Educator’s Handbook For

Professional Growth

Corvallis School District Updated August 2015

Table of Contents

Introduction ......................................................................................................................................3

Standards for Professional Practice: Framework for Teaching .......................................................5

Framework for Teaching (1 page overview) ...................................................................................7

Teaching Framework Rubric ...........................................................................................................8

Workplace Expectations- Professional Responsibilities ................................................................16

Performance Levels .......................................................................................................................17

Multiple Measures .........................................................................................................................19

Professional Growth and Evaluation Cycle ...................................................................................21

Student Learning and Growth Goals (SLGs) .................................................................................23

Collection of Evidence ...................................................................................................................25

Observation Expectations ..............................................................................................................26

Look and Listen For Tool .................................................................................................27

Timeline: Probationary Teacher Evaluation Cycle ........................................................................31

Timeline: Contract Teacher Evaluation Cycle ...............................................................................32

Calculating Summative Evaluation ...............................................................................................34

Oregon Matrix for Summative Evaluations ..................................................................................36

Summative Performance Levels and Professional Growth Paths ..................................................37

Improvement Cycles ......................................................................................................................38

Specialists Framework Rubrics......................................................................................................41

Instructional Specialists .....................................................................................................41

School Counselors .............................................................................................................46

Special Education Teachers ...............................................................................................52

Speech Language Pathologists ..........................................................................................60

District Nurses ..................................................................................................................69

FORMS:

TalentEd Perform Tips .......................................................................................................76

Teacher Self-Assessment ...................................................................................................77

Goal Setting Templates (initial, mid-year, end of year) ....................................................79

Teacher Evaluation ............................................................................................................83

Structured Support Process (Probationary Teacher) ..........................................................85

Administrator-Selected Goals (Contract Teacher) .............................................................87

Licensed Evaluation Committee

The information contained in this document was created by the following professionals over the course of two years, and serves as the framework for supporting teachers in the evaluation process.  

Peg Cornell, Teacher Claudia Argo, Teacher Angela Apple, Teacher Carol Andresen, Teacher Marsha Lincoln, Teacher/CEA President Colleen Works, Teacher Catherine Bullis, Special Education Support Patty Pearson, Principal Lisa Krause, Assistant Principal Alicia Ward-Satey, Assistant Principal Bryan Traylor, Principal Marsha Ham, HR Specialist Jennifer Duvall, HR Director Erin Prince, Superintendent

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Introduction By July 1, 2013 all districts were required to implement an evaluation system that meets new requirements, referred to as SB290. An evaluation committee was created to design a new evaluation process to include the following requirements, and review and update as appropriate throughout the year.

1) Standards of Professional Practice: Teachers – ODE has approved the INTASC standards for teachers. The teacher evaluation committee reviewed other evaluation matrixes approved by ODE, including the Danielson model. The Corvallis School District has adopted the INTASC standards June 17, 2013, and using the Danielson model as its framework.

2) Differentiated Performance Levels:

Requires four performance levels – Research indicates that using a rubric with four levels and clear descriptors will result in a more objective rating of performance.

3) Multiple Measures: Evaluation should include multiple measures from the three categories of evidence listed below. Multiple measures refer to the tools, instruments, protocols, assessments and processes used.

a) Professional practice

Teachers: evidence of the quality of a teacher’s planning, delivery of instruction, and assessment of student learning (Ex. observations, examination of lesson plans, student work)

b) Professional responsibilities Teachers: evidence of the teacher’s progress toward his/her own professional goals and contribution to school-wide goals (Ex. professional goals, teacher reflection, setting student growth goals, peer collaboration)

c) Student learning and growth Teachers: quantitative evidence of the teacher’s impact on student learning and growth.

