Lincoln 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 range of The teacher consultant consistently The teacher consultant inconsistently uses assessment instruments, including uses a range of assessment the appropriate assessment instruments in observations and interviewing, along with instruments, including observations the evaluation of students. The teacher other performance data to evaluate students, and interviewing, along with the consultant is able to articulate and use and incorporates the necessary diagnostic incorporation of performance data to information from valid/reliable standardized activities in order to achieve a meaningful evaluate students and determine instruments or other assessments, and use outcome for students in an evaluative accurate diagnoses, and uses the the results of assessments to design of process. results of assessments to design future instruction. 1a Demonstrating knowledge and skill in the implementation of assessment instruments to evaluate students 1b Demonstrating knowledge of content and remediation techniques, and learning styles, in order to establish goals for student programming 1c Establishing goals for teacher consultant services appropriate to the settings and students served Teacher consultant demonstrates extensive knowledge of content, the prerequisite relationships between different aspects of the content, the instructional practices specific to remediation techniques, and learning styles and provides leadership in the planning and organization of IEPs. As a part of the service delivery, the teacher consultant provides training to staff in order to appropriately execute individual education plans. Teacher consultant s goals for the remediation strategies/ interventions are diagnostically relevant to the situation in the school environment and to the age/developmental level of the student(s), and have been created following consultations with students, parents, and colleagues. Instructional outcomes are stated as goals that can be assessed, reflecting rigorous learning and curriculum standards and incorporating the specialized instruction and individualized goals delineated within student IEPs. They represent the requisite requirements delineated within student IEPs, alignment with grade level curriculum, offer opportunities for skill remediation, and take account the needs of individual students in order to achieve enhanced performance within the subject area under study. and/or adjust future instruction. Teacher consultant demonstrates thorough knowledge of content, the prerequisite relationships between different aspects of the content, the instructional practices specific to remediation techniques, and learning styles and effectively integrates assessment/performance data in the development of IEPs. Teacher consultant s goals for the remediation strategies/ interventions are clear and appropriate within the context of the educational setting and to the age/developmental level of the student(s) supportive services. Instructional outcomes are stated as goals reflecting high- level learning and curriculum standards. They are differentiated to meet the needs of the students in the lesson, represent different types of learning, and can be assessed with integrity given the educational needs of the students involved in the lesson. The outcomes reflect an alignment with the grade level expectations as appropriate and the identified educational needs of the students. Teacher consultant demonstrates basic knowledge of content, the prerequisite relationships between different aspects of the content, the instructional practices specific to remediation techniques, and learning styles and participates with the educational team in the development of IEPs which promote growth in achievement. Teacher consultant s goals for the remediation strategies/ interventions are rudimentary and only partially suitable to the situation and the age of the student(s). Instructional outcomes are of moderate rigor and are suitable for some students, but do not incorporate the needs of all students involved in the instruction. The plans consist of a combination of activities and goals, some of which permit viable methods of assessment. They reflect more than one type of learning, but the teacher makes no attempt at coordination or integration The teacher consultant demonstrates little or no knowledge and skill in using assessment instruments to evaluate students. The teacher consultant lacks the ability to articulate and use information from valid and reliable standardized instruments or other assessments, thus the results of assessments has no impact on the design of future instruction. Teacher consultant demonstrates little or no knowledge of content or the prerequisite relationships between different aspects of the content. Teacher consultant demonstrates little or no knowledge of the instructional practices specific to remediation techniques and learning styles that would address academic deficits in student performance and guide educational teams in the development of IEPs and promote growth in achievement. Teacher consultant has no clear goals for the remediation strategies/interventions, or they are inappropriate to either the situation or the age of the student(s). Instructional outcomes are unsuitable for students, represent minimal or low- level learning, or are stated only as activities without correlation to the established objectives within student educational programs. They do not permit appropriate methods of assessment designed to measure student performance. LINCOLN PARK PUBLIC SCHOOLS TEACHER CONSULTANT 1

