Evaluation of School Psychologists

Transcription

1 Evaluation of Psychologists 2013 Directors Institute Dr. Elizabeth Danielson Coordinator of Psychological Services Mesa Public s Context for Evaluation of Psychologists in Arizona 2010 Arizona Statute required State Board of Education (SBE) to adopt framework for teacher evaluation that included annual evaluation, observations, connection to student academic achievement, and rubrics for teaching performance aligned with national teaching standards Context, cont. National Association of Psychologists (NASP) in 2011 created a Task Force charged with development of a NASP Framework for Personnel Evaluation utilizing the NASP Practice Model (see next slide). August

2 NASP Guiding Principles for Evaluation 1. Use the NASP Model for Comprehensive and Integrated Psychological Services (NASP Practice Model) as the overarching framework for personnel evaluations. 2. Recognize the critical importance of personnel evaluations and the essential involvement of affected professionals in creating a relevant, supportive and instructive feedback system. NASP Principles, Cont. 3. Use measurements that are valid, reliable, and meaningful. 4. Evaluation of school s should be embedded within an administrative structure that ensures meaningful feedback and offers resources in support of continuous improvement. August

3 Mesa Public s System Teacher evaluation system implemented in 2012 is based on Charlotte Danielson s Enhancing Professional Practice: A Framework for Teaching. All district evaluators were trained in using the Danielson Framework. Specialist groups (nurses, s, Title I consultants, etc.) were directed to develop a parallel evaluation rubric for their specialists. MPS Psychologist Tool Development s in MPS are evaluated by the coordinator of psychological services. There are approximately 50 school s employed by the district. The school s are divided into seven regional groups; each group chooses a leader each school year. The regional leaders comprise the Psychologist Leadership Council, which meets monthly with the coordinator. The school coordinator developed an initial rubric based on Danielson s suggested rubric for school s, NASP practice model and guiding principles for evaluation of school s, and Sample rubrics from other districts. The Psychology Leadership Council reviewed the draft document and discussed suggested changes. August

4 Leaders of the various district specialty groups met to discuss the process, share perspectives and points of difficulty, and coordinate efforts under the leadership of the assistant superintendent for human resources. The new system is being implemented on a trial basis in the school year. Domains and Components in the Rubric Domain 1: Planning and Preparation 1a: Demonstrating knowledge of the profession of psychology, including professional, ethical, and legal standards and regulations that guide the practice of psychology in education 1b: Demonstrating knowledge of child and adolescent characteristics, including knowledge of development, cultural diversity, and psychopathology 1c: Demonstrating knowledge of assessment, including selecting and using a range of psychological instruments to evaluate students, linked to assessment concerns and potential interventions 1d:Demonstrating knowledge of procedures and resources, including district procedures, state and federal regulations, resources within and beyond the school and district, and the continuum of services available to students August

5 1e: Designing a cohesive service delivery system that solves school-wide problems, meets the needs of individual students, and includes prevention 1f: Demonstrating knowledge of research-based instructional, al, and mental health interventions Domain 2: Environment 2a: Maintaining an environment of respect and rapport in professional relationships and with students 2b: Supporting a culture of learning and achievement in classrooms, by promoting databased decision-making and research-based interventions 2c: Implementing clear procedures for referrals and for working with the building-level child study process 2d: Establishing procedures for analyzing student and providing positive al supports 2e: Organizing physical space, including appropriate testing space, space to consult with teachers and parents, and maintaining confidential storage for test materials and files August

6 Domain 3: Delivery of Services 3a: Communicating effectively by responding in a timely manner to referrals, parent requests, and re-evaluation schedules; consulting regularly with teachers and administrators 3b: Gathering information systematically from multiple sources, using test instruments appropriately, and considering the context for assessment and intervention 3c: Serving as case manager of the evaluation team, maintaining contact with other professionals throughout the assessment process, and writing integrated MET reports. 3d: Addressing social-emotional needs of students by providing social skills training, counseling, and/or al coaching, and working with teachers and/or parents to plan and implement interventions 3e: Demonstrating flexibility and responsiveness Domain 4: Professional Responsibilities 4a: Reflecting on practice 4b: Maintaining accurate records 4c: Communicating with families 4d: Participating in professional communities 4e: Growing and developing professionally 4f: Demonstrating professionalism August

