Kankakee School District No. 111 School Social Worker Performance Evaluation
|
|
- Silvia Daniel
- 8 years ago
- Views:
Transcription
1 Kankakee School District No. 111 School Social Worker Performance Evaluation School Year: Job Classification: Certified Last Name: Document Type: Evaluation First Name: School: Department: Evaluator: First year Second year Third Year Fourth Year Tenure Pre-Conference date: Observation date: Length of observation: Post Conference date: (not required for informal observation) Domain Scores: Earned Maximum Score Weight Score Planning & Preparation %. The Environment %. Delivery of Service %. Professional Responsibilities %. Percentage of Earned: OVERALL RATING Excellent (8 to 1%) Proficient (59 to 79%) Needs Improvement (31 to 58%) Unsatisfactory (-3%) Signatures: Date: Date: Date: Date: Evaluator: Principal: School Social Worker: HR:
2 Domain 1: School Social Worker: Planning & Preparation pt) Social Worker demonstrates Social Worker demonstrates Social Worker demonstrates basic extensive knowledge and skill in the thorough knowledge and skill in the knowledge and skill in the therapy area; holds an advanced therapy area; holds the necessary therapy area; holds the necessary certificate or license. certificate or license. certificate or license. 1a: Demonstrates knowledge and skill in the social work area; holding the relevant certificate or license 1 - Unsatisfactory ( points) Social Worker demonstrates little or no knowledge and skill in the therapy area; does not hold the necessary certificate or license. Social worker s goals for the therapy Social worker s goals for the therapy Social worker s pt) goals for the program are highly appropriate to program are clear and appropriate to therapy program are rudimentary the situation in the school and to the the situation in the school and to the and are partially suitable to the age of the students and have been age of the students. situation and to the age of the developed following consultations students. with administrators and teachers. 1b. Establising goals for the therapy program appropriate to the setting and the students served 1 - Unsatisfactory ( points) Social worker has no clear goals for the therapy program, or they are inappropriate to either the situation or the age of the students. 1c: Demonstrating knowledge of Social worker s knowledge of special Social worker demonstrates - Social worker demonstrates pt) basic district, state, and federal education laws and procedures is thorough knowledge of special knowledge of resources for regulations and guidelines extensive; social worker takes a education laws and procedures. students available through the leadership role in reviewing and school or district. revising district policies. 1 - Unsatisfactory ( points) Social worker demonstrates little or no knowledge of resources for students available through the school or district.
3 Component 1d: Demonstrating knowledge of 4 - Excellent (3 points) Social worker demonstrates 3 - Proficient (2 points) Social worker demonstrates 2 - Needs Improvement (1 Social worker demonstrates pt) basic resources, both within and beyond extensive knowledge of resources thorough knowledge of resources for knowledge of resources for the school and district for students available through the students available through the students available through the school or district and in the larger school or district and some school or district. community. familiarity with resources outside the district. 1 - Unsatisfactory ( points) Social worker demonstrates little or no knowledge of resources for students available through the school or district. Component 4 - Excellent (3 points) Social worker s plan is highly 3 - Proficient (2 points) Social worker has developed a plan 2 - Needs Improvement (1 pt) Social worker s plan has a guiding coherent and preventive and serves that includes the important aspects principle and includes a number to support students individually, of work in the setting. of worthwhile activities, but some within the broader educational of them don t fit with the broader program. goals. 1e: Planning the therapy program, integrated with the regular school program, to meet the needs of individual students 1 - Unsatisfactory ( points) Therapy program consists of a random collection of unrelated activities, lacking coherence or an overall structure. pt) Social Worker s plan is highly Social Worker s plan to evaluate the Social Worker has a rudimentary sophisticated with imaginative program is organized around clear plan to evaluate the social worker sources of evidence and a clear path goals with data to demonstrate the program. toward improving the program on an degree to which goals have been ongoing basis. met. 1f: Develops a plan to evaluate the social work program 1 - Unsatisfactory ( points) Social Worker has no plan to evaluate the program or resists suggestions that such an evaluation is important. Total:
4 Domain 2: School Social Worker: The Environment pt) 1 - Unsatisfactory ( points) 2a. Establishing rapport with students Students seek out the social worker, reflecting a high degree of comfort and trust in the relationship. Social worker s interactions with students are positive and respectful; students appear comfortable in the testing and treatment center. Social worker s interactions are a mix of positive and negative; the social worker s efforts at developing rapport are partially successful. Social worker s interactions with students are negative or inappropriate; students appear uncomfortable in the testing and treatment center. pt) 1 - Unsatisfactory ( points) 2b: Organizing time effectively Social worker demonstrates excellent time-management skills, accomplishing all tasks in a seamless manner; teachers and students understand their schedules. Social worker exercises good judgment in setting priorities, resulting in clear schedules and important work being accomplished in an efficient manner. Social worker s timemanagement skills are moderately well developed; essential activities are carried out, but not always in the most efficient manner. Social worker exercises poor judgment in setting priorities, resulting in confusion, missed deadlines, and conflicting schedules. pt) 1 - Unsatisfactory ( points) 2c: Establishing and maintaining clear procedures for referrals 2d: Establishing standards Procedures for all aspects of referral and testing protocols are clear to everyone and have been developed in consultation with teachers and administrators. Procedures for referrals and for meetings and consultations with parents and administrators are clear to everyone Social worker has established procedures for referrals, but the details are not always clear. 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. pt) 1 - Unsatisfactory ( points)
5 2d: Establishing standards of conduct in the treatment center Standards of conduct have been established for the testing and treatment center. Social worker s monitoring of students is subtle and preventive, and students engage in self-monitoring of behavior. Standards of conduct have been established for the testing and treatment center. Social worker monitors student behavior against those standards; response to students is appropriate and respectful. Standards of conduct appear to have been established for the testing and treatment center. Social worker s attempts to monitor and correct negative student behavior during evaluation and treatment are partially successful. No standards of conduct have been established and social worker disregards or fails to address negative student behavior during evaluation or treatment. pt) 1 - Unsatisfactory ( points) 2e: The testing and treatment center is The testing and treatment center The testing and treatment center is The testing and treatment center is Organizing physical space for testing highly organized and is inviting to is well organized; materials are moderately well organized and disorganized and poorly suited to of students and providing therapy students. Materials are convenient when needed. available when needed. moderately well suited to working with working with students. Materials are students. Materials are difficult to find usually available. when needed. Domain Total
6 Domain 3: Social Worker: Delivery of Service pt) 1 - Unsatisfactory ( points) 3a: Responding to referrals and evaluating student needs Social worker is proactive in responding to referrals and makes highly competent assessments of student needs. Social worker responds to referrals and makes thorough assessments of student needs. Social worker responds to referrals when pressed and makes adequate assessments of student needs. Social worker fails to respond to referrals or makes hasty assessments of student needs. pt) 1 - Unsatisfactory ( points) 3b: Social worker develops Developing and implementing comprehensive plans for treatment plans to maximize students, finding ways to students success creatively meet student needs and incorporate many related elements. Social worker s plans for students are suitable for them and are aligned with identified needs. Social worker s plans for Social worker fails to students are partially suitable develop treatment plans for them or sporadically suitable for students, or aligned with identified needs. plans are mismatched with the findings of assessments.
7 pt) 1 - Unsatisfactory ( points) 3c. Communicating with families Social worker secures Social worker necessary permissions and communicates with families communicates with families and secures necessary in a manner highly permission for evaluations, sensitive to cultural and doing so in a manner linguistic traditions. Social sensitive to cultural and worker reaches out to linguistic traditions. families of students to enhance trust. Social worker s communication with families is partially successful; permissions are obtained, but there are occasional insensitivities to cultural and linguistic traditions. Social worker fails to communicate with families and secure necessary permission for evaluations or communicates in an insensitive manner. pt) 1 - Unsatisfactory ( points) 3d. Collecting information; writing reports Social worker is proactive in collecting important information, and interviewing teachers and parents if necessary; reports are accurate and clearly written and are tailored for the audience. Social worker collects all the important information on which to base treatment plans; reports are accurate and appropriate to the audience. Social worker 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. Social worker neglects to collect important information on which to base treatment plans; reports are inaccurate or not appropriate to the audience. pt) 1 - Unsatisfactory ( points)
8 3e: Demonstrating flexibility and responsiveness Social worker is continually seeking ways to improve the treatment program and makes changes as needed in response to student, parent, or teacher input. Social worker makes revisions in the treatment program when they are needed. Social worker makes modest Social worker adheres to changes in the treatment the plan or program, in program when confronted spite of evidence of its with evidence of the need for inadequacy. change. Domain Total