Teacher Consultant: Evaluator: Date: 1d: Demonstrating knowledge of state and federal regulations. Demonstrating Knowledge of Resources. 1e: Planning and integrating the program to meet the needs of individual students, including prevention Designing Coherent Instruction 1f: Incorporating an internal measurement process to evaluate the efficacy of the teacher consultant services Teacher consultant displays knowledge of state and federal regulations, as is evidenced in adherence to procedures and timelines. Teacher consultant takes a leadership role in IEP decision- making and ensures that decisions are based on best practice and state and federal regulations. Ensures that paperwork is accurate. IEPs are prepared in an exemplary manner, incorporating relevant diagnostic information that connects the student s performance to that of same- aged non- disabled peers, enabling the student to be successful with the curriculum. Teacher consultant s plan is coherent and preventive, designed to support student progress. The intended objective guides application into the broader educational environment so as to facilitate independent functioning. The teacher consultant coordinates knowledge of content, students, and resources to design/adjust a series of instructional activities aligned to educational objectives, differentiated where appropriate to make them suitable for all students and likely to engage them in the intended objectives as delineated from the grade level curriculum and the students IEPs. The lesson or unit s structure is clear and allows for different production options as needed based on student needs. Teacher consultant s plan to evaluate the effectiveness of the remediation strategies/ interventions is comprehensive, incorporating multiple sources of evidence derived across relevant settings/ activities, along with a connection intended to guide program improvements on an ongoing basis. Teacher consultant displays knowledge of state and federal regulations and ensures that all established timelines and/or procedures are delivered with full compliance and accurate. The teacher consultant connects assessment data to the needs for service and prepares detailed IEPs based upon the derived diagnostic data. The teacher consultant is fully aware of the resources available through the school or district to enhance instructional knowledge, to use in teaching, or for use in delivering remedial instruction to facilitate enhanced student performance. Teacher consultant has developed a plan that is appropriately aligned with the student s identified educational/social- emotional needs, incorporating the behavioral expectations of the general education setting that are a part of the student s school day. The teacher consultant coordinates knowledge of content, students needs, and resources to design/adjust a series of instructional activities aligned to educational objectives and suitable to groups of students. The lesson or unit has a clear structure and is likely to engage students in the intended objectives as delineated from the grade level curriculum and the IEPs of the students involved in the instruction. Teacher consultant s plan to evaluate the effectiveness of the remediation strategies/ interventions is organized around clear goals, inclusive of the collection of evidence to indicate the degree to which the goals have been met. Teacher consultant displays awareness of state and federal regulations, procedures and timelines, however is inconsistent in following established timelines, procedures, and submitting accurate paper work. The teacher consultant demonstrates some familiarity with resources available through the school or district to enhance instructional knowledge, to use in teaching, or provide remedial instruction to facilitate enhanced student performance. Teacher consultant s plan has learning objectives aligned to the identified needs of the students and includes a number of meaningful activities, but some of them don t fit with the broader goals. The series of instructional activities demonstrates partial alignment with learning objectives, some of which are likely to engage students in the intended learning. The lesson or unit has a recognizable structure and reflects partial knowledge of students educational needs and requisite resources to meet identified needs. Teacher consultant has a rudimentary plan to evaluate the effectiveness of the remediation strategies/ interventions that are used with students. Teacher consultant demonstrates little or no knowledge of state and federal regulations, procedures and timelines. Paperwork submitted is usually inaccurate with multiple errors. The teacher consultant demonstrates little or no familiarity with resources to enhance instructional knowledge to use in teaching or to provide remedial instruction to facilitate enhanced performance. The teacher consultant does not seek to extend such knowledge. Teacher consultant s plan for intervention services consists of a random collection of unrelated activities, lacking coherence or an overall structure. The series of instructional activities is poorly aligned with the learning objectives and does not represent a coherent structure. The instructional activities are suitable for only some students. Teacher consultant has no plan to evaluate the effectiveness of the remediation strategies/interventions, or resists suggestions that an evaluation is necessary. LINCOLN PARK PUBLIC SCHOOLS TEACHER CONSULTANT 2

Domain 2: Creating an Environment for Learning Individual/Group interactions among the Teacher consultant s interactions teacher consultant and individual students are a mix of positive and negative; are highly respectful, reflecting genuine the teacher consultant s efforts at warmth and caring and sensitivity to developing rapport are partially students cultures and levels of successful. development. Teacher consultant takes the Teacher consultant attempts to initiative to work collaboratively in the promote positive behaviors across promotion of a school wide culture that educational settings and these systematically establishes and reinforces attempts are partially successful. positive behaviors environment. 2a Establishing rapport with students Establishing a culture that promotes pro- social behaviors among the students across educational settings Teacher consultant s interactions with students are positive and respectful; reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students. Teacher consultant promotes a culture throughout the school that encourages positive behaviors across educational settings and provides direct instructional support among the students in groups, and between students and their teachers. Teacher consultant s interactions with students are negative, inappropriate, or insensitive to students cultural backgrounds, and characterized by sarcasm, put- downs, or conflict. Teacher consultant makes no attempt to establish a culture for positive behaviors across school settings. 