Self Evaluation Colleague Evaluating Administrator Other Administrator

Transcription

1 STANDARD SCHOOL PSYCHOLOGIST EVALUATION INSTRUMENT Self Evaluation Colleague Evaluating Administrator Other Administrator Grade Level/Subject Area: Date/Time: Evaluator: Title: Observation Date/Time: Observation Date/Time: Observation Date/Time: In completing this evaluation, please note: Any items marked with a double asterisk must be rated meets standard in order for the psychologist to receive a meets standard rating for that content standard. To determine a psychologist s overall rating for a standard, and whether a formal plan of improvement is necessary, refer to page 5 of the Teacher Evaluation Handbook. A rating of less then meets standard in any specific area must be explained by the evaluator in the comments section. If the psychologist s performance exceeds a standard, the evaluating administrator will provide comments in the exemplary practices section Content Standard 1 - Philosophy of Education Attach a description, between one paragraph and one page in length, of the relationship of your beliefs about learning, teaching, and assessment to your teaching practices. Standar d Overall Rating for Standard 1: 1 1(B) Demonstrates consistency between educational philosophy and practice Has difficulty matching practice to philosophy. Educational philosophy and psychologist s practice are incongruent. Psychologist s Initials:

2 1 Standar d 2(B), 3(B), 4(C), 5(A) Content Standard 2 - Learning and Development Overall Rating for Standard 2: **Provides a variety of appropriate strategies that adapt to students intelligence, learning style, individual, and special needs. Provides a limited variety of appropriate strategies that adapt to students intelligence, learning style, individual, and special needs. Provides strategies that are not adapted to students intelligence, learning style, individual, and special needs. Content Standard 3 Respect for Individual and Cultural Characteristics Overall Rating for Standard 3: 1 3(A) Demonstrates sensitivity to student behaviors that are characteristic of various cultures. Demonstrates a limited sensitivity and understanding of student behaviors that are characteristic of various cultures. Lacks sensitivity and/or understanding of student behaviors that are characteristic of various cultures. 3 3(A) **Demonstrates respect for each student. Psychologist/student interactions are generally appropriate, but psychologist displays insufficient respect to one or more students. Interaction with one or more students is negative, demeaning, sarcastic, or disrespectful. Psychologist Initials:

3 Standard 1 4(A) 2 4(A) Content Standard 4 - Knowledge of Content Area Overall Rating for Standard 4: Clearly and accurately communicates procedures (e.g. retention policies, grading policies, special education procedures) to psychologists, parents, and administrators. **Uses current principles, concepts, and skills related to his/her content areas in planning and delivering instruction. Communication of procedures (e.g. retention policies, grading policies, special education procedures) to psychologists, parents, and administrators is sometimes unclear or not accurate. Displays basic content knowledge, but does not effectively use that knowledge in planning and delivering instruction. Communication of procedures (e.g. retention policies, grading policies, special education procedures) to psychologists, parents, and administrators is unclear, not accurate, or nonexistent. Makes content errors, or does not correct content errors students make. Psychologist s Initials:

4 Content Standard 5 Facilitates, Monitors, and Assesses Student Learning Overall Rating for Standard 5: Standard ** Consistently meets time frames and Is inconsistent in meeting time frames Does not meet time frames and/or maintains accurate, complete, and up-to-date and/or records are sometimes inaccurate, maintain accurate, complete, and up-todate records. incomplete, or not current. records. 1 5(D) 2 5(C) 3 5(C) 4 5(C),(D), 7(A) 5 5(B), (E) 6 5(B), (E) Thoroughly gathers information from records, parents, and school staff to determine and understand students needs. **Administers a variety of individual tests and/or observational techniques, as needed. **Interprets and communicates results of tests and/or observations in an accurate and meaningful fashion to parents and/or guardians. **Assists staff in the school s intervention process by identifying problems and prioritizing intervention strategies. Takes an active role in the school s intervention process through regular attendance at intervention meetings and frequent communication with the intervention team leader and school administrator. Information gathered from records, parents, and school staff to determine and understand students needs is not complete or accurate. Administers with little variation individual tests and/or observational techniques. Sometimes interprets or communicates results of tests and/or observations in an inaccurate or unmeaningful fashion to parents and/or guardians. Inconsistently assists staff in the school s intervention process by identifying problems or prioritizing intervention strategies. Does not consistently take an active role in the school s intervention process. Does not gather information from records, parents, and school staff to determine and understand students needs. Fails to administer a variety of individual tests and/or observational techniques. Does not interpret or communicate results of tests and/or observations in an accurate and meaningful fashion to parents and/or guardians. Does not assist staff in the school s intervention process by identifying problems or prioritizing intervention strategies. Does not take an active role in the school s intervention process. Psychologist s Initials:

5 Standard 1 6(A) 2 6(C) Content Standard 6 Creates and Maintains Learning Environment Overall Rating for Standard 6: Assists parents, teachers, and others to arrange conditions for learning to maximize effectiveness of school and/or home interventions. Assists teachers and parents in the development of appropriate plans for students who are not eligible for special education but are having problems in school. Inconsistently assists parents, teachers, and others to arrange conditions for learning to maximize effectiveness of school and/or home interventions. Inconsistently assists teachers and parents in the development of appropriate plans for students who are not eligible for special education but are having problems in school. Does not assist parents, teachers, and others to arrange conditions for learning to maximize effectiveness of school and/or home interventions. Does not assist teachers and parents in the development of appropriate plans for students who are not eligible for special education but are having problems in school. Psychologist Initials:

6 Content Standard 7 - Psychologist as a Partner With Families and the Community Standar d 1 7(B) 2 7(B) 3 7(C) 4 5(D), 7(E) Overall Rating for Standard 7: Provides regular opportunities for feedback and responds to family concerns. Provides information to families about how to assist and enhance student learning, as needed. Participates in schoolwide efforts to communicate with the broader community, as requested. Provides information and opportunities for families to participate in setting and monitoring student learning goals, as needed. Provides infrequent opportunities for feedback and/or inconsistently responds to family concerns. Makes limited efforts to provide information to families about how to assist and enhance student learning. Rarely participates in schoolwide efforts to communicate with the broader community. Efforts to provide information and opportunities for families to participate in setting and monitoring student learning goals are ineffective. Does not provide opportunities for feedback and/or does not respond to family concerns. Does not provide information to families about how to assist and enhance student learning. Does not participate in schoolwide efforts to communicate with the broader community. Does not provide information and opportunities for families to participate in setting and monitoring student learning goals. Psychologist Initials:

7 Ite m Content Standard 8 Professional Participation and Contribution Overall Rating for Standard 8: Standard 1 8(A) Demonstrates professional behavior and abides by the PTPC Code of Ethics. 2 8(A) 3 8(B) 4 8(C) 5 8(C) 6 8(D) 7 8(A) (D) **Complies with Federal and State laws and regulations as well as district and building policies, procedures and rules; safeguards confidentiality of student records and information. Pursues opportunities for professional development to enhance content knowledge and pedagogical skill. Participates in grade level, team, departmental, schoolwide, or districtwide improvement efforts. Works cooperatively to maintain a safe, orderly and disciplined school environment. Works cooperatively with school staff to promote a positive environment. Reports to the building during scheduled times and notifies building secretary and/or principal of any changes in schedule. Behavior is not fully consistent with the PTPC Code of Ethics. Commits a minor breach of one of the rules or expectations. Participates in professional activities to a limited extent. Limited involvement in grade level, team, departmental, schoolwide, or districtwide improvement efforts. Little evidence of cooperation to maintain a safe, orderly and disciplined school environment. Little evidence of cooperation with school staff or flexibility in working relationships. Occasionally fails to report to the building during scheduled times and/or inconsistently notifies building secretary and/or principal of any changes in schedule. Demonstrates unprofessional behavior, showing a significant departure from the PTPC Code of Ethics. Commits a serious breach of one or more of the rules or expectations. Engages in insufficient professional development activities to enhance knowledge or skill. Does not participate in grade level, team, departmental, schoolwide, or districtwide improvement efforts. Is not cooperative in maintaining a safe, orderly and disciplined school environment. No evidence of teamwork, or is uncooperative or inflexible in working relationships. Does not report to the building during scheduled times and/or does not notify building secretary and/or principal of any changes in schedule. Psychologist Initials:

8 Overall Comments: Is a plan of improvement needed? Yes No Evaluator s Signature Date Psychologist s Signature* Date *Signature does not constitute endorsement of the evaluation, but indicates the evaluation has been read and discussed. Additional sheets may be attached by the evaluator or the evaluatee who desires to make a comment. Last Revised: 02/05/01 Distribution: Original to Human Resources office Copy to Evaluatee Copy to Evaluator