9 Domain 4: Social Worker: Professional Development point) 4a: Reflecting on practice Social worker s reflection is highly accurate and perceptive, citing specific examples that were not fully successful for at least some students. Social worker draws on an extensive repertoire to suggest alternative strategies. Social worker s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Social worker makes some specific suggestions as to how the therapy program might be improved. 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. 1 - Unsatisfactory ( points) Social worker does not reflect on practice, or the reflections are inaccurate or self-serving. point) 4b: Collaborating with teachers and administrators Social worker seeks out teachers and administrators to confer regarding cases, soliciting their perspectives on individual students. Social worker initiates contact with teachers and administrators to confer regarding individual cases. Social worker is available to staff for questions and planning and provides background material when requested. 1 - Unsatisfactory ( points) Social worker is not available to staff for questions and planning and declines to provide background material when requested. point) 4c: Maintaining an effective data-management system Social worker has developed a highly effective data-management system for monitoring student progress and uses it to adjust treatment when needed. Social worker uses the system to communicate with teachers and parents. Social worker has developed an Social worker has effective data-management system developed a rudimentary for monitoring student progress and uses it to adjust treatment when data-management system needed. for monitoring student progress and occasionally us es it to adjust treatment 1 - Unsatisfactory ( points) Social worker s data-management system is either nonexistent or in disarray; it cannot be used to monitor student progress or to adjust treatment when needed. pt) 1 - Unsatisfactory ( points)
10 4d: Participating in a professional community Social worker makes a substantial contribution to school and district events and projects and assumes a leadership role with colleagues. Social worker participates actively in school and district events and projects and maintains positive and productive relationships with colleagues. Social worker s relationships with colleagues are cordial, and social worker participates in school and district events and projects when specifically asked to do so. Social worker s relationships with colleagues are negative or self-serving, and social worker avoids being involved in school and district events and projects. pt) 1 - Unsatisfactory ( points) 4e. Engaging in professional development Social worker actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as offering workshops to colleagues. Social worker seeks out opportunities for professional development based on an individual assessment of need. Social worker s participation Social worker does not in professional development participate in professional activities is limited to those development activities, that are convenient or are even when such activities required. are clearly needed for the development of skills. pt) 1 - Unsatisfactory ( points) 4f. Showing professionalism, including integrity, advocacy, and maintaining confidentiality Social worker 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. Social worker displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public and advocates for students when needed. Social worker is honest in interactions with colleagues, students, and the public, plays a moderate advocacy role for students, and does not violate norms of confidentiality. Social worker displays dishonesty in interactions with colleagues, students, and the public and violates principles of confidentiality. Total
Kankakee School District No. 111 School Psychologist Performance Evaluation
Kankakee School District No. 111 School Psychologist Performance Evaluation School Year: 213-214 Job Classification: Certified Last Name: Document Type: Evaluation First Name: School: Department: Evaluator:
More informationSpeech Language Pathologist Framework for Professional Practice - Evidence of Performance
1 Speech Language Pathologist Framework for Professional Practice - Evidence of Performance DOMAIN 1: PLANNING AND PREPARATION 1a Demonstrating knowledge and skill in the specialist therapy area; holding
More informationSchool Psychologist Evaluation
1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students PROFESSIONAL PRACTICES OF SCHOOL PSYCHOLOGIST FOR DOMAIN 1: PLANNING AND PREPARATION little or no knowledge
More informationDOMAIN 1 FOR SCHOOL PSYCHOLOGISTS: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED
DOMAIN 1 FOR SCHOOL PSYCHOLOGISTS: PLANNING AND PREPARATION 1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students Psychologist demonstrates little or no knowledge
More informationDOMAIN 1: School Psychologists: Planning and Preparation
DOMAIN 1: School Psychologists: Planning and Preparation 1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students 1b: Demonstrating knowledge of child and adolescent
More informationNORFOLK PUBLIC SCHOOLS SUMMATIVE SCHOOL PSYCHOLOGIST EVALUATION. Summative Evaluation Directions
Psychologist: Date: School Year: Building: Assignment: Evaluation Status: Summative Evaluation Directions The purposes of the summative evaluation conference are: 1) to review and discuss the contents
More informationDOMAIN 1 FOR SCHOOL COUNSELORS: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED
DOMAIN 1 FOR SCHOOL COUNSELORS: PLANNING AND PREPARATION 1a: Demonstrating knowledge of counseling theory and techniques Counselor demonstrates little understanding of counseling theory and techniques.