2b Establishing a Culture for Learning The teacher consultant actively seeks knowledge of students backgrounds, cultures, skills, language proficiency, learning styles, interests, and special needs from a variety of sources, and attains this knowledge in order to meet the individual student needs. High levels of student energy and the teacher consultant s passion for teaching, create a culture for learning in which everyone shares a belief in the importance of the learning and all students hold themselves to high standards of performance for example, by initiating improvements to their work. The individual/group culture is characterized by high expectations for most students and genuine commitment to the subject by both the teacher consultant and students, with students demonstrating pride in their work. The individual/group environment demonstrates attempts to create a culture for learning are partially successful, with little teacher commitment to the subject, modest expectations for student achievement, and little student pride in work. Both teacher consultant and students appear to be only going through the motions. The individual/group environment conveys a negative culture for learning, characterized by low teacher commitment to the subject, low expectations for student achievement, and little or no student pride in work. 2c Establishing and maintaining clear procedures for referrals Teacher consultant monitors the effectiveness of the referral procedures. The teacher consultant assists staff in monitoring and evaluating the intervention plan and demonstrates exceptional skills in problem- solving strategies. The teacher consultant displays understanding of individual students' skills, knowledge, learning styles and language proficiency and has a strategy for maintaining such information. The teacher consultant takes a leadership role in training staff on the utilization of the referral process and suggests revisions as necessary to ensure that the process remains appropriate for the students and school environment. Teacher consultant actively participates in establishing and maintaining referral procedures and guides stakeholders through implementation. The teacher consultant actively seeks knowledge of students backgrounds, cultures, skills, language proficiency, learning styles, interests, and special needs, and attains this knowledge for groups of students. The teacher consultant consults with staff to design interventions addressing specific concerns with consideration of race, ethnic, cultural and social factors. Teacher consultant assists in establishing referral procedures when asked and inconsistently maintains established procedures. Teacher consultant is minimally responsive to teacher requests for assistance. The teacher consultant indicates the importance of understanding students backgrounds, cultures, skills, language proficiency, learning styles, interests, and special needs, and attains this knowledge for the class as a whole. Shares ideas for possible interventions. Teacher consultant does not participate in establishing or maintaining procedures for referrals. Teacher consultant is unresponsive to teachers requests for assistance in the referral process. The teacher consultant demonstrates little or no knowledge of students backgrounds, cultures, skills, language proficiency, learning styles, interests, and special needs, and does not seek such understanding. Has minimal involvement in pre- referral process LINCOLN PARK PUBLIC SCHOOLS TEACHER CONSULTANT 3

Students contribute to the operation of Little instructional time is lost as a Some instructional time is lost due classroom routines and procedures for result of instructional routines; to inefficient instructional routines; transitions, handling of supplies, and students are provided with direct procedures for transitions, performance of non- instructional duties instruction to facilitate increasing handling of supplies, and with diminishing levels of instructional levels of independence, and performance of non- instructional guidance to encourage student incorporates tools/supports to duties are only partially effective. It independence in the management of facilitate efficient procedures for appears that the teacher classroom procedures. Standards of conduct transitions, organized handling of consultant has made an effort to are clear, with evidence of student supplies, and execution of non- provide instruction on the participation in setting them. The teacher instructional duties incorporating standards of conduct for students. consultant s monitoring of student behavior student participation. Standards of The teacher consultant tries, with follows a diminishing level of direct conduct appear to be clear to uneven results, to monitor student interventions, and the teacher consultant s students, and the teacher consultant behavior and respond to student response to student misbehavior is sensitive monitors student behavior against misbehavior. to individual student needs. Students take the standards which instruction has an active role in monitoring their been provided. The teacher performance against the grade level consultant s response to student standards of behavior, as well as the misbehavior is appropriate and functioning level of the students involved. instructionally relevant, while 2d Managing Classroom Procedures Managing Student Behavior 2e Organizing physical space The physical space is arranged and organized to accommodate a variety of activities with children. If an alternative space is more suitable for an activity, the teacher consultant has arranged for the site in advance. Materials are stored in a secure location and are readily available. The classroom is safe, and the physical environment ensures the learning of all students, including those with particular learning issues that may be impacted by environmental components. Students contribute to the use or adaptation of the physical environment to advance learning. Technology is used in an instructionally relevant manner, as appropriate to the