progress: How the teacher will show progress towards proficient/excellent in domain/component through informal observation, data, evidence, etc.

32 31 Bremen District 228 Professional Development Plan Teacher: Observer: Date* of PDP: *to be completed within 30 school days of summative evaluation (Use a separate sheet for each domain identified as an area of improvement) Domain: Rationale for area(s) of improvement: Component: Component: Component: Indicators of Effective Teaching: Improvement Strategies: Tasks to complete: Supports and Resource: Target Completion Date: Date of Completion: Indicators of Progress: (Add more lines for components and tasks as needed) Observer Comments: Teacher: Date: Observer: Date: Signatures above indicate the plan was developed by the observer in consultation with the teacher.

33 32 Bremen District 228 Professional Development Plan Summary Teacher: Observer: Date of PDP: Improvement Area 1 Domain Component Completed Yes No Date: Click here to enter a date. Improvement Area 2, if needed Domain Component Completed Yes No Date: Click here to enter a date. Improvement Area 3, if needed Domain Component Completed Yes No Date: Click here to enter a date. (Add additional improvement areas as needed) Next Steps: Teacher completion of Professional Development Plan: Yes No Teacher: Date: Observer: Date: The teacher s signature does not necessarily indicate agreement with the contents, but does acknowledge that the evaluation meeting occurred and that the teacher received a copy of this Professional Development Plan Summary.

34 33 Remediation Plan Summative Rating of Unsatisfactory The PERA (2010) includes the language regarding the creation of a Remediation Plan for any tenured teacher in contractual service that is rated unsatisfactory as a result of the evaluation process. According to the JFA Procedural Agreement, [t]he plan is designed to remediate the deficiencies recognized by the administration in the evaluation process, provided they are deemed remediable by the Board of Education, and the plan shall be designed to assist the teacher in correcting these deficiencies (section 14.9). The Remediation Plan: is to be created within thirty (30) days after the completion of a summative evaluation resulting in the unsatisfactory rating will be developed by the principal and a district administrator in consultation with the teacher and a consulting teacher and will take into account the tenured teacher s ongoing professional responsibilities including his/her regular teaching assignments o A consulting teacher, who has five (5) years of experience, familiarity with the teaching assignment, and an excellent rating on his/her last evaluation, shall be selected by the principal. is to be directed to the areas that need improvement and include supports that the district will provide to address the performance areas identified as needing improvement will last for a period of ninety (90) school days o The teacher will be formally observed at least once every thirty (30) days for the duration of the remediation period. o Planning and Reflection Conferences will precede and follow each formal observation will provide a mid-point (formative) and final (summative) evaluation during an at the end of the evaluation period The remaining procedures within the JFA Procedural Agreement and the Illinois School Code will be followed in relation to the development and implementation of a remediation plan. Tenured teachers must be evaluated at least once in the school year following the Remediation Plan. Teachers who are rated as proficient or excellent at that time will be reinstated to the tenured staff evaluation process for proficient and excellent. For any tenured teacher who is evaluated less than proficient at the completion of the remediation period, the District will consider the dismissal of the teacher under the provisions of the Illinois School Code 105 ILCS 5/24A-5 and the JFA Procedural Agreement.

35 34

36 35 Teacher Resources Standards for Teaching Domain Performance Levels Summary Concept Questions for Reflection Individual Growth Plan Planning Conference Questionnaire Reflection Conference Questionnaire Framework for Professional Practice

37 36 Standards for Teaching Demonstrated by domains, components and elements Domain 1: Planning & Preparation Domain 2: The Classroom Environment Component 1a: Demonstrating Knowledge of Content & Pedagogy Knowledge of content & the structure of the discipline Knowledge of prerequisite relationships Knowledge of content-related pedagogy Component 1b: Demonstrating Knowledge of Students Knowledge of child & adolescent development Knowledge of the learning process Knowledge of students skills, knowledge, & language proficiency Knowledge of students interests, & cultural heritage Knowledge of students special needs Component 1c: Setting Instructional Outcomes Value, sequence & alignment Clarity Balance Suitability for diverse learners Component 1d: Demonstrating Knowledge of Resources Resources for classroom use Resources to extend content knowledge & pedagogy Resources for students Component 1e: Designing Coherent Instruction Learning activities Instructional materials & resources Instructional groups Lesson & unit structure Component 1f: Designing Student Assessments Congruence with instructional outcomes Criteria & standards Design of formative assessments Use for planning Component 2a: Creating An Environment of Respect & Rapport Teacher interaction with students Student interactions with other students Component 2b: Establishing a Culture for Learning Importance of the content Expectations for learning & achievement Student pride in work Component 2c: Managing Classroom Practices Management of instructional groups Management of transitions Management of materials & supplies Performance of non-instructional duties Supervision of volunteers & paraprofessionals Component 2d: Managing Student Behavior Expectations Monitoring of student behavior Response to student misbehavior Component 2e: Organizing Physical Space Safety & accessibility Arrangement of furniture & use of physical resources

38 37 Standards for Teaching Demonstrated by domains, components and elements, cont. Domain 3: Instruction Domain 4: Professional Responsibilities Component 3a: Communicating with Students Expectations for learning Directions & procedures Explanations of content Use of oral & written language Component 3b: Using Questioning and Discussion Techniques Quality of questions Discussion techniques Student participation Component 3c: Engaging Students in Learning Activities & assignments Groups of students Instructional materials & resources Structure & pacing Component 3d: Using Assessment in Instruction Assessment criteria Monitoring of student learning Feedback to students Student self-assessment & monitoring of progress Component 3e: Demonstrating Flexibility & Responsiveness Lesson adjustment Response to students Persistence Component 4a: Reflecting on Teaching Accuracy Use in future teaching Component 4b: Maintaining Accurate Records Student completion of assignments Student progress in learning Non-instructional records Component 4c: Communicating with Families Information about the instructional program Information about the individual students Engagement of families in the instructional program Component 4d: Participating in a Professional Community Relationships with colleagues Involvement in a culture of professional inquiry Service to the school Participation in school & district projects Component 4e: Growing & Developing Professionally Enhancement of content knowledge & pedagogical skill Receptivity to feedback from colleagues Service to the profession Component 4f: Showing Professionalism Integrity & ethical conduct Service to students Advocacy Decision making Compliance with school & district regulations

39 38 Domain Levels of Performance - Teachers The Framework for Teaching defines four levels of performance for each component. The levels of performance describe teaching practice for a specific lesson (not the teacher). The levels of performance are defined as follows: Domain 1 Planning and Preparation Domain 2 The Classroom Environment Unsatisfactory Needs Improvement Proficient Excellent Teacher s plans reflect little understanding of the content, the students, and available resources. Instructional outcomes are either lacking or inappropriate; assessment methodologies are inadequate. Classroom environment is characterized by chaos and conflict, with low expectations for learning, no clear standards of student conduct, poor use of physical space, and negative interactions between individuals. Teacher s plans reflect moderate understanding of the content, the students, and available resources. Some instructional outcomes are suitable to the students as a group, and the approaches to assessment are partially aligned to the goals. Classroom environment functions somewhat effectively, with modest expectations for student learning and conduct, and classroom routines and use of space that partially support student learning. Students and the teacher rarely treat one another with disrespect. Teacher s plans reflect solid understanding of the content, the students, and available resources. Instructional outcomes represent important learning suitable to most students. Most elements of the instructional design, including the assessments, are aligned to the goals. Classroom environment functions smoothly, with little or no loss of instructional time. Expectations for student learning are high, and interactions among students are respectful. Standards for student conduct are clear, and the physical environment supports learning. Teacher s plans based on extensive content knowledge and understanding of students and are designed to engage students in significant learning. All aspects of the teacher s plans instructional outcomes, learning activities, materials, resources, and assessments are in complete alignment and are adapted as needed for individual students. Students themselves make a substantive contribution to the smooth functioning of the classroom, with highly positive personal interactions, high expressions of student pride in work, seamless routines, clear standards of conduct, and a physical environment conducive to highlevel learning.

40 39 Domain 3 Instruction Domain 4 Professional Responsibilities Unsatisfactory Needs Improvement Proficient Excellent Instruction is characterized by poor communication, lowlevel questions, little student engagement or participation in discussion, little or no use of assessment in learning, and rigid adherence to an instructional plan despite evidence that it should be revised or modified. The teacher demonstrates low ethical standards and levels of professionalism, with poor record keeping systems and skills in reflection, little or no communication with families or colleagues, and avoidance of school and district responsibilities and participation in activities for professional growth. Only some students are engaged in learning because of only partially clear communication, uneven use of discussion strategies, and only some suitable instructional activities and materials. The teacher displays some use of assessment in instruction and is moderately flexible in adjusting the instructional plan and in response to students interests and their success in learning. The teacher represents moderate ethical standards and levels of professionalism, with rudimentary record-keeping systems and skills in reflection, modest communication with families or colleagues, and compliance with expectations regarding participation in school and district projects and activities for professional growth. All students are engaged in learning as a result of clear communication and successful use of questioning and discussion techniques. Activities and assignments are of high quality, and teacher and students make productive use of assessment. The teacher demonstrates flexibility in contributing to the success of the lesson and of each student. The teacher demonstrates high ethical standards and a genuine sense of professionalism by engaging in accurate reflection on instruction, maintaining accurate records, communicating frequently with families, actively participating in school and district events, and engaging in activities for professional development. All students are highly engaged in learning and make material contributions to the success of the class through their participation in discussions, active involvement in learning activities, and use of assessment information in their learning. The teacher persists in the search for approaches to meet the needs of every student. The teacher s ethical standards and sense of professionalism are highly developed, showing perceptive use of reflection, effective systems for record keeping and communication with families, leadership roles in both school and district projects, and extensive professional development activities. Where appropriate, students contribute to the systems for record keeping and family communication.

41 40 Summary Concept Questions for Reflection - for the Framework for Teaching The District Evaluation Committee designed the following document to assist in the conceptualization of the Danielson Framework Domain 1 Planning and Preparation Domain 2 The Classroom Environment Domain 3 Instruction Domain 4 Professional Responsibilities Do I know my subject? (1a) Do I know my students? (1b) What do I expect each student to learn as a result of instruction? (1c) Do I know what resources are available for instruction? (1d) How will I design an instructional plan for my students? (1e) How will I design assessments of and for student learning, and use the results? (1f) Have I created a respectful environment in my classroom? (2a) Have I established a culture for learning? (2b) Are my classroom procedures efficient? (2c) How am I managing student behavior? (2d) Is my physical classroom space organized and safe? (2e) Are my expectations, directions, procedures, and explanations clear? (3a) Do my questions encourage deep thinking, and do my discussions involve all students? (3b) Are all of my students engaged in learning through my use of activities, assignments, grouping, material, resources, structure, and pacing? (3c) Are my students aware of my assessment criteria; am I monitoring their learning; am I providing timely and consistent feedback, and do my students assess and monitor the quality of their own work? (3d) Am I flexible, responsive, and persistent in my instruction? (3e) Was my lesson effective? How do I know? How will I improve it in the future? (4a) Do my records allow me to accurately track student learning? (4b) Have I communicated effectively with the families of my students? (4c) Am I a contributing member to the learning community? (4d) Am I growing as a professional? (4e) Does my behavior as a member of this learning community reflect true professionalism? (4f)

42 41 Planning Conference Questionnaire - Teachers: Teacher Grade Level(s) Observer School Course Date Please respond to the following questions. Be prepared to discuss your responses during the conference. 1. To which part of your curriculum does this lesson relate? (1a, 1c, 1e) 2. How does this learning fit in the sequence of learning for this class? (1a, 1c, 1e) 3. Briefly describe the students in this class, including those with special needs. (1b) 4. What are your learning outcomes for this lesson? What do you want the students to understand? (1a, 1b, 1c) 5. How will you engage the students in the learning? What will you do? What will the students do? Will the students work in groups, or individually, or as a large group? Provide any worksheets or other materials the students will be using. (1b, 1c, 1e, 1f) 6. How will you differentiate instruction for different individuals or groups of students in the class? (1b, 1e) 7. How and when will you know whether the students have learned what you intend? (1b, 1f) 8. What would you like me to observe specifically during the lesson (goals)? (1a 1f)

43 42 Reflection Conference Questionnaire Teachers: Teacher: Date: Please respond to the following questions. Be prepared to discuss your responses during the conference. 1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know? (4a) 2. If you have samples of student work, what do they reveal about the students levels of engagement and understanding? Do they suggest modifications in how you might teach this lesson in the future? (4a) 3. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning? (4a) 4. Did you depart from your plan? If so, how and why? (4a) 5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials, and resources). To what extent were they effective? (4a) 6. If you had an opportunity to teach this lesson again to the same group of students, what would you do differently? (4a) 7. Did you achieve your goals? How do you know? What does that evidence demonstrate regarding your level of performance? (4a)

44 43 DOMAIN 1: PLANNING AND PREPARATION Teacher Framework for Professional Practice - Evidence of Teaching 1a Demonstrating Knowledge of Content and Pedagogy (pages 43-46) The teacher s plans and practice display little knowledge of the content, prerequisite relationships between different aspects of the content, or the instructional practices specific to that discipline. The teacher s plans and practice reflect some awareness of the important concepts in the discipline, prerequisite relationships between them, and instructional practices specific to that discipline. The teacher s plans and practice reflect solid knowledge of the content, prerequisite relationships between important concepts, and the instructional practices specific to that discipline. The teacher s plans and practice reflect extensive knowledge of the content and the structure of the discipline. The teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding. Unit plan Lesson plan Activity or assignment Planning Conference Questions #1, 2, 4, and 8

45 44 DOMAIN 1: PLANNING AND PREPARATION (continued) 1b Demonstrating Knowledge of Students (pages 46-49) The teacher demonstrates little or no knowledge of students backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding. The teacher indicates the importance of understanding students backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for the class as a whole. The teacher actively seeks knowledge of students backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for groups of students. The teacher actively seeks knowledge of students backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources, and attains this knowledge for individual students. Unit plan Lesson plan Activity or assignment Communication with families Planning Conference Questions #3, 4, 5, 6, 7 and 8

46 45 DOMAIN 1: PLANNING AND PREPARATION (continued) 1c Setting Instructional Outcomes (pages 51-53) Instructional outcomes are unsuitable for students, represent trivial or low-level learning, or are stated only as activities. They do not permit viable methods of assessment. Instructional outcomes are of moderate rigor and are suitable for some students, but consist of a combination of activities and goals, some of which permit viable methods of assessment. They reflect more than one type of learning, but the teacher makes no attempt at coordination or integration. Instructional outcomes are stated as goals reflecting high-level learning and curriculum standards. They are suitable for most students in the class, represent different types of learning, and can be assessed. The outcomes reflect opportunities for coordination. Instructional outcomes are stated as goals that can be assessed, reflecting rigorous learning and curriculum standards. They represent different types of content, offer opportunities for both coordination and integration, and take account of the needs of individual students. Unit plan Lesson plan Activity or assignment Planning Conference Questions #1, 2, 4, 5 and 8

47 46 DOMAIN 1: PLANNING AND PREPARATION (continued) 1d Demonstrating Knowledge of Resources (pages 53-55) The teacher demonstrates little or no familiarity with resources to enhance own knowledge, to use in teaching, or for students who need them. The teacher does not seek such knowledge. The teacher demonstrates some familiarity with resources available through the school or district to enhance own knowledge, to use in teaching, or for students who need them. The teacher does not seek to extend such knowledge. The teacher is fully aware of the resources available through the school or district to enhance own knowledge, to use in teaching, or for students who need them. The teacher seeks out resources in and beyond the school or district in professional organizations, on the Internet, and in the community to enhance own knowledge, to use in teaching, and for students who need them. Unit plan Planning Conference Question #8, if applicable

48 47 DOMAIN 1: PLANNING AND PREPARATION (continued) 1e Designing coherent instruction (pages 55-59) The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. The experiences are suitable for only some students. The series of learning experiences demonstrates partial alignment with instructional outcomes, some of which are likely to engage students in significant learning. The lesson or unit has a recognizable structure and reflects partial knowledge of students and resources. The teacher coordinates knowledge of content, students, and resources to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. The lesson or unit has a clear structure and is likely to engage students in significant learning. The teacher coordinates knowledge of content, students, and resources to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make them suitable for all students and likely to engage them in significant learning. The lesson or unit s structure is clear and allows for different pathways according to student needs. Unit plan Lesson plan Activity or assignment Planning Conference Questions #1, 2, 5, 6 and 8

49 48 DOMAIN 1: PLANNING AND PREPARATION (continued) 1f Designing student assessments (pages 59-62) The teacher s plan for assessing student learning contains no clear criteria or standards, is poorly aligned with the instructional outcomes, or is inappropriate for many students. The results of assessment have minimal impact on the design of future instruction. The teacher s plan for student assessment is partially aligned with the instructional outcomes, without clear criteria, and inappropriate for at least some students. The teacher intends to use assessment results to plan for future instruction for the class as a whole. The teacher s plan for student assessment is aligned with the instructional outcomes, uses clear criteria, and is appropriate for the needs of students. The teacher intends to use assessment results to plan for future instruction for groups of students. The teacher s plan for student assessment is fully aligned with the instructional outcomes, with clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies may have been adapted for individuals, and the teacher intends to use assessment results to plan future instruction for individual students. Unit plan Lesson plan Activity or assignment Samples of student assessments Planning Conference Questions #5, 7 and 8

50 49 DOMAIN 2: THE CLASSROOM ENVIRONMENT 2a Creating an environment of respect and rapport (pages 64-66) Classroom interactions, both between the teacher and students and among students, are negative, inappropriate, or insensitive to students cultural backgrounds, and characterized by sarcasm, put-downs, or conflict. Classroom interactions, both between the teacher and students and among students, are generally appropriate and free from conflict, but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences among students. Classroom interactions, both between teacher and students and among students, are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students. Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students cultures and levels of development. Students themselves ensure high levels of civility among members of the class. Direct Observations interactions between teacher and students; interactions among students

51 50 DOMAIN 2: THE CLASSROOM ENVIRONMENT (continued) 2b Establishing a culture for learning (pages 67-68) The classroom environment conveys a negative culture for learning, characterized by low teacher commitment to the subject, low expectations for student achievement, and little or no student pride in work. The teacher s attempts to create a culture for learning are partially successful, with little teacher commitment to the subject, modest expectations for student achievement, and little student pride in work. Both teacher and students appear to be only going through the motions. The classroom culture is characterized by high expectations for most students and genuine commitment to the subject by both teacher and students, with students demonstrating pride in their work. High levels of student energy and teacher passion for the subject create a culture for learning in which everyone shares a belief in the importance of the subject and all students hold themselves to high standards of performance for example, by initiating improvements to their work. Direct Observations Student pride in work; energy and commitment displayed by the teacher

52 51 DOMAIN 2: THE CLASSROOM ENVIRONMENT (continued) 2c Managing classroom procedures (pages 68-71) Much instructional time is lost because of inefficient classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties. Some instructional time is lost because classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties are only partially effective. Little instructional time is lost because of classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties, which occur smoothly. Students contribute to the seamless operation of classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties. Direct Observations Smooth functioning of the classroom

53 52 DOMAIN 2: THE CLASSROOM ENVIRONMENT (continued) 2d Managing student behavior (pages 71-73) There is no evidence that standards of conduct have been established, and little or no teacher monitoring of student behavior. Response to student misbehavior is repressive or disrespectful of student dignity. It appears that the teacher has made an effort to establish standards of conduct for students. The teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior. Standards of conduct appear to be clear to students, and the teacher monitors student behavior against those standards. The teacher response to student misbehavior is appropriate and respects the students dignity. Standards of conduct are clear, with evidence of student participation in setting them. The teacher s monitoring of student behavior is subtle and preventive, and the teacher s response to student misbehavior is sensitive to individual student needs. Students take an active role in monitoring the standards of behavior. Classroom expectations Direct Observations Student conduct; teacher response to misbehavior

54 53 DOMAIN 2: THE CLASSROOM ENVIRONMENT (continued) 2e Organizing physical space (pages 73-75) The physical environment is unsafe, or some students don t have access to learning. There is poor alignment between the physical arrangement and the lesson activities. The classroom is safe, and essential learning is accessible to most students; the teacher s use of physical resources, including computer technology, is moderately effective. The teacher may attempt to modify the physical arrangement to suit learning activities, with partial success. The classroom is safe, and learning is accessible to all students; the teacher ensures that the physical arrangement is appropriate for the learning activities. The teacher makes effective use of physical resources, including computer technology. The classroom is safe, and the physical environment ensures the learning of all students, including those with special needs. Students contribute to the use or adaptation of the physical environment to advance learning. Technology is used skillfully, as appropriate to the lesson. Sample of grouping arrangements for different experiences/activities Direct Observations Physical space conducive to the lesson and learning

55 54 DOMAIN 3: INSTRUCTION 3a Communicating with students (pages 77-79) Expectations for learning, directions and procedures, and explanations of content are unclear or confusing to students. The teacher s use of language contains errors or is inappropriate for students cultures or levels of development. Expectations for learning, directions and procedures, and explanations of content are clarified after initial confusion; the teacher s use of language is correct but may not be completely appropriate for students cultures or levels of development. Expectations for learning, directions and procedures, and explanations of content are clear to students. Communications are appropriate for students cultures and levels of development. Expectations for learning, directions and procedures, and explanations of content are clear to students. The teacher s oral and written communication is clear and expressive, appropriate to students cultures and levels of development, and anticipates possible student misconceptions. Direct Observations Clarity of teacher direction and explanations

56 55 DOMAIN 3: INSTRUCTION (continued) 3b Using questioning and discussion techniques (pages 79-82) The teacher s questions are low-level or inappropriate, eliciting limited student participation, and recitation rather than discussion. Some of the teacher s questions elicit a thoughtful response, but most are lowlevel, posed in rapid succession. The teacher s attempts to engage all students in the discussion are only partially successful. Most of the teacher s questions elicit a thoughtful response, and the teacher allows sufficient time for students to answer. All students participate in the discussion, with the teacher stepping aside when appropriate. Questions reflect high expectations and are culturally and developmentally appropriate. Students formulate many of the highlevel questions and ensure that all voices are heard. Direct Observations Quality of teacher and student questions and of the discussion

57 56 DOMAIN 3: INSTRUCTION (continued) 3c Engaging students in learning (pages 82-84) Activities and assignments, materials, and groupings of students are inappropriate for the instructional outcomes or students cultures or levels of understanding, resulting in little intellectual engagement. The lesson has no structure or is poorly paced. Activities and assignments, materials, and groupings of students are partially appropriate for the instructional outcomes or students cultures or levels of understanding, resulting in moderate intellectual engagement. The lesson has a recognizable structure but is not fully maintained. Activities and assignments, materials, and groupings of students are fully appropriate for the instructional outcomes and students cultures and levels of understanding. All students are engaged in work of a high level of rigor. The lesson s structure is coherent, with appropriate pace. Students, throughout the lesson, are highly intellectually engaged in significant learning and make material contributions to the activities, student groupings, and materials. The lesson is adapted as needed to the needs of individuals, and the structure and pacing allow for student reflection and closure. Activity or assignment Samples of student work Direct Observations Quality of student activities; structure and pacing of the lesson

58 57 DOMAIN 3: INSTRUCTION (continued) 3d Using assessment in instruction (pages 86-88) Assessment is not used in instruction, either through monitoring of progress by the teacher or students, or feedback to students. Students are not aware of the assessment criteria used to evaluate their work. Assessment is occasionally used in instruction, through some monitoring of progress of learning by the teacher and/or students. Feedback to students is uneven, and students are aware of only some of the assessment criteria used to evaluate their work. Assessment is regularly used in instruction, through selfassessment by students, monitoring of progress of learning by the teacher and/or students, and highquality feedback to students. Students are fully aware of the assessment criteria used to evaluate their work. Assessment is used in a sophisticated manner in instruction, through student involvement in establishing the assessment criteria, selfassessment by students, monitoring of progress by both students and the teacher, and high-quality feedback to students from a variety of sources. Activity or assignment Sample assessments Direct Observations Students receiving feedback; students engaged in self-assessment; teacher monitoring of student learning

59 58 DOMAIN 3: INSTRUCTION (continued) 3e Demonstrating flexibility and responsiveness (pages 88-91) The teacher adheres to the instruction plan, even when a change would improve the lesson or address students lack of interest. The teacher brushes aside student questions; when students experience difficulty, the teacher blames the students or their home environment. The teacher attempts to modify the lesson when needed and to respond to student questions, with moderate success. The teacher accepts responsibility for student success but has only a limited repertoire of strategies to draw upon. The teacher promotes the successful learning of all students, making adjustments as needed to instruction plans and accommodating student questions, needs, and interests. The teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests. The teacher ensures the success of all students, using an extensive repertoire of instructional strategies. Reflection Conference Question #4 Direct Observations Teacher adjustment when needed; teacher response to student interests

60 59 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES 4a Reflecting on teaching (pages 92-93) The teacher does not accurately assess the effectiveness of the lesson and has no ideas about how the lesson could be improved. The teacher provides a partially accurate and objective description of the lesson but does not cite specific evidence. The teacher makes only general suggestions as to how the lesson might be improved. The teacher provides an accurate and objective description of the lesson, citing specific evidence. The teacher makes some specific suggestions as to how the lesson might be improved. The teacher s reflection on the lesson is thoughtful and accurate, citing specific evidence. The teacher draws on an extensive repertoire to suggest alternative strategies and predicts the likely success of each. Reflection Conference Questions # 1-7

