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 Social Work profession demonstrates little or no knowledge of content basic to Social Work profession. demonstrates basic knowledge of content basic to Social Work profession. demonstrates thorough knowledge of content basic to Social Work profession. demonstrates extensive knowledge of content basic to Social Work profession and shares this knowledge with other professionals. Knowledge of content and the structure of the discipline; Knowledge of prerequisite relationships; Knowledge of content-related pedagogy 1b. Demonstrating knowledge of students and the diagnostic process uses little or no diagnostic process in an attempt to acquire understanding of student behavior and planning for student needs. applies a partial or haphazard diagnostic process in an attempt to acquire understanding of student behavior and planning for student needs. demonstrates solid understanding and application of a diagnostic process in an attempt to acquire understanding of student behavior and planning for student needs. demonstrates solid understanding and application of a diagnostic process and collaborate implements plan. Knowledge of child and adolescent development; Knowledge of students interests and cultural heritage; Knowledge of the learning process; Knowledge of students special needs; Knowledge of students skills, knowledge, and language proficiency 1c. Developing intervention goals goals are unsuitable for students in an educational setting with no student and/or family collaboration and they do not permit viable methods of assessments. goals are of moderate value appropriate to an educational setting with limited student and/or family collaboration. Some goals permit viable methods of assessments. Value, sequence, and alignment; Balance; Clarity; Suitability for diverse learners 1d. Demonstrating knowledge of resources both within and beyond demonstrates little or no knowledge of school and community resources demonstrates basic knowledge of school and community resources available to assist students s goals are of considerable value appropriate to educational setting and represent consistent student and/or family collaboration. They may provide limited opportunities for insight and permit viable methods of assessment. s goals maximize student growth appropriate to educational setting which represents highly effective student and family collaboration. demonstrates thorough knowledge of school and community resources demonstrates extensive knowledge of school and community resources available to assist
the district to assist students and families available to assist students and families. is unaware of school, district and community resources. and families. displays limited knowledge of school, District, community or resources available. available to assist students and families. is fully aware of school, district and community resources and to assist students and families. students and families, and shares knowledge of resources with colleagues. is fully aware of school, district and community resources and knows how to gain access To these resources. In addition, the Social Worker actively attempts to build resources to assist student and families. Resources and technology for program use; Resources and technology to extend content pedagogy; Resources and technology for students 1e. Designing the intervention plan, integrated with the school program to meet the needs of the individual students The performance objectives and methodology of the intervention plan do not support the goals or engage students and/or families in a meaningful way appropriate to an educational setting Performance Objectives; Methodology 1f. Developing a plan to evaluate the program and assess student growth s approach to assessing student growth contains no clear criteria and lacks congruence with the intervention goals. Social Worker does not use future intervention planning. Some of the performance objectives and methodology of the intervention plan support the goals and engage student and/or families in a meaningful way appropriate to an educational setting, while others do not. exhibits a pattern of inconsistently assessing student growth and lacks clear criteria and congruence with the intervention goals. Social Worker exhibits the inconsistent use of future intervention planning. Congruence with intervention goals ; Criteria and standards for assessing goals 2a. Creating an environment of respect and Most of the performance objectives and methodology support the stated goals and engage students and/or families in a meaningful way appropriate to an educational setting. All of the performance objectives and methodology support the stated goals and engage students and/or families in a meaningful way appropriate to an educational setting. exhibits a pattern of assessing student growth that involves the use of clear criteria and is congruent with the intervention goals. exhibits a consistent pattern of the use of future intervention planning. exhibits a pattern of assessing student growth that involves the use of clear criteria and is congruent with the intervention goals. Social Worker exhibits a consistent pattern of the use of future intervention planning. There is a pattern of student involvement in establishing the criteria for assessing their own growth and planning interactively for their future. Domain 2: The Classroom/School Environment interactions with students, parents, school personnel and interactions are generally appropriate and free from conflict but interactions reflect general concern and interactions are highly respectful, reflecting genuine concern
