Planning & Preparation 2 Minimally Effective

Transcription

1 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 minimal knowledge of developmental characteristics or student skills/knowledge displays general knowledge of developmental characteristics or student skills/knowledge displays solid understanding of typical development characteristics and the skills/knowledge as well as exceptions to general patterns. displays knowledge of typical developmental characteristics and skills/knowledge as it pertains to each student, including those with special needs, and utilizes this knowledge to differentiate instruction Knowledge of Student s Interests, Cultures, and Varied Approaches to Learning is unfamiliar with student interests or cultural heritage displays minimal knowledge of different approaches to learning displays general understanding of student interests or cultural heritage displays thorough knowledge of interests and cultural heritage demonstrates solid understanding of different approaches to learning displays thorough knowledge of interests and cultural heritage of each student uses, where appropriate knowledge of student varied approaches to learning in instructional planning Comments

2 Elements Classroom Management/Learning Environment Minimally SSW Highly Interaction with Students interaction with at least some students is negative, demeaning, sarcastic interaction is inappropriate to student s age or culture student s questions or interests are disregarded students exhibit disrespect for School Social Worker Student Groups students are not productively engaged groups are inappropriate to students or instructional goals Materials and Resources materials are unavailable materials do not support instructional goals materials do not engage students meaningfully Technology teacher displays little understanding of the importance of technology to his/her program and/or benefits to students technology instruction is limited to the subject area computer software application integration is very limited or nonexistent few opportunities for students interactions with students are generally appropriate, but may reflect occasional inconsistencies, favoritism or disregard for student s cultures students exhibit only minimal respect for School Social Worker group work is partially organized or partially appropriate to students or instructional goals materials are not readily available some materials support goals some engage students meaningfully teacher displays a general understanding of the importance of technology in his/her classroom teacher demonstrates a basic understanding of technology and computer application some attempts to integrate technology applications into the curriculum are being made interactions are friendly and demonstrate general warmth, caring, and respect interactions are appropriate to developmental and cultural norms students exhibit respect for School Social Worker majority of students are engaged at all times group work is organized and fully appropriate to students or instructional goals materials are readily available and well organized majority of materials support instructional goals majority of materials engage students meaningfully teacher exhibits a proactive approach in technology applications integration to instruction in program area technology and concept/computer application are integrated into program area teacher continues to explore/implement technology applications into curriculum and to use as an instructional tool to benefit students interactions demonstrate genuine caring and respect for individual students successfully accommodates student s questions and interests students exhibit respect for School Social Worker as an individual students are productively engaged group work is fully appropriate to students and instructional goals students assume responsibility for productively and given choice in selection encourages student responsibility for efficient operations fosters student s choice, adaptation, or creation of materials to enhance their own learning teacher provides a leadership role to other staff members in the integration and application of technology teacher displays a thorough knowledge in the use of technology in instruction and curriculum teacher promotes application and integration of technology at staff meetings Comments

3 Elements Minimally Program Standards SSW Highly Interventions is unable to identify and adapt appropriate interventions relevant to student needs gathers ineffective social/emotional data provides no written documentation has minimal ability to identify and adapt appropriate interventions relevant to student needs gathers minimal social/emotional data provides minimal written documentation has thorough ability to identify and adapt appropriate interventions relevant to student needs gathers thorough social/emotional data provides clear written documentation has an extensive ability to identify and adapt appropriate interventions relevant to student needs gathers extensive social/emotional data provides comprehensive information to develop student goals and programming Comments