61 60 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4b Maintaining accurate records (pages 94-96) The teacher s systems for maintaining both instructional and noninstructional records are either nonexistent or in disarray, resulting in errors and confusion. The teacher s systems for maintaining both instructional and noninstructional records are rudimentary and only partially effective. The teacher s systems for maintaining both instructional and noninstructional records are accurate, efficient, and effective. The teacher s systems for maintaining both instructional and noninstructional records are accurate, efficient, and effective, and students contribute to its maintenance. Teacher lesson reflection questions 1-7 Standards-based grading Current grades in PowerSchool Student goal logs Keeping attendance Learning logs (teacher and student) Logging teacher interventions IEP working file/case manager documents Parent contacts Quarterly reports Connection period information AIMSweb and progress monitoring Comments about student progress in PowerSchool Common assessment records Collaborative efforts between staff Basic systems usage

62 61 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4c Communicating with families (pages 96-99) The teacher s communication with families about the instructional program or about individual students is sporadic or culturally inappropriate. The teacher makes no attempt to engage families in the instructional program. The teacher adheres to school procedures for communicating with families and makes modest attempts to engage families in the instructional program. But communications are not always appropriate to the cultures of those families. The teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner. The teacher s communication with families is frequent and sensitive to cultural traditions; students participate in the communication. The teacher successfully engages families in the instructional program, as appropriate. Teacher lesson reflection questions 1-7 IEP meeting participation Online gradebook comments Parent logs School reaches Booster clubs Parent/teacher conference list Classroom newsletters Potluck dinners s Syllabus Recommendations for honors awards Call list Freshmen Orientation Webpage Information open houses Web blogs Parent advisory Post cards home for positive behavior Good News/Department Newsletter Visiting activities talk to parents, attend churches, invite parents/relatives with special skills to class Student created communications (portfolio work)

63 62 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4d Participating in a professional community (pages ) The teacher avoids participating in a professional community or in school and district events and projects; relationships with colleagues are negative or self-serving. The teacher becomes involved in the professional community and in school and district events and projects when specifically asked; relationships with colleagues are cordial. The teacher participates actively in the professional community and in school and district events and projects, and maintains positive and productive relationships with colleagues. The teacher makes a substantial contribution to the professional community and to school and district events and projects, and assumes a leadership role among the faculty. Common plan activities NEA Department meetings Professional Council Connection period Presentation at October Institute Joining professional organizations Sharing resources handouts, teaching materials, PowerPoints, websites, workshops Faculty meetings Curriculum writing SIP day participation Collaboration with colleagues/businesses Conferences Mentoring/sharing knowledge and resources ListServs Building relations in professional community Twitter School events/volunteering

64 63 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4e Growing and developing professionally (pages ) The teacher does not participate in professional development activities and makes no effort to share knowledge with colleagues. The teacher is resistant to feedback from supervisors or colleagues. The teacher participates in professional development activities that are convenient or are required, and makes limited contributions to the profession. The teacher accepts, with some reluctance, feedback from supervisors and colleagues. The teacher seeks out opportunities for professional development based on an individual assessment of need and actively shares expertise with others. The teacher welcomes feedback from supervisors and colleagues. The teacher actively pursues professional development opportunities and initiates activities to contribute to the profession. In addition, the teacher seeks feedback from supervisors and colleagues. Conferences Online communities (web 2.0) SIP meetings Webinars Joining professional organizations CPDU Certificates Curriculum revision committees Transcripts Workshops Goals Cohorts/taking classes UbD units Trying new things in the classroom PowerPoints or handouts from presentations Mentoring Advanced degrees Reflection logs Published articles/books Observing colleagues

65 64 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4f Showing professionalism (pages ) The teacher has little sense of ethics and professionalism and contributes to practices that are self-serving or harmful to students. The teacher fails to comply with school and district regulations and time lines. The teacher is honest and well intentioned in serving students and contributing to decisions in the school, but the teacher s attempts to serve students are limited. The teacher complies minimally with school and district regulations, doing just enough to get by. The teacher displays a high level of ethics and professionalism in dealings with both students and colleagues and complies fully and voluntarily with school and district regulations. The teacher is proactive and assumes a leadership role in making sure that school practices and procedures ensure that all students, particularly those traditionally underserved, are honored in the school. The teacher displays the highest standards of ethical conduct and takes a leadership role in seeing that colleagues comply with school and district regulations. Maintaining good peer relationships Achieving common goals Proper communication Curriculum writing Setting high expectations Timely response to correspondence Respectful interactions Being consistent demonstrate fairness Returning phone calls Connecting with colleagues to plan Extra-curricular participation Joining professional organizations Student teachers Committee participation Timeliness and punctuality Student observers high school/college Syllabus Attentiveness at meetings Mentoring new teachers Class expectations posting comments Attendance at school and meetings Modeling professional behavior for students Professional attire/dress Respectful to students Sharing information Responding to student/parent needs or concerns Advocate for students decision making ability

66 65

67 66 Counselor Resources Standards for Professional Practice Domain Performance Levels Individual Growth Plan Planning Conference Questionnaire Reflection Conference Questionnaire Framework for Professional Practice

68 67 Standards for Professional Practice - Counselors Domain 1: Planning & Preparation 1a: Demonstrating knowledge of counseling theory and techniques 1b: Demonstrating knowledge of child and adolescent development 1c: Establishing goals for the counseling program appropriate to the setting and the students served 1d: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district 1e: Planning the counseling program, integrated with the regular school program 1f: Developing a plan to evaluate the counseling program Domain 2: The Environment 2a: Creating an environment of respect and rapport 2b: Establishing a culture for productive communication 2c: Managing routines and procedures 2d: Establishing standards of conduct and contributing to the culture for student behavior throughout the school 2e: Organizing physical space Domain 3: Delivery of Service 3a: Assessing student needs 3b: Assisting students and teachers in the formulation of academic, personal/social, and career plans, based on knowledge of student needs 3c: Using counseling techniques in individual and classroom programs 3d: Brokering resources to meet needs 3e: Demonstrating flexibility and responsiveness Domain 4: Professional Responsibilities 4a: Reflecting on practice 4b: Maintaining records and submitting them in a timely fashion 4c: Communicating with families 4d: Participating in a professional community 4e: Engaging in professional development 4f: Showing professionalism

69 68 Domain Performance Levels Counselors The Framework defines four levels of performance for each component. The levels of performance describe counseling practice for delivery of practice or specific lesson. The levels of performance are defined as follows: Domain 1 Planning and Preparation Domain 2 The Environment Unsatisfactory Needs Improvement Proficient Excellent Counselor demonstrates little understanding of theory and techniques; displays little or no knowledge of child or adolescent development; has no clear goals for the program, or are inappropriate to the situation or age. Counselor demonstrates no knowledge of regulations or resources available, has a program lacking coherence or structure, and has no plan to evaluate the program. Counselor interaction with students is negative, makes no attempt to establish communication in the school, and routines are nonexistent or in disarray. Counselor has established no standards of conduct and the physical environment is inappropriate for activities. Counselor demonstrates basic understanding of theory and techniques, displays partial knowledge of child or adolescent development; has goals partially suitable for the program. Counselor displays awareness of regulations and resources available; has a program with worthwhile activities but some that are unfit with goals; and has a rudimentary plan to evaluate the program. Counselor interactions with students are mixed of positive and negative, attempts are made to establish communication in the school, and routines are rudimentary and partially successful. Counselor standards of conduct are partially successful and attempts to create physical environment appropriate for activities is partially successful. Counselor demonstrates understanding of theory and techniques; displays accurate knowledge of child or adolescent development; has clear and appropriate goals suitable for the program. Counselor displays awareness of regulations and resources available in and outside of school; has a developed plan; and has an organized plan to evaluate the program around clear goals. Counselor interactions with students are positive and respectful, promote productive communication between and among students and teachers, and routines work effectively. Counselor has established clear standards of conduct and physical environment is inviting and conducive to the planned activities. Counselor demonstrates thorough understanding of theory and techniques, displays extensive knowledge of child or adolescent development; has highly appropriate goals suitable for the program. Counselor displays extensive awareness of regulations and resources available in and outside of school; has a highly coherent plan; and has a sophisticated plan to evaluate the program with imaginative sources of evidence and focus. Counselor interactions with students reflect comfort and trust, guides productive communication between and among students and teachers, and routines are seamless with student assistance. Counselor has established clear standards of conduct and students help maintain them, physical environment is inviting and conducive to the planned activities and students contribute ideas to the physical arrangement.

70 69 Domain 3 Delivery of Service Domain 4 Professional Responsibilities Unsatisfactory Needs Improvement Proficient Excellent Counselor does not assess student needs or assessments result in inaccurate conclusions; program is independent of student needs, and few techniques are used to help students. Counselor does not make connections with other programs to meet needs and adheres to plan in spite of evidence of its inadequacy. Counselor does not reflect on practice. reflections are inaccurate or self- serving, reports, records, and documentation are missing, late, inaccurate, or confusing. Counselor provides no information to families, relationships with colleagues are negative or uninvolved; does not participate in development activities, and displays dishonesty in interactions and violates confidentiality. Counselor assessments of student needs are perfunctory, attempts to help students are partially successful, and a narrow range of techniques are used to help students. Counselor efforts to broker services with programs in the school are partially successful. Modest changes are made to the program when confronted with evidence of the need for change. Counselor reflections on practice are moderately accurate; reports, records, and documentation are generally accurate but occasionally late. Counselor provides limited information to families; relationships with colleagues are cordial; participation in student development is limited; and is honest in interactions and does not violate confidentiality. Counselor assesses student needs and knows range of needs in the school, helps students and teachers formulate plans, and uses a range of techniques to help students. Counselor brokers with other programs within the district to meet student needs and makes revisions in the program when they are needed. Counselor reflections are accurate and objective, citing examples with specific suggestions for improvement; reports, records, and documentation are accurate and timely. Counselor provides thorough and accurate information to families; participates actively in events or projects; maintains positive relationships with colleagues; seeks opportunities for development; and displays high levels of honesty and confidentiality. Counselor conducts detailed and individualized assessments of student needs, helps students and a teacher formulate plans, and uses an extensive range of techniques to help students. Counselor brokers with other programs and agencies within and beyond the district to meet student needs and continually seeks ways to improve the program making changes as needed. Counselor reflections are highly accurate and perceptive, citing examples to suggest alternative strategies, recording keeping is highly systematic and efficient. Counselor is proactive in providing information to families, makes substantial contributions to events or projects, assumes leadership, actively pursues development, and holds the highest standards of honesty and confidentiality.

71 70 Planning Conference Questionnaire Counselor: Name: School: Observer: Date: Determine if this observation is for a (check one box): Lesson Delivery of Service Determine delivery of lesson/service: Individual Group: (number) Please respond to the following questions. Be prepared to discuss your responses during the conference. 1. To which domain(s) does this lesson/session relate? (1a, 1e) Social-emotional; Academic; and/or Career 2. How does this lesson/service fit in the sequence of learning for this group or individual? (1a, 1b, 1c, 1e) 3. Briefly describe the student(s) in this group (consider special needs of students). (NOTE: May not apply to parent programing sessions) (1b, 3a). 4. What are your learning outcomes for this lesson/session? What do you want the student (s) to understand? (1a, 1b, 1c, 1e) 5. How will you engage the student(s) in the learning/service? What will you do? What will the students do? Provide any worksheets or other materials the student(s) will be using. (1b, 1c, 1e, 1f, 3c) 6. How will you differentiate instruction for individuals or groups of students in the class/session? (Auditory, Visual, ELL, Special Ed., etc.) (1b, 1e, 3c) 7. How and when will you know whether the students have learned what you intend? (1a, 1b, 1f) 8. What other information do you want to share about the lesson/session? (i.e. pacing, student behavior and/or interactions, cognitive skills, etc.) (1e, 2c, 2d, 2e) 9. What would you like me to observe specifically during the lesson/service (goals)? (1a 1f)

72 71 Reflection Conference Questionnaire Counselor: Name: School: Observer: Date: Determine if this reflection is for a (check one box): Lesson Delivery of Service Determine delivery of lesson/service: Individual Group: (number) Please respond to the following questions. Be prepared to discuss your responses during the conference. 1. In general, how successful was the lesson/session? Did the student(s) learn what you intended for them to learn? How do you know? (4a) 2. If you have samples of student work, or an evaluation of the lesson/session, what do they reveal about the students levels of engagement and understanding? Do they suggest modifications in how you might teach this lesson/session in the future? (4a) 3. Comment on your procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning? (4a) 4. Did you depart from your plan? If so, how and why? (4a) 5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials, and resources). To what extent were they effective? (4a) 6. If you had an opportunity to teach this lesson/session again to the same group of students, what would you do differently? (4a) 7. Did you achieve your goals? How do you know? What does that evidence demonstrate regarding your level of performance? (4a)

73 72 DOMAIN 1: PLANNING AND PREPARATION Counselor Framework for Professional Practice - Evidence of Performance 1a Demonstrating knowledge of counseling theory and techniques (page 141) Counselor demonstrates little understanding of counseling theory and techniques. Counselor demonstrates basic understanding of counseling theory and techniques. Counselor demonstrates understanding of counseling theory and techniques. Counselor demonstrates deep and thorough understanding of counseling theory and techniques. Membership to ISCA, CEU, CPDU s and plan Counseling method Ability to interpret Holland s theory and world of work may in FLC #2 and DVG, EXPLORE and PLAN Using Maslow s Hierarchy of Need when helping a student Reading articles on counseling updates-staying updated with current with current information Building level administration/counselor meetings Attending conferences, presenting, taking classes Presentations at state and local meetings/conferences Planning Conference Questions #1, 2, 4, 7 and 9

74 73 DOMAIN 1: PLANNING AND PREPARATION (continued) 1b Demonstrating knowledge of child and adolescent development (page 141) Counselor displays little or no knowledge of child and adolescent development. Counselor displays partial knowledge of child and adolescent development. Counselor displays accurate understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns. 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. Age appropriate DVG lessons/curriculum Parental meetings/staffings Individual counseling Large group counseling/workshops Counseling plan-dvg/flc/at-risk Groups/Individuals/RtI students specific to educational, social, emotional career/needs Course placement and selection Individual parent education parental expectations meeting student needs Hand scheduling for at-risk students Planning Conference Questions #2, 3, 4, 5, 6, 7 and 9

75 74 DOMAIN 1: PLANNING AND PREPARATION (continued) 1c Establishing goals for the counseling program appropriate to the setting and the students served (page 141) Counselor has no clear goals for the counseling program, or they are inappropriate to either the situation or the age of the students. Counselor s goals for the counseling program are rudimentary and are partially suitable to the situation and the age of the students. Counselor s goals for the counseling program are clear and appropriate to the situation in the school and to the age of the students. Counselor s goals for the counseling program 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. SIP goals/dip goals Objective (evaluation) DVG goals/lessons FLC lessons Career cruising Planning meetings for FLC, DVG, CLE, PP, UbD planning Counselor caseload management system/program i.e. counselor utopia coming soon-ccc lessons Planning Conference Questions #2, 4, 5 and 9

76 75 DOMAIN 1: PLANNING AND PREPARATION (continued) 1d Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district (page 142) Counselor demonstrates little or no knowledge of governmental regulations and of resources for students available through the school or district. Counselor displays awareness of governmental regulations and of resources for students available through the school or district, but no knowledge of resources available more broadly. Counselor displays awareness of governmental regulations and of resources for students available through the school or district, and some familiarity with resources external to the school. Counselor s knowledge of governmental regulations and of resources for students is extensive, including those available through the school or district and in the community. Referrals to outside social service agencies (maintaining confidentiality) Resources: share with parents, students and staff Professional development activities homeless, FAFSA, ACT, NCAA Clearinghouse, State Artic, COS, FRL waivers Connect with other professionals on available resource, i.e. SSC breakfast, director of counselor meeting, SADD work meeting Planning Conference Question #9, if applicable

77 76 DOMAIN 1: PLANNING AND PREPARATION (continued) 1e Planning the counseling program, integrated with the regular school program (page 142) Counseling program consists of a random collection of unrelated activities, lacking coherence or an overall structure. Counselor s plan has a guiding principle and includes a number of worthwhile activities, but some of them don t fit with the broader goals. Counselor has developed a plan that includes the important aspects of counseling in the setting. Counselor s plan is highly coherent and serves to support not only the students individually and in groups, but also the broader educational program. Coordinator of DVG lessons in different classes Calendar of counseling activities Individual school counselor meetings PPS meetings FLC, DVG, PP, CCC lessons and goals Planning Conference Questions #1, 2, 4, 5, 6, 8 and 9

78 77 DOMAIN 1: PLANNING AND PREPARATION (continued) 1f Developing a plan to evaluate the counseling program (page 142) Counselor has no plan to evaluate the program or resists suggestions that such an evaluation is important. Counselor has a rudimentary plan to evaluate the counseling program. Counselor 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. Counselor s evaluation plan is highly sophisticated, with imaginative sources of evidence and a clear path toward improving the program on an ongoing basis. Counselor/APSS weekly meetings (counselor meetings) Counselor assessments (feedback) from lessons Counselor meetings district (monthly) Student services meetings Planning Conference Questions #5, 7 and 9

79 78 DOMAIN 2: THE ENVIRONMENT 2a Creating an environment of respect and rapport (page 143) Counselor s interactions with students are negative or inappropriate, and the counselor does not promote positive interactions among students. Counselor s interactions are a mix of positive and negative; the counselor s efforts at encouraging positive interactions among students are partially successful. Counselor s interactions with students are positive and respectful, and the counselor actively promotes positive student-student interactions. Students seek out the counselor, reflecting a high degree of comfort and trust in the relationship. Counselor teaches students how to engage in positive interactions. Data-FLC surveys, DVG assessments, CCC data, parent program evaluation Student sign-up sheets Peer mediation Teacher/Student mediations

80 79 DOMAIN 2: THE ENVIRONMENT (continued) 2b Establishing a culture for productive communication (page 143) Counselor makes no attempt to establish a culture for productive communication in the school as a whole, either among students or among teachers, or between students and teachers. Counselor s attempts to promote a culture throughout the school for productive and respectful communication between and among students and teachers are partially successful. Counselor promotes a culture throughout the school for productive and respectful communication between and among students and teachers. The culture in the school for productive and respectful communication between and among students and teachers, while guided by the counselor, is maintained by both teachers and students. Counselor APSS weekly meetings (counselor meetings) Counselor meetings district (monthly) Student services meetings s with teachers Log of days schedule with teacher meetings Staffings/RtI meetings Teacher/Student mediations

81 80 DOMAIN 2: THE ENVIRONMENT (continued) 2c Managing routines and procedures (page 143) Counselor s routines for the counseling center or classroom work are nonexistent or in disarray. Counselor has rudimentary and partially successful routines for the counseling center or classroom. Counselor s routines for the counseling center or classroom work effectively. Counselor s routines for the counseling center or classroom are seamless, and students assist in maintaining them. Sign-up sheets for counselor/field trips/ccc/speakers Planning schedules for day (counselor schedule, outlook or paper) pass procedure Senior letters School reach details Daily announcements Planning Conference Question #8

82 81 DOMAIN 2: THE ENVIRONMENT (continued) 2d Establishing standards of conduct and contributing to the culture for student behavior throughout the school (page 144) Counselor has established no standards of conduct for students during counseling sessions and makes no contribution to maintaining an environment of civility in the school. Counselor s efforts to establish standards of conduct for counseling sessions are partially successful. Counselor attempts, with limited success, to contribute to the level of civility in the school as a whole. Counselor has established clear standards of conduct for counseling sessions and makes a significant contribution to the environment of civility in the school. Counselor has established clear standards of conduct for counseling sessions, and students contribute to maintaining them. Counselor takes a leadership role in maintaining the environment of civility in the school. Counselor APSS weekly meetings (counselor meetings) Counselor meetings district (monthly) Student services meetings Rules for aides Do what is right/do your best/treat others as you want to be treated Handbook Planning Conference Question #8

83 82 DOMAIN 2: THE ENVIRONMENT (continued) 2e Organizing physical space (page 144) The physical environment is in disarray or is inappropriate to the planned activities. Counselor s attempts to create an inviting and wellorganized physical environment are partially successful. Counseling center or classroom arrangements are inviting and conducive to the planned activities. Counseling center or classroom arrangements are inviting and conducive to the planned activities. Students have contributed ideas to the physical arrangement. Picture of office Picture of CCC DVG lesson delivery Planning Conference Question #8

84 83 DOMAIN 3: DELIVERY OF SERVICE 3a Assessing student needs (page 145) Counselor does not assess student needs, or the assessments result in inaccurate conclusions. Counselor s assessments of student needs are perfunctory. Counselor assesses student needs and knows the range of student needs in the school. Counselor conducts detailed and individualized assessments of student needs to contribute to program planning. Counselor APSS weekly meetings (counselor meetings) s to teachers Counselor assessments (feedback) from lessons Data from midterms Data FLC surveys, DVG assessments, CCC data, parent program evaluation Progress reports EXPLORE PLAN needs assessment Parent conferences Senior survey IEP/504 meetings Counselor meetings district (monthly) PPS/RtI agendas/referrals Student services meetings D&E reports Junior interview sheet Discipline reports Senior interview sheet Attendance reports Testing results EXPLORE PLAN, ACT pre-test Planning Conference Question #5 Transcript evaluations

85 84 DOMAIN 3: DELIVERY OF SERVICE (continued) 3b Assisting students and teachers in the formulation of academic, personal or social, and career plans, based on knowledge of student needs (page 145) Counselor s program is independent of identified student needs. Counselor s attempts to help students and teachers formulate academic, personal/social, and career plans are partially successful. Counselor helps students and teachers formulate academic, personal/social, and career plans for groups of students. Counselor helps individual students and teachers formulate academic, personal/social, and career plans. Academic logs for at risk meetings Academic logs Student contracts for grades Course selection sheets Personal social logs Student contracts for behavior Group recommendations Career logs Printout for career cruising usage

86 85 DOMAIN 3: DELIVERY OF SERVICE (continued) 3c Using counseling techniques in individual and classroom programs (page 145) Counselor has few counseling techniques to help students acquire skills in decision making and problem solving for both interactions with other students and future planning. Counselor displays a narrow range of counseling techniques to help students acquire skills in decision making and problem solving for both interactions with other students and future planning. Counselor uses a range of counseling techniques to help students acquire skills in decision making and problem solving for both interactions with other students and future planning. Counselor uses an extensive range of counseling techniques to help students acquire skills in decision making and problem solving for both interactions with other students and future planning. Curriculum from DVG, CCC, PP and FLC Individual/group presentations Planning Conference Questions #5 and 6

87 86 DOMAIN 3: DELIVERY OF SERVICE (continued) 3d Brokering resources to meet needs (page 146) Counselor does not make connections with other programs in order to meet student needs. Counselor s efforts to broker services with other programs in the school are partially successful. Counselor brokers with other programs within the school or district to meet student needs. Counselor brokers with other programs and agencies both within and beyond the school or district to meet individual student needs. Delta Rise Aunt Martha Bremen-Youth Crisis situations logs SASS referrals DCFS contacts PALS, Pride, Hawks, Roar

88 87 DOMAIN 3: DELIVERY OF SERVICE (continued) 3e Demonstrating flexibility and responsiveness (page 146) Counselor adheres to the plan or program, in spite of evidence of its inadequacy. Counselor makes modest changes in the counseling program when confronted with evidence of the need for change. Counselor makes revisions in the counseling program when they are needed. Counselor is continually seeking ways to improve the counseling program and makes changes as needed in response to student, parent, or teacher input. Parent Meetings Emergencies; hospital visits Sign-ups to show responsiveness Plans for change to programs

89 88 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES 4a Reflecting on practice (page 147) Counselor does not reflect on practice, or the reflections are inaccurate or self-serving. Counselor 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. Counselor s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Counselor makes some specific suggestions as to how the counseling program might be improved. Counselor s reflection is highly accurate and perceptive, citing specific examples that were not fully successful for at least some students. Counselor draws on an extensive repertoire to suggest alternative strategies. Counselor meetings weekly, monthly Student services meetings Post observation questionnaire Counselor assessment of lessons Reflection Conference Questions #1-7

90 89 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4b Maintaining records and submitting them in a timely fashion (page 147) Counselor s reports, records, and documentation are missing, late, or inaccurate, resulting in confusion. Counselor s reports, records, and documentation are generally accurate but are occasionally late. Counselor s reports, records, and documentation are accurate and are submitted in a timely manner. Counselor s approach to record keeping is highly systematic and efficient and serves as a model for colleagues in other schools. Logs Senior Letters Summer school letters Counselor assessments Student assessments

91 90 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4c Communicating with families (page 147) Counselor provides no information to families, either about the counseling program as a whole or about individual students. Counselor provides limited though accurate information to families about the counseling program as a whole and about individual students. Counselor provides thorough and accurate information to families about the counseling program as a whole and about individual students. Counselor is proactive in providing information to families about the counseling program and about individual students through a variety of means. School reach results Website Parent/Teacher conference nights PP lessons Senior letters s 8 th grade course selection IEP meeting

92 91 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4d Participating in a professional community (page 148) Counselor s relationships with colleagues are negative or self-serving, and counselor avoids being involved in school and district events and projects. Counselor s relationships with colleagues are cordial, and counselor participates in school and district events and projects when specifically requested. Counselor participates actively in school and district events and projects and maintains positive and productive relationships with colleagues. Counselor makes a substantial contribution to school and district events and projects and assumes leadership with colleagues. Counselor meetings weekly, monthly Mentoring new counselors or project managers Student services meetings Presentation at October Institute Membership in guidance committee Sharing resources handouts, teaching materials, PowerPoints, websites, workshops School-based/district committees Curriculum writing Faculty meetings Collaboration with colleagues SIP day participation Mentoring/sharing knowledge and resources Conferences Building relations in professional community Leadership offices School events/volunteering Presentation for school improvement