lesson. respecting the students dignity. The physical space is organized. Attempts are made to modify the available space or find an alternative site that is more suitable for the planned activity. Materials are stored in a secure location and are available when needed. The classroom is safe, and learning is accessible to all students; the teacher consultant ensures that the physical arrangement is appropriate for the learning activities and accommodates for the special needs of the students involved in the lessons. The teacher consultant makes effective use of physical resources, including computer technology as appropriate based on the intended learning objectives. The physical space is moderately organized. Some attempt is made to modify the available space or find an alternative site that is more suitable for the planned activity. Materials are stored in a secure location, but are not always readily available. The classroom is safe, and essential learning is accessible to most students; the teacher consultant s use of physical resources, including computer technology, is moderately effective. The teacher consultant may attempt to modify the physical arrangement to accommodate the special needs of the students receiving instruction against the learning activities, being presented with partial success. Much instructional time is lost because of inefficient instructional routines and procedures for transitions, handling of supplies, and performance of non- instructional duties. There is no evidence that standards of conduct have been established, and little or no monitoring of student behavior has been provided by the teacher consultant. Response to student misbehavior is repressive or disrespectful of student dignity. The physical space is disorganized and poorly suited for working with students. Materials are not stored in a secure location, and are difficult to find when needed. The physical environment is unsafe, or some students don t have access to learning. There is poor alignment between the physical arrangement and the lesson activities. LINCOLN PARK PUBLIC SCHOOLS TEACHER CONSULTANT 4

3a Responding to referrals and evaluating student needs Domain 3: Service Delivery Upon receipt of the referral, the Teacher consultant responds to a Teacher consultant responds to a referral teacher consultant efficiently initiates referral request in a timely manner with request with only minimal follow- up and and completes the evaluative process appropriate follow- up and support. The support.. The teacher consultant defined in the referral. The teacher teacher consultant initiates the initiates the evaluative process defined consultant takes a leadership role in evaluative process defined in the in the referral, and shares ideas for monitoring student performance with referral, and is consistent in the possible interventions. grade level teams, and guides the completion of the process. Consults implementation of referral requests with staff to design interventions as necessary offering supportive addressing specific concerns with strategies to enable student success. consideration of race, ethnic, cultural 3b Evaluating student needs in compliance with state and federal guidelines, inclusive of RtI systems that are educationally relevant and diagnostically sound 3c Actively participating on the educational/ evaluation teams 3d Planning interventions to maximize students academic and/or behavioral successes Teacher consultant selects from a broad repertoire of assessments that are most appropriate and educationally relevant to the referral questions, and conducts information sessions with colleagues to ensure that they fully understand and comply with all established timelines and/or procedures. Assists staff in monitoring and evaluating the intervention plan and demonstrates exceptional skills in problem- solving strategies. Provides leadership in the discussion of student strengths and needs as well as in due process decision- making. Demonstrates skills that facilitate development of harmonious school environment for staff, students, parents and administrators. Teacher consultant actively participates on educational/evaluation team and takes initiative in assembling materials for student meetings. IEPs are prepared in an exemplary manner, incorporating relevant diagnostic information that connects the student s performance to that of same- aged non- disabled peers. Teacher consultant takes a leadership role in the development of comprehensive interventions for students, finding ways to meet student needs aligned to remediate educational and/or behavioral deficits. Initiative is taken in seeking additional resources as needed. Strategies are adapted as needed to the needs of individuals. and social factors. Teacher consultant administers appropriate and/or relevant evaluation instruments to students, and ensures that all established timelines and/or procedures are delivered with full compliance. Establishes rapport and demonstrates sensitivity to the feelings of team members, clearly articulates assessment results and synthesizes data collected by team members. Promotes change in the individual student, classroom or building. Teacher consultant actively participates on educational/evaluation teams, connecting the assessment data to the needs for service and prepares detailed IEPs based upon the derived diagnostic data. Teacher consultant s planned interventions for students are designed with integrity and aligned to remediate identified academic and/or behavioral needs. Activities and materials are fully appropriate for the instructional outcomes and students cultures and levels of understanding. Strategies have a high level of rigor. The structure of the strategies is coherent, with appropriate Teacher consultant attempts to administer appropriate and/or available evaluation instruments to students, but is inconsistent in following established timelines and procedures. Demonstrates good problem- solving skills as well as good negotiation skills that assist in the development of interventions and programs. Follows up on efficiency of the interventions and programs. Communicates essential results in terms understandable to all team members. Teacher consultant