Required to set two goals on student learning and growth from two categories and a professional growth goal. Student learning goals are required for all licensed staff, even teachers in non-tested (state test) subjects and grades, counselors, and TOSAs.

a) Category 1: State or national standardized assessments (ex. OAKS, ELPA) b) Category 2: Common national, international, regional, district or school-

wide-developed assessments (ex. DIBELS, AP)

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4) Evaluation and Professional Growth Cycle: Critical steps in the cycle: self-reflection, goal setting, observations and collection

of evidence, formative assessment, and summative evaluation Teachers will set SMART goals, will meet mid-year to discuss progress of goals,

and end of year review reflect on the results and determine future professional growth.

Probationary teachers will have a summative evaluation every year. Contract teachers will have a summative evaluation every other year.

5) Aligned Professional Learning: Linking evaluations with high quality professional learning is important Informs decisions for professional growth plans Relevant to educator’s goals and needs

The Corvallis School District believes educator evaluation systems are to support on-going professional learning using standards of professional practice and meaningful measures of teacher and administrator effectiveness. The goal is continuous improvement to increase the quality of instruction in the classroom and leadership within the school district, resulting in improved learning and achievement of all students. This handbook is a living document outlining procedures and processes for continued professional growth for all teachers. Details of the complete performance evaluation processes and cycle for educators are included.

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Standards for Professional Practice: Framework for Teaching Charlotte Danielson’s 2011 Teaching Framework identifies those aspects of a teacher’s responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. Although not the only possible description of practice, these responsibilities seek to define what teachers should know and be able to do in the exercise of their profession. The Danielson 2011 Framework provides possible examples for each level of performance. But are not intended to describe all the possible ways in which a certain level of performance might be demonstrated in the classroom. The Framework for Teaching identifies twenty-two standards organized into four domains: Planning and Preparation, Instruction, Classroom Environment, and Professional Responsibilities. The rubric breaks down each standard and provides a description of what each standard looks like at the ineffective, emerging, proficient, and distinguished levels.

An Overview By Charlotte Danielson Domain 1: Planning and Preparation Instructional planning includes a deep understanding of content and pedagogy and an understanding and appreciation of the students and what they bring to the educational encounter. But understanding the content is not sufficient; the content must be transformed through instructional design into sequences of activities and exercises that make it accessible to students. All elements of the instructional design—learning activities, materials, and strategies—must be appropriate to both the content and the students, and aligned with larger instructional goals. In their content and process, assessment techniques also must reflect the instructional outcomes and should serve to document student progress during and at the end of a teaching episode. Furthermore, in designing assessment strategies, teachers must consider their use for formative purposes, and how assessments can provide diagnostic opportunities for students to demonstrate their level of understanding during the instructional sequence, while there is still time to make adjustments. Domain 2: The Classroom Environment Teachers create a learning environment through positive interpersonal interactions, efficient routines and procedures, clear and consistent standards of conduct, and a safe physical environment that supports the learning purposes. In addition, the environment encourages students to take pride in their work and to assume responsibility for their learning. Students respond to the warmth and caring of teachers, their high expectations for achievement, and their commitment to students. Students feel safe with these teachers and know that they can count on the teachers to be fair and, when necessary, compassionate. Students also are sensitive to the