More informationDomain 1 for School Counselors: Planning and Preparation L E V E L O F P E R F O R M A N C E UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED
Domain 1 for School Counselors: Planning and Preparation L E V E L O F P E R F O R M A N C E 1a: Demonstrating knowledge of counseling theory and techniques Counselor demonstrates little understanding
More informationMODIFIED DANIELSON INSTRUCTIONAL FRAMEWORK: SCHOOL PSYCHOLOGISTS
CRITERION 1: KNOWLEDGE AND SCHOALRSHIP INA SPECIAL FIELD 1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students no knowledge and skill in using psychological instruments
More informationSchool Psychologist Rubric Domain 1: Planning and Preparation LEVEL OF PERFORMANCE 1 UNSATISFACTORY 2 BASIC 3 PROFICIENT 4 DISTINGUISHED
School Psychologist Rubric Domain 1: Planning and Preparation 1a: Demonstrates knowledge of psychology and skill in using psychological instruments to evaluate students School Psychologist demonstrates
More informationDANIELSON FRAMEWORK SCHOOL COUNSELORS
DANIELSON FRAMEWORK SCHOOL COUNSELORS DOMAIN 1: PLANNING AND PREPARATION Demonstrating knowledge of counseling theory and techniques Demonstrating knowledge of child and adolescent development Establishing
More informationDOMAIN 1: School Nurses: Planning and Preparation
DOMAIN 1: School Nurses: Planning and Preparation 1a: Demonstrating Medical knowledge and skill in nursing techniques 1b: Demonstrating Knowledge of Child and Adolescent Development 1c: Establishing Goals
More informationDOMAIN 1: Planning and Preparation for School Counselors
DOMAIN 1: Planning and Preparation for School Counselors 1a: Demonstrating knowledge of counseling theory and techniques 1b: Demonstrating knowledge of child and adolescent development 1c: Establishing
More informationDOMAIN 1 FOR STUDENT RESOURCE TEAM LEADERS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE
DOMAIN 1 FOR STUDENT RESOURCE TEAM LEADERS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 1a: Demonstrating knowledge and skill in Special
More informationSchool Nurse Evaluation Rubric
COLLINSVILLE COMMUNITY UNIT SCHOOL DISTRICT NO. 10 School Nurse Evaluation Rubric Developed Around the Professional Practice Domains Identified by Charlotte Danielson* *Certified Specialist Input from
More informationFAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT VERSION 1.0. School Psychologist Evaluation Rubric
FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT School Psychologist Evaluation Rubric Developed Around the Professional Practice Domains Identified by Charlotte Danielson The FNSBSD Evaluation Plan identifies
More informationNORFOLK PUBLIC SCHOOLS SUMMATIVE GUIDANCE COUNSELOR EVALUATION. Summative Evaluation Directions
Counselor: Date: School Year: Building: Assignment: Evaluation Status: Summative Evaluation Directions The purposes of the summative evaluation conference are: 1) to review and discuss the contents of
More informationSchool Psychologist Evaluation Rubric
COLLINSVILLE COMMUNITY UNIT SCHOOL DISTRICT NO. 10 School Psychologist Evaluation Rubric Developed Around the Professional Practice Domains Identified by Charlotte Danielson* *Certified Specialist Input
More informationAPPR. Supplement B2. Specialized Services (School Psychologists, Counselors, Social Workers) August 30, 2012
APPR Supplement B2 Specialized Services (School Psychologists, Counselors, Social Workers) August 30, 2012 Frameworks for Specialized Services The Framework for Teaching is just that----a framework for
More informationSchool Psychologist Framework for Professional Practice - Evidence of Performance
1 School Psychologist Framework for Professional Practice - Evidence of Performance DOMAIN 1: PLANNING AND PREPARATION 1a Demonstrating knowledge and skill in using psychological instruments to evaluate
More informationLincoln Park Public Schools School Psychologist Evaluation
Lincoln Park Public Schools School Psychologist Evaluation Psychologist: Evaluator: Date: DOMAIN: Planning and Preparing for Student Learning Psychologist demonstrates little or no Psychologist inconsistently
More informationLincoln Park Public Schools Occupational Therapist Evaluation
Lincoln Park Public Schools Occupational Therapist Evaluation Occupational Therapist: Evaluator: Date: DOMAIN: Planning and Preparation COMPONENT Ineffective 1Point Minimally Effective 2 Points Effective
More informationLincoln Park Public Schools School Psychologist Evaluation
Lincoln Park Public Schools School Psychologist Evaluation Psychologist: Evaluator: Date: DOMAIN: Planning and Preparing for Student Learning Psychologist uses a wide range of assessment Psychologist consistently
More informationSWCCCASE SPECIAL EDUCATION SCHOOL NURSE PERFORMANCE EVALUATION SYSTEM
SWCCCASE SPECIAL EDUCATION SCHOOL NURSE PERFORMANCE EVALUATION SYSTEM Opening the world through education to children and young adults with diverse abilities Name: Assignment: Evaluator: Program: Completion
More informationLincoln Park Public Schools School Social Worker
Lincoln Park Public Schools School Social Worker School Social Worker: Evaluator: Date: DOMAIN: Planning and Preparing for Student Learning Social worker displays little Social worker displays foundational
More informationGuidance Counselor -Observation and Performance Appraisal Rubric for Each Domain/Component. Domain 1: Planning and Preparation
Guidance Counselor -Observation and Performance Appraisal Rubric for Each Domain/Component Developing refers to instructors who have been teaching three years or less 1a. Demonstrating knowledge of counseling
More informationDOMAIN 1 FOR SCHOOL PSYCHOLOGISTS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT
DOMAIN 1 FOR SCHOOL PSYCHOLOGISTS: PLANNING AND PREPARATION 1a: Demonstrating knowledge of and skill in using psychological instruments to evaluate students demonstrates little or no knowledge and skill
More informationVan Buren School District Teacher Evaluation Revised 9/05/14 Speech Language Pathologist
Van Buren School District Teacher Evaluation Revised 9/05/14 Speech Pathologists are required to participate in all aspects of TESS and the VBSD Teacher Evaluation Plan. Speech Pathologist will follow
More informationLincoln Park Public Schools School Social Worker
Lincoln Park Public Schools School Social Worker School Social Worker: Evaluator: Date: DOMAIN: Planning and Preparing for Student Learning 1a content and application in the practice of social work services
More informationVOLUSIA FRAMEWORK FOR TEACHING School Counselor
1 UNSATISFACTORY Domain 1 : Planning and Preparation 1a: Demonstrating Knowledge of Content The rarely practices professional competence in the delivery of school counseling and student service delivery
More informationPsychologist uses a limited number of psychological instruments with little or no flexibility to evaluate students.