participates with student educational and/or evaluation teams based upon the diagnostic data derived from the assessment reports in the development of student s IEP. Teacher consultant has planned interventions for students, but the interventions are only partially suitable and sporadically aligned with identified needs. Activities and materials are partially appropriate for the instructional outcomes or students cultures or levels of understanding, resulting in moderate intellectual engagement. The strategies have a recognizable structure but it is not Teacher consultant fails to respond to a referral request, or provide assistance with the evaluative process defined in the referral. Teacher consultant resists administering evaluations, selects instruments inappropriate to the situation, or does not follow established timelines and procedures. Demonstrates minimal skills in good problem solving. Demonstrates minimal ability to articulate assessment results in team meetings Teacher consultant does not actively participate with student educational and/or evaluation teams. Teacher consultant fails to plan interventions suitable for students or the planned intervention is mismatched with the findings of the assessment data. Activities and materials are inappropriate for the instructional outcomes or students cultures or levels of understanding, resulting in little intellectual engagement. The strategies have no structure or are poorly sequenced. LINCOLN PARK PUBLIC SCHOOLS TEACHER CONSULTANT 5

3e Using Assessment in Instruction Assessment is used in a sophisticated manner throughout instruction, through student involvement in establishing the assessment criteria, self- assessment by students, monitoring of progress by both students and the special education teacher, and high- quality feedback to students from a variety of sources. pace. Assessment is regularly used in instruction, through self- assessment by students, monitoring of progress of learning by the teacher and/or students, and high- quality feedback to students. Students are fully aware of the assessment criteria used to evaluate their work. fully maintained. Assessment is occasionally used in instruction, through some monitoring of progress of learning by the teacher consultant and/or students. Feedback to students is uneven, and students are aware of only some of the assessment criteria used to evaluate their work. Assessment is not used in instruction. 3f Demonstrating flexibility and responsiveness The teacher consultant seizes an opportunity to enhance learning, building on a spontaneous event or student interests. The teacher consultant ensures the success of all students, using an extensive repertoire of multiple assessment materials and instructional strategies. The teacher consultant promotes the successful learning of all students, making adjustments as needed to instruction plans, content materials, assessments instruments, and accommodating student questions, needs, and interests. The teacher consultant attempts to modify the lesson or assessment when needed and is responsive to student questions, with moderate success. The teacher consultant accepts responsibility for student success, but has only a limited repertoire of strategies to draw upon when flexibility of instruction is necessary. The teacher consultant adheres to the instructional plan, even when a change would improve the lesson or address students lack of interest or motivational level. The teacher consultant brushes aside student questions or is unresponsive to student challenges when difficulties are experienced; the teacher consultant blames the students or their home environment rather than adjusting the instructional activity. Domain 4: Professionalism 4a Reflecting on practice 4b Maintaining accurate and effective data management system The teacher consultant s reflection on the lesson is thoughtful and accurate, citing specific evidence. The teacher consultant draws on an extensive repertoire to suggest alternative strategies and predicting the likely success of each instructional objective. Teacher consultant s system for managing data is effective and organized for monitoring student progress across settings and uses it to update goals. Students are encouraged to contribute to data collection in measurement of their educational performance. The teacher consultant s systems for maintaining both instructional and non- instructional records are accurate and aligned to identified objectives, and effective in monitoring student performance against IEP management. The teacher consultant provides an accurate and objective description of the lesson, citing specific evidence. The teacher consultant makes some specific suggestions as to how the lesson might be improved. The teacher consultant s systems for managing data is effective for monitoring student progress and is used on an on- going basis to make adjustments to service delivery. The teacher consultant s systems for maintaining both instructional and non- instructional records are accurately aligned to identified objectives, effective in monitoring student performance against IEP management, and have developed an organized data management system for monitoring student progress toward goals. The teacher consultant provides a partially accurate and objective description of the lesson, but does not cite specific evidence. The teacher consultant makes only general suggestions as to how the lesson might be improved. The teacher consultant s systems for maintaining both instructional and non- instructional records are rudimentary and only partially effective impacting the accuracy of IEP management. The teacher consultant demonstrates some ability and flexibility to manage time in a manner that minimally fulfills the requirements of the role. The teacher consultant does not accurately assess the effectiveness of the lesson, and has no ideas about how the lesson could be improved The teacher consultant s systems for maintaining both instructional and non- instructional records are either nonexistent or in disarray, resulting in errors and unsupported outcomes in IEP management. The teacher consultant lacks the ability and flexibility to manage time in a manner that fulfills the requirements of the role. LINCOLN PARK PUBLIC SCHOOLS TEACHER CONSULTANT 6