4 Elements Professional Responsibility Minimally Highly SSW Service to Students is not attentive to student s needs makes decisions based on self-serving interests Service to Families provides little information about curriculum or student s progress to families responds insensitively to parents makes no attempt to engage families in instructional program Service to District time is lost in non-instructional duties school social worker avoids involvement with school activities relationships with colleagues are negative or self-serving Service to Profession engages in no professional development makes no effort to share knowledge with others Service to cannot gauge his/her effectiveness misjudges success of services profoundly has no suggestions for improvement Maintain Confidentiality Work Successfully and Positively with Others Professional Comments does not or inconsistently practices board policies or statutory guidelines related to confidentiality and privacy of verbal, written and electronic communication inconsistently treats others with respect and shows a commitment to good internal and external customer service attempts to serve students inconsistently is limited in meeting student s needs provides basic information to parents about curriculum and student progress only as needed responds to parent concerns minimally makes modest attempts to engage families loss of time for non-instructional duties is minimal participation in school events occurs only when requested cordial relationships with colleagues are maintained participates in professional activities finds limited ways to contribute to the profession can generally gauge his/her effectiveness can make general suggestions for improvement learns laws, board policy, and district practices regarding the confidentiality and privacy of verbal, written, and electronic communication treats others with respect and shows a commitment to good internal and external customer service is active in serving students works within a team to ensure that all students receive a fair opportunity to succeed provides frequent information to parents about curriculum and student progress is available to respond to parent concerns makes frequent effort to engage families successfully time for non-instructional duties is well spent participation in school events and provides support and assistance for colleagues seeks out professional development opportunities assists other educators actively makes accurate assessment of effectiveness can cite general references for support makes some specific suggestions demonstrates the ability to determine when, where and with whom it is legal and appropriate to share information demonstrates an understanding and appreciation of the contributions of people with diverse backgrounds, abilities, and work styles is highly proactive in serving students makes effort to ensure that students are honored in the school takes a leadership role in decision making encourages students to be responsible for preparing materials and contributing ideas for projects that enhance family involvement responds to parent concerns with sensitivity and confidentiality assumes a leadership role in school events and provides support and assistance for colleagues makes attempts to conduct action research initiates activities that contribute to the profession makes thoughtful assessment of effectiveness, draws on extensive repertoire of skills, and offers specific suggestions for improvement promotes and shares with others how to maintain privacy and confidentiality uses the unique contributions of others to effectively work on teams Comments

5 5 SSW Sources Job Performance /Accomplishments Minimally Highly Professional Development training/professional development, available support exists, but has not implemented the training Technology displays little understanding of the importance of technology to his/her job performance training/professional development, available support exists, has implemented the initiative displays a general understanding of the importance of technology in his/her profession demonstrates a basic understanding of technology and computer applications. some attempt to integrate technology into workplace training/professional development, available support exists, has implemented the initiative seeks out support when needed as it related to full implementation of the initiative exhibits a proactive approach to technology applications and integrates applications into program area continues to explore/implement technology applications into job performance training, available support exists, has implemented the training seeks out support when needed, initiatives are fully implemented provides leadership, seeks out new materials takes leadership role in providing professional development to ISD/LEA staff provides leadership role to others in the integration and application of technology continues to explore and expand knowledge base of technology displays a thorough knowledge in the use of technology in gathering data and making decisions based on data Leadership performs individual job to a satisfactory level works collaboratively with others participates as a member of at least on ISD building or district committee provides professional expertise to teachers/administrators when needed works collaboratively with others participates as a member of at least one ISD building or district committee provides professional expertise to teachers/administrators when needed works collaboratively with others chairs a committee, serves on several committees, or provides training to LEAs works collaboratively with others participates as a member of at least one ISD building or district committee volunteers to be a participant in additional committees/isd initiatives or is a chair of an existing committee provides professional development training to LEA educators RTI Initiative is unaware of RTI process within their school building/district understands and participate in RTI process as requested by school/district is an active member of the RTI team or volunteers to be actively involved as much as possible given current professional role is working toward changing current role model to fit within the RTI process is an active member of the RTI team or volunteers to be actively involved as much as possible given current professional role is actively involved and is a leader/coach in the LEA s building RTI process *From the Key Elements of Implementation Science (MI=Michigan s Integrated Improvement Initiative)

6 Job Performance /Accomplishments continued 6 SSW Comments

7 Goals 7 SSW Tenure Probationary Status Status for Current Year of: 0- Tenure st Year Probation nd Year Probation Non-Tenure rd Year Probation th Year Probation Non-Retention 5 Year Probation Recommended for Following Year: 0- Tenure st Year Probation nd Year Probation Non-Tenure rd Year Probation th Year Probation Non-Retention 5 Year Probation Administrative Signature Date Instructor Signature Date - Date(s) Overall ness: Highly Minimally updated 9-0-