93 92 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4e Engaging in professional development (page 148) Counselor does not participate in professional development activities even when such activities are clearly needed for the development of counseling skills. Counselor s participation in professional development activities is limited to those that are convenient or are required. Counselor seeks out opportunities for professional development based on an individual assessment of need. Counselor actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as offering workshops to colleagues. Conferences Online communities (web 2.0) SIP meetings CPDU Certificates Joining professional organizations Transcripts Curriculum revision committees Goals Workshops (participant/presenter) UbD units Cohorts/taking classes; webinars PowerPoints or handouts from presentations Mentoring Advanced degrees Reflection logs Published articles/books Observing colleagues

94 93 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4f Showing professionalism (page 148) Counselor displays dishonesty in interactions with colleagues, students, and the public; violates principles of confidentiality. Counselor is honest in - interactions with colleagues, students, and the public; does not violate confidentiality. Counselor displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public; advocates for students when needed. Counselor can be counted on to hold the highest standards of honesty, integrity, and confidentiality and to advocate for students, taking a leadership role with colleagues. Maintaining good peer relationships Professional attire/dress Attendance at school and meetings Curriculum writing Joining professional organizations Respectful to students Respectful interactions Being consistent demonstrate fairness Proof of follow-through (PPS notes, logs) Counselor meetings weekly, monthly Extra-curricular participation Thank you notes Mentoring interns Proper communication Student observers high school/college Timely response to correspondence Modeling professional behavior for students Returning phone calls Sharing information Timeliness and punctuality Committee participation Attentiveness at meetings Responding to student/parent needs/concerns Advocate for students decision making ability

95 94

96 95 Library Media Specialist Resources Standards for Performance Domain Performance Levels Individual Growth Plan Planning Conference Questionnaire o For managing library services o For delivering a lesson Reflection Conference Questionnaire o For managing library services o For delivering a lesson Framework for Professional Practice

97 96 Standards for Professional Practice Library Media Specialists Domain 1: Planning & Preparation 1a: Demonstrating knowledge of literature and current trends in library/media practice and information technology 1b: Demonstrating knowledge of the school s program and student information needs within that program 1c: Establishing goals for the library/media program appropriate to the setting and the students served 1d: Demonstrating knowledge of resources, both within and beyond the school and district, and access to such resources as interlibrary loan 1e: Planning the library/media program, integrated with the overall school program 1f: Developing a plan to evaluate the library/media program Domain 2: The Environment 2a: Creating an environment of respect and rapport 2b: Establishing a culture for investigation and love of literature 2c: Establishing and maintaining library procedures 2d: Managing student behavior 2e: Organizing physical space to enable smooth flow Domain 3 Delivery of Service 3a: Maintaining and extending the library collection in accordance with the school s needs and within budget limitations 3b: Collaborating with teachers in the design of instructional units and lessons 3c: Engaging students in enjoying literature and in learning information skills 3d: Assisting students and teachers in the use of technology in the library/media center 3e: Demonstrating flexibility and responsiveness Domain 4: Professional Responsibilities 4a: Reflecting on practice 4b: Preparing and submitting reports and budgets 4c: Communicating with the larger community 4d: Participating in a professional community 4e: Engaging in professional development 4f: Showing professionalism

98 97 Domain Performance Levels Media Specialist The Framework for Library/media specialist defines four levels of performance for each component. The levels of performance describe Library/media specialist practice for delivery of service or specific lesson. The levels of performance are defined as follows: Domain 1 Planning and Preparation Domain 2 The Environment Unsatisfactory Needs Improvement Proficient Excellent Library/media specialist s plans demonstrate little knowledge of literature, current trends in information technology and little or no knowledge of the school s content standards and student information needs. Goals for the program and knowledge of resources for students in the school, other schools in the district and the larger community are either lacking or inappropriate. The library/media program lacks an overall structure and has no evaluation plan. Interactions, both between, the library/media specialist and students and among students are negative. The specialist conveys research and literature in a negative way. Media center routines and procedures are nonexistent or inefficient. Library assistants are confused. There is little or no evidence that standards of conduct have been established. Specialist makes poor use of physical environment, confusing signage and inadequate space devoted to work areas and computer use. Library/media specialist s plans demonstrate limited knowledge of literature, current trends in information technology and basic knowledge of the school s content standards and student information needs. Goals for the program and Library/media specialist s plans demonstrate a thorough knowledge of literature, current trends in information technology and of the school s content standards and student information needs. Goals for the program and knowledge of knowledge of resources for students in resources for students in the school, the school, other schools in the district other schools in the district and the and the larger community are larger community are clear and rudimentary and are partially suitable appropriate to the situation in the to the situation in the school and the school and the age of the students. age of the students. The program has a guiding principle, but not all fit with the broader goals and the evaluation plan is rudimentary. The specialist s plan is well designed to support the needs of the education community. The evaluation plan is organized around clear goals and the collection of evidence indicates the degree to which the goals have been met. Interactions, both between, the Interactions, both between, the library/media specialist and students library/media specialist and students and among students are generally and among students are polite and appropriate. The specialist conveys appropriate. The specialist, in little commitment to research and interactions with both students and literature. Media center routines and colleagues, conveys a sense of procedures have been established but importance to research and literature. function sporadically. Library Media center routines and procedures assistants guidelines are partially have been established and function successful. There is evidence that smoothly. Library assistants standards of conduct have been guidelines are clear as to their role. established, but these efforts are not Standards of conduct appear to be always successful. Efforts to make use clear to students, and behavior is of physical environment are uneven, monitored and response to resulting in occasional confusion. misbehavior is appropriate. Effective use of physical environment made. Drawing on extensive professional resources, the library/media specialist plans demonstrate an understanding of literature, current trends in information technology and of the school s content standards and student information needs. Goals for the program and knowledge of new resources for students in the school, other schools in the district and the larger community are highly appropriate to the situation in the school and the age of the students. The specialist s plan is highly coherent, concerning scheduling, consultative work with students and colleagues and work in maintaining and extending the collection. The evaluation plan is highly sophisticated, with sources of evidence and a clear, continuous path toward program improvement. Interactions among the library/media specialist, students and teachers are highly respectful. Interactions with both students and colleagues, conveys a sense of the essential nature of research and literature. Media center routines and procedures are seamless in their operation. Library assistants work independently and contribute to the success of the media center. Standards of conduct appear to be clear, with evidence of student participation in setting them. Monitoring of student behavior is subtle and preventative. Students take an active role in monitoring the standards of behavior. Use of physical space is highly effective and displays are attractive.

99 98 Domain 3 Delivery of Service Domain 4 Professional Responsibilities Unsatisfactory Needs Improvement Proficient Excellent The library/media specialist fails to adhere to district or professional guidelines in selecting and maintaining material. The specialist declines to collaborate with teachers in the design of lessons. Students are not engaged in literature and in learning information skills because of poor design of activities, poor grouping or inappropriate materials. Specialist declines to assist students and teachers in services. Specialist adheres to the plan, in spite of evidence that it should be revised or modified. The library/media specialist does not reflect on practice or reflections are inaccurate or self-serving. The specialist ignores teacher requests when preparing requisitions and does not follow established procedures. Reports are routinely late. Specialist makes no effort to communicate with parents or the larger community. The specialist s relationships with colleagues are negative or self-serving, and the specialist avoids being involved in school and district projects. The specialist does not participate in professional development activities, even when needed. The specialist displays dishonesty in interactions with colleagues, students and the public; violates copyright laws. The library/media specialist is partially successful in attempts to adhere to district or professional guidelines in selecting and maintaining material. The specialist collaborates with teachers in the design of lessons when Students are engaged in literature and specifically asked. Only some students in learning information skills because are engaged in literature and in learning information skills, due to uneven design of activities, groupings or inappropriate materials. Specialist assists students and teachers in services when specifically asked. Specialist makes modest changes to plans when confronted with evidence of the need for change. The library/media specialist s reflection on practice is moderately accurate. The specialist sometimes responds to teacher requests when preparing requisitions and sometimes follows established procedures. Reports are sometimes submitted late. Specialist makes sporadic efforts to communicate with parents or the larger community. The specialist s relationships with colleagues are cordial, and the specialist participates in school and district projects, when specifically requested. The specialist s participation in professional development activities is limited. The specialist is honest in interactions with colleagues, students and the public; respects copyright laws. The library/media specialist adheres to district or professional guidelines in selecting and maintaining material. The specialist initiates collaboration with teachers in the design of lessons. of effective design of activities, groupings or materials. Specialist initiates sessions to assists students and teachers in services. Specialist makes revisions to plans when they are needed. The library/media specialist s reflection on practice provides an accurate description of practice and makes some specific suggestions on how to improve the program. The specialist honors teacher requests when preparing requisitions and follows established procedures. Reports are submitted on time. Specialist communicates with parents and the larger community. The specialist maintains positive relationships with colleagues and participates actively in school and district projects. The specialist seeks out professional development opportunities based on individual assessment and need. The specialist displays high standards of honesty and interactions with colleagues, students and the public; adheres carefully to copyright laws. The library/media specialist selects materials for the collection thoughtfully and in consultation with teaching colleagues, purging outdated materials and maintaining a balanced collection. The specialist initiates collaboration with teachers in the design of lessons, locating additional resources from sources outside of school. Students are highly engaged in literature and in learning information skills and take initiative in ensuring the engagement of their peers. Specialist is proactive in initiating sessions to assists students and teachers in services. The specialist is continually seeking ways to improve the library/media in response to student, parent and teacher input. The library/media specialist s reflection is highly accurate and citing specific examples. Specialist s reflection is highly accurate and perceptive and draws on and extensive repertoire to suggest alternative strategies for likely success. The specialist anticipates teacher needs when preparing requisitions and follows established procedures and suggests improvements for those procedures. Reports are submitted on time. Specialist is proactive in reaching out to parents and the larger community, coordinating mutually beneficial efforts. The specialist assumes leadership with colleagues and makes a substantial contribution to school and district projects. The specialist actively pursues professional development opportunities and offers workshops to colleagues. The specialist holds the highest standards of honesty and takes a leadership role with colleagues in ensuring there is not plagiarism or violation of copyright laws.

100 99 Planning Conference Questionnaire Media Specialists: Teacher School Observer Date These questions are to be used when directly observing the media specialist managing library services. Please respond to the following questions. Be prepared to discuss your responses during the conference. 1. Describe the delivery of services that will be observed. (1a, 3c, 3d) 2. What are your goals for the library/media program? (1a, 1b, 1c, 1e) a. District goals: b. School goals: c. Individual goals: 3. How and when will we know that you have achieved your goals? Share your plan to evaluate the library program. (1f) 4. How have you contributed to the creation of an engaging learning environment in the library? (2a, 2b, 2e, 3c) 5. What steps do you take to maintain a relevant collection to the curriculum & student population? (1a, 1d, 1e, 2b, 3a, 3c) 6. What are the expectations of students when working in the library? (2a, 2d) 7. Describe other activities that you conduct that are integral to the library program. (1b, 1e, 2c, 3d, 4b, 4c, 4e) 8. What other information do you want to share about the observation session? (i.e. pacing, student behavior/interactions, cognitive skills, etc.) (2c, 2d, 3b, 3c, 3d) 9. What would you like me to observe specifically during the observation (goals)? (1a-1f)

101 100 Planning Conference Questionnaire Media Specialists: Teacher School Observer Date These questions are to be used when observing a lesson being taught to students. Please respond to the following questions. Be prepared to discuss your responses during the conference. 1. Describe the lesson that will be observed. What learning activities will the students be engaged in during the lesson? (1b, 1c, 3b, 3c) 2. What preparation have you done for this activity? (1c, 1e, 3b) 3. What resources (technology, media, print, etc) are you incorporating in this activity? (1a, 1d, 3a, 3d) 4. What skills are being introduced to or reinforced with students in this activity? (1b, 3d) 5. What are the expectations of students during the lesson? (2a, 2d) 6. What do I need to know about the group of students you are working with in this lesson? (1b, 1c, 1e) 7. What role do you play in the lesson? In other words, what can I expect to see you doing during the lesson? (1a, 3c, 3d) 8. What other information do you want to share about the observation session? (i.e. pacing, student behavior/interactions, cognitive skills, etc.) (2c, 2d, 3b, 3c, 3d) 9. What would you like me to observe specifically during the observation (goals)? (1a-1f)

102 101 Reflection Conference Questionnaire Media Specialists: Teacher School Observer Date These questions are to be used when reflecting on managing library services. Please respond to the following questions. Be prepared to discuss your responses during the conference. 1. In general, how successful was your delivery of service? How do you know? (4a) 2. If you had the opportunity to deliver your service again, what would you do differently? (3e, 4a) 3. What impact did your services/initiatives have on the learning environment of the library, either for that period or over a longer period? (2b, 4a) 4. Comment on your procedures, student conduct and your use of physical space. To what extent do you believe these contributed to student learning? (2e, 4a) 5. How does your service contribute to your individual and the school s goals? (4a) 6. Did you achieve your goals for the observation? How do you know? What does that evidence demonstrate about your level of performance? (4a)

103 102 Reflection Conference Questionnaire Media Specialists: Teacher School Observer Date These questions are to be used when reflecting on an observed lesson taught to students. Please respond to the following questions. Be prepared to discuss your responses during the conference. 1. In general, how successful was your delivery of your lesson? How do you know? (4a) 2. Did you depart from your plan? If so, how and why? (3e, 4a) 3. If you had the opportunity to deliver your lesson again to the same group of students, what would you do differently? (3e, 4a) 4. Comment on the different aspects of your instructional delivery (e.g. activities, materials, resource, and grouping of students). To what extent were they effective? (4a) 5. What impact did your activity/activities have on the learning environment of the library? (2b, 4a) 6. Comment on your procedures, student conduct and your use of physical space. To what extent did these contribute to student learning? (2e, 4a) 7. Did you achieve your goals for the observation? How do you know? What does that evidence demonstrate about your level of performance? (4a)

104 103 Library Media Specialist Framework for Professional Practice Evidence of Performance DOMAIN 1: PLANNING AND PREPARATION 1a Demonstrating knowledge of literature and current trends in library/media practice and information technology (page 124) Library/media specialist demonstrates little or no knowledge of literature and of current trends in practice and information technology. Library/media specialist demonstrates limited knowledge of literature and of current trends in practice and information technology. Library/media specialist demonstrates thorough knowledge of literature and of current trends in practice and information technology. Drawing on extensive professional resources, library/media specialist demonstrates rich understanding of literature and of current trends in information technology. List of professional journal subscriptions (School Library Journal, Booklist, Young Adult Library Services, VOYA, Library Media Connection) Record of membership in professional subscriptions to library listservs (ISLMA, YALSA) Participation in educational social media (Twitter, Diigo) Book talks Booklists Network of professional contacts and resources Attendance/participation at relevant conferences/workshops/training sessions Planning Conference Questions (managing services) #1, 2, 5 and 9 Planning Conference Questions (lesson delivery) #3, 7 and 9

105 104 DOMAIN I: PLANNING AND PREPARATION (continued) 1b Demonstrating knowledge of the school s program and student information needs within that program (page 124) Library/media specialist demonstrates little or no knowledge of the school s content standards and of students needs for information skills within those standards. Library/media specialist demonstrates basic knowledge of the school s content standards and of students needs for information skills within those standards. Library/media specialist demonstrates thorough knowledge of the school s content standards and of students needs for information skills within those standards. Library/media specialist takes a leadership role within the school and district to articulate the needs of students for information technology within the school s academic program. Ready access to district resources Communication with teachers to enhance lessons Provide resources s, teacher scheduling request forms, classroom handouts Participation in all school meetings (faculty, institutes, SIP) agenda and notes Membership in Building and District Committees agenda and notes Support of PSAE and AP test prep by providing links to Learn-A-Test and AP College Board websites IMC webpage PSAE handouts IMC databases home access sheet Freshmen orientation handout Planning Conference Questions (managing services) #2, 7 and 9 Planning Conference Questions (lesson delivery) #4, 6 and 9

106 105 DOMAIN I: PLANNING AND PREPARATION (continued) 1c Establishing goals for the library or media program appropriate to the setting and the students served (page 124) Library/media specialist has no clear goals for the media program, or they are inappropriate to either the situation in the school or the age of the students. Library/media specialist s goals for the media program are rudimentary and are partially suitable to the situation in the school and the age of the students. Library/media specialist s goals for the media program are clear and appropriate to the situation in the school and to the age of the students. Library/media specialist s goals for the media program are highly appropriate to the situation in the school and to the age of the students and have been developed following consultations with students and colleagues. Media Specialist Handbook review/revise as necessary Student and staff surveys Staff Advisory Committee agendas and notes Collection inventory statistics/reports Special collections based on student needs (books in Spanish, large type, high interest/low level) list of materials Introduction to Web 2.0 tools such as Edmodo, Goggle Docs, Glogster, Prezi class handouts, lesson plans using web 2.0 tools Planning Conference Questions (managing services) #2 and 9 Planning Conference Questions (lesson delivery) #1, 2, 6 and 9

107 106 DOMAIN I: PLANNING AND PREPARATION (continued) 1d Demonstrating knowledge of resources, both within and beyond the school and district, and access to such resources as interlibrary loan (page 125) Library/media specialist demonstrates little or no knowledge of resources available for students and teachers in the school, in other schools in the district, and in the larger community to advance program goals. Library/media specialist demonstrates basic knowledge of resources available for students and teachers in the school, in other schools in the district, and in the larger community to advance program goals. Library/media specialist is fully aware of resources available for students and teachers in the school, in other schools in the district, and in the larger community to advance program goals. Library/media specialist is fully aware of resources available for students and teachers and actively seeks out new resources from a wide range of sources to enrich the school s program. Maintenance of IMC collection of resources (statistics, purchases, cataloging records, weeding records) Current list of new materials Records of material transactions between district IMCs Record of material transactions through interlibrary loan Access to various resources (databases, internet resources, online catalog, public library catalog, home access passwords, etc.), handouts Instruction in the use of free Web 2.0 tool-handouts Maintenance of a network of professional resources (files, catalogs, online user/membership) Grant applications Interlibrary loan charts Free resources applications/order forms Professional journal subscriptions Planning Conference Questions (managing services) #5 and 9 Planning Conference Question (lesson delivery) #9

108 107 DOMAIN I: PLANNING AND PREPARATION (continued) 1e Planning the library/ media program integrated with the overall school program (page 125) Library/media program consists of a random collection of unrelated activities, lacking coherence or an overall structure. Library/media specialist s plan has a guiding principle and includes a number of worthwhile activities, but some of them don t fit with the broader goals. Library/media specialist s plan is well designed to support both teachers and students in their information needs. Library/media specialist s plan is highly coherent, taking into account the competing demands of scheduled time in the library, consultative work with teachers, and work in maintaining and extending the collection; the plan has been developed after consultation with teachers. Freshman orientations handouts, assignments, PP presentations, lesson plans Research orientations (databases, online catalogs) handouts, PP presentations, lesson plans Media Specialist Handbook review/revise as necessary Activities, resources and events that support the district and school missions and initiatives flyers, handouts Maintenance and expansion of the library collection (lists of current purchases and added resources) collaboration with departments to provide resources to support curriculum s, teacher sign-up sheets Use and promotion of emerging technologies databases instruction, teacher sign-up sheets, lesson plans, handouts Planning Conference Questions (managing services) #2, 5, 7 and 9 Planning Conference Questions (lesson delivery) #2, 6 and 9

109 108 DOMAIN I: PLANNING AND PREPARATION (continued) 1f Developing a plan to evaluate the library or media program (page 125) Library/media specialist has no plan to evaluate the program or resists suggestions that such an evaluation is important. Library/media specialist has a rudimentary plan to evaluate the library/media program. 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 s evaluation plan is highly sophisticated, with imaginative sources of evidence and a clear path toward improving the program on an ongoing basis. Illinois School Library Grant Evaluations Statistical evidence of library utilization Statistical evidence of materials usage Weeding criteria and records Surveys by student and staff Student work produced in the IMC IMC lessons, teacher lessons and individual student work (research assignments, papers, creative work, digital assignments) Collection development statistics of weeding and added materials Integration of Web 2.0 technology handouts, lesson plans, Integration of the Common Core Standards Evaluation of library services/databases/equipment Planning Conference Questions (managing services) #3 and 9 Planning Conference Question (lesson delivery) #9

110 109 DOMAIN 2: THE ENVIRONMENT 2a Creating an environment of respect and rapport (page 126) Interactions, both between the library/media specialist and students and among students, are negative, inappropriate, or insensitive to students cultural backgrounds and are characterized by sarcasm, put-downs, or conflict. Interactions, both between the library/media specialist and students and among students, are generally appropriate and free from conflict but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences among students. Interactions, both between the library/media specialist and students and among students, are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students. Interactions among the library/media specialist, individual students, and the classroom teachers are highly respectful, reflecting genuine warmth and caring and sensitivity to students cultures and levels of development. Students themselves ensure high levels of civility among students in the library. A record of teacher-librarian conferences on collaborative and/or individual lessons Orientation presentations (including expectations for library behavior) on PowerPoint or Prezi Appropriate signage for group work and quiet reading/study areas in the library Pictures that convey use of library space Pictures or copies of posted rules/guidelines for IMC usage Planning Conference Questions (managing services) #4 and 6 Planning Conference Question (lesson delivery) #5

111 110 DOMAIN 2: THE ENVIRONMENT (continued) 2b Establishing a culture for investigation and love of literature (page 126) Library/media specialist conveys a sense that the work of seeking information and reading literature is not worth the time and energy required. Library/media specialist goes through the motions of performing the work of the position, but without any real commitment to it. Library/media specialist, in interactions with both students and colleagues, conveys a sense of the importance of seeking information and reading literature. Library/media specialist, in interactions with both students and colleagues, conveys a sense of the essential nature of seeking information and reading literature. Students appear to have internalized these values. Thematic and timely book displays Training (including handouts) on how to use the Online Public Access Catalog and the district s databases Brochures/handouts that assist students with research such as evaluating websites or using MLA and APA style Providing online research assistance in the form of updated websites with current links Displays that promote reading recommendations from students, staff and community members Student suggestion box for book purchases Book talks on subject specific topics (along with reading lists) and on current reading Signage promoting Abraham Lincoln Award nominations and the books themselves Circulation and attendance statistics Planning Conference Questions (managing services) #4 and 5 Reflection Conference Question (managing services) #3 Reflection Conference Question (lesson delivery) #5

112 111 DOMAIN 2: THE ENVIRONMENT (continued) 2c Establishing and maintaining library procedures (page 126) Media center routines and procedures (for example, for 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. Media center routines and procedures (for example, for circulation of materials, working on computers, independent work) have been established but function sporadically. Efforts to establish guidelines for library assistants are partially successful. Media center routines and procedures (for example, for circulation of materials, working on computers, independent work) have been established and function smoothly. Library assistants are clear as to their role. Media center routines and procedures (for example, for circulation of materials, working on computers, independent work) are seamless in their operation, with students assuming considerable responsibility for their smooth operation. Library assistants work independently and contribute to the success of the media center. Procedures for reserving library space, requesting equipment, intra-district books and equipment requests. Procedures should be available online and in written format Internet/library passes and inter-library loan requests Procedures for checking into the library during study hall and during off-hours. Procedures should be available online and in written format Planning Conference Questions (managing services) #7 and 8 Planning Conference Question (lesson delivery) #8

113 112 DOMAIN 2: THE ENVIRONMENT (continued) 2d Managing student behavior (page 127) There is no evidence that standards of conduct have been established, and there is little or no monitoring of student behavior. Response to student misbehavior is repressive or disrespectful of student dignity. It appears that the library/media specialist has made an effort to establish standards of conduct for students and tries to monitor student behavior and respond to student misbehavior, but these efforts are not always successful. Standards of conduct appear to be clear to students, and the library/media specialist monitors student behavior against those standards. Library/media specialist s response to student misbehavior is appropriate and respectful to students. Standards of conduct are clear, with evidence of student participation in setting them. Library/media specialist s monitoring of student behavior is subtle and preventive, and response to student misbehavior is sensitive to individual student needs. Students take an active role in monitoring the standards of behavior. Behavior in the library is discussed during orientation as well as consequences for disrespectful behavior. Artifact would be written in freshmen orientation handbook and posted in IMC Students are monitored by staff visually and online using Insight. Artifact would be picture of images from computer monitors printed from Insight Staff encourages a studious environment for completing class work. A record of detentions and/or referrals and statement posted in students intervention log on PowerSchool would be artifacts Planning Conference Questions (managing services) #6 and 8 Planning Conference Questions (lesson delivery) #5 and 8

114 113 DOMAIN 2: THE ENVIRONMENT (continued) 2e Organizing physical space to enable smooth flow (page 127) 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 specialist s efforts to make use of the physical environment are uneven, resulting in occasional confusion. 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 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. Creating reading, listening and group work space that allows students and staff to work effectively. Pictures of IMC areas and chart of IMC layout would be artifacts Communicating with maintenance on the arrangement of tables and equipment Work orders with charts/layouts attached, if needed, would be artifacts Student check-in is easily located along with check-in for tutoring. Pictures of circulation desk/log book while students/tutors are checking-in would be an artifact Planning Conference Question (managing services) #4 Reflection Conference Question (managing services) #4 Reflection Conference Question (lesson delivery) #6