The teacher consultant s The teacher consultant communicates The teacher consultant adheres to school procedures communication with teacher s, frequently with teachers, administration, for communicating with teachers, administrators, administrators, and families is highly and families, and successfully engages and families and provides background materials accurate and conveys relevant them about the instructional program. when requested. The teacher consultant information regarding student Information to stakeholders about demonstrates good problem- solving skills as well as programming. The teacher consultant individual students is conveyed in an good negotiation skills that assist in the development successfully engages families in the effective manner. Promotes change in the of interventions and programs. The teacher instructional program, student individual student, classroom or building. consultant follows up on efficiency of the progress and planning for the future. interventions and programs. 4c Communicating with parents, staff and administrators 4d Participating in a professional community 4e Growing and developing professionally 4f Showing professionalism The teacher consultant makes a substantial contribution to the professional community, inclusive of school and district events and projects, and assumes a leadership role among the faculty. The teacher consultant actively pursues professional development opportunities and initiates activities to contribute to the profession. In addition, the teacher consultant seeks feedback from supervisors and colleagues. Continually expands knowledge base and skills to implement and share with colleagues while incorporating knowledge into practice and programs, and has affiliations with state and/or national professional organizations and/or attends workshops or conference. The teacher consultant is proactive and assumes a leadership role in making sure that instructional practices and procedures ensure that all students, particularly those with special needs or students at risk are appropriately supported so that they have a reasonable opportunity to be active members of their school community. The teacher consultant displays the highest standards of ethical conduct and takes a leadership role in seeing that colleagues comply with school and district regulations. The teacher consultant comprehensively fulfills case management responsibilities Relationships with colleagues are characterized by mutual support and cooperation. Takes initiative in leadership among the faculty. The teacher consultant participates actively in the professional community, which may include private practitioners employed by parents. Additionally, the teacher consultant is an active participant in school and district events and projects. The teacher consultant maintains positive and productive relationships with colleagues. The teacher consultant seeks out opportunities for professional development based on an individual assessment of need and/or the needs of the students assigned to his/her caseload and actively shares expertise with others. The teacher consultant welcomes feedback from supervisors and colleagues. Active in developing expertise in research trends related to the profession and actively shares information by initiating discussions with colleagues. The teacher consultant displays a high level of ethical practice and professionalism in dealings with both students and colleagues and complies fully and voluntarily with school and district regulations. In providing special education services, the teacher consultant efficiently fulfills case management responsibilities. Relationships with colleagues are characterized by mutual support and cooperation. The teacher consultant becomes involved in the professional community, in school and district events, and projects when specifically asked. The teacher consultant maintains relationships with colleagues that are cordial. The teacher consultant participates in professional development activities that are convenient or are required, and makes limited contributions to the profession. The teacher consultant accepts, with some reluctance, feedback from supervisors and colleagues. Pursues coursework, seminars and workshops, and utilizes publications to enhance knowledge and develop skills. The teacher consultant is honest and well intentioned in serving students and contributing to decisions in the school, but the special education teacher s attempts to serve student are limited. The teacher consultant complies minimally with school and district regulations, providing a minimal level of service in case management responsibilities. Maintains relationships with colleagues only to fulfill duties that the school or district requires. The teacher consultant s communication with all relevant teachers, administrators, and families about the instructional program or about individual students is sporadic or declines to provide background material when requested. The teacher consultant makes no attempt to engage teachers, administration, and families in the instructional program. The teacher consultant demonstrates minimum problem solving skills. The teacher consultant does not participate in a professional community or in school and district events and projects; relationships with colleagues are negative or self- serving. The teacher consultant does not participate in professional development activities and makes no effort to share knowledge with colleagues. The teacher consultant is resistant to feedback from supervisors or colleagues. The teacher consultant demonstrates minimal pursuit of opportunities to expand knowledge base or acquire new skills. The teacher consultant has little sense of ethics and professionalism and contributes to practices that are self- serving or harmful to students. The teacher consultant fails to comply with school and district regulations and timelines, providing an insufficient level of service in case management responsibilities. Relationships with colleagues are disrespectful. LINCOLN PARK PUBLIC SCHOOLS TEACHER CONSULTANT 7

LINCOLN PARK PUBLIC SCHOOLS TEACHER CONSULTANT 8