7 Rating System Used Highly Effective: There is evidence of high levels of knowledge, implementation and integration of performance standards, along with evidence of leadership initiative and willingness to model and serve as a mentor for colleagues. This rating refers to professional school psychology practice that innovatively responds to students, parents, and school staff and supports learning and socialemotional development, and supports a true community of learners. s performing at this level are master school s and leaders in the field, both inside and outside their school. Effective: There is evidence of increased knowledge, implementation and integration of performance standards, and clear proficiency and skill in the performance area. This rating refers to successful, professional school psychology practice that is consistently at a high level. It is expected that most experienced school s frequently perform at this level. Developing: There is evidence of basic knowledge and implementation of performance standards. Integration of performance standards is not evident. This indicates that the school has the necessary knowledge and skills to be effective, but the application of those skills is inconsistent. s new to the profession are often in this category for at least a few years. Ineffective: There is little or no knowledge and minimal implementation of performance standards. The school does not meet minimal performance standards and needs substantial improvement. This rating refers to school psychology practice that is limited in scope, is not responsive to the needs of students, parents, and staff, and/or does not convey an understanding of the concepts underlying the practice of the profession. This level of performance is hindering provision of psychology services and may be doing harm to students. 1d:Demonstratin g knowledge of procedures and resources, including district procedures, state and federal regulations, resources within and beyond the school and district, and the continuum of services available to students Sample Rubric Detail Ineffective Developing Effective Highly Effective demonstrates little or no knowledge of governmental regulations or district procedures or of resources for students available through the school, district, and community. displays awareness of governmental regulations and of most district procedures and of resources for students available through the school or district, but has limited knowledge of resources available within the community. displays awareness of governmental regulations and district procedures and of resources for students available through the school or district and the community. s knowledge of governmental regulations and district procedures and of resources for students is extensive, including those available through the school or district and in the community and takes a leadership role in sharing that knowledge. August

8 2b: Supporting a culture of learning and achievement in classrooms, by promoting data-based decisionmaking and researchbased interventions makes no attempt to establish a culture of learning and achievement, does not use data in making decisions, and does not promote the use of researchbased interventions. attempts to establish a culture of learning and achievement, to use data in making decisions, and to promote the use of researchbased interventions. consistently supports a culture of learning and achievement, uses data in making decisions, and promotes the use of researchbased interventions. In addition to meeting the criteria for effective on this standard, the school actively promotes the culture of learning and achievement by conducting research, by helping teachers make better databased decisions, and/or by routinely suggesting changes in interventions if the data do not support their effectiveness. 2d: Establishing procedures for analyzing student and providing positive al supports does not provide consultation on problems, does not consider antecedents, consequences, and functions of, and does not understand principles of positive supports. provides some consultation on problems; usually considers antecedents, consequences, and functions of ; and demonstrates a basic knowledge of principles of positive supports. regularly provides consultation on problems; regularly considers antecedents, consequences, and functions of ; and demonstrates knowledge of principles of positive supports. In addition to meeting the effective criteria for this standard, the school is able to help teachers develop effective positive intervention plans linked to the functional al assessment. In addition, the school regularly follows up with the teacher to assure that the plan is being implemented with fidelity and helps modify the plan if desired changes in the student s are not taking place. 3b: Gathering information systematically from multiple sources, using test instruments appropriately, and considering the context for assessment and intervention resists administering evaluations, selects instruments inappropriate to the situation, and/or does not link selected assessments to the individual context. collects data from multiple sources and administers appropriate evaluation. consistently collects data from multiple sources, administers appropriate evaluation instruments linking the choice of instruments to the referral question, and links assessment to interventions in general and special education settings. In addition to meeting the criteria for effective on this standard, the school assumes a leadership position in data analysis in order to improve educational outcomes in general education and special education settings. August

9 4e: Growing and developing professionally rarely participates in professional development activities, even when such activities are clearly needed for the ongoing development of skills. s participation in professional development activities is limited to those that are convenient or are required. seeks out opportunities for professional development based on an individual assessment of need. actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as offering workshops to colleagues. Implementing the System At the opening meeting of school s, the new evaluation system was distributed and described. Each school completed a selfassessment, indicating where he or she fell on the rubric. As part of the self-assessment, each school listed the sources of evidence needed to document the rating. During the first quarter of the school year, the coordinator will meet with each school to discuss the self-assessment, anticipated data/artifact collection, goals for professional growth, and student achievement data. August

10 Each school will be observed at least once during the fall semester. Observation options include: test administration presenting test results at a MET meeting presenting an inservice training conducting a consultation session with a teacher or parent Other district evaluators (e.g., principals, special education administrators) will submit observation evidence to the coordinator when appropriate. Student achievement data will be reported for school s in the same manner they are collected/reported for building principals. If necessary, a second observation will be conducted during the third quarter. During the fourth quarter, a final evaluation conference will be completed between the school and coordinator. August

11 References Myers, M.A.; Skalski, S.; & Lazarus, P. J. A Framework for the Personnel Evaluation of Psychologists Utilizing the NASP Practice Model. Paper presented at the NASP Annual Convention, Feb., 2013, Seattle. Danielson, E. (2007). Enhancing Professional Practice: A Framework for Teaching, 2 nd Edition. Alexandria, VA.: Association for Supervision and Curriculum Development (ASCD). National Association of Psychologists, Model for Comprehensive and Integrated Psychological Services. 2010, from NASP website. August