115 114 DOMAIN 3: DELIVERY OF SERVICE 3a Maintaining and extending the library collection in accordance with the school s needs and within budget limitations (page 128) Library/media specialist fails to adhere to district or professional guidelines in selecting materials for the collection and does not periodically purge the collection of outdated material. Collection is unbalanced among different areas. Library/media specialist is partially successful in attempts to adhere to district or professional guidelines in selecting materials, to weed the collection, and to establish balance. Library/media specialist adheres to district or professional guidelines in selecting materials for the collection and periodically purges the collection of outdated material. Collection is balanced among different areas. Library/media specialist selects materials for the collection thoughtfully and in consultation with teaching colleagues, and periodically purges the collection of outdated material. Collection is balanced among different areas. Selection Policy New acquisitions (copies of periodicals, books, audiovisual materials purchase orders or lists) Free materials/resources acquisitions (copies of order forms, s, announcements, newsletters) Budget allocations (copies of budget sheets) Material requests (copies of student and teacher requests, s, notes) Curriculum collections connections (copies of events/activity plans, book talks schedules/lists, class book lists, displays, brochures, s, book marks, announcements, PowerPoint presentations, lesson planes, flyers) School/Current events collection connections (copies of s, events/activity plans, book talks schedule/lists, displays, brochures, book marks, announcements, flyers) Online resources (copies of IMC website, handouts, project pages, book marks, take ones ) Interlibrary Loan Requests (copies of charts, s, logs) Weeding Materials (copies of statistics or lists) Planning Conference Question (managing services) #5 Planning Conference Question (lesson delivery) #3

116 115 DOMAIN 3: DELIVERY OF SERVICE (continued) 3b Collaborating with teachers in the design of instructional units and lessons (page 128) Library/media specialist declines to collaborate with classroom teachers in the design of instructional lessons and units. Library/media specialist collaborates with classroom teachers in the design of instructional lessons and units when specifically asked to do so. Library/media specialist initiates collaboration with classroom teachers in the design of instructional lessons and units. Library/media specialist initiates collaboration with classroom teachers in the design of instructional lessons and units, locating additional resources from sources outside the school. Class use of IMC (copies of scheduling forms/information) Teacher consultation/collaboration (meeting logs, statistics, s, project pages) Classroom instructional aides (handouts, book carts, book talks, online resources, new resource purchases, lesson plans, lnterlibrary Loan Request) Planning Conference Question (managing services) #8 Planning Conference Questions (lesson delivery) #1, 2 and 8

117 116 DOMAIN 3: DELIVERY OF SERVICE (continued) 3c Engaging students in enjoying literature and in learning information skills (page 128) Students are not engaged in enjoying literature and in learning information skills because of poor design of activities, poor grouping strategies, or inappropriate materials. Only some students are engaged in enjoying literature and in learning information skills due to uneven design of activities, grouping strategies, or partially appropriate materials. Students are engaged in enjoying literature and in learning information skills because of effective design of activities, grouping strategies, and appropriate materials. Students are highly engaged in enjoying literature and in learning information skills and take initiative in ensuring the engagement of their peers. Library orientations (copies of s, schedules, statistics, handouts, PowerPoint presentation activities) Research orientation/lessons (copies of s, class sign-up forms/schedules, statistics, handouts, lesson plans, activities, announcements, flyers, PowerPoint presentations) Book promotions (copies of book talk schedules/statistics, book displays, book marks, SSR checkouts statistics or pictures, announcements, activities/contests, book circulation statistics, flyers, student requests, Interlibrary requests) Information Resources (copies of website access handouts, lesson plans, s activities, PowerPoint presentations, flyers library aid manual, handouts/ take ones ) Planning Conference Questions (managing services) #1, 4, 5 and 8 Planning Conference Questions (lesson delivery) #1, 7 and 8

118 117 DOMAIN 3: DELIVERY OF SERVICE (continued) 3d Assisting students and teachers in the use of technology in the library or media center (page 129) Library/media specialist declines to assist students and teachers in the use of technology in the library/media center. Library/media specialist assists students and teachers in the use of technology in the library/media center when specifically asked to do so. Library/media specialist initiates sessions to assist students and teachers in the use of technology in the library/media center. Library/media specialist is proactive in initiating sessions to assist students and teachers in the use of technology in the library/media center. Database/Website/Applications instruction (copies of lesson plans, flyers, PowerPoint presentations, newsletters, classroom scheduling requests, instructions, s, district/school presentation outlines, announcements, invitations, How to or resources handouts/ take ones ) Equipment promotions (copies of checkout statistics, flyers, lesson plans, PowerPoint presentations, newsletters, equipment instructions, purchase requests, announcements, How to or resources handouts/ take ones ) Planning Conference Questions (managing services) #1, 7 and 8 Planning Conference Questions (lesson delivery) #3, 4, 7 and 8

119 118 DOMAIN 3: DELIVERY OF SERVICE (continued) 3e Demonstrating flexibility and responsiveness (page 129) Library/media specialist adheres to the plan, in spite of evidence of its inadequacy. Library/media specialist makes modest changes in the library/media program when confronted with evidence of the need for change. Library/media specialist makes revisions to the library/media program when they are needed. 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. Class use (copies of scheduling forms/information or statistics) Connection Period use (copies of statistics or log) Developing project resources (copies of lesson plans, how to handouts/ take ones, project pages, webpage access sheet, website sources/handouts/ take ones, website updates/revisions) Services (copies of lamination statistics/logs, poster printing statistics/log, supplies lists, procedures, pass forms, requesting forms, checkout privileges) Outreach (copies of s, newsletters, forms, procedures, flyers, announcements) Impromptu scheduling (copies of scheduling forms highlighting dates) Teachers sending small groups of students (five or less) to IMC (copies of passes) Classroom book cart assembly (copies of book lists/checkouts) Reflection Conference Question (managing services) #2 Reflection Conference Questions (lesson delivery) #2 and 3

120 119 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES 4a Reflecting on practice (page 130) Library/media specialist does not reflect on practice, or the reflections are inaccurate or self-serving. Library/media specialist 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. Library/media specialist s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Library/media specialist makes some specific suggestions as to how the media program might be improved. 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. Reflection Conference Questions (managing services) #1-6 Reflection Conference Questions (lesson delivery) #1-7

121 120 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4b Preparing and submitting reports and budgets (page 130) Library/media specialist ignores teacher requests when preparing requisitions and budgets or does not follow established procedures. Inventories and reports are routinely late. Library/media specialist s efforts to prepare budgets are partially successful, responding sometimes to teacher requests and following procedures. Inventories and reports are sometimes submitted on time. Library/media specialist honors teacher requests when preparing requisitions and budgets and follows established procedures. Inventories and reports are submitted on time. Library/media specialist anticipates teacher needs when preparing requisitions and budgets, follows established procedures, and suggests improvements to those procedures. Inventories and reports are submitted on time. Budgets for each IMC Monthly attendance reports End of year reports Database usage reports Cataloging reports Circulation reports Planning Conference Question (managing services) #7

122 121 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4c Communicating with the larger community (page 130) 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 outreach efforts to parents and the larger community. Library/media specialist is proactive in reaching out to parents and establishing contacts with outside libraries, coordinating efforts for mutual benefit. Newsletters, flyers, announcements samples Hosting community events and/or meetings agenda, flyer or program Attending/participating in local library event copy of presentation, agenda, flyer or program for event Individual and department webpages Planning Conference Question (managing services) #7

123 122 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4d Participating in a professional community (page 131) Library/media specialist s relationships with colleagues are negative or self-serving, and the specialist avoids being involved in school and district events and projects. Library/media specialist s relationships with colleagues are cordial, and the specialist participates in school and district events and projects when specifically requested. Library/media specialist participates actively in school and district events and projects and maintains positive and productive relationships with colleagues. Library/media specialist makes a substantial contribution to school and district events and projects and assumes leadership with colleagues. Department meetings Presentation at October Institute Joining professional organizations Sharing resources handouts, teaching materials, PowerPoints, websites, workshops Faculty meetings Curriculum writing SIP day participation Collaboration with colleagues Conferences Mentoring/sharing knowledge and resources ListServs Building relations in professional community Twitter School events/volunteering Presentation/participation at school event/activity copy of presentation, handout or flyer Attendance or participation in professional conferences/workshops/seminars/meetings copy of flyer, program, handout or agenda Membership in professional organization copy of membership card and/or receipts for paying for membership School/district committee participation meeting agendas and notes

124 123 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4e Engaging in professional development (page 131) Library/media specialist does not participate in professional development activities, even when such activities are clearly needed for the enhancement of skills. Library/media specialist s participation in professional development activities is limited to those that are convenient or are required. Library/media specialist seeks out opportunities for professional development based on an individual assessment of need. Library/media specialist actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as offering workshops to colleagues. Conferences Online communities (web 2.0) SIP meetings Webinars Joining professional organizations CPDU Certificates Curriculum revision committees Transcripts Workshops Goals Cohorts/taking classes UbD units Trying new things in the library PowerPoints or handouts from presentations Mentoring Advanced degrees Reflection logs Published articles/books Observing colleagues Planning Conference Question (managing services) #7

125 124 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4f Showing professionalism (page 131) Library/media specialist displays dishonesty in interactions with colleagues, students, and the public; violates copyright laws. Library/media specialist is honest in interactions with colleagues, students, and the public; respects copyright laws. Library/media specialist displays high standards of honesty and integrity in interactions with colleagues, students, and the public; adheres carefully to copyright laws. Library/media specialist can be counted on to hold the highest standards of honesty and integrity and takes a leadership role with colleagues in ensuring there is no plagiarism or violation of copyright laws. Maintaining good peer relationships Being consistent demonstrate fairness Timeliness and punctuality Curriculum writing Extra-curricular participation Attentiveness at meetings Respectful interactions Committee participation Attendance at school and meetings Connecting with colleagues to plan Library expectations Respectful to students Modeling professional behavior for students Professional attire/dress Joining professional organizations Sharing information Proper communication Movie License agreement Achieving common goals Timely response to correspondence Interlibrary loan charts Setting high expectations Returning phone calls Free resources applications/order forms

126 125

127 126 School Nurse Resources Standards for Professional Practice Domain Performance Levels Individual Growth Plan Planning Conference Questionnaire Reflection Conference Questionnaire Framework for Professional Practice

128 127 Standards for Professional Practice School Nurse Domain 1: Planning & Preparation 1a: Demonstrating medical knowledge and skill in nursing techniques 1b: Demonstrating knowledge of child and adolescent development 1c: Establishing goals for the nursing program appropriate to the setting and the students served 1d: Demonstrating knowledge of government, community, and district regulations and resources 1e: Planning the nursing program for both individuals and groups of students integrated with the regular school program 1f: Developing a plan to evaluate the nursing program Domain 2: The Environment 2a: Creating an environment of respect and rapport 2b: Establishing a culture for health and wellness 2c: Following health protocols and procedures 2d: Supervising health associates Not applicable 2e: Organizing physical space Domain 3: Delivery of Service 3a: Assessing student needs 3b: Administrating medications to students 3c: Promoting wellness through classes or classroom presentations 3d: Managing emergency situations 3e: Demonstrating flexibility and responsiveness. 3f: Collaborating with teachers to develop specialized educational programs and services for students with diverse medical needs not applicable Domain 4: Professional Responsibilities 4a: Reflecting on practice 4b: Maintaining health records in accordance with policy and submitting reports in a timely fashion. 4c: Communicating with families 4d: Participating in a professional community 4e: Engaging in Professional Development

129 128 Domain Performance Levels School Nurse The Framework for nurse defines four levels of performance for each component. The levels of performance describe nursing practice for delivery of service. The levels of performance are defined as follows: Domain 1 Planning and Preparation Domain 2 The Environment Unsatisfactory Needs Improvement Proficient Excellent Nurse demonstrates basic or Nurse demonstrates accurate partial understanding of medical understanding of medical knowledge, techniques, adolescent knowledge, techniques, development, governmental regulations and resources for students. Goals are rudimentary but have a guiding principle and include a number of worthwhile Nurse demonstrates little or no understanding of medical knowledge, techniques, adolescent development, governmental regulations and resources for students. Nurse has no clear goals for the program, and the program consists of a random collection of activities, lacking coherence or an overall structure. Nurse has no evaluation plan. Nurse s interactions with some students are negative or inappropriate. No attempt is made to establish a culture for health and wellness in the school. Procedure for routines are nonexistent or in disarray. Guidelines for delegated duties have not been established or are unclear. Nurse does not monitor associates activities. Office is in disarray and medications are not properly stored. activities, but some of them don t fit with the broader goals. Evaluation plan is rudimentary. Nurse s interactions with students are both positive and negative. Attempts to promote a culture for health and wellness in the school are partially successful. Procedures are rudimentary and partially successful. Guidelines for delegated duties are partially successful. Nurse monitors associates activities sporadically. Attempts to create a wellorganized physical environment are partially successful and medication is stored properly but difficult to find. governmental regulations, resources for students and the typical developmental characteristics of the age groups, as well as exceptions to general patterns. Goals are clear and appropriate to the situation in the school and to the age of the students. Nurse has developed a plan that includes the important aspects of work in the setting. Evaluation plan is organized around clear goals and the collection of evidence to indicate which goals have been met. Nurse s interactions with students are positive and respectful. Nurse promotes a culture for health and wellness. Office procedures are effective. Nurse has established guidelines for duties and monitors associates activities. Physical environment is appropriate to planned activities and medications are properly stored and well organized. Nurse demonstrates deep and thorough understanding of medical knowledge, techniques, governmental regulations, resources for student and the typical developmental characteristics of the age groups and exceptions to general patterns. Nurse displays knowledge of the extent to which individual students follow the general patterns. Goals for the program are highly appropriate to the situation in the school and the age of the students and have been developed following consultations with students, parents and colleagues. Evaluation plan is highly effective, with evidence and clear paths to improvement. Students seek out the nurse, reflecting a high degree of comfort and trust. The culture for health and wellness is guided by the nurse and maintained throughout the school. Procedures for the nursing office are seamless, anticipating unexpected situations. Associates work independently, indicating clear guidelines for their work. Physical environment is effectively organized to planned activities and medications are properly stored and well organized.

130 129 Unsatisfactory Needs Improvement Proficient Excellent Nurse does not assess student Nurse s assessments of student Nurse assesses student needs and needs or the assessments result in needs are perfunctory. Medications knows the range of student needs inaccurate conclusions. are administered by designated throughout the school. Medications Medications are administered with individuals, but signed release forms are administered by designated no regard to state or district are not conveniently stored. Efforts individuals, and signed release forms policies. Nurse s work with to promote wellness through are conveniently stored and available students in classes fails to promote classroom presentations are partially when needed. Nurse s classroom Domain 3 wellness. Nurse has no contingency effective. There are emergency for emergency situations. Nurse presentations help students adopt a healthy lifestyle. Nurse s emergency Delivery of Service adheres to the plan or program, in Domain 4 Professional Responsibilities spite of evidence of its inadequacy. Nurse declines to collaborate with classroom teachers to develop specialized educational programs. Nurse does not reflect on practice, or the reflections are inaccurate or self-serving. Records are missing, late or inaccurate. Information is not provided to families about the program or individual students. Relationships with colleagues are negative or self-serving, and nurse avoids involvement in school and district events. Nurse does not participate in professional development, even when clearly needed, and displays dishonesty in interactions and violates confidentiality. plans for some situations and not for others. Some changes in nursing program are made when confronted with evidence of the need for change. Nurse collaborates with classroom teachers to develop specialized units when specifically asked to do so. Nurse s reflection is moderately accurate, lacks specific examples, with only global suggestions for improvement. Records are generally accurate but occasionally late. Limited information, though accurate, is provided to families about the program or individual students. Relationships with colleagues are cordial, and nurse participates in school and district events when specifically requested. Nurse participates in professional development activities when convenient or required, and displays honesty in interactions and does not violate confidentiality. plans are developed for many situations. Nurse makes revisions to program when needed. Nurse initiates collaboration with classroom teachers to develop specialized educational programs. Nurse s reflection is accurate, and cites specific examples as to how it might be improved. Records are accurate and submitted in a timely manner. Thorough and accurate information is provided to families about the program and individual students. Relationships with colleagues are positive and productive, and nurse actively participates in school and district events. Nurse seeks out opportunities for professional development based on an individual assessment as needed, and displays high standards of honesty, integrity and confidentiality in interactions. Nurse assesses individual student needs that contribute to program planning. Medications are administered by designated individuals; signed release forms are conveniently stored and available when needed. Students take an active role in medication compliance. Classroom presentations are effective in promoting healthy student lifestyle. Nurse s emergency plans are developed for many situations, and students and teachers have learned their responsibilities in those cases. Continuous improvement is made in response to student, teacher and parent input. Nurse initiates collaboration with classroom teachers to developing units and locating additional resources outside of school. Nurse s reflection is highly accurate, citing specific examples and drawing on an extensive repertoire to suggest alternative strategies. Record keeping is highly systematic and serves as a model to colleagues across the school. Nurse is proactive in providing information to families about the program and individual students through a variety of means. Nurse makes a substantial contribution to school and district events and assumes a leadership role to colleagues. Professional development opportunities are actively pursued, and contributions to the profession are made by offering workshops to colleagues. As a student advocate, the highest standards of honesty, integrity and confidentiality are held.

131 130 Planning Conference Questionnaire Nurses Name: Observer: School: Date: Determine if this observation is for a (check one box): Lesson Delivery of Service Determine delivery of lesson/service: Large Group ( + 6 ) Small Group Individual Please respond to the following questions. Be prepared to discuss your responses during the conference. 1. Briefly describe the student(s) in your group. What have you learned about your students this year that has gone into planning for this session? (1b) 2. How do you use student information to develop your goals for the nursing program? (1c, 1e) 3. How will the nursing program and resources support student learning? (1b, 1d, 1e) 4. How have you created an environment for improved quality of the health and wellness services you deliver? (2a, 2b, 2c, 2e) 5. Describe the goals for your nursing program. How do they fit into the school s goals for improvement? (1c, 1d, 1e) 6. Discuss how you have organized the overall structure, pacing and materials within your lesson/service delivery to engage students/staff in the learning process. What are the specific learning goals for this session? (1a, 1b, 1c, 1e) 7. What information will you collect to assess student progress and well-being? (1a, 1f, 3a) 8. What other information do you want to share about the observation session? (i.e. pacing, student behavior/interactions, cognitive skills, etc.) (1e, 2b) 9. What would you like me to observe specifically during the lesson/delivery of service (goals)? (1a 1f, 3a, 3c)

132 131 Reflection Conference Questionnaire Nurses Name: School: Observer: Date: Determine if this reflection is for a (check one box): Lesson Delivery of Service Determine delivery of lesson/service: Large Group ( + 6 ) Small Group Individual Please respond to the following questions. Be prepared to discuss your responses during the conference. 1. In general, how successful was the lesson/delivery of service? Describe the key components of your session that helped or hindered your students overall engagement (i.e. communication, discussion, questions, student grouping, materials/resources, pacing, instructional flexibility, etc.) (4a, 4b, 4c). 2. What evidence do you have that the student learning goals were met during the session? (4a, 4b, 4c) 3. How did the environment you established facilitate or hinder student learning? (2a 2e, 4a, 4b) 4. What went well in this session that you will incorporate into future sessions? What did not go well that you do not plan to incorporate into future sessions? (4a) 5. How does this session fit into the broader plan for the students and the school? (1c, 1e, 4a) 6. What did you learn from this session that will help you improve your lesson/delivery of service in the future? (4a) 7. Did you achieve your goals for the observation? How do you know? What does that evidence demonstrate regarding your level of performance? (4a, 4c)

133 132 DOMAIN 1: PLANNING AND PREPARATION School Nurse Framework for Professional Practice Evidence of Performance 1a Demonstrating medical knowledge and skill in nursing techniques (page 133) Nurse demonstrates little understanding of medical knowledge and nursing techniques. Nurse demonstrates basic understanding of medical knowledge and nursing techniques. Nurse demonstrates understanding of medical knowledge and nursing techniques. Nurse demonstrates deep and thorough understanding of medical knowledge and nursing techniques. Physical assessment Physical reassessment Charting/Documentation Student/Staff/Parent Education Materials (cough etiquette, hand washing, wound care) Medlineplus.gov Prescription Pad Planning Conference Questions #6, 7 and 9

134 133 DOMAIN 1: PLANNING AND PREPARATION (CONTINUED) 1b Demonstrating - knowledge of child and adolescent development (page 133) Nurse displays little or no knowledge of child and adolescent development. Nurse displays partial knowledge of child and adolescent development. Nurse displays accurate understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns. In addition to accurate knowledge of the typical developmental characteristics of the age group and exceptions to the general patterns, nurse displays knowledge of the extent to which individual students follow the general patterns. PowerPoint Presentation Pamphlet Poster, or Storyboard format/content Planning Conference Questions #1, 3, 6 and 9

135 134 DOMAIN 1: PLANNING AND PREPARATION (continued) 1c Establishing goals for the nursing program appropriate to the setting and the students served (page 133) Nurse has no clear goals for the nursing program, or they are inappropriate to either the situation or the age of the students. Nurse s goals for the nursing program are rudimentary and are partially suitable to the situation and the age of the students. Nurse s goals for the nursing program are clear and appropriate to the situation in the school and to the age of the students. Nurse s goals for the nursing program 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. Updated letters for annual mailings (fall asthma conference mailing spring health care plan mailing) Planning Conference Questions #2, 5, 6 and 9 Reflection Conference Question #5

136 135 DOMAIN 1: PLANNING AND PREPARATION (continued) 1d Demonstrating knowledge of government, community, and district regulations and resources (page 134) Nurse demonstrates little or no knowledge of governmental regulations and resources for students available through the school or district. Nurse displays awareness of governmental regulations and resources for students available through the school or district, but no knowledge of resources available more broadly. Nurse displays awareness of governmental regulations and resources for students available through the school or district and some familiarity with resources external to the school. Nurse s knowledge of governmental regulations and resources for students is extensive, including those available through the school or district and in the community. Updated state mandates Implementation plans for state mandates Illinois Department of Public Health (IDPH) directives Updated list of community health clinics/physicians Updated webpage information Planning Conference Questions #3, 5 and 9

137 136 DOMAIN 1: PLANNING AND PREPARATION (continued) 1e Planning the nursing program for both individuals and groups of students, integrated with the regular school program (page 134) Nursing program consists of a random collection of unrelated activities, lacking coherence or an overall structure. Nurse s plan has a guiding principle and includes a number of worthwhile activities, but some of them don t fit with the broader goals. Nurse has developed a plan that includes the important aspects of work in the setting. Nurse s plan is highly coherent and serves to support not only the students individually and in groups, but also the broader educational program. List of students to participate in hearing/vision screening List of students to receive hearing/vision rescreening List of student referrals for hearing Documentation to be used for the annual vision report List of students identified with Asthma/Diabetes/Allergies/Seizures/Sickle Cell Anemia Nurse s schedule for 504 Plan meetings for select students Schedule of beginning of year health plan meetings for identified students Planning Conference Questions #2, 3, 5, 6, 8 and 9 Reflection Conference Question #5

138 137 DOMAIN 1: PLANNING AND PREPARATION (continued) 1f Developing a plan to evaluate the nursing program (page 134) Nurse has no plan to evaluate the program or resists suggestions that such an evaluation is important. Nurse has a rudimentary plan to evaluate the nursing program. 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. Nurse s evaluation plan is highly sophisticated, with imaginative sources of evidence and a clear path toward improving the program on an ongoing basis. End of year Nursing Program Improvement Plan Planning Conference Questions #7 and 9

139 138 DOMAIN 2: THE ENVIRONMENT 2a Creating an environment of respect and rapport (page 135) Nurse s interactions with at least some students are negative or inappropriate. Nurse s interactions with students are a mix of positive and negative. Nurse s interactions with students are positive and respectful. Students seek out the nurse, reflecting a high degree of comfort and trust in the relationship. Sample Artifacts Planning Conference Question #4 Reflection Conference Question #3

140 139 DOMAIN 2: THE ENVIRONMENT (continued) 2b Establishing a culture for health and wellness (page 135) Nurse makes no attempt to establish a culture for health and wellness in the school as a whole, or among students or among teachers. Nurse s attempts to promote a culture throughout the school for health and wellness are partially successful. Nurse promotes a culture throughout the school for health and wellness. The culture in the school for health and wellness, while guided by the nurse, is maintained by both teachers and students. s sent to teachers regarding health issues Nurse s posters displayed in classrooms and common area Wellness pamphlets displayed in nurse s office Planning Conference Questions #4 and 8 Reflection Conference Question #3

141 140 DOMAIN 2: THE ENVIRONMENT (continued) 2c Following health protocols and procedures (page 135) Nurse s procedures for the nursing office are nonexistent or in disarray. Nurse has rudimentary and partially successful procedures for the nursing office. Nurse s procedures for the nursing office work effectively. Nurse s procedures for the nursing office are seamless, anticipating unexpected situations. Student sign-in sheet Student attendance protocol documents Student/Staff incident report Planning Conference Question #4 Reflection Conference Question #3

142 141 DOMAIN 2: THE ENVIRONMENT (continued) 2d Supervising health associates (page 135) Not applicable No guidelines for delegated duties have been established, or the guidelines are unclear. Nurse does not monitor associates activities. Nurse s efforts to establish guidelines for delegated duties are partially successful. Nurse monitors associates activities sporadically. Nurse has established guidelines for delegated duties and monitors associates activities. Associates work independently, indicating clear guidelines for their work. Nurse s supervision is subtle and professional. Sample Artifacts Planning Conference Question #4 Reflection Conference Question #3

143 142 DOMAIN 2: THE ENVIRONMENT (continued) 2e Organizing physical space (page 135) Nurse s office is in disarray or is inappropriate to the planned activities. Medications are not properly stored. Nurse s attempts to create a well-organized physical environment are partially successful. Medications are stored properly but are difficult to find. Nurse s office is well organized and is appropriate to the planned activities. Medications are properly stored and well organized. Nurse s office is efficiently organized and is highly appropriate to the planned activities. Medications are properly stored and well organized. Supplies order form Medication authorization forms and medication log is available for each medication available Medication authorization forms are indexed and readily available for administrators to administer medications Current, relevant posters/pamphlets Reflection Conference Question #3