SCHOOL PSYCHOLOGIST S DOMAIN 1: PLANNING, PREPARATION AND CURRICULUM 1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students -Use of appropriate, variety and current
More informationAR TESS SCHOOL COUNSELOR RUBRIC
1a: Demonstrating knowledge of counseling theory and techniques DOMAIN 1: PLANNING AND PREPARATION Counselor demonstrates little or no understanding of counseling theory and techniques. 1a: Critical Attributes
More informationDOMAIN 1 FOR SOCIAL WORKERS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT
DOMAIN 1 FOR SOCIAL WORKERS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 1a: Demonstrating knowledge of School Social Work practices, theory,
More informationThe Danielson Group Behavior Specialists
RUBRIC FOR BEHAVIOR SPECIALISTS DOMAIN 1: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT (BASIC) PROFICIENT DISTINGUISHED 1a: Demonstrating knowledge
More informationNORFOLK PUBLIC SCHOOLS SUMMATIVE SPECIAL EDUCATION TEACHER EVALUATION. Summative Evaluation Directions
Teacher: Date: School Year: Building: Assignment: Evaluation Status: Summative Evaluation Directions The purposes of the summative evaluation conference are: 1) to review and discuss the contents of the
More informationWestwood Public Schools. Teacher Evaluation Development Team. Guidance Counselor Self Reflection Rubrics
Teacher Evaluation Development Team s Adapted for the Westwood Public Schools Working Draft, Spring 2010 from the work of Marshall, Danielson & Westwood s PPEI I: Planning and Preparation Knowledge of
More informationDOMAIN 1 FOR READING SPECIALIST: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT
DOMAIN 1 FOR READING SPECIALIST: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 1a Demonstrating Knowledge Of Content And Pedagogy In planning
More informationDanielson, C. (2007). Enhancing professional practice: A framework for teaching. (2 nd ed.). Alexandria, VA: ASCD.
Accuracy Use in future teaching know whether a lesson was effective or achieved its instructional outcomes, or teacher profoundly misjudges the success of a lesson. Teacher has no suggestions for how a
More informationRUBRIC FOR SCHOOL SOCIAL WORKERS DOMAIN 1: PLANNING AND PREPARATION
RUBRIC FOR SCHOOL SOCIAL WORKERS DOMAIN 1: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT (BASIC) PROFICIENT DISTINGUISHED 1a: Demonstrating knowledge
More informationHow To Be A School Social Worker
Name of Clinician: Name of Evaluator: School(s): RUBRIC FOR CHILD STUDY TEAM SCHOOL SOCIAL WORKER DOMAIN 1: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT
More informationLincoln Park Public Schools Special Education Teacher Consultant Evaluation
Lincoln Park Public Schools Special Education Teacher Consultant Evaluation Teacher Consultant: Evaluator: Date: Domain 1: Planning and Preparing for Student Learning The teacher consultant uses a wide
More informationMATTOON COMMUNITY UNIT SCHOOL DISTRICT #2 SCHOOL SOCIAL WORKER EVALUATION PROCEDURES AND FORMS
MATTOON COMMUNITY UNIT SCHOOL DISTRICT #2 SCHOOL SOCIAL WORKER EVALUATION PROCEDURES AND FORMS Revised 07/03/12 By David R. Skocy, Ph.D. Purpose: NON-TENURED SCHOOL SOCIAL WORKER EVALUATION PROCEDURES
More informationPossible examples of how the Framework For Teaching could apply to Instructional Coaches
Possible examples of how the Framework For Teaching could apply to 1b. Specific Examples 1b. Demonstrating Knowledge of Students 1a. Specific Examples 1a. Demonstrating knowledge of Content and Pedagogy
More informationKENTUCKY FRAMEWORK FOR TEACHING
Charlotte Danielson (Adapted for Kentucky Department of Education) KENTUCKY FRAMEWORK FOR TEACHING Including crosswalk documents connecting to national professional organizations for each category of Other
More informationRUBRIC FOR CHILD STUDY TEAM SCHOOL PSYCHOLOGIST DOMAIN 1: PLANNING AND PREPARATION
RUBRIC FOR CHILD STUDY TEAM SCHOOL PSYCHOLOGIST DOMAIN 1: PLANNING AND PREPARATION L E V E L O F P E R F O R M A N C E COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT (BASIC) PROFICIENT DISTINGUISHED 1a: Demonstrating
More informationPERFORMANCE STANDARD #1: PLANNING AND PREPARATION Special Service Providers plan for quality service using a comprehensive approach.