rapport community agencies are negative or inappropriate and characterized by sarcasm, put downs or conflicts. is unable to communicate effectively with school teams. may be characterized by occasional displays of insensitivity. Works collaboratively with and provides consultation to school personnel and community agencies to communicate the needs of children and families. Interaction with student, parents, school personnel, and community agencies ; Communication 2b. Establishing counseling relationship caring and are respectful of the cultural and developmental differences among individuals and groups of students. Interactions also reflect general concern, caring, and respect in consultation to school personnel and community agencies. and caring towards students. Interactions also reflect concern, caring and respect of individuals in consultation to school personnel and community agencies. conveys a negative attitude toward student s participation in counseling services, suggesting that the service is not important. Social Worker conveys few or modest expectations for student progress. Importance of the content; Expectations for student progress 2c.Establishing and maintaining clear program procedures communicates importance of counseling services but with limited conviction. minimally encourages students to accept responsibility for change. inconsistently conveys expectations to the student. conveys enthusiasm toward student s participation in counseling and consistent commitment to its value. Social Worker encourages high expectation and responsibility for achievement. and students demonstrate positive attitude toward counseling through participation. encourages students to initiate goals for growth and take pride in achievements. Student and maintain high expectations for student s learning in the counseling and classroom environments. ineffective in ability to facilitate development and/or implementation of classroom routines and/or procedures with the school team. inconsistently facilitates the development and/or implementation of basic classroom routines and/or procedures. Management of instructional groups; Management of materials and supplies effectively facilitates the development and/or implementation of basic classroom routines and/or procedures. effectively facilitates development of and on-going consultation with school team, regarding classroom routines and/or school procedures and enables students to assume the responsibility for smooth classroom functioning. 2d. Facilitating positive student behavior interactions do not clearly communicate standards of conduct to students. is unable to effectively monitor student behavior interactions sometimes communicate standards of conduct to students. is inconsistent in monitoring student behavior and developing strategies to interactions are clear and consistent in communicating standards of conduct to students. effectively monitors student behavior and develops interactions clearly communicate standards of conduct and facilitate student self monitoring of appropriate behavior.
nor develop strategies to respond to student misbehavior. respond to student misbehavior. Communicates expectations of student behavior Monitoring of student behavior; Response to student misbehavior 2e. Organizing physical space for testing of students and materials storage strategies to respond to student misbehavior. The physical space is in disarray and/or unsafe. attempts to provide an organized an effective work environment that is safe and accessible. Safety and accessibility ; Arrangement of furniture and use of physical resources 3a. Communicating with students s oral/visual and Written communication is unclear or inappropriate to students and no expectations are communicated. s oral/visual and written communication may not be completely appropriate or may require further explanation to avoid confusion and few expectations are communicated. has somewhat organized an effective work environment that is safe and accessible. has organized an effective work environment that is safe and accessible. Communicates clearly and appropriately to students, orally/visually and in writing and communicate expectations. Expectations for learning; Explanations of content; Directions and procedures; Use of oral and written language 3b. Use of questioning and discussion techniques makes poor use of questioning and discussion techniques limiting student participation and discussion. Quality of questions; Discussion techniques; Student participation 3c. Engaging Students Students are not engaged in intervention session. Content lacks relevance to student s experience. Social Worker uses inappropriate activities or materials. The session content is irrelevant to student experience and needs. There is no opportunity to demonstrate student s strengths. s use of questioning and discussion techniques is uneven, with some attempts at discussion and moderate student participation. Students are partially engaged in intervention. s use of activities, materials and session content is uneven. There are some opportunities for students to demonstrate strengths. s oral/visual and written communication is clear and appropriate, anticipating possible student misconceptions. Social Worker has communicated expectations. s consistent use of questioning and discussion techniques encourages open and appropriate discussion and full participation by all students. s use of questioning and discussion techniques fosters student self direction and responsibility for personal growth. Students are engaged in intervention. Social Worker s use of activities, materials and session content is relevant. There are consistent opportunities for student to demonstrate strengths Students are highly engaged intervention session and initiate discussion and activities that foster personal growth