144 143 DOMAIN 3: DELIVERY OF SERVICE 3a Assessing student needs (page 136) Nurse does not assess student needs, or the assessments result in inaccurate conclusions. Nurse s assessments of student needs are perfunctory. Nurse assesses student needs and knows the range of student needs in the school. Nurse conducts detailed and individualized assessment of student needs to contribute to program planning. Written physical assessment Written physical reassessment Charting/Documentation Planning Conference Questions #7 and 9

145 144 DOMAIN 3: DELIVERY OF SERVICE (continued) 3b Administering medications to students (page 136) Medications are administered with no regard to state or district policies. Medications are administered by designated individuals, but signed release forms are not conveniently stored. Medications are administered by designated individuals, and signed release forms are conveniently stored and available when needed. Medications are administered by designated individuals, and signed release forms are conveniently stored. Students take an active role in medication compliance. Medication authorization form and medication log are available for each medication available Medication information resources are available for each medicine listing side effects Parent contacts requesting medication refills are documented

146 145 DOMAIN 3: DELIVERY OF SERVICE (continued) 3c Promoting wellness through classes or classroom presentations (page 136) Nurse s work with students in classes fails to promote wellness. Nurse s efforts to promote wellness through classroom presentations are partially effective. Nurse s classroom presentations result in students acquiring the knowledge and attitudes that help them adopt a healthy lifestyle. Nurse s classroom presentations for wellness are effective, and students assume an active role in the school in promoting a healthy lifestyle. PowerPoint presentations Lesson Plans List of conferences conducted for specific conditions (asthma, etc.) Planning Conference Question #9

147 146 DOMAIN 3: DELIVERY OF SERVICE (continued) 3d Managing emergency situations (page 137) Nurse has no contingency plans for emergency situations. Nurse s plans for emergency situations have been developed for the most frequently occurring situations but not others. Nurse s plans for emergency situations have been developed for many situations. Nurse s plans for emergency situations have been developed for many situations. Students and teachers have learned their responsibilities in case of emergencies. Health Care Plans have been created for select students Sign-in sheets from health care plan meetings Student medical alerts are documented in PowerSchool Literature provided to teachers for emergency situations (seizure, diabetes, asthma, etc.) Demographic sheets given to ambulance staff upon their arrival

148 147 DOMAIN 3: DELIVERY OF SERVICE (continued) 3e Demonstrating flexibility and responsiveness (page 137) Nurse adheres to the plan or program, in spite of evidence of its inadequacy. Nurse makes modest changes in the nursing program when confronted with evidence of the need for change. Nurse makes revisions in the nursing program when they are needed. Nurse is continually seeking ways to improve the nursing program and makes changes as needed in response to student, parent, or teacher input. List of student, parent and staff suggestions

149 148 DOMAIN 3: DELIVERY OF SERVICE (continued) 3f Collaborating with teachers to develop specialized educational programs and services for students with diverse medical needs (page 137) Nurse declines to collaborate with classroom teachers to develop specialized educational programs. Nurse collaborates with classroom teachers in developing instructional lessons and units when specifically asked to do so. Nurse initiates collaboration with classroom teachers in developing instructional lessons and units. Nurse initiates collaboration with classroom teachers in developing instructional lessons and units, locating additional resources from outside the school. Not applicable Sample Artifacts s to staff detailing student accommodations and modifications (i.e. snacks during the day, water and bathroom privileges as needed) s to staff members who are coordinating field trips attended by students with health concerns

150 149 DOMAIN 4: PROFESSIONAL RESPONSILILITIES 4a Reflecting on practice (page 138) Nurse does not reflect on practice, or the reflections are inaccurate or selfserving. 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. Nurse s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Nurse makes some specific suggestions as to how the nursing program might be improved. Nurse s reflection is highly accurate and perceptive, citing specific examples. Nurse draws on an extensive repertoire to suggest alternative strategies. Attendance sheet from monthly nurses meetings Updated nurses documentation (letters, processes) Written correspondence between nurses, staff and administrators Conference request form, attendance documentation or CPDU sheet from health related conferences and workshops Documentation from researching health topics Reflection Conference Questions # 1-7

151 150 DOMAIN 4: PROFESSIONAL RESPONSILILITIES (continued) 4b Maintaining health records in accordance with policy and submitting reports in a timely fashion (page 138) Nurse s reports, records, and documentation are missing, late, or inaccurate, resulting in confusion. Nurse s reports, records, and documentation are generally accurate, but are occasionally late. Nurse s reports, records, and documentation are accurate and are submitted in a timely manner. Nurse s approach to record keeping is highly systematic and efficient and serves as a model for colleagues across the school. Charting/Documentation of student office visits and medication administration Student health file has required (complaint) physical and immunizations Parent/guardian letters noting when immunizations are due (i.e. shot schedule) Release of information forms present in student files as applicable Completed ISBE Student Immunization Data Report submitted to Assistant Principal (APSS) when due (Nov) Completed IDPH Hearing and Vision annual Report submitted to APSS when due (May/June) Completed IDPH School Eye Exam Report submitted to APSS when due (May/June) Completed student/staff injury reports submitted to Associate Principal Completed student and employee injury reports submitted to Associate Principal as they occur Reflection Conference Questions # 1, 2 and 3

152 151 DOMAIN 4: PROFESSIONAL RESPONSILILITIES (continued) 4c Communicating with families (page 138) Nurse provides no information to families, either about the nursing program as a whole or about individual students. Nurse provides limited though accurate information to families about the nursing program as a whole and about individual students. Nurse provides thorough and accurate information to families about the nursing program as a whole and about individual students. Nurse is proactive in providing information to families about the nursing program and about individual students through a variety of means. Documentation of parent contact (i.e. letters, s, PowerSchool log entries, charting of parent phone calls) Scripts for School Reach messages Reflection Conference Questions # 1, 2 and 7

153 152 DOMAIN 4: PROFESSIONAL RESPONSILILITIES (continued) 4d Participating in a professional community (page 139) Nurse s relationships with colleagues are negative or self-serving, and nurse avoids being involved in school and district events and projects. Nurse s relationships with colleagues are cordial, and nurse participates in school and district events and projects when specifically requested to do so. Nurse participates actively in school and district events and projects and maintains positive and productive relationships with colleagues. Nurse makes a substantial contribution to school and district events and projects and assumes leadership role with colleagues. Department meetings Building relations in professional community Joining professional organizations School events/volunteering Faculty meetings PowerPoint presentations made to students/staff (career day, institute day) SIP day participation Attendance sheets from nurses meetings Conferences Presentation at October Institute Sharing resources handouts, teaching materials, PowerPoints, websites, workshops Collaboration with colleagues Flyers, posters, s, schedules, documentation for health events (i.e. asthma classes, dental bus, mobile medical, flu shots, blood drive, career day presentations, institute day presentations)

154 153 DOMAIN 4: PROFESSIONAL RESPONSILILITIES (continued) 4e Engaging in professional development (page 139) Nurse does not participate in professional development activities, even when such activities are clearly needed for the development of nursing skills. Nurse s participation in professional development activities is limited to those that are convenient or are required. Nurse seeks out opportunities for professional development based on an individual assessment of need. Nurse actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as offering workshops to colleagues. Conferences documentation Webinars SIP meetings CPDU Certificates Joining professional organizations Transcripts Curriculum revision committees Goals Workshops UbD units Cohorts/taking classes PowerPoints or handouts from presentations Trying new things in the classroom Advanced degrees Mentoring Published articles/books Reflection logs s to staff regarding health related workshops Observing colleagues Agendas, handouts, instruction sheets provided at staff meetings and workshops Online communities (web 2.0)

155 154 DOMAIN 4: PROFESSIONAL RESPONSILILITIES (continued) 4f Showing professionalism (page 139) Nurse displays dishonesty in interactions with colleagues, students, and the public; violates principles of confidentiality. Nurse is honest in interactions with colleagues, students, and the public; does not violate confidentiality. Nurse displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public; advocates for students when needed. Nurse can be counted on to hold the highest standards of honesty, integrity, and confidentiality and to advocate for students, taking a leadership role with colleagues. Maintaining good peer relationships Proper communication Respectful interactions Timely response to correspondence Connecting with colleagues to plan Returning phone calls Modeling professional behavior for students Joining professional organizations Sharing information Timeliness and punctuality Achieving common goals Attentiveness at meetings Being consistent demonstrate fairness Attendance at school and meetings Committee participation Respectful to students Professional attire/dress Advocate for students decision making ability Responding to student/parent needs or concerns

156 155

157 156 School Psychologist Resources Standards for Professional Practice Domain Performance Levels Individual Growth Plan Planning Conference Questionnaire Reflection Conference Questionnaire Framework for Professional Practice

158 157 Standards for Professional Practice School Psychologist Domain 1: Planning & Preparation 1a: Demonstrating knowledge of skill in using psychological instruments to evaluate students 1b: Demonstrating knowledge of child and adolescent development and psychopathology 1c: Establishing goals for the psychology program appropriate to the setting and the students served 1d: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district 1e: Planning the psychology program, integrated with the regular school program, to meet the needs of individual students and including prevention 1f: Developing a plan to evaluate the psychology program Domain 2: The Environment 2a: Establishing rapport with students 2b: Establishing a culture for positive mental health throughout the school 2c: Establishing and maintaining clear procedures for referrals 2d: Establishing standards of conduct in the testing center 2e: Organizing physical space for testing of students and storage of materials Domain 3 Delivery of Service 3a: Responding to referrals; consulting with teachers and administrators 3b: Evaluating student needs in compliance with National Association of School Psychologists (NASP) guidelines 3c: Chairing evaluation team 3d: Planning interventions to maximize students likelihood of success 3e: Maintaining contact with physicians and community mental health service providers 3f: Demonstrating flexibility and responsiveness Domain 4: Professional Responsibilities 4a: Reflecting on practice 4b: Communicating with families 4c: Maintaining accurate records 4d: Participating in a professional community 4e: Engaging in professional development 4f: Showing professionalism

159 158 Domain Performance Levels School Psychologist The Framework for defines four levels of performance for each component. The levels of performance describe school psychologist practice for delivery of service or a specific lesson. The levels of performance are defined as follows: Domain 1 Planning and Preparation Domain 2 The Environment Unsatisfactory Needs Improvement Proficient Excellent Psychologist demonstrates little or no skills using psychological instruments for evaluations. Demonstrates little or no knowledge of adolescent development and psychopathology. Program has no clear goals or goals are inappropriate to the situation or age of students. Demonstrates little or no knowledge of governmental regulations or of resources available for students through school/district. Plan consists of a random collection of activities, lacking coherence or overall structure. No plan to evaluate the program; resists suggestions that such evaluation is important. Psychologist s interactions with students are negative or inappropriate. Makes no attempt to establish a culture for positive mental health in the school. No procedures for referrals established. No standards of conduct established; disregards or fails to address negative student behavior during an evaluation. Testing center is disorganized and poorly suited to student evaluations; materials are not stored securely and are difficult to find. Psychologist uses a limited number psychological instrument for evaluations. Demonstrates basic knowledge of adolescent development and psychopathology. Program goals are rudimentary and partially suitable to the situation or age of students. Displays awareness of governmental regulations or of resources available for students through school/district, but no knowledge of resources available more broadly. Plan has a guiding principle; includes a number of worthwhile activities, but some don t fit with broader goals. Has a rudimentary plan to evaluate the program. Psychologist s interactions with students are a mix of positive and negative; efforts at developing rapport partially successful. Attempts to promote a culture for positive mental health in the school are partially successful. Has established procedures for referrals, but details are not always clear. Standards of conduct have been established but attempts to monitor or correct negative student behavior are partially successful. Testing materials are stored securely, yet center is not completely well organized and materials are difficult to find. Psychologist uses 5-8 psychological instruments for evaluations and determination of accurate diagnoses. Demonstrates thorough knowledge of adolescent development and psychopathology. Program goals are clear and appropriate to the situation or age of students. Displays awareness of governmental regulations or of resources available for students through school/district, and some familiarity with resources external to the district. Has developed a plan that includes the important aspects of work in the setting. Plan to evaluate the program is organized around clear goals and collection of evidence to indicate the degree of goal achievement. Psychologist s interactions with students are positive and respectful. Promotes a culture for positive mental health in the school. Procedures for referrals, meetings, and consultations are clear to everyone. Standards of conduct have been established and student behavior is monitored against those standards; response to students is appropriate and respectful. Testing center is well-organized; materials are stored securely and available when needed Psychologist uses a wide range instruments for evaluations and knows the proper situations in which each should be used. Demonstrates extensive knowledge of adolescent development and psychopathology. Program goals are highly appropriate to the situation or age of students and have been developed following consultations with students, parents, and colleagues. Extensive knowledge of governmental regulations and of internal/external resources available. Plan is highly coherent and preventative to support student(s). Plan to evaluate the program is highly sophisticated with imaginative sources of evidence and a clear path toward improving the program on an ongoing basis. Students seek out the psychologist, reflecting a high degree of comfort and trust. Culture in school for positive mental health is guided by the psychologist but is maintained by both students and teachers. Procedures for all aspects of referral and testing procedures are clear and have been developed in consultation with staff. Standards of conduct have been established. Monitoring of student behavior is subtle and preventative, and students engage in selfmonitoring of behavior. Testing center is highly organized and inviting; materials are stored securely and are convenient when needed.

160 159 Domain 3 Delivery of Service Domain 4 Professional Responsibilities Unsatisfactory Needs Improvement Proficient Excellent Psychologist fails to consult with colleagues or to tailor evaluations to questions raised on referral. Resists administering evaluations, selects instruments inappropriate to the situation, and does not follow established procedures or guidelines. Declines to assume leadership of evaluation team. Fails to plan interventions suitable to students, or interventions are mismatched with findings. Declines to maintain contact with physicians and community mental health service providers. Adheres to plan or program, in spite of evidence of its inadequacy. Psychologist does not reflect on practice; reflections are inaccurate or self-serving. Fails to communicate with families to secure permission for evaluations; communicates insensitively. Records are in disarray; missing, illegible, or stored insecurely. Relationships with colleagues are negative or self-serving; avoids being involved in school/district events/projects. Does not participate in professional development activities. Displays dishonesty in interactions with colleagues, students, and the public; violates principles of confidentiality. Psychologist consults on a sporadic basis with colleagues, making partially successful attempts to tailor evaluations to questions raised on referral. Attempts to administer appropriate evaluation instruments but does not always follow established timelines and safeguards. Assumes leadership of evaluation team when directed to do so; prepares adequate IEP s. Plans for students are partially suitable or are sporadically aligned with identified needs. Maintains occasional contact with physicians and community mental health service providers. Makes modest changes in treatment program when confronted with evidence of change. Psychologist s reflection on practice is moderately accurate and objective without citing specific examples and provides global suggestions for improvement. Communication with families is partially successful; permissions are obtained, but there are occasional insensitivities to cultural and linguistic traditions. Records are accurate, legible and stored securely. Relationships with colleagues are cordial; participates in school/district events/projects when specifically requested. Professional development activities limited to those that are convenient or required. Honest in interactions with colleagues, students, and the public; plays a moderate advocacy role for students and does not violate confidentiality. Psychologist consults frequently with colleagues, making partially successful tailoring evaluations to questions raised on referral. Administers appropriate evaluation instruments and ensures that all procedures and safeguards are faithfully adhered to. Assumes leadership of evaluation team as a standard expectation; prepares detailed IEP s. Plans for students are suitable and aligned with identified needs. Maintains ongoing contact with physicians and community mental health service providers. Makes revisions in treatment program when it is needed. Psychologist s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics; makes specific suggestions as to how counseling program might be improved. Communicates with families in a sensitive manner; secures necessary permission for evaluation. Records are accurate, legible, well organized and stored securely. Participates actively in school/district events/projects; maintains positive and productive relationships with colleagues. Seeks out opportunities for professional development based on individual assessment of need. Displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public; advocates for students when needed. Psychologist consults frequently with colleagues, contributing own insights and tailoring evaluations to questions that arise on referral. Selects, from a broad repertoire, assessments most appropriate to referral questions; conducts information sessions with colleagues to ensure understanding and compliance with timelines and safeguards. Assumes leadership of evaluation team and takes initiative in assembling materials for meetings; IEP s are prepared in an exemplary manner. Develops comprehensive plans for students finding ways to creatively meet student needs and incorporate related elements. Maintains ongoing contact with physicians and community mental health service providers; initiates contacts when needed. Continually seeking ways to improve the treatment program; makes changes as needed in response to input Psychologist s reflection is highly accurate and perceptive, citing specific positive and negative examples that were not successful; draws on extensive repertoire to suggest alternative strategies. Communicates with families in a highly sensitive manner; secures necessary permissions. Reaches out to families of student to enhance trust. Records are well-written, accurate, legible, well organized and stored securely. Makes a substantial contribution to school/district events/projects; assumes leadership with colleagues. Actively pursues professional development and makes a substantial contribution to the profession. Holds highest standards of honesty, integrity, and confidentiality and advocates for students by taking a leadership role with colleagues.

161 160 Planning Conference Questionnaire Psychologist Name: Observer: School: Date: Determine delivery of service: Large Group (6 + ) Small Group (2 5) Individual Consultation Please respond to the following questions. Be prepared to discuss your responses during the conference. 1. Briefly describe the student(s) you are targeting. What have you learned about your student(s) this year that has gone into planning for this session? (1b) 2. Discuss how you planned and prepared for this session. What are the specific goals/objectives of the session? (1a, 1c) 3. How will the resources provided and the delivery of service support student learning? (1d, 1e) 4. Discuss how you have organized the overall structure, pacing, and materials within this session to engage students in the learning process (1e). 5. The learning environment is crucial to helping students be successful. How will you organize the setting to promote a respectful environment? How do your procedures and the physical arrangement of the space help students to be successful? (2a, 2d, 2e) 6. How will you adjust your delivery of service through questions, discussion and activities? (1a, 1e) 7. How do you plan to formatively assess your students progress on the identified goals/objectives? (1f) 8. What other information do you want to share about the lesson/session? (i.e. pacing, student behavior/interactions, cognitive skills, etc.) (1b, 2a, 2b, 2d) 9. What would you like me to observe specifically during the lesson/session (goals)? (1a 1f)

162 161 Reflection Conference Questionnaire Psychologist Name: Observer: School: Date: Determine delivery of service: Large Group (6 + ) Small Group (2 5) Individual Consultation Please respond to the following questions. Be prepared to discuss your responses during the conference. 1. In general, how successful was the session? Describe the key components of your session that helped or hindered your students overall engagement (i.e. communication, discussion, questions, student grouping, materials/resources, pacing, instructional flexibility, etc.) (4a). 2. What evidence do you have that the student goals/objectives were met during the session? (3d, 4a, 4c) 3. How did the environment you established facilitate or hinder student progress? (4a, 2e) 4. What went well in this session that you will incorporate into future sessions? What did not go well that you do not plan to incorporate into future sessions? (4a) 5. How does this session fit into the broader plan for these students? (4a) 6. What did you learn from this session that will help you improve your practice in the future? (4a) 7. Did you achieve your goals for the observation? How do you know? What does that evidence demonstrate regarding your level of performance? (4a)

163 162 School Psychologist Framework for Professional Practice - Evidence of Performance DOMAIN 1: PLANNING AND PREPARATION 1a Demonstrating knowledge and skill in using psychological instruments to evaluate students (page 151) Psychologist demonstrates little or no knowledge and skill in using psychological instruments to evaluate students. Psychologist uses a limited number of psychological instruments to evaluate students. Psychologist uses 5 8 psychological instruments to evaluate students and determine accurate diagnoses. Psychologist uses a wide range of psychological instruments to evaluate students and knows the proper situations in which each should be used. Case study psychological evaluation/report Narrative of how we explain the evaluations or other data to those participating at an IEP meeting RtI planning Use of psych test Planning Conference Questions #2, 6 and 9

164 163 DOMAIN I: PLANNING AND PREPARATION (continued) 1b Demonstrating knowledge of child and adolescent development and psychopathology (page 151) Psychologist demonstrates little or no knowledge of child and adolescent development and psychopathology. Psychologist demonstrates basic knowledge of child and adolescent development and psychopathology. Psychologist demonstrates thorough knowledge of child and adolescent development and psychopathology. Psychologist demonstrates extensive knowledge of child and adolescent development and psychopathology and knows variations of the typical patterns. BIP s case study psychological evaluation/report Training of staff agendas, notes and sign-in sheets IEP meetings and assessments Planning Conference Questions #1, 8 and 9

165 164 DOMAIN I: PLANNING AND PREPARATION (continued) 1c Establishing goals for the psychology program appropriate to the setting and the students served (page 151) Psychologist has no clear goals for the psychology program, or they are inappropriate to either the situation or the age of the students. Psychologist s goals for the treatment program are rudimentary and are partially suitable to the situation and the age of the students. Psychologist s goals for the treatment program are clear and appropriate to the situation in the school and to the age of the students. Psychologist s goals for the treatment program 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. Accommodated profile for case study psychologist reports IEP s RtI intervention Planned follow-up Student referrals to outside agency PALS work Planning Conference Questions #2 and 9

166 165 DOMAIN I: PLANNING AND PREPARATION (continued) 1d Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district (page 152) Psychologist demonstrates little or no knowledge of governmental regulations or of resources for students available through the school or district. Psychologist displays awareness of governmental regulations and of resources for students available through the school or district, but no knowledge of resources available more broadly. Psychologist displays awareness of governmental regulations and of resources for students available through the school or district and some familiarity with resources external to the district. Psychologist s knowledge of governmental regulations and of resources for students is extensive, including those available through the school or district and in the community. Completion of SSI paperwork (social security) eligibility timelines Dissemination/organizations and collection of appropriate materials for programming for individualized students (i.e. resource packets) Jobs 2 Department Rehabilitation Service ACT paperwork PowerSchool (EPAS, historical grades, current grades) s to parents or staff Workshops Professional Development CEU s Planning Conference Questions #3 and 9

167 166 DOMAIN I: PLANNING AND PREPARATION (continued) 1e Planning the psychology program, integrated with the regular school program, to meet the needs of individual students and including prevention (page 152) Psychologist s plan consists of a random collection of unrelated activities, lacking coherence or an overall structure. Psychologist s plan has a guiding principle and includes a number of worthwhile activities, but some of them don t fit with the broader goals. Psychologist has developed a plan that includes the important aspects of work in the setting. Psychologist s plan is highly coherent and preventive and serves to support students individually, within the broader educational program. PPS team Outlook calendar Sophomore Assistance Program Invitation to staff and parents PALS/HAWKS/PRIDE follow-up, notes, groups Purpose of group for individual students Summary of student types in group session Permission slips Copies of s sent to teachers in group purpose Lessons (group) N S-lead to group work Summary notes from RtI meeting Development of RtI teams (not all buildings are running this same way) Planning Conference Questions #3, 4, 6 and 9

168 167 DOMAIN I: PLANNING AND PREPARATION (continued) 1f Developing a plan to evaluate the psychology program (page 152) Psychologist has no plan to evaluate the program or resists suggestions that such an evaluation is important. Psychologist has a rudimentary plan to evaluate the psychology program. Psychologist 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. Psychologist s evaluation plan is highly sophisticated, with imaginative sources of evidence and a clear path toward improving the program on an ongoing basis. LEA bi-monthly Special Education Meetings CPDU s South Suburban Psych Meeting District Psych Meeting ISPA Summary notes Contributions to the meetings Special education team meetings Planning Conference Questions #7 and 9

169 168 DOMAIN 2: THE ENVIRONMENT 2a Establishing rapport with students (page 153) Psychologist s interactions with students are negative or inappropriate; students appear uncomfortable in the testing center. Psychologist s interactions are a mix of positive and negative; the psychologist s efforts at developing rapport are partially successful. Psychologist s interactions with students are positive and respectful; students appear comfortable in the testing center. Students seek out the psychologist, reflecting a high degree of comfort and trust in the relationship. Student/Parent s Case notes Narratives Log entries Planning Conference Questions #5 and 8

170 169 DOMAIN 2: THE ENVIRONMENT (continued) 2b Establishing a culture for positive mental health throughout the school (page 153) Psychologist makes no attempt to establish a culture for positive mental health in the school as a whole, either among students or teachers, or between students and teachers. Psychologist s attempts to promote a culture throughout the school for positive mental health in the school among students and teachers are partially successful. Psychologist promotes a culture throughout the school for positive mental health in the school among students and teachers. The culture in the school for positive mental health among students and teachers, while guided by the psychologist, is maintained by both teachers and students. Training/Workshops SIP Institute presentations Planning Conference Question #8

171 170 DOMAIN 2: THE ENVIRONMENT (continued) 2c Establishing and maintaining clear procedures for referrals (page 153) No procedures for referrals have been established; when teachers want to refer a student for special services, they are not sure how to go about it. Psychologist has established procedures for referrals, but the details are not always clear. Procedures for referrals and for meetings and consultations with parents and administrators are clear to everyone. Procedures for all aspects of referral and testing protocols are clear to everyone and have been developed in consultation with teachers and administrators. Easy IEP initial documents RtI forms Any procedures set up by administration PPS referral form

172 171 DOMAIN 2: THE ENVIRONMENT (continued) 2d Establishing standards of conduct in the testing center (page 154) No standards of conduct have been established, and psychologist disregards or fails to address negative student behavior during an evaluation. Standards of conduct appear to have been established in the testing center. Psychologist s attempts to monitor and correct negative student behavior during an evaluation are partially successful. Standards of conduct have been established in the testing center. Psychologist monitors student behavior against those standards; response to students is appropriate and respectful. Standards of conduct have been established in the testing center. Psychologist s monitoring of students is subtle and preventive, and students engage in selfmonitoring of behavior. Narrative on how we test students and establish rapport Notification to others when testing Planning Conference Questions #5 and 8