PERFORMANCE STANDARD #1: PLANNING AND PREPARATION Special Service Providers plan for quality service using a comprehensive approach. Service and Support Audiologists should know and be able to: Level of
More informationMountain Home School District #193 Formal Evaluation
Mountain Home School District #193 Formal Evaluation Appendix A NAME: DATE: Certificated Employees new to the profession are responsible for ten components in the four domains. Second year Certificated
More informationDomain 1 for Special Education: Planning and Preparation Component Unsatisfactory Needs Improvement Proficient Excellent
Form1: FfT Rubrics Special Education Teacher Name: Domain 1 for Special Education: Planning and Preparation Component Unsatisfactory Needs Improvement Proficient Excellent 1a Demonstrating Knowledge of
More informationRUBRIC FOR LIBRARY MEDIA SPECIALISTS (LMS) DOMAIN 1: PLANNING AND PREPARATION
DOMAIN 1: PLANNING AND PREPARATION 1a: Demonstrating knowledge of current trends in library media practice, information technology, and literature Library Media Specialist demonstrates little or no understanding
More informationSPECIAL EDUCATION TEACHER EVALUATION RUBRIC
Name: School Year: DOMAIN 1: PLANNING AND PREPARATION Component 1a Demonstrates knowledge of content and pedagogy In planning, Teacher makes content errors or does not correct errors made by student; Teacher
More informationSouth Dakota School Counselor Evaluation Program. 1 P age
South Dakota School Counselor Evaluation Program 1 P age Table of Contents Introduction and Overview... pg. 3 Proposed Timeline... pg. 4 School Counselor Description by Charlotte Danielson. pg. 6 Charlotte
More informationIEP Coordinator Evaluation Rubric
COLLINSVILLE COMMUNITY UNIT SCHOOL DISTRICT NO. 10 IEP Coordinator Evaluation Rubric Developed Around the Professional Practice Domains Identified by Charlotte Danielson* *Certified Specialist Input from
More informationMercer County Informal Observation Checklist School Nurse
Mercer County Informal Observation Checklist School Nurse Name: Date: Observer: Post-Observation Date: Domain 2 Domain 3 2a. Creating an environment of respect and 3a. Assessing student needs rapport 2b.
More informationSchool Social Worker - Observation and Performance Appraisal Rubric for Each Domain/Component. Domain 1: Planning and Preparation
School - Observation and Performance Appraisal Rubric for Each Domain/Component Developing refers to instructors who have been teaching three years or less 1a. Demonstrating skill in the content of the
More informationPilot School Counselor Evaluation
All evaluations are on a continuous basis. Name: School: Pre-Conference Date: Date of Hire: Evaluator: Post-Conference Date: Year 1 Year 2 Year 3 Tenure Evaluative Assistance Plan Limited Contract Philosophy:
More informationSpecial Education Teacher
Special Education Teacher DCODE=09000 PLANNING AND PREPARATION ELEMENT Underdeveloped=1 Developing=2 Proficient=3 Exemplary=4 Knowledge of Content Knowledge of Students' Development and Skills Knowledge
More informationSASED CERTIFIED SCHOOL NURSE POST OBSERVATION FEEDBACK FORM DOMAIN 1: PLANNING AND PREPARATION. Conference Date
DOMAIN 1: PLANNING AND PREPARATION Nurse Conference Date COMPONENTS UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 1a. School Nursing School Nurse displays little understanding of prerequisite knowledge
More informationSPEECH LANGUAGE PATHOLOGIST PERFORMANCE AND EVALUATION SYSTEM
SPEECH LANGUAGE PATHOLOGIST PERFORMANCE AND EVALUATION SYSTEM (Revised 11/2014) 1 Fern Ridge Schools Speech Language Pathologist Performance Review and Evaluation System TABLE OF CONTENTS Timeline of Teacher
More informationNorth Dakota PROGRAM REVIEW FOR SCHOOL COUNSELING PROGRAMS
North Dakota PROGRAM REVIEW FOR SCHOOL COUNSELING PROGRAMS District: Enrollment: Evaluator: School: Grades in School: Date of Evaluation: *Adapted from the American School Counseling Association National
More informationGarden City Public Schools
Garden City Public Schools RISE: Research-based Inclusive System of Evaluation Garden City, Michigan Professional School Counselor Evaluation Handbook 2012-2013 Prepared by Keith Anleitner, Director of
More informationDANIELSON FRAMEWORK: PUPIL PERSONNEL PROFESSIONALS: SOCIAL WORKERS
DANIELSON FRAMEWORK: PUPIL PERSONNEL PROFESSIONALS: SOCIAL WORKERS DOMAIN 1: PLANNING AND PREPARATION DOMAIN 2: ENVIRONMENT 1a. Demonstrates Understanding of Professional Research, Theories, Content, Tools,
More informationALIGNING DANIELSON FRAMEWORK WITH ASCA s SCHOOL COUNSELOR COMPETENCIES AND ETHICAL STANDARDS
1a: Demonstrating knowledge of counseling theory and techniques 1b: Demonstrating knowledge of child and adolescent behavior 1c: Establishing goals for the counseling program appropriate to the setting
More informationPlanning & Preparation 2 Minimally Effective
Tuscola Intermediate School District School Social Worker Professional Name Date Program Evaluator Elements Planning & Preparation Minimally Highly Knowledge of Student s Development and Skills displays
More informationSpecial Education Teacher Evaluation Rubric
St. Michael Albertville Independent School District 885 Excellence is Our Tradition Special Education Teacher Evaluation Rubric Adapted from Danielson, Charlotte. Enhancing Professional Practice: A Framework
More informationTeacher Assistant Performance Evaluation Plan. Maine Township High School District 207. Our mission is to improve student learning.