Activities and assignments; Use of instructional materials, resources and technology (as available); Grouping of students; Structure and pacing 3d. Providing Feedback to Students s feedback to students is not relevant, constructive or specific. Feedback is not given in a timely manner s feedback is at times relevant, constructive and specific. Timeliness of feedback is inconsistent. Assessment criteria; Feedback to students/timeliness; Monitoring of student learning 3e. Demonstrating Flexibility and Responsiveness adheres to intervention plan in spite of student s lack of interest. assumes no responsibility for providing services when space, student availability and equipment is not optimal. demonstrates moderate responsiveness to student s needs and interests is somewhat flexible in providing services given the constraints of the school environment. s feedback is consistently relevant, constructive, specific, and timely. s feedback is consistently relevant, constructive, specific and timely. Students make use of feedback for personal growth. adjusts intervention plan to be responsive to student s needs and interests. Social Worker is flexible and persistent in providing services given the constraints of the school environment. is consistently responsive to student s needs and interests. Social worker demonstrates creativity and persistence in providing services given the constraints of the school environment. Adjustment of intervention plans to enhance student benefit; Response to students; Sets priorities to meet all needs; Provides services within constraints of space and student availability 4a. Reflecting on Practice does not reflect on the effectiveness of the intervention or propose ideas as to how it may be improved. Accuracy; Use in future intervention 4b. Maintaining accurate records has no system for maintaining accurate records, resulting in confusion and poor case management. Student progress records; Clinical records; Reporting data s reflection on the intervention is generally accurate and social worker makes global suggestions as to how it might be improved. reflects accurately on the intervention and makes some specific suggestions as to how it might be improved. s system for maintaining accurate records is rudimentary and only partially effective. s reflection on intervention is highly accurate and perceptive. draws on extensive knowledge and experience to assess and suggest alternative interventions. s system for maintaining accurate records is efficient, effective and timely. system for maintaining accurate records is efficient and effective. utilizes records to plan interventions, assess need, and evaluate impact of services.
4c. Communicating with Families provides little or no information to families. makes no attempt to engage families in a relationship and does not respond or responds insensitively to family concerns. complies with school procedures/practices for communicating with families. demonstrates some sensitivity and makes an effort to engage families to identify and achieve common goals. Information about the services; Information about individual students; Engagement of families 4d. Participating in a professional growth community relationships with colleagues are negative and self serving. Social Worker does not become involved in school or BOCES projects. communicates frequently and sensitively with families. provides information regarding student s progress and needs. Social Worker provides information regarding available resources. s relationships are cordial. participates in school or BOCES events/projects when specifically requested. communicates frequently and sensitively with families. empowers and supports families to function as advocates for themselves and their children. maintains positive relationships with colleagues. maintains positive relationships with colleagues. participates actively in school/boces projects. assumes a leadership role with colleagues. makes a substantial contribution to school/boces. Social Worker participates in team/department decision making. Relationships with colleagues; Service to the school; Involvement in a culture of professional inquiry; Participation in school and district projects 4e. Growing and developing Professionally does not participate in professional development activities. shows limited participation in professional development activities. participates actively in professional development, developing clinical and technology skills and contributes to the profession. Enhancement of content pedagogical skill; Receptivity to feedback from colleagues; Service to the profession 4f. Showing Professionalism The inconsistently adheres to standards for requirements, including attendance and punctuality. The fails to comply with school/district regulations and timelines. The has The strives to adhere to standards for requirements, including attendance and punctuality. The complies minimally with school/district regulations, doing just enough to get by. The strives to develop behaviors that model the values of respect, makes a substantial contribution to the profession through research, mentoring, and actively pursuing professional development. The consistently adheres to and models standards for requirements including attendance and punctuality. The complies fully and voluntarily with school/district regulations. Performs with minimum The consistently adheres to standards for requirements, including attendance and punctuality. The complies fully and voluntarily with school/district regulations. Performs with minimum supervision. The helps members of school
difficulty demonstrating respect, responsibility, honesty and integrity; requires frequent support from colleagues and administrators and does not work cooperatively with school staff. responsibility, honesty and integrity; however, he/she responds appropriately to and acts upon feedback. He/she works cooperatively with school staff most of the time. supervision. The helps members of school community understand and adhere to these professional obligations, responds well to and acts upon feedback and works cooperatively with school staff. community understand and adhere to these professional obligations. He/she actively seeks, responds well to and acts upon feedback. Community, families and students are aware that the models the values of respect, honesty and integrity. The works cooperatively with school staff and actively encourages colleagues to do so. Integrity and ethical conduct; Attendance; Service to students; Punctuality; Demonstrates logical thinking and makes practical decisions; Advocacy; Compliance with school and district regulations