173 172 DOMAIN 2: THE ENVIRONMENT (continued) 2e Organizing physical space for testing of students and storage of materials (page 154) The testing center is disorganized and poorly suited to student evaluations. Materials are not stored in a secure location and are difficult to find when needed. Materials in the testing center are stored securely, but the center is not completely well organized, and materials are difficult to find when needed. The testing center is well organized; materials are stored in a secure location and are available when needed. The testing center is highly organized and is inviting to students. Materials are stored in a secure location and are convenient when needed. Narrative on protocols, room set-up and storage Planning Conference Question #5 Reflection Conference Question #3

174 173 DOMAIN 3: DELIVERY OF SERVICE 3a Responding to referrals; consulting with teachers and administrators (page 155) Psychologist fails to consult with colleagues or to tailor evaluations to the questions raised in the referral. Psychologist consults on a sporadic basis with colleagues, making partially successful attempts to tailor evaluations to the questions raised in the referral. Psychologist consults frequently with colleagues, tailoring evaluations to the questions raised in the referral. Psychologist consults frequently with colleagues, contributing own insights and tailoring evaluations to the questions raised in the referral. Consultation with outside doctors, specialists and feeder schools s to teachers on students returning from OD Weekly PALS and/or RtI meetings s with teachers/administrators Log entries PPS follow-up notes Sophomore Assistance Program IEP s Dealing with behavior specialists

175 174 DOMAIN 3: DELIVERY OF SERVICE (continued) 3b Evaluating student needs in compliance with National Association of School Psychologists (NASP) guidelines (page 155) Psychologist resists administering evaluations, selects instruments inappropriate to the situation, or does not follow established procedures and guidelines. Psychologist attempts to administer appropriate evaluation instruments to students but does not always follow established time lines and safeguards. Psychologist administers appropriate evaluation instruments to students and ensures that all procedures and safeguards are faithfully adhered to. Psychologist selects, from a broad repertoire, those assessments that are most appropriate to the referral questions and conducts information sessions with colleagues to ensure that they fully understand and comply with procedural time lines and safeguards. Narrative on the testing materials available to the psychologist Domain meetings RtI 504 meetings

176 175 DOMAIN 3: DELIVERY OF SERVICE (continued) 3c Chairing evaluation team (page 155) Psychologist declines to assume leadership of the evaluation team. Psychologist assumes leadership of the evaluation team when directed to do so, preparing adequate IEPs. Psychologist assumes leadership of the evaluation team as a standard expectation; prepares detailed IEPs. Psychologist assumes leadership of the evaluation team and takes initiative in assembling materials for meetings. IEPs are prepared in an exemplary manner. Copy of IEP/chairing IEP meetings Reflection Conference Question #2

177 176 DOMAIN 3: DELIVERY OF SERVICE (continued) 3d Planning interventions to maximize students likelihood of success (page 156) Psychologist fails to plan interventions suitable to students, or interventions are mismatched with the findings of the assessments. Psychologist s plans for students are partially suitable for them or are sporadically aligned with identified needs. Psychologist s plans for students are suitable for them and are aligned with identified needs. Psychologist develops comprehensive plans for students, finding ways to creatively meet student needs and incorporate many related elements. Narrative of involvement with RtI process and the intervention available to our team Accommodation plans 504 plans Group and individual counseling Reflection Conference Question #2

178 177 DOMAIN 3: DELIVERY OF SERVICE (continued) 3e Maintaining contact with physicians and community mental health service providers (page 156) Psychologist declines to maintain contact with physicians and community mental health service providers. Psychologist maintains occasional contact with physicians and community mental health service providers. Psychologist maintains ongoing contact with physicians and community mental health service providers. Psychologist maintains ongoing contact with physicians and community mental health service providers and initiates contacts when needed. Release of information obtained by psychologist and through IEP meetings Department rehabilitation service packets Educational consultant for hospitalized students (communication) Phone logs Schedule of follow-up meetings

179 178 DOMAIN 3: DELIVERY OF SERVICE (continued) 3f Demonstrating flexibility and responsiveness (page 156) Psychologist adheres to the plan or program, in spite of evidence of its inadequacy. Psychologist makes modest changes in the treatment program when confronted with evidence of the need for change. Psychologist makes revisions in the treatment program when it is needed. Psychologist is continually seeking ways to improve the treatment program and makes changes as needed in response to student, parent, or teacher input. s to teachers/staff and parents regarding IEP changes Amendments to IEP s PD evaluation from students about small group work

180 179 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES 4a Reflecting on practice (page 157) Psychologist does not reflect on practice, or the reflections are inaccurate or self-serving. Psychologist s reflection on practice is moderately accurate and objective without citing specific examples, and with only global suggestions as to how it might be improved. Psychologist s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Psychologist makes some specific suggestions as to how the counseling program might be improved. Psychologist s reflection is highly accurate and perceptive, citing specific examples that were not fully successful for at least some students. Psychologist draws on an extensive repertoire to suggest alternative strategies. Reflection survey results Narrative on particular students we work with s requesting further information on students Reflection Conference Questions #1-7

181 180 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4b Communicating with families (page 157) Psychologist fails to communicate with families and secure necessary permission for evaluations or communicates in an insensitive manner. Psychologist s communication with families is partially successful; permissions are obtained, but there are occasional insensitivities to cultural and linguistic traditions. Psychologist communicates with families and secures necessary permission for evaluations and does so in a manner sensitive to cultural and linguistic traditions. Psychologist secures necessary permissions and communicates with families in a manner highly sensitive to cultural and linguistic traditions. Psychologist reaches out to families of students to enhance trust. s/narratives Domain paperwork with documented signatures Invitations Permission slips Log of parent meetings East IEP Phone logs

182 181 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4c Maintaining accurate records (page 157) Psychologist s records are in disarray; they may be missing, illegible, or stored in an insecure location. Psychologist s records are accurate and legible and are stored in a secure location. Psychologist s records are accurate and legible, well organized, and stored in a secure location. Psychologist s records are accurate and legible, well organized, and stored in a secure location. They are written to be understandable to another qualified professional. Copy of IEP s Outlook calendar or personal calendar Narrative of the filing system EL IEP 504 plans

183 182 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4d Participating in a professional community (page 158) Psychologist s relationships with colleagues are negative or self-serving, and psychologist avoids being involved in school and district events and projects. Psychologist s relationships with colleagues are cordial, and psychologist participates in school and district events and projects when specifically requested. Psychologist participates actively in school and district events and projects and maintains positive and productive relationships with colleagues. Psychologist makes a substantial contribution to school and district events and projects and assumes leadership with colleagues. ISPA NASP memberships Professional Development South Suburban Psych Association narratives of our involvement in these communities CEU s, CPDU s, etc. Documentation of other CPDU s Faculty meetings Psychologist twice meeting as a small community to discuss case studies SIP day participation Sharing resources handouts, teaching materials, PowerPoints, websites, workshops Conferences Mentoring/sharing knowledge and resources Presentation at October Institute Building relations in professional community Collaboration with colleagues School events/volunteering

184 183 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4e Engaging in professional development (page 158) Psychologist does not participate in professional development activities, even when such activities are clearly needed for the ongoing development of skills. Psychologist s participation in professional development activities is limited to those that are convenient or are required. Psychologist seeks out opportunities for professional development based on an individual assessment of need. Psychologist actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as offering workshops to colleagues. Conferences Online communities (web 2.0) SIP meetings Webinars Joining professional organizations CPDU Certificates Curriculum revision committees Transcripts Workshops Goals Cohorts/taking classes UbD units Trying new things in the classroom PowerPoints or handouts from presentations (SIP/Institute) Mentoring Advanced degrees Reflection logs Published articles/books Observing colleagues ACT training

185 184 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4f Showing professionalism (page 158) Psychologist displays dishonesty in interactions with colleagues, students, and the public and violates principles of confidentiality. Psychologist is honest in interactions with colleagues, students, and the public, plays a moderate advocacy role for students, and does not violate confidentiality. Psychologist displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public, and advocates for students when needed. Psychologist can be counted on to hold the highest standards of honesty, integrity, and confidentiality and to advocate for students, taking a leadership role with colleagues. Maintaining good peer relationships Proper communication Respectful interactions Timely response to correspondence Connecting with colleagues to plan Returning phone calls Modeling professional behavior for students Joining professional organizations Sharing information Timeliness and punctuality Achieving common goals Attentiveness at meetings Being consistent demonstrate fairness Attendance at school and meetings Committee participation Respectful to students Professional attire/dress Responding to student/parent needs or concerns Advocate for students decision making ability

186 185

187 186 School Social Worker Resources Standards for Professional Practice Domain Performance Levels Individual Growth Plan Planning Conference Questionnaire Reflection Conference Questionnaire Framework for Professional Practice

188 187 Standards for Professional Practice School Social Workers Domain 1: Planning & Preparation Domain 2: The Environment 1a: Demonstrating knowledge of content basic to the social work profession 1b: Establish goals for social work services appropriate to the setting and the students served 1c: Demonstrating knowledge of state and federal regulations and resources as they relate to Social Work practice within and beyond the school/district 1d: Demonstrating knowledge resources, both within and beyond the school and district 1e: Planning the Social Work services program, integrated with the regular school program, to meet the needs of individual students 1f: Developing a plan to evaluate the social work services program 2a: Creating an environment of respect and rapport 2b: Organizing time effectively 2c: Establishing and maintaining clear procedures for referrals 2d: Contributing to the culture of positive student behavior throughout the school 2e: Organizing physical space for working with individual or small groups of students and storage of materials Domain 3 Delivery of Service 3a: Responding to referrals and evaluating student needs 3b: Assisting students and teachers and school personnel in the formulation of academic, personal/social and behavior plans, based on knowledge of student needs and/or IEP goals 3c: Communicates with families regarding services as allowed by confidentiality laws and social work ethics 3d: Collecting information; writing reports that are concise, relevant to the needs of the child, and easily understood 3e: Demonstrating flexibility and responsiveness Adjust intervention plans and set priorities to meet the needs of diverse populations Domain 4: Professional Responsibilities 4a: Reflecting on practice 4b: Collaborating with teachers, school personnel and administrators 4c: Maintaining accurate records 4d: Participating in a professional community 4e: Engaging in Professional Development 4f: Showing professionalism, including integrity, advocacy and maintaining confidentiality

189 188 Domain Performance Levels School Social Worker The Framework for defines four levels of performance for each component. The levels of performance describe social work practice for delivery of service or a specific lesson. The levels of performance are defined as follows: Domain 1 Planning and Preparation Domain 2 The Environment Unsatisfactory Needs Improvement Proficient Excellent Social Worker demonstrates little understanding of social work practice, counseling theory and techniques. No clear goals for programs or services to be provided or they are inappropriate to either the situation or the age of students. Little or no knowledge of governmental regulations and resources available for students is demonstrated through or beyond the district. Program consists of random collections of unrelated activities, lacking coherence or an overall structure. No plan to evaluate the program and resists any suggestions to evaluate. Social Worker s interactions with students, parents, school personnel and community agencies are negative or inappropriate; unable to communicate effectively with school teams. Poor judgment is exercised in setting priorities, resulting in confusion, missed deadlines, and conflicting schedules. Referral procedures have not been established. Efforts to establish appropriate interventions that contribute to positive student behavior are unsuccessful. Meeting space and materials are not organized, and documents are not maintained to ensure confidentiality. Social Worker demonstrates basic understanding of social work practice, counseling theory and techniques. Goals for program services are rudimentary and partially suitable to the situation and age of the students; some goals are clearly measurable. Awareness of government regulations and of resources available through school or district is displayed, but no knowledge of resources available more broadly. Plan has a guiding principle and includes worthwhile activities but some of them do not fit with broader goals. There is a rudimentary plan to evaluate the therapy program. Social Worker s interactions with students, parents, school personnel and community agencies are generally appropriate and free from conflict; inconsistent in collaboratively working with and providing consultation to school personnel and community agencies. Time management skills are moderately well developed; essential activities are carried out, but not always in the most appropriate or efficient manner. Referral procedures have been established, but details are not always clear. Efforts to establish appropriate interventions that contribute to positive student behavior are partially unsuccessful. Meeting space and materials are not completely organized, and materials are difficult to find when needed. Documents are maintained to ensure confidentiality. Social Worker demonstrates solid understanding of content areas related to the profession and takes an ecological view of student needs. Goals for program services are clear and appropriate to the situation and age of the students. Most goals are clearly measurable and linked to Illinois Social Emotional Learning Standards. Displays for the treatment program are clear and appropriate to the situation and the age of the students. Thorough knowledge of resources available for students through the school or district is displayed, and there is some familiarity with resources external to school. Plan has been developed to include important aspects of counseling and it is organized around clear goals and collection of evidence to indicate goal achievement. Social Worker s interactions with students, parents, school personnel and community agencies reflect genuine warmth and caring and are highly respectful of cultural /developmental differences among individuals and stakeholders. Actively promotes positive collaboration with school personnel and community agencies. Exercises good judgment in setting priorities, resulting in clear schedules and important work being accomplished efficiently and supportively. Procedures for referrals, meetings, and consultations are clear to everyone involved. Has established appropriate interventions that contribute to positive student behavior and are consistently effective with a variety of students. Meeting space and materials are well organized; documents are arranged and maintained to ensure confidentiality. Social Worker demonstrates extensive knowledge of the content and practice in areas basic to the social work profession. Evidence is shown of a continuing search for improved practice. Actively seeks opportunities to share knowledge with colleagues, parents, and community. Goals for the program are highly appropriate to the situation and age of the students and have been developed following consultations with stakeholders. Goals are measurable and tied to Illinois Social Emotional Learning Standards. Knowledge of governmental regulations and of resources for student is extensive, including those available through school, district, and community. Plan is highly coherent and serves to support the students individually, in groups, and in the broader educational program. Plan to evaluate is highly sophisticated, with imaginative sources of evidence and a clear path of improving the program on an ongoing basis. Social Worker s interactions with students, parents, school personnel and community agencies are highly respectful, reflecting genuine warmth and caring about students. Actively provides leadership in creating and maintaining positive collaboration with school personnel and community agencies. Demonstrates excellent time management skills, accomplishing all tasks in a seamless, integrated manner between different stakeholders. Procedures for all aspects of referrals are clear and easily accessible, and outcomes are communicated to everyone involved. Takes a leadership role in maintaining the environment of civility in the school and works collaboratively with students to establish appropriate interventions that make lasting contributions to positive student self-managed behavior. Meeting space is highly inviting to parents/students. Documents are arranged and maintained to ensure confidentiality.

190 189 Domain 3 Delivery of Service Domain 4 Professional Responsibilities Unsatisfactory Needs Improvement Proficient Excellent Social Worker fails to respond to referrals; makes hasty assessments. Demonstrates few strategies to help students in formulation of academic, personal/social and behavior plans. Fails to communicate with families to secure necessary permission for services; communicates insensitively. Neglects to collect important information for treatment plans; reports are inaccurate or inappropriate to the audience. Adheres to intervention plan in spite of student s lack of interest; does not set appropriate service priorities. Social Worker does not reflect on practice, or reflections are inaccurate or self-serving. Not available to staff for questions and planning; declines to provide appropriate background material. Records are in disarray, missing, illegible, or stored insecurely. Relationships with colleagues are negative or self-serving; avoids being involved in school/district events/ projects. Does not participate in professional development activities. Displays dishonesty in interactions with colleagues, students, and the public; violates confidentiality. Social Worker responds to referrals when pressed; makes adequate assessments. Demonstrates a limited range of strategies to help students in formulation of academic, personal/social and behavior plans. Communication with families is partially successful and permissions are obtained; occasional insensitivities to cultural and linguistic traditions. Collects most of the important information on which to base intervention plans; reports are accurate but lack clarity and are not always appropriate to the audience. Demonstrates moderate responsiveness to diverse student needs; inconsistently sets appropriate service. Social Worker s reflection on practice is moderately accurate and objective without citing specific examples and only global suggestions for improvement. Available to staff for questions and planning and provides appropriate background material. Records are accurate, legible, and stored securely. Relationships with colleagues are cordial; participates in school/district events/ projects when specifically requested.. Participation in professional development activities limited to those that are convenient/required. Honest in interactions with colleagues, students, the public; does not violate confidentiality. Social Worker responds to referrals; makes thorough assessments. Demonstrates a broad range of strategies to help students in formulation of academic, personal/social and behavior plans. Communicates with families and secures necessary permissions for services; does so in a sensitive manner. Collects all the important information on which to base intervention plans; reports are accurate, appropriate to the audience and written using professional language. Adjusts intervention plan to be responsible to diverse student needs; consistently sets appropriate service priorities and is flexible and persistent in providing services. Social Worker s reflection provides accurate and objective description of practice citing specific positive and negative characteristics; makes some specific suggestions to improve therapy program. Initiates contact with teachers/administrators to confer about cases. Records are accurate, legible, wellorganized and stored securely. Relationships with colleagues are positive and productive; participates actively in school/district events/ projects. Seeks out opportunities for professional development based on individual needs assessment. Displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, families, the public; advocates for students when needed. Social Worker is proactive in responding to referrals; makes highly competent assessments. Demonstrates an extensive range of strategies to help students in formulation of academic, personal/social and behavior plans; collaborates with staff to ensure understanding and follow through of plan for students. Secures necessary permission and communicates with families in a highly sensitive manner; reaches out to families to build trust and support. Proactive in collecting important information, seeking out different stakeholders when necessary; reports are accurate and clearly written using professional language tailored to the audience. Consistently responsive to diverse student needs; consistently sets appropriate service priorities and demonstrates creativity and persistence in providing services. Social Worker s reflection highly accurate and perceptive and cites specific examples that were not fully successful; draws on extensive repertoire to suggest alternative strategies. Seeks out contact with teachers/administrators to confer, soliciting their perspectives on students. Records are accurate, legible, wellorganized and stored securely; written to be understandable by another qualified professional. Makes a substantial contribution in school/district events/ projects; assumes leadership role with colleagues. Actively pursues professional development; makes a substantial contribution to the profession. Holds the highest standards of honesty, integrity, and confidentiality, advocating for students and families; takes a leadership role with colleagues.

191 190 Planning Conference Questionnaire Social Worker Name: Observer: School: Date: Determine delivery of service/lesson: Large Group Small Group Individual/consult Consultation IEP/Meeting Please respond to the following questions. Be prepared to discuss your responses during the conference. 1. Briefly describe the students/family/team in your delivery of service/session. What have you learned about your students this year that has gone into planning for this delivery of service/session? (1b, 1e) 2. Discuss how you planned and prepared for this delivery of service/session. What are the specific goals/outcomes expected? (1a, 1b, 1c) 3. How will the delivery of service/session and resources support student development? (1d) 4. Discuss how you have organized the overall structure, pacing, and materials to engage students/family/team in the process (1e). 5. The social/emotional environment is crucial to helping students be successful learners. How will you organize the setting to promote a respectful environment? How do your procedures and the physical arrangement help students to be successful? (2a, 2d, 2e) 6. How will you adjust your delivery of service/session through questions, discussion and activities? (1a, 1e) 7. How do you plan to assess your students progress towards mastery of the identified goals/outcomes? (1f) 8. What other information do you want to share about the delivery of service/session (i.e. pacing, student behavior/interactions, cognitive skills, etc.) 9. What would you like me to observe specifically during the delivery of service/session (goals)? (1a 1f)

192 191 Reflection Conference Questionnaire Social Worker Name: Observer: School: Date: Determine delivery of service/lesson: Large Group Small Group Individual/consult Consultation IEP/Meeting Please respond to the following questions. Be prepared to discuss your responses during the conference. 1. In general, how successful was the delivery of service/session? Describe the key components of your session that helped or hindered your students/family/team overall engagement (i.e. communication, discussion, questions, student grouping, materials/resources, pacing, instructional flexibility, etc.) (4a). 2. What evidence do you have that the specific goals/outcomes were met during the delivery of service/session? (3d, 4a, 4c) 3. How did the environment you established facilitate or hinder progress? (2d, 2e, 4a) 4. What went well in this delivery of service/session that you will incorporate into future delivery of service/sessions? What did not go well that you do not plan to incorporate into future delivery of service/sessions? (4a) 5. How does this delivery of service/session fit into the broader plan for students? (4a) 6. What did you learn from this delivery of service/session that will help you improve your practice in the future? (4a) 7. Did you achieve your goals for the observation? How do you know? What does that evidence demonstrate regarding your level of performance? (4a)

193 192 School Social Worker Framework for Professional Practice - Evidence of Performance DOMAIN 1: PLANNING AND PREPARATION 1a Demonstrating knowledge of content basic to the social work profession Social Worker demonstrates little or no understanding of social work practice, counseling theory and techniques. Social Worker demonstrates basic understanding of social work practice, counseling theory and techniques. Social Worker demonstrates solid understanding of the content areas basic to the social work profession and takes an ecological view of the student s needs. Social Worker s knowledge of the content and practice in the areas basic to the social work profession are extensive, showing evidence of a continuing search for improved practice. Social Worker actively seeks opportunities to share his/her knowledge with other social work colleagues, teachers, administrators, parents and the community at large. Examples include: Crisis intervention LSW-Licensed Social Worker Cultural, racial and ethnic diversity LSCW-Licensed Clinical/Social Worker Needs of at-risk children and children with disabilities Double Masters/Type 75 Ecological framework Workshop/Continued Professional Development Psychosocial theories Specialized Training Group process skills Membership IASSW, HSSWSS Community resources Planning Conference Questions #2, 6 and 9 Illinois social-emotional learning standards Environmental and biological factors that affect children s ability to function effectively in school

194 193 DOMAIN I: PLANNING AND PREPARATION (continued) 1b Establishes goals for social work services appropriate to the setting and the students served Social Worker has no clear goals for the programs services to be provided, or they are inappropriate to either the situation or the age of the students. Social Worker goals for the program services are rudimentary and are partially suitable to the situation and to the age of the students. Some goals are clearly measurable. Social Worker goals for the program services are clear and appropriate to the situation in the school and to the age of the students. Most goals are clearly measurable and linked to IL Social Emotional Learning Standards. Social Worker goals for the program services are highly appropriate to the situation in the school and to the age of the students and have been developed following consultations with administrators, teachers, parents, and outside providers. Goals are measurable and clearly tied to all Il standards. Examples include: Integrate with Illinois social-emotional learning standards Special Education Law NCLB Confidentiality Code of Ethics Mental Health Code Group process skills HIPPA IEP s-smart Goals Behavior Intervention Plans Program Goals (PALS) Small Group Goals/Curriculums Pre/Post tests for small groups Data on individual small group sessions (numbers, types, etc.) Planning Conference Questions #1, 2 and 9

195 194 DOMAIN I: PLANNING AND PREPARATION (continued) 1c Demonstrating knowledge of state and federal regulations and resources as they relate to social work practice within and beyond the school or district Social Worker demonstrates little or no knowledge of governmental regulations and of resources for students available through the school or district. Social Worker displays awareness of governmental regulations and of resources for student available through the school or district, but no knowledge of resources available more broadly. Social Worker displays for the treatment program are clear and appropriate to the situation in the school and to the age of the students. Social Worker s knowledge of governmental regulations and of resource for students is extensive, including those available through the school or district and in the community. Participating in IEP meetings Participating in RtI meetings Presentations made to staff (PowerPoint, notes, etc.) Planning Conference Questions #2 and 9

196 195 DOMAIN I: PLANNING AND PREPARATION (continued) 1d Demonstrating knowledge of resources, both within and beyond the school and district Social Worker demonstrates little or no knowledge of resources for students available through the school or district. Social Worker displays awareness of resources for students available through the school or district, but no knowledge of resources available more broadly. Social Worker displays thorough knowledge of resources for students available through the school or district, and some familiarity with resources external to the school. Social Worker s knowledge of resources for students is extensive, including those available through the school, district and larger community. High School Social Workers of South Suburbia resource packet that Social Workers distribute Copies of s/correspondence to school staff Bulletin boards Invitations to Resource providers Planning Conference Questions #3, 8 and 9

197 196 DOMAIN I: PLANNING AND PREPARATION (continued) 1e Planning the Social Work services program, integrated with the regular school program, to meet the needs of individual students Social Worker s program consists of a random collection of unrelated activities, lacking coherence or an overall structure. Social Worker s plan has a guiding principle and includes a number of worthwhile activities, but some of them don t fit with the broader goals. Social Worker has developed a plan that includes the important aspects of counseling in the setting. Social Worker s plan is highly coherent and serves to support not only the students individually and in groups, but also the broader educational program. IEP s Smart Goals Behavior Intervention Plans (PALS) Small Group Goals/Curriculums Pre/Post Test for small groups Data on individual small group sessions (numbers, types, etc.) Group work artifacts Curriculums used Planning Conference Questions #1, 4, 6 and 9

198 197 DOMAIN I: PLANNING AND PREPARATION (continued) 1f Developing a plan to evaluate the social work services program Social Worker has no plan to evaluate the program or resists suggestions that such an evaluation is important. Social Worker has a rudimentary plan to evaluate the therapy program. Social Worker 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. Social Worker s evaluation plan is highly sophisticated, with imaginative sources of evidence and a clear path toward improving the program on an ongoing basis. Pre/Post Assessments Quarterly updates for IEP students PALS data Planning Conference Questions #7 and 9