2012 2015 Teacher Assistant Performance Evaluation Plan Maine Township High School District 207 Our mission is to improve student learning. 0 P age Teacher Assistant Performance Evaluation Program Table
More informationMountain Home School District #193 Formal School Counselor Evaluation Appendix C
Mountain Home School District #193 Formal School Evaluation Appendix C NAME: DATE: 1a Demonstrating Knowledge of Content and Pedagogy Knowledge of Content and Ethical Issues Knowledge of Prerequisite Relationships
More informationTurner Classified Employee Evaluation System
Turner Turner Classified Employee Evaluation Procedure Overview New Classified Staff (in year one of employment) 1. Performance Evaluation #1 Supervisor/ evaluator completes performance evaluation document
More informationGreenville City Schools. Teacher Evaluation Tool
Greenville City Schools Teacher Evaluation Tool Table of Contents Introduction to Teacher Evaluation 2 Glossary 3 Record of Teacher Evaluation Activities 5 Teacher Evaluation Rubric 6 Self-Assessment 11
More informationRubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist
Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education
More informationPOWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS
POWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS Poway Unified School District Teaching Standards Domain I Domain II Domain III Domain IV Domain V Planning and Designing Instruction Element
More informationHow To Teach A Child With A Disability
DEPARTMENT OF SPECIAL EDUCATION Ball State University Graduate Practicum Performance Based Rubric Revised August 2009 Supervisor/Rater Signature Date Student/Teacher Name Performance Indicators: Circle
More information2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education
More informationRUBRIC ASSESSMENT: CERTIFIED SCHOOL NURSE (CSN) Date Self-Assessment Evaluator Assessment. Domain 1: Planning and Preparation
RUBRIC ASSESSMENT: CERTIFIED SCHOOL NURSE (CSN) Date Self-Assessment Evaluator Assessment Domain 1: Planning and Preparation Component Failing Needs Improvement Proficient Distinguished 1a: Demonstrating
More informationMississippi Statewide Teacher Appraisal Rubric M-STAR
Mississippi Statewide Teacher Appraisal Rubric M-STAR Introduction and Process Guide May 2012 2192_05/12 Contents Introduction... 1 Purpose of Teacher Performance Evaluation... 1 Teacher Evaluation Process...