199 198 DOMAIN 2: THE ENVIRONMENT 2a Creating an environment of respect and rapport Social Worker s interactions with students, parents, school personnel and community agencies are negative or inappropriate. Social Worker is unable to communicate effectively with school teams. Social Worker s interactions with students, parents, school personnel and community agencies are generally appropriate and free from conflict. Social Worker is inconsistent in collaboratively working with and providing consultation to school personnel and community agencies to communicate the needs of children and families. Social Worker s interactions with students, parents, school personnel and community agencies reflect genuine warmth and caring and are highly respectful of the cultural and developmental differences among individuals and groups of stakeholders. Social Worker actively promotes positive collaboration with school personnel and community agencies to communicate and support the needs of children and families. Social Worker interactions with students, parents, school personnel and community agencies are highly respectful, reflecting genuine warmth and caring about students. Social Worker actively provides leadership in creating and maintaining positive collaboration with school personnel and community agencies to communicate and support the needs of children and families. Sign-In sheets Student initiated passes Planning Conference Questions #5 and 8

200 199 DOMAIN 2: THE ENVIRONMENT (continued) 2b Organizing time effectively Social Worker s exercises poor judgment in setting priorities, resulting in confusion, missed deadlines and conflicting schedules. Social Worker s time management skills are moderately well developed; essential activities are carried out, but not always in the most appropriate or efficient manner. Social Worker exercises good judgment in setting priorities, resulting in clear schedules and important work being accomplished in an efficient and supportive manner. Social Worker demonstrates excellent time management skills, accomplishing all tasks in a seamless, integrated manner between different stakeholders that includes students, parents, school personnel and community agencies. Scheduling artifacts (outlook calendar) Quarterly updates submitted on time

201 200 DOMAIN 2: THE ENVIRONMENT (continued) 2c Establishing and maintaining clear procedures for referrals Social Worker has not established procedures for referral. Social Worker has established procedure for referrals, but the details are not always clear. Procedures for referrals, meetings and consultations with school staff, administrators and parents are clear to everyone involved. Procedures for all aspects of referrals are clear and easily assessable, and outcomes are communicated to everyone involved. RtI Tier I and Tier II artifacts RtI referral forms Pre-meeting form (PALS) PPS meetings Referral forms Referral process Flowcharts

202 201 DOMAIN 2: THE ENVIRONMENT (continued) 2d Contributing to the culture of positive student behavior throughout the school Social Worker s efforts to establish appropriate interventions that contribute to positive student behavior are unsuccessful. Social Worker s efforts to establish appropriate interventions that contribute to positive student behavior are partially unsuccessful. Social Worker has established appropriate interventions that contribute to positive student behavior and are consistently effective with a variety of students. Social Worker takes a leadership role in maintaining the environment of civility in the school and works collaboratively with students to establish appropriate interventions that make lasting contributions to positive student self-managed behavior. Group rules Lesson Planes from groups Home visits Classroom visits Anti-Bullying presentations Train Announcements PBIS Resources brought in Planning Conference Questions #5 and 8 Reflection Conference Question #3

203 202 DOMAIN 2: THE ENVIRONMENT (continued) 2e Organizing physical space for working with individual or small groups of students and storage of materials The meeting space and materials are not organized. Documents are not maintained to ensure confidentiality. The meeting space and materials are not completely organized, and materials are difficult to find when needed. Documents are maintained to ensure confidentiality. The meeting space and materials are well organized; documents are arranged and maintained to ensure confidentiality. The meeting space is highly inviting to parents and/or students. Documents are arranged and maintained to ensure confidentiality. Office arrangement Planning Conference Questions #5 and 8 Reflection Conference Question #3

204 203 DOMAIN 3: DELIVERY OF SERVICE 3a Responding to referrals and evaluating student needs Social Worker fails to respond to referrals or makes hasty assessments of student needs. Social Worker responds to referrals when pressed and makes adequate assessments of student needs. Social Worker responds to referrals and makes thorough assessments of student needs. Social Worker is proactive in responding to referrals and makes highly competent assessments of student needs. Progress form sent to teachers Assessments tools Referrals for case studies Documented observations Log entries Follow-up s

205 204 DOMAIN 3: DELIVERY OF SERVICE (continued) 3b Assisting students and teachers and school personnel in the formulation of academic, persona/social and behavior plans, based on knowledge of student needs and/or IEP goals Social Worker demonstrates few strategies to help students in the formulation of academic, personal/social and behavior plans, based on knowledge of student needs and/or IEP goals. Social Worker demonstrates a limited range of strategies to help students in the formulation of academic, personal/social and behavior plans, based on knowledge of student needs and/or IEP goals. Social Worker demonstrates a broad range of strategies to help students in the formulation of academic, personal/social and behavior plans, based on knowledge of student needs and/or IEP goals. Social Worker demonstrates an extensive range of strategies to help students in the formulation of academic, personal/social and behavior plans, based on knowledge of student needs and/or IEP goals. Social Worker collaborates with staff to ensure understanding and follow through of plan for students. BIP s Behavior Intervention Plans FBA s Functional Behavioral Assessment s to staff to get students involved Release of information artifacts s for outside resources Notes from Social Worker meetings Team meeting agenda and notes Different assessment scales used Referrals to meet student needs-bys Documentation of other resource possibilities

206 205 DOMAIN 3: DELIVERY OF SERVICE (continued) 3c Communicates with families regarding services as allowed by confidentiality laws and social work ethics Social Worker fails to communicate with families and secure necessary permission for services or interventions or communicates in an insensitive manner. Social Worker communication with families is partially successful; permissions are obtained, but there are occasional insensitivities to cultural and linguistic traditions. Social Worker communicates with families and secures necessary permission for services of interventions, do so in a manner sensitive to cultural and linguistic traditions. Social Worker secures necessary permissions and communicates with families in a manner that is highly sensitive to cultural and linguistic traditions. The Social Worker reaches out to families of students to support trust and collaboration for student benefit. Social Worker PowerSchool logs s Phone logs Resource Guide distribution Parent letters Sign-In sheets Website

207 206 DOMAIN 3: DELIVERY OF SERVICE (continued) 3d Collecting information; writing reports that are concise, relevant to the needs of the child, and easily understood Social Worker neglects to collect important information on which to base treatment plans; reports are inaccurate or not appropriate to the audience. Social Worker collects most of the important information on which to base the intervention plans; reports are accurate but lacking in clarity and not always appropriate to the audience. Social Worker collects all the important information of which to base the intervention plans; reports are accurate, appropriate to the audience and are written using professional language. Social Worker is proactive in collecting important information, seeking out different stakeholders when necessary, including parents; reports are accurate and clearly written using professional language and are tailored for the audience. Social Developmental Study Documentation of phone calls to previous schools for information Observation data charts Formal assessments Reflection Conference Question #2

208 207 DOMAIN 3: DELIVERY OF SERVICE (continued) 3e Demonstrating flexibility and responsiveness Adjust intervention plans and set priorities to meet the needs of diverse populations Social Worker adheres to intervention plan in spite of student s lack of interest, and does not set appropriate service priorities. Social Worker demonstrates moderate responsiveness to diverse student needs and interests, and inconsistently sets appropriate service. Social Worker adjusts intervention plan to be responsible to diverse student needs and interests. Social Worker consistently sets appropriate service priorities and is flexible and persistent in providing services. Social Worker is consistently responsive to diverse student needs and interests. Social Worker consistently sets appropriate service priorities and demonstrates creativity and persistence in providing services. Modified Behavior Plans Adjusted schedules Change of therapeutic group for students Change of IEP goals Calls to outside therapist Professional Development

209 208 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES 4a Reflecting on practice Social Worker does not reflect on practice, or the reflections are inaccurate or self-serving. Social Worker 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. Social Worker s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Specialist makes some specific suggestions as to how the therapy program might be improved. Social Worker s reflection is highly accurate and perceptive, citing specific examples that were not fully successful for at least some students. Specialist draws on an extensive repertoire to suggest alternative strategies. Contributions/Support sought at Social Worker meetings Outside clinical supervisions When prompted-can identify examples of what could have been done differently to meet the needs of specific students Reflection Conference Questions #1-7

210 209 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4b Collaborating with teachers, school personnel and administrators Social Worker is not available to staff for questions and planning and declines to provide background material as appropriate. Social Worker is available to staff for questions and planning and provides background material when appropriate. Social Worker initiates contact with teachers and administrators to confer regarding individual cases. Social Worker seeks out teachers and administrators to confer regarding cases, soliciting their perspectives on individual students. s asking to meet for information BIP s FBA s Documentation of meetings with teachers Documentation of student observations Student progress reports

211 210 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4c Maintaining accurate records Social Worker s records are in disarray; they may be missing, illegible, or stored in an insecure location. Social Worker s records are accurate and legible and are stored in a secure location. Social Worker s records are accurate and legible, well organized, and stored in a secure location. Social Worker s records are accurate and legible, well organized, and stored in a secure location. They are written to be understandable to another qualified professional. Sample record documents PowerSchool log entries PALS pass spreadsheet Quarterly updates Reflection Conference Question #2

212 211 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4d Participating in a professional community Social Worker s relationships with colleagues are negative or self-serving, and Social Worker avoids being involved in school and district events and projects. Social Worker s relationships with colleagues are cordial, and Social Worker participates in school and district events and projects when specifically requested. Social Worker participates actively in school and district events and projects and maintains positive and productive relationships with colleagues. Social Worker makes a substantial contribution to school and district events and projects and assumes leadership with colleagues. Sponsoring activities School-wide/District-wide programs Volunteering for committees (SIP, Bullying) Staff presentations Workshops Conference presentations

213 212 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4e Engaging in Professional Development Social Worker does not participate in professional development activities. Social Worker participation in professional development activities is limited to those that are convenient or are required. Social Worker seeks out opportunities for professional development based on an individual assessment of needs. Social Worker actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as offering workshops to colleagues, doing research, mentoring, supervision and implementing or training colleagues on learned information. Submitted proposals for facilitating various trainings Presentations at faculty and staff meetings Attendance at professional development sessions Obtain the required CEU s for license renewal

214 213 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4f Showing professionalism including integrity, advocacy and maintaining confidentiality Social Worker displays dishonesty in interactions with colleagues, students, or the public, and violates principals of confidentiality. Social Worker is honest in interactions with colleagues, students, families and the public, and does not violate confidentiality. Social Worker displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, families, the public, and advocates for students when needed. Social Worker can be counted on to hold the highest standards of honesty, integrity, confidentiality, advocating for students and families, and taking a leadership role with colleagues. Locked file cabinet to staff on behalf of student Informed consent forms Observed discretion when student personnel matters discussed Suggested interventions to teachers for classroom

215 214

216 215 Speech Language Pathologist Resources Standards for Professional Practice Domain Performance Levels Individual Growth Plan Planning Conference Questionnaire Reflection Conference Questionnaire Framework for Professional Practice

217 216 Standards for Professional Practice Speech Language Pathologist Domain 1: Planning & Preparation 1a: Demonstrating knowledge and skill in the specialist therapy area; holding the relevant certificate or license 1b: Establishing goals for the therapy program appropriate to the setting and the students served 1c: Demonstrating knowledge of district, state, and federal regulations and guidelines 1d: Demonstrating knowledge of resources, both within and beyond the school and district 1e: Planning the therapy program, integrated with the regular school program, to meet the needs of individual students 1f: Developing a plan to evaluate the therapy program Domain 2: The Environment 2a: Establishing rapport with students 2b: Organizing time effectively 2c: Establishing and maintaining clear procedures for referrals 2d: Establishing standards of conduct in the treatment center 2e: Organizing physical space for testing of students and providing therapy Domain 3 Delivery of Service 3a: Responding to referrals and evaluating student needs 3b: Developing and implementing treatment plans to maximize students success 3c: Communicating with families 3d: Collecting information; writing reports 3e: Demonstrating flexibility and responsiveness Domain 4: Professional Responsibilities 4a: Reflecting on practice 4b: Collaborating with teachers and administration 4c: Maintaining an effective data-management system 4d: Participating in a professional community 4e: Engaging in professional development 4f: Showing professionalism including integrity, advocacy, and maintaining confidentiality

218 217 Domain Performance Levels Speech Language Pathologist The Framework for Teaching defines four levels of performance for each component. The levels of performance describe speech pathologist practice for a delivery of service. The levels of performance are defined as follows: Domain 1 Planning and Preparation Domain 2 The Environment Unsatisfactory Needs Improvement Proficient Excellent Specialist s plans reflect little understanding of the special education laws, therapy programs, students and available resources. Therapy program outcomes are either lacking or inappropriate; assessment methodologies are inadequate. The environment is characterized by chaos and conflict. With negative or inappropriate interaction with students, poor judgment in setting priorities, no procedures for referrals, no standard of student conduct, and the testing and treatment center is disorganized. Specialist s plans reflect moderate understanding of the special education laws, therapy programs, the students and available resources. Some therapy program outcomes are suitable to the student and the approaches to assessment are partially aligned to the goals. The environment functions somewhat effectively. Student interactions are a mix of positive and negative, time management skills are moderately well developed, referrals are established, but unclear, standards of conduct appear to have been established for the testing and treatment center, and the testing and treatment center is moderately well organized. Students and the specialist rarely treat one another with disrespect. Specialist s plans reflect solid understanding of the special education laws, therapy programs, the students and available resources. Therapy program outcomes represent important learning suitable to most students. Most elements of the program design, including the assessments, are aligned to the goals. The environment functions smoothly, with little or no loss of therapy time. Expectations for students are high, and interactions among students are respectful. Standards for student conduct are clear, and the physical environment supports the therapy program. Specialist s plans based on extensive knowledge in special education law, therapy programs and understanding of students and are designed to engage students in significant therapy. All aspects of the specialist s plans program outcomes, learning activities, materials, resources, and assessments are in complete alignment and are adapted as needed for individual students. Students seek out specialist demonstrating a high level of trust. Specialist demonstrates excellent time-management skills. Procedures for referrals and testing are clear and developed in consultation with teachers/administrators. Standards of conduct are clear and behavior monitored in subtle ways. The testing and treatment center is highly organized and inviting to students.

219 218 Domain 3 Delivery of Service Domain 4 Professional Responsibilities Unsatisfactory Needs Improvement Proficient Excellent Delivery of service is characterized by poor communication with families, failure to respond to student needs, failure to develop treatment plans suitable for students, little or no use of assessment in therapy planning, and rigid adherence to a plan despite evidence that it should be revised or modified. The specialist demonstrates low ethical standards and levels of professionalism, with poor record keeping systems and skills Specialist does not reflect on practice, little or no communication with families or colleagues, and avoidance of school and district responsibilities and participation in activities for professional growth. Communication with families is partially successful, specialist responds to referrals when pressed, and only some of the specialist s plans are suitable for them, specialist collects information; reports are accurate but lacking in clarity. The specialist displays some use of assessment in delivery of service and is moderately flexible in adjusting the plan and in response to students interests and their success. The specialist represents moderate ethical standards and levels of professionalism, with rudimentary record-keeping systems Specialist s reflection on practice is moderately accurate, modest communication with families or colleagues, and compliance with expectations regarding participation in school and district projects and activities for professional growth. Specialist is successful in communicating with families. Specialist responds to referrals and makes thorough assessments of student needs, plans for students are suitable for them and fit their needs and specialist makes productive use of assessment. The specialist demonstrates flexibility in contributing to the success of the treatment program and of each student. The specialist demonstrates high ethical standards and a genuine sense of professionalism by engaging in accurate Specialist s reflection provides an accurate and objective description of practice, maintaining accurate records, communicating frequently with families, actively participating in school and district events, and engaging in activities for professional development. Specialist is highly effective in communicating with families, enhancing trust with them. Specialist is proactive in responding to referrals and makes highly competent assessments of student needs, displays comprehensive and creative plans to meet student needs, and use of assessment information to continually seek to improve the treatment program. The specialist persists in the search for approaches to meet the needs of every student. The specialist s ethical standards and sense of professionalism are highly developed, showing perceptive use of reflection, Specialist s reflection is highly accurate and perceptive, effective systems for record keeping and communication with families, leadership roles in both school and district projects, and extensive professional development activities. Where appropriate, students contribute to the systems for record keeping and family communication.

220 219 Planning Conference Questionnaire Speech Pathologist Name: Observer: School: Date: Determine delivery of service: Large Group Small Group Individual Consultation Please respond to the following questions. Be prepared to discuss your responses during the conference. 1. Briefly describe the student(s) in your small group. What are your goals for this session? (1b) 2. Discuss how you planned and prepared for this session. What are the specific learning targets/objectives of the session? (i.e. data analysis, discussions with social worker, psychologist, aides, review IEP, etc.) (1a, 1c, 1e) 3. How will the therapy program and resources support student learning? (1d, 1e) 4. Discuss how you have organized the overall structure, pacing, and materials within this session to engage students in the learning process (1e, 2d). (NOTE: Question does not apply for push-in or consultations) 5. How do your procedures and the physical arrangement of the room help students to be successful? (2a, 2d, 2e) 6. How will you differentiate and adjust your teaching through your presentations, questions, discussion and activities? (1a, 1e) 7. How do you plan to formatively assess your students progress towards mastery of the identified learning targets/objectives? (1f) 8. What other information do you want to share about the lesson/session? (i.e. pacing, student behavior/interactions, cognitive skills, etc.) (2a, 2d, 2e, 3b) 9. What would you like me to observe specifically during the lesson/session (goals)? (1a 1f)

221 220 Reflection Conference Questionnaire Speech Pathologist Name: Observer: School: Date: Determine delivery of service: Small Group Push-In Individual Consultation Please respond to the following questions. Be prepared to discuss your responses during the conference. 1. In general, how successful was the session? Describe the key components of your session that helped or hindered your students overall engagement (i.e. communication, discussion, questions, student grouping, materials/resources, pacing, instructional flexibility, etc.) (4a). 2. What evidence do you have that the student learning targets/objectives were met during the session? (3d, 4a, 4c) 3. How did the environment you established facilitate or hinder student learning? (2e, 4a) 4. What went well in this session that you will incorporate into future sessions? What did not go well that you do not plan to incorporate into future sessions? (4a) 5. How does this session fit into the broader plan for these students? (4a) 6. What did you learn from this session that will help you improve your delivery of service in the future? (4a) 7. Did you achieve your goals for the observation? How do you know? What does that evidence demonstrate regarding your level of performance? (4a)

222 221 Speech Language Pathologist Framework for Professional Practice - Evidence of Performance DOMAIN 1: PLANNING AND PREPARATION 1a Demonstrating knowledge and skill in the specialist therapy area; holding the relevant certificate or license (page 160) Specialist demonstrates little or no knowledge and skill in the therapy area; does not hold the necessary certificate or license. Specialist demonstrates basic knowledge and skill in the therapy area; holds the necessary certificate or license. Specialist demonstrates thorough knowledge and skill in the therapy area; holds the necessary certificate or license. Specialist demonstrates extensive knowledge and skill in the therapy area; holds an advanced certificate or license. Continuing Education Certificates Licensures Professional Development Planning Conference Questions #2, 6 and 9

223 222 DOMAIN 1: PLANNING AND PREPARATION (continued) 1b Establishing goals for the therapy program appropriate to the setting and the students served (page 160) Specialist has no clear goals for the therapy program, or they are inappropriate to either the situation or the age of the students. Specialist s goals for the therapy program are rudimentary and are partially suitable to the situation and to the age of the students. Specialist s goals for the therapy program are clear and appropriate to the situation in the school and to the age of the students. Specialist s goals for the therapy program are highly appropriate to the situation in the school and to the age of the students and have been developed following consultations with administrators and teachers. IEP s (annual reviews) Speech Update Form Log entries Quarterly Speech/Pathology meeting agendas and minutes s Planning Conference Questions #1 and 9

224 223 DOMAIN 1: PLANNING AND PREPARATION (continued) 1c Demonstrating knowledge of district, state, and federal regulations and guidelines (page 160) Specialist demonstrates little or no knowledge of special education laws and procedures. Specialist demonstrates basic knowledge of special education laws and procedures. Specialist demonstrates - thorough knowledge of special education laws and procedures. Specialist s knowledge of special education laws and procedures is extensive; specialist takes a leadership role in reviewing and revising district policies. Professional Development IEP annual reviews ASHA Certificate Renewal Professional Practice Laws Certificate of Clinical Competence Planning Conference Questions #2 and 9

225 224 DOMAIN 1: PLANNING AND PREPARATION (continued) 1d Demonstrating knowledge of resources, both within and beyond the school and district (page 161) Specialist demonstrates little or no knowledge of resources for students available through the school or district. Specialist demonstrates basic knowledge of resources for students available through the school or district. Specialist demonstrates thorough knowledge of resources for students available through the school or district and some familiarity with resources outside the district. Specialist demonstrates extensive knowledge of resources for students available through the school or district and in the larger community. List of referrals Summary of performance Correspondence with parents Planning Conference Questions #3 and 9

226 225 DOMAIN 1: PLANNING AND PREPARATION (continued) 1e Planning the therapy program, integrated with the regular school program, to meet the needs of individual students (page 161) Therapy program consists of a random collection of unrelated activities, lacking coherence or an overall structure. Specialist s plan has a guiding principle and includes a number of worthwhile activities, but some of them don t fit with the broader goals. Specialist has developed a plan that includes the important aspects of work in the setting. Breakdown skills into parts Rely on teachers to continue this strategy Specialist s plan is highly coherent and preventive and serves to support students individually, within the broader educational program. Schedule for push-in services Lessons and/or materials (assessment, activities, etc.) put together by speech pathologist for the teacher to use in the classroom to address the students goals Planning Conference Questions #2, 3, 4, 6 and 9

227 226 DOMAIN 1: PLANNING AND PREPARATION (continued) 1f Developing a plan to evaluate the therapy program (page 161) Specialist has no plan to evaluate the program or resists suggestions that such an evaluation is important. Specialist has a rudimentary plan to evaluate the therapy program. 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. Specialist s evaluation plan is highly sophisticated, with imaginative sources of evidence and a clear path toward improving the program on an ongoing basis. Planning sessions for groups Speech update form Reflection notes Planning Conference Questions #7 and 9

228 227 DOMAIN 2: THE ENVIRONMENT 2a Establishing rapport with students (page 162) Specialist s interactions with students are negative or inappropriate; students appear uncomfortable in the testing and treatment center. Specialist s interactions are a mix of positive and negative; the specialist s efforts at developing rapport are partially successful. Specialist s interactions with students are positive and respectful; students appear comfortable in the testing and treatment center. Students seek out the specialist, reflecting a high degree of comfort and trust in the relationship. Observed through groups Notes from students Materials that are currently relevant Planning Conference Questions #5 and 8

229 228 DOMAIN 2: THE ENVIRONMENT (continued) 2b Organizing time effectively (page 162) Specialist exercises poor judgment in setting priorities, resulting in confusion, missed deadlines, and conflicting schedules. Specialist s timemanagement skills are moderately well developed; essential activities are carried out, but not always in the most efficient manner. Specialist exercises good judgment in setting priorities, resulting in clear schedules and important work being accomplished in an efficient manner. Specialist demonstrates excellent time-management skills, accomplishing all tasks in a seamless manner; teachers and students understand their schedules. Outlook calendar Schedule

230 229 DOMAIN 2: THE ENVIRONMENT (continued) 2c Establishing and maintaining clear procedures for referrals (page 162) No procedures for referrals have been established; when teachers want to refer a student for special services, they are not sure how to go about it. Specialist has established procedures for referrals, but the details are not always clear. Procedures for referrals and for meetings and consultations with parents and administrators are clear to everyone. Procedures for all aspects of referral and testing protocols are clear to everyone and have been developed in consultation with teachers and administrators. RtI process Domain for evaluations

231 230 DOMAIN 2: THE ENVIRONMENT (continued) 2d Establishing standards of conduct in the treatment center (page 163) No standards of conduct have been established, and specialist disregards or fails to address negative student behavior during evaluation or treatment. Standards of conduct appear to have been established for the testing and treatment center. Specialist s attempts to monitor and correct negative student behavior during evaluation and treatment are partially successful. Standards of conduct have been established for the testing and treatment center. Specialist monitors student behavior against those standards; response to students is appropriate and respectful. Standards of conduct have been established for the testing and treatment center. Specialist s monitoring of students is subtle and preventive, and students engage in selfmonitoring of behavior. Expectations Rules for groups Exit slip (student feedback form) Planning Conference Questions #4, 5 and 8

232 231 DOMAIN 2: THE ENVIRONMENT (continued) 2e Organizing physical space for testing of students and providing therapy (page 163) The testing and treatment center is disorganized and poorly suited to working with students. Materials are usually available. The testing and treatment center is moderately well organized and moderately well suited to working with students. Materials are difficult to find when needed. The testing and treatment center is well organized; materials are available when needed. The testing and treatment center is highly organized and is inviting to students. Materials are convenient when needed. Planning Conference Questions #5 and 8 Reflection Conference Question #3

233 232 DOMAIN 3: DELIVERY OF SERVICE 3a Responding to referrals and evaluating student needs (page 164) Specialist fails to respond to referrals or makes hasty assessments of student needs. Specialist responds to referrals when pressed and makes adequate assessments of student needs. Specialist responds to referrals and makes thorough assessments of student needs. Specialist is proactive in responding to referrals and makes highly competent assessments of student needs. RtI process IEP s Eligibility paperwork

234 233 DOMAIN 3: DELIVERY OF SERVICE (continued) 3b Developing and implementing treatment plans to maximize students success (page 164) Specialist fails to develop treatment plans suitable for students, or plans are mismatched with the findings of assessments. Specialist s plans for students are partially suitable for them or sporadically aligned with identified needs. Specialist s plans for students are suitable for them and are aligned with identified needs. Specialist develops comprehensive plans for students, finding ways to creatively meet student needs and incorporate many related elements. IEP goals Objectives Quarterly updates Materials that are culturally relevant Planning Conference Question #8