More informationJob Description of the School Psychologist Reports To: Supervises: Purpose:
Reports To: Supervises: Purpose: Job Description of the School Psychologist Superintendent, Level II or Level III School Psychologists, Director, or Associate or Assistant Superintendent May supervise
More informationColchester School District Teacher Evaluation Model. Framework for Teaching: Components of Professional Practice
Colchester School District Teacher Evaluation Model Framework for Teaching: Components of Practice Colchester School District Colchester, Vermont Revised July 2015 1 Table of Contents Introduction...4
More informationDPAS II Delaware Performance Appraisal System Building greater skills and knowledge for educators. DPAS II Guide Revised for Specialists
DPAS II Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS II Guide Revised for Specialists Updated, August 2014 Table of Contents I. Introduction to DPAS II
More informationSPA PERFORMANCE MANAGEMENT PROGRAM GENERAL COMPARISON OF EXPECTATION LEVELS FOR ORGANIZATIONAL VALUES
(N) (M) (E) Performance consistently does not meet documented expectations and measurements in this area. Performance consistently meets documented expectations and measurements in this area. Performance
More informationSatisfactory 3 3 Adequate interviewing skills; usually complete exams, including review of systems
Any score of a or must be accompanied by an explanation. Please either fax completed evaluation to Julie Englert at -67-080, send to Julie Englert at Suite 9 Eye Ear Institute or email englertjm@upmc.edu
More informationRubric for Evaluating North Carolina s School Social Workers (Required)
Rubric for Evaluating North Carolina s School Social Workers (Required) STANDARD 1: School Social Workers Demonstrate Leadership. School Social Workers demonstrate leadership by promoting and enhancing
More informationHow To Be A Successful School Nurse
RUBRIC ASSESSMENT: CERTIFIED SCHOOL NURSE (CSN) Date School Nurse Self-assessment Evaluator Assessment Formal Observation Individual Growth Project Intensive Support Plan Summative Domain 1: Planning and
More informationDate Self-Assessment Evaluator Assessment
Rubric for BEHAVIOR SPECIALIST/ANALYST (BS/BA) Date Self-Assessment Evaluator Assessment 1a: Demonstrating Knowledge of Behavior Analysis Principles, Laws, Regulations, and Research Domain 1: Planning
More informationThe residency school counselor program does not prepare candidates to design, deliver, and
STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act
More informationMasters Comprehensive Exam and Rubric (Rev. July 17, 2014)
1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important
More informationTOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
More information2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Audiologists
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Audiologists Definition of an Effective Audiologist Effective audiologists are vital members of the education team. They are
More informationAssociation of Indiana School Library Educators School Librarian Evaluation Rubric
Association of Indiana School Library Educators School Librarian Evaluation Rubric This document in its entirety is endorsed by the Association for Indiana School Library Educators (AISLE). Any changes
More informationSchool Psychology Internship Evaluation. Psychology 686: Internship in School Psychology Millersville University Department of Psychology
School Psychology Internship Evaluation 1 Psychology 686: Internship in School Psychology Millersville University Department of Psychology Intern: Field Supervisor: Date of Evaluation: / / School District:
More informationIndiana School Nurse Effectiveness Rubric
Indiana School Nurse Effectiveness Rubric This rubric combines many of the professional requirements of a professional School Nurse with those of the RISE Model. It is a working revision of the School
More informationThe MSPA Rubric for Evaluation of School Psychologists
The MSPA Rubric for Evaluation of School Psychologists The Massachusetts School Psychologists Association (MSPA) has developed this rubric for the evaluation of school psychologists for adoption, in part
More informationManager / Supervisor Performance Review
Manager / Supervisor Performance Review SECTION 1 Personal Information (Please print clearly and provide complete & accurate information) Employee Name: Current Review Period: to Job Title: Department
More informationKENTUCKY FRAMEWORK FOR TEACHING
Charlotte Danielson (Adapted for Kentucky Department of Education) KENTUCKY FRAMEWORK FOR TEACHING Including crosswalk documents connecting to national professional organizations for each category of Other
More informationCLASSROOM OBSERVATION REPORT. Levels of Performance
Island Trees Union Free School District Levittown, New York 11756 CLASSROOM OBSERVATION REPORT Teacher: School/Grade: Observation Date: Beginning/Ending Time: Subject/Period/Room: Total Number of Students...
More informationIACBE Advancing Academic Quality in Business Education Worldwide
IACBE Advancing Academic Quality in Business Education Worldwide Example of a Supervisor of Internship Rubric International Assembly for Collegiate Business Education 11374 Strang Line Road Lenexa, Kansas
More informationPossible examples of how the Framework For Teaching could apply to. Speech & Language Pathologist (SLP) Teachers
Possible examples of how the Framework For Teaching could apply to Speech & Language Pathologist (SLP) Teachers 1a Knowledge of Content and Pedagogy GENERAL In planning and practice, teacher makes content
More informationTLE Observation and Evaluation Rubric Nurses
TLE Observation and Evaluation Rubric Nurses Domain/Relative Weight Dimension Page Program Management %. Program Scheduling. Collaboration. Clinic Environment. Discipline Focus Instructional Skills 0%.
More informationHIGH SCHOOL GUIDANCE COUNSELOR EVALUATION COMPONENTS AND FORMS PART A: EVALUATION FORM FOR HIGH SCHOOL COUNSELOR. Name: School Assignment/Position:
HIGH SCHOOL GUIDANCE COUNSELOR EVALUATION COMPONENTS AND FORMS PART A: EVALUATION FORM FOR HIGH SCHOOL COUNSELOR Name: Evaluation Year: School Assignment/Position: Total Years of Administrative/Teaching
More informationProfessional School Counselor Effectiveness Rubric 2011
Professional School Counselor Effectiveness Rubric 2011 I. Overview II. Effectiveness Rubric a. Domain 1: Academic Achievement b. Domain 2: Student Assistance Services c. Domain 3: Career Development d.
More informationCounselor Summative Assessment: Evaluation Process
3 Counselor Summative Assessment: Evaluation Process With higher standards for student learning, counselors are also expected to demonstrate higher standards of professional practice. While the NNPS assessment
More informationRubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers
Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers Definition of an Effective School Social Worker Effective school social workers are vital members of the education
More information