235 234 DOMAIN 3: DELIVERY OF SERVICE (continued) 3c Communicating with families (page 164) Specialist fails to communicate with families and secure necessary permission for evaluations or communicates in an insensitive manner. Specialist s communication with families is partially successful; permissions are obtained, but there are occasional insensitivities to cultural and linguistic traditions. Specialist communicates with families and secures necessary permission for evaluations, doing so in a manner sensitive to cultural and linguistic traditions. Specialist secures necessary permissions and communicates with families in a manner highly sensitive to cultural and linguistic traditions. Specialist reaches out to families of students to enhance trust. IEP goals PLAAFP s Quarterly updates s Letters

236 235 DOMAIN 3: DELIVERY OF SERVICE (continued) 3d Collecting information; writing reports (page 165) Specialist neglects to collect important information on which to base treatment plans; reports are inaccurate or not appropriate to the audience. Specialist collects most of the important information on which to base treatment plans; reports are accurate but lacking in clarity and not always appropriate to the audience. Specialist collects all the important information on which to base treatment plans; reports are accurate and appropriate to the audience. Specialists is proactive in collecting important information, interviewing teachers and parents if necessary; reports are accurate and clearly written and are tailored for the audience. Speech update form Communication logs Observation logs IEP s Eligibility paperwork Reflection Conference Question #2

237 236 DOMAIN 3: DELIVERY OF SERVICE (continued) 3e Demonstrating flexibility and responsiveness (page 165) Specialist adheres to the plan or program, in spite of evidence of its inadequacy. Specialist makes modest changes in the treatment program when confronted with evidence of the need for change. Specialist makes revisions in the treatment program when they are needed. Specialist is continually seeking ways to improve the treatment program and makes changes as needed in response to student, parent, or teacher input. Speech update form IEP Logs

238 237 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES 4a Reflecting on practice (page 166) Specialist does not reflect on practice, or the reflections are inaccurate or selfserving. Specialist 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. Specialist s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Specialist makes some specific suggestions as to how the therapy program might be improved. Specialist s reflection is highly accurate and perceptive, citing specific examples that were not fully successful for at least some students. Specialist draws on an extensive repertoire to suggest alternative strategies. Outlook Reflection notes Reflection Conference Questions #1-7

239 238 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4b Collaborating with teachers and administrators (page 166) Specialist is not available to staff for questions and planning and declines to provide background material when requested. Specialist is available to staff for questions and planning and provides background material when requested. Specialist initiates contact with teachers and administrators to confer regarding individual cases. Specialist seeks out teachers and administrators to confer regarding cases, soliciting their perspectives on individual students. Curriculum Writing Teams Logs s

240 239 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4c Maintaining an effective datamanagement system (page 166) Specialist s datamanagement system is either nonexistent or in disarray; it cannot be used to monitor student progress or to adjust treatment when needed. Specialist has developed a rudimentary datamanagement system for monitoring student progress and occasionally uses it to adjust treatment when needed. Specialist has developed an effective data-management system for monitoring student progress and uses it to adjust treatment when needed. Specialist has developed a highly effective datamanagement system for monitoring student progress and uses it to adjust treatment when needed. Specialist uses the system to communicate with teachers and parents. s Logs File management Outlook Reflection Conference Question #2

241 240 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4d Participating in a professional community (page 167) Specialist s relationships with colleagues are negative or self-serving, and specialist avoids being involved in school and district events and projects. Specialist s relationships with colleagues are cordial, and specialist participates in school and district events and projects when specifically asked to do so. Specialist participates actively in school and district events and projects and maintains positive and productive relationships with colleagues. Specialist makes a substantial contribution to school and district events and projects and assumes a leadership role with colleagues. RtI Process Curriculum writing Consultation with teachers Collaboration with colleagues Joining professional organizations Mentoring/sharing knowledge and resources Faculty meetings Building relations in professional community SIP day participation School events/volunteering Conferences Presentation at October Institute Sharing resources handouts, teaching materials, PowerPoints, websites, workshops

242 241 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4e Engaging in professional development (page 167) Specialist does not participate in professional development activities, even when such activities are clearly needed for the development of skills. Specialist s participation in professional development activities is limited to those that are convenient or are required. Specialist seeks out opportunities for professional development based on an individual assessment of need. Specialist actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as offering workshops to colleagues. Conferences Online communities (web 2.0) SIP meetings Webinars Joining professional organizations CPDU Certificates SSSHA meetings Transcripts ISHA Workshops Goals Cohorts/taking classes UbD units Trying new things in the classroom PowerPoints or handouts from presentations Reflection logs Advanced degrees Observing colleagues Published articles/books ASHA

243 242 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) 4f Showing professionalism, including integrity, advocacy, and maintaining confidentiality (page 167) Specialist displays dishonesty in interactions with colleagues, students, and the public and violates principles of confidentiality. Specialist is honest in interactions with colleagues, students, and the public, plays a moderate advocacy role for students, and does not violate norms of confidentiality. Specialist displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public and advocates for students when needed. Specialist can be counted on to hold the highest standards of honesty, integrity, and confidentiality and to advocate for students, taking a leadership role with colleagues. Maintaining good peer relationships Achieving common goals Timeliness and punctuality Curriculum writing Being consistent demonstrate fairness Attentiveness at meetings Respectful interactions Committee participation Attendance at school and meetings Connecting with colleagues to plan Proper communication Respectful to students IEP meetings Timely response to correspondence Sharing information RtI meetings Returning phone calls PPS meetings Joining professional organizations Modeling professional behavior for students Professional attire/dress Advocate for students decision making ability Responding to student/parent needs or concerns

244 243

245 244 Appendix A: History of D228 Performance Evaluation Plan Development

246 245 Background Information The development of a new Performance Evaluation Plan by District 228 has come about as a direct result of the Illinois State Board of Education s desire to pursue a Race to the Top grant from the Federal Government. This has been a tremendous undertaking between the administration and the Joint Faculty Association, and the District Evaluation Committee (DEC) felt it necessary to document the history of its development. Date: 2009 Summer 2010 Fall 2010 December 2010 Fall 2010 Spring 2011 Summer 2011 Event: The State of Illinois filed for a Race to the Top (RttT) grant. As part of the grant, an evaluation tool was needed to be included in the language. District 228 decided not to continue with the RttT process. However, D228 used this as an opportunity to develop a new evaluation model. The DEC at that time was comprised of Ava Evbuoma, Kathleen McNeely, and Corinne Williams (Assistant Superintendent for Teaching & Learning), and Bill Kendall (Superintendent) charged the committee with developing a new evaluation plan. The DEC was reorganized in the spirit of Performance Evaluation Reform Act 2010 (PERA) as a 50/50 committee and comprised Ava Evbuoma, Stephanie Carrero, Dan Goggins (Assistant Superintendent for Personnel/Student Services), Corinne Williams and Mike Mecozzi (Danielson Consultant). The committee looked at various evaluation tools and decided to further explore the Danielson Framework for Teaching as the evaluation model. Also in the spirit of PERA, the DEC agreed to make presentations to both administration and JFA on all facets of the new evaluation process. Opening Institute: All faculty members received a copy of the Framework for Teaching, 2 nd Edition, by Charlotte Danielson. The JFA Evaluation Committee was established to review, discuss and agree upon information to be presented to the staff and administration regarding the new evaluation model. September SIP: The first day of training introduced the parts of the Danielson Framework and focused on one component: Setting Instructional Outcomes. Since then, several trainings have been provided during SIP days and October Institute sessions. The DEC launched a website for teachers and administrators regarding the evaluation process. This website houses draft documents of all frameworks and questionnaires. There are also links to presentations made to the JFA and administration regarding the requirements of an evaluation plan and the determination of a summative practice rating. It continues to be updated as decisions are being made about the new plan. The DEC made numerous presentations to the JFA and administration regarding the various facets of the Framework for Teaching. Specifically, we looked at how the Framework is put to practice in teachers classrooms and the types of evidence teachers could use to indicate their level of performance on each of the components. After collecting feedback, data and artifacts from teachers, the DEC published the Evaluation Resource Guide District 228, Piloting Charlotte Danielson s Framework for Teaching. This guide shows the alignment between the current District 228 model and the Danielson Framework. All teachers and administrators received a copy of the guide in August.

247 246 Date: Fall 2011 Fall 2011 Spring 2012 Fall 2011 Summer 2012 Fall 2012 Fall 2012 Spring 2013 Event: After the signing of Senate Bill 7 (SB7), Dr. Kendall made presentations at each of the school regarding the implications of the law on teacher/administrator performance. Teachers and administrators practice several components of the Danielson Framework while conducting evaluations in the current District 228 model. At the same time, the DEC begins working with the instructional specialists (e.g. Counselors, media specialists, etc.) on the unpacking of their rubrics, identifying artifacts and developing conference questionnaires. Joint RIF Committee is created to determine the principles for assigning teachers to Groups based upon the summative evaluation ratings. For more information on this process see Appendix D: RIF Grouping The DEC continues developing resources for instructional specialists. In addition, they develop Danielson workshops to be infused into the New Teacher Induction Program for 1 st and 4 th -years. Staff is introduced to the ISBE requirements for assigning performance level ratings to teacher evaluations. Teachers will be evaluated as: Excellent, proficient, needs improvement or unsatisfactory. October Institute: The DEC presents the changes to the evaluation process as a result of SB7 (performance levels and RIF groups). The DEC works with all instructional specialists to finalize their rubrics, artifacts, and questionnaires to be used in the next school year. The JFA approves all these components.

248 247 Appendix B: DEC Work to Date

249 248 DEC Work to Date: June, 2010 July, 2010 August, 2010 September, 2010 October, 2010 November, 2010 December, 2010 March, 2011 April, 2011 May, 2011 June, 2011 DEC discussed process for development of evaluation tools and process overview Reviewed draft of first DEC document outlining evaluation process; discussed Danielson s first domain; next step is to develop guidance documents outlining purpose, expectations and outcomes for Domain I; clarifying areas that are different from current model; and emphasize the importance of collecting artifacts Outlined the next set of guidance documents for Domain I to be reviewed by the evaluation subcommittees; discussed ways of practicing components from Domain I during SIP activities; discussed components and elements of Domain II; next step is to review the feedback from the subcommittees Reviewed Domain I; had discussions regarding data piece, interpretation of material (for example, removing bias), types of artifacts that may need to be collected, differences between departments, peer coaching and collegial evaluation Also defined process for information sharing: DEC committee reviews/discusses/agrees upon information and prepares handouts/ presentations for JFA Evaluation Committee and Administrative Study Groups Presentation: Introduction purpose for change; framework components; sample rubric; identifying artifacts SIP Activity: Self-Assessment against Component 1c (Setting Instructional Outcomes) Reviewed Domain II Presentation: Cooperative Learning through Stations (putting Domain 1 to practice) Prepared for the November SIP activity: presentation and handouts Reviewed Domain III discussion regarding questioning techniques (may need examples for staff); common assessments (concern about purpose, comparison of schools, differences between departments) Presentation: Domain 2 The Learning Environment (comparing traditional vs. new model) SIP Activity: DEC Committee members along with JFA building representative will present to the entire staff the Danielson model and our progress to date Collected list of questions from the staff to turn into an FAQ sheet for website Developed FAQ sheet for staff will post on district website Reviewed Domain IV Prepared activity for April study session Domain 3 Reviewed forms to be used in evaluation process; pilot in April with Ava Presentation: Self-Assessment (what do you remember about Domains 1 & 2?); addressing questions from the staff and areas of concern Prepared final activity of the year for May Domain 4 Presentation: Domain 3 Assessment of a Lesson Presentation: Domain 4 Focus on Reflection; produce a gallery of artifacts Discussed progress through the year; identified teacher volunteers to try the model next year Identified ways of practicing Danielson with the staff (through SIP activities/october Institute) Developed a sketch to show parallels between traditional model and Danielson will become our map for next year Outlined expectations of staff and administrators with regards to evaluation for next two years

250 249 July, 2011 August, 2011 September, 2011 October, 2011 November, 2011 December, 2011 Jan-Mar, 2012 April, 2012 May, 2012 July, 2012 August, 2012 October, 2012 Participated in a webinar on iobservation evaluation software that is based on the Danielson Model; discussed how to pilot the software with a small group of teachers and observers; prepared a timeline for introducing the new model to the staff for the first month and a half of school; also discussed the need for a resource packet to guide teachers and observers through the evaluation process, which includes the piloting of some Danielson Model components Reviewed the preliminary resource packet and made modifications to include as many of the D228 forms as possible along with examples; this will become a step-by-step guide for all as we go through the evaluation process this school year; established a training date (September 12) for the iobservation software with a small pilot group Met with the Administrative and JFA committees to review the process of piloting Danielson with the current model; we shared with them the resource guide, which was developed in conjunction with both committees, that will assist in this piloting process. SIP Activity: the district committee and representatives from the JFA spoke at each building and passed out a copy of the resource guide to all staff. We reviewed with the staff the forms that will be used this year in conjunction with the current model. Institute Activity: All staff members were required to come to a workshop on Danielson which was provided by the District Evaluation Committee; we discussed the difference between opinion and evidence, had the teachers go through an exercise on scripting and coding, and provided time for a question/answer session related to the model. DEC aligned the D228 checklist for counselors with the Danielson rubric for counseling staff. The JFA committee viewed a copy of this new rubric; the entire counseling staff will review the alignment and identify artifacts for each component that can be submitted as evidence. Each DEC member will take a different support staff position and align the D228 checklist with the Danielson rubric for our next meeting. DEC committee members each took a support staff rubric and aligned it to the Danielson rubrics. This alignment will be shared with each position and staff members will have the opportunity to identify artifacts as evidence for each component. DEC committee is working with the support positions on the identification of artifacts. DEC committee met with IMC specialists to complete rubric with artifacts; established planning and reflection conference questionnaires; met with psychologists to identify artifacts for their rubric; committee also reviewed D228 performance descriptors and updated language to reflect SB7. The JFA committee reviewed the D228 performance descriptors, IMC specialists rubric and questionnaires; provided feedback on questionnaires; the committee was also shown the District website for Danielson all working documents are posted there for staff review. The DEC committee reviewed timeline for implementation; discussed need to incorporate Danielson training into the Induction Program; and reviewed our work from the school year. The DEC committee works on preparing for teaching Danielson to first (introduction) and fourth-year (professional development plans) non-tenured teachers. Determined roll-out process for Performance Ratings (descriptions) and professional development plans. Presented a Danielson workshop during the October Institute review of work to date on Danielson model, changes in SB7 requirements, informing staff of RIF Groupings Finalizing planning/reflection conference questionnaires for media specialists and counselors; these will be shared at the November JFA meeting

251 250 November, 2012 December, 2012 January, 2013 February, 2013 March, 2013 April, 2013 May, 2013 Review planning and reflection questionnaires for Media Specialists and Counselors with the JFA Committee; committee requested a few minor changes; DEC committee will take recommendations back to these groups of teachers for revision; JFA Committee requested that a timeline be created outlining discussion topics for the remainder of the school year. DEC Committee prepared final draft of Media Specialist questionnaires posted these to the District s intranet; discussed changes to the counselor questionnaires and prepared draft to present to the teachers; discussed the need to create a social worker rubric as Danielson does not speak directly to this position (Cory and Mike will research potential rubrics); committee created a timeline of objectives for the remainder of the school year Ava and Dan will share this timeline with the JFA Committee. DEC Committee developed planning and reflection questionnaires for Speech Pathologists, Nurses, Psychologists and Social Workers; these drafts will be shared with each position in February to ensure they accurately reflect their positions; committee reviewed three rubrics for the Social Workers based upon our research Mike will prepare a summary document highlighting all three rubrics and it will be shared with the social workers in February. DEC Committee members met with all support staff positions in two-hour increments; the purpose of this meeting was to finalize the drafts for planning and reflection questionnaires and their performance rubrics; all drafts were completed except for the questionnaires for social workers the bulk of their time was spent reviewing the rubrics and designing their final product. DEC Committee reviewed the changes made by the support staff and prepared final draft documents for the JFA Committee; JFA Committee members reviewed these documents via the District s intranet, and we discussed any questions during our JFA Evaluation Committee meeting; members agree on the final documents; evaluation concerns and questions were discussed at the March JFA Evaluation Committee meeting. The DEC Committee began discussing Considerations for Implementing the Danielson Framework. Items that will be presented to the JFA: teacher versus support staff; pre-preconference, planning questions and conference; reflection questions and conference; and mid-conference. JFA Evaluation Committee meeting. We discussed the first set of items mentioned above and came to an agreement on all except the mid-conference (we ran out of time). The DEC is shifting the immediate focus for the teachers on the summative rating as the rating matters most to them. The committee looked at three models and determined that the best method uses Decision Rules as the foundation. The DEC Committee began developing a PowerPoint for the JFA that will revisit our implementation timeline, focus for the evaluation and outcome of the evaluation process. It will also present the pros and cons of the three rating models and the DEC s recommendation to use the Decision Rules for determining ratings. The DEC reviewed the rating presentation with the JFA. This took the entire meeting to complete, as we fielded several questions. The presentation and sample rating scenarios have been posted to the District s website for review. The DEC Committee will finalize the remaining procedures needed to implement Danielson in the fall. We will use PERA as the guiding document. The DEC made a final presentation to the JFA Evaluation Committee regarding the evaluation process and how it will be implemented this fall. Concerns were raised, particularly about how to navigate through the Danielson Framework, so the DEC will prepare a series of workshops for the staff prior to beginning the evaluation process.

252 251 June, 2013 July, 2013 August, 2013 Development of a revised edition of the District s Evaluation Resource Guide. This new guide book will outline a draft copy of the Performance Evaluation Plan as it relates to professional practice. All instructional specialists rubrics and questionnaires will be added to this edition. The DEC has been reviewing and making changes to the resource guide to prepare it for roll out to the staff in August. In addition, we are preparing workshops for the staff to help everyone navigate through Danielson this year. Workshop: Danielson- Creating an Individual Growth Plan (Aug 13); open to all staff members to learn more about the self-assessment process and goal setting. August 15 Institute: Staff will receive a copy of the revised evaluation resource guide when; in addition the DEC will share additional workshop topics with the staff August 16 Institute: Staff will participate in a survey regarding Rising Star Indicators correlated to the Danielson Framework; the purpose is to determine additional topic areas for staff development

253 252 Appendix C: Teacher Examples Individual Growth Plan Planning Conference Questionnaire Reflection Conference Questionnaire Scripted Notes Coded to the Danielson Framework Summative Practice Rating Based on Domain Performance

254 253 Individual Professional Growth Plan - Sample Teacher: Robin Trower School: CD Lab High Grade Level(s): 9 and 10 Subjects: Introduction to Social Studies and Government Date: August 14, 2012 Based on your self-assessment and/or any school or district initiatives, what goal areas from the Danielson Framework have you identified? What is an area of knowledge or skill that you would like to strengthen? I teach high school social studies and many of the topics lend themselves to group work and cooperative learning; I would like to enhance my skill to incorporate them in the classroom. Write two goal statements that are specific, measurable, aligned/attainable, results-oriented, time-bound (SMART) and use the When, Who, What, Data Source (WWWD) Formula: Goal 1: Creating an Environment of Respect and Rapport (2a) During the school year, I will teach my students the dynamics of group work, as measured weekly by completed assignments, shared responsibility, experience in different group roles, student survey results, and increased respectful interactions. Goal 2: Engaging Students in Learning (3c) During the school year, I will incorporate cooperative learning activities at the beginning of each unit as measured by student engagement, contributions, student survey results, and comparisons of previous individual assignments. Describe the connection between the goals and your teaching assignment. My classes are very diverse in terms of student effort and motivation. It is my belief that group work and cooperative learning may encourage some reluctant learners and enhance leadership ability in others. What would success on the goal (s) look like? How will you know when you have achieved the goal (s)? What would count as evidence of success? 1. Students will be able to assume different roles in group work. 2. An observer would notice students working productively together, with all students contributing. 3. Students themselves will report that they find group strategies productive for learning.

255 254 Using the columns below, describe the activities you will do to work toward your goal (s), and their time lines. Activity/Action Step I plan to Time-line These activities will be completed by Evidence/Data Collection Support/Resources Needed 1. Read two books on cooperative learning and group work. 2. Observe two teachers in the school who use cooperative learning and discuss their techniques with them. 3. Teach my students the skills of respectful group work, and about the different roles of group work. 4. Begin incorporating group work into my classes, where appropriate. 5. Invite a colleague to observe my class while students are engaged in group work to offer me feedback. September 30, 2012 November 30, 2012 December 15, 2012 February 15, 2013 March 31, 2013 Read New Circles of Learning by David W. Johnson, Roger T. Johnson and Edythe Johnson Holubec Read Productive Group Work How To by Nancy Frey, Douglas Fisher, Sandi Everlove Observed G. Steinecke and C Hart classes reviewed observed group and cooperative techniques Artifacts handouts, class presentations dynamics of group behavior, group projects, completed assignments, survey results Invited W, Glasser to observe my class; provided feedback on observation Survey Results Books located in Professional Library Released time for observation and discussion Released time for review of observation Reflect on the goals you selected for Professional Growth. What did you discover? I believe that I was able to improve my professional practice by creating an atmosphere of respect and rapport and engaging my students in learning. Survey results indicated positive student response to cooperative and group activities and improvement in assignment completion was noted. In addition, I was able to observe and obtain feedback from experienced colleagues. I was asked to lead a small group discussion on the benefits of grouping and cooperative learning at our next in-service.

256 255 Sample - Planning Conference Questionnaire for a Teacher: Teacher Robin Trower School: Bremen, Tinley Park, Hillcrest Oak Forest Grade Level(s) 9 Course Freshmen English Observer C Danielson Date 10/21/2010 Please respond to the following questions. Be prepared to discuss your responses during the conference. 1. To which part of your curriculum does this lesson relate? (1a, 1c, 1e) State Standard 1B: Apply reading strategies to improve understanding and fluency State Standard 3C: Communicate ideas in writing to accomplish a variety of purposes 2. How does this learning fit in the sequence of learning for this class? (1a, 1c, 1e) Students understand that reading is a meaning-making process and will practice visualizing as a strategy to better understand the text. We have introduced visualization in previous lessons but this is the first time they have been asked to produce something using this technique. Students have been previously exposed to narrative writing and will compose a personal narrative. 3. Briefly describe the students in this class, including those with special needs. (1b) There are 29 students in the class. Most of the students primary language is English. 3 students primary language is Spanish. 2 students receive pull-out servicers due to special needs. 4. What are your learning outcomes for this lesson? What do you want the students to understand? (1a, 1b, 1c) Students will understand how to utilize the visualization strategy independently to enhance understanding of the text. Students will understand how to effectively communicate their personal experiences in writing. 5. How will you engage the students in the learning? What will you do? What will the students do? Will the students work in groups, or individually, or as a large group? Provide any worksheets or other materials the students will be using. (1b, 1c, 1e, 1f) Students will listen to a read-aloud by the teacher. Students will follow the posted rotation schedule and instructions to complete activities at centers. A completed model and necessary materials are at each center. One group will work with the teacher for guided reading, using the visualization strategy. These students will move to a center for the narrative writing component of the lesson. 6. How will you differentiate instruction for different individuals or groups of students in the class? (1b, 1e) The guided reading group is organized based on students instructional reading levels. Students are heterogeneously grouped in centers and are able to select an activity from two choices at their centers. Extension activities are also available at each center. 7. How and when will you know whether the students have learned what you intend? (1b, 1f) Students will submit a sketch of their interpretation of the reading and a written summary. Students will submit completed projects at centers. Rubrics have been shared with students and will be used to assess the student work. 8. What would you like me to observe specifically during the lesson? (1a 1f) Managing student behavior (2d) and engaging students in learning (3c)

257 256 Sample - Notes from the Observation Scripting Coded to Danielson Framework Alignment and coding of components can be filled in after the observation Time Actions and Statements/Questions by Teacher and Students Component 9:00 AM 9:02 9:04 9:08 9:10 9:34 Day s agenda, educational posters, word wall, and student work posted Rules and consequences are posted Students talking while teacher takes attendance. T: shhh (2 times) T circulates around classroom/leans over desk to talk to students T reminds S four times to raise their hands for assistance and not to call her name T reminds S, I know you weren t here yesterday, but do your best today. T Don t forget to use your sticky notes to hold your thinking. T clarifies directions in Spanish one-on-one to certain students S tells another S to shut-up. T addresses issue by saying that s inappropriate T praises S individually three times, e.g. That s a great guess, you re on the right track. T Eduardo, I need you to sit down. (three times) T You ll have to work on that tonight. We need to move on to our next subject. T tells S to clear their desks and prepare for the read aloud with a pencil. T: shhh (2 times) T hands out paper to students. T tells students to put their names on their paper. T explains she is going to continue reading the text book and that she wants students to work on visualizing the story while she is reading T reminds students that they have been using visualization to help them better understand the text. T told students to practice using the sketch-to-sketch technique while she reads the chapter for today. T: Look for our robust vocabulary words during the reading. 2b 2d 2a 2c 2a 2b 2a, 3a 1b, 3a 2a, 2d 2a 2d 3e, 2c 2c 3a 2b, 3a T reads the chapter. Students listen to the T and sketch their interpretation of the text. T stops and thinks aloud once. 2 students in back poking each other. 1 student staring out the window. T and S discuss the text when S responds to a question. T asks, How do you know? S shrugs shoulders. T moves on. When S responds to a question, T says, Tell me more. S responds. T asks S to answer a question. S shakes head to say no. T says, Okay, for today. Another student volunteers. T rephrases answer from S 3a, 3c 3b Teaching assistant sitting in the back of the classroom T tells students to write a summary of the chapter on the back of their sketch Students working quietly on their summaries 2c 3a 3c