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subtle messages they receive from teachers as to their capabilities. The components of Domain 2 are not associated with the learning of any particular content; instead, they set the stage for all learning. The teacher establishes a comfortable and respectful classroom environment, which cultivates a culture for learning and creates a safe place for risk-taking. The atmosphere is businesslike, with non-instructional routines and procedures handled efficiently; student behavior is cooperative and non-disruptive; and the physical environment conducive to learning. Domain 3: Instruction Domain 3 contains the components that are at the essential heart of teaching—the actual engagement of students in learning, through the vision of students developing complex understanding and participating in a community of learners. Students are engaged in meaningful work, which carries significance beyond the next test and is relevant to students’ lives. Teachers who excel in Domain 3 have finely-honed instructional skills. Their work in the classroom is fluid and flexible; they can shift easily from one approach to another when the situation demands it. They seamlessly incorporate ideas and concepts from other parts of the curriculum into their explanations and activities. Their questions probe student thinking and serve to extend understanding. They are attentive to different students in the class, and the degree to which they are thoughtfully engaged; they carefully monitor student understanding as they go (through well-designed questions or activities) and make minor mid-course corrections as needed. And above all, they promote the emergence of self-directed learners fully engaged in the work at hand. Domain 4: Professional Responsibilities The components in Domain 4 are associated with being a true professional educator: they encompass the roles assumed outside of and in addition to those in the classroom with students. Students rarely observe these activities; parents and the larger community observe them only intermittently. But the activities are critical to preserving and enhancing the profession. Educators exercise some of them (for example, maintaining records and communicating with families) immediately upon entering the profession, since they are integral to their work with students. Domain 4 consists of a wide range of professional responsibilities, from self-reflection and professional growth, to participation in a professional community, to contributions made to the profession as a whole. The components also include interactions with the families of students, contacts with the larger community, and advocacy for students. Domain 4 captures the essence of professionalism by teachers; teachers are, as a result of their skills in this domain, full members of the teaching profession, and committed to its enhancement.

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A Framework for Teaching Components of Professional Practice

Domain 1: Planning and Preparation

1a. Demonstrating knowledge of content and pedagogy

Knowledge of content and the structure of the discipline Knowledge of prerequisite relationships Knowledge of content-related pedagogy

1b. Demonstrating knowledge of students Knowledge of child and adolescent development Knowledge of the learning process Knowledge of students’ skills, knowledge and language

proficiency Knowledge of students’ interests and cultural heritage Knowledge of students’ special needs

1c. Setting instructional outcomes Value, sequence and alignment Clarity Balance Suitability for diverse learners

1d. Demonstrating knowledge of resources Resources for classroom use Resources to extend content knowledge and pedagogy Resources for students

1e. Designing coherent instruction Learning activities Instructional materials and resources Instructional groups Lesson and unit structure

1f. Designing student assessments Congruence with instructional outcomes Criteria and standards Design of formative assessments

Domain 2: Classroom Environment

2a. Creating an environment of respect and rapport

Teacher interaction with students Student interactions with one another

2b. Establishing a culture for learning Importance of the content Expectations for learning and achievement Student pride in work

2c. Managing classroom procedures Management of instructional groups Management of transitions Management of materials and supplies Performance of non-instructional duties Supervision of volunteers and paraprofessionals

2d. Managing student behavior Expectations Monitoring of student behavior Responses to student misbehavior

2e. Organizing physical space Safety and accessibility Arrangement of furniture and use of physical resources

Domain 3: Instruction

3a. Communicating with students

Expectations for learning Directions and procedures Explanations of content Use of oral and written language

3b. Using questioning and discussion techniques Quality of questions Discussion techniques Student participation

3c. Engaging students in learning Activities and assignments Grouping of students Instructional materials and resources Structure and pacing

3d. Using assessment in instruction Assessment criteria Monitoring of student learning Feedback to students Student self-assessment and monitoring of progress

3e. Demonstrating flexibility and responsiveness Lesson adjustment Response to students Persistence

Domain 4: Professional Responsibilities

4a. Reflecting on teaching

Accuracy Use in future teaching

4b. Maintaining accurate records Student completion of assignments Student progress in learning Non-instructional records

4c. Communicating with families Information about the instructional program Information about individual students Engagement of families in the instructional program

4d. Participating in a professional community Relationships with colleagues Involvement in a culture of professional inquiry Service to school Participation in school and district projects

4e. Growing and developing professionally Enhancement of content knowledge and pedagogical skill Receptivity to feedback from colleagues Service to profession

4f. Showing professionalism Integrity and ethical conduct Service to students Advocacy Decision making

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The Teaching Framework Rubric Domain 1: Planning and Preparation

Component Ineffective Emerging Proficient Distinguished 1a: Knowledge of content and pedagogy

In planning and practice, teacher makes content errors or does not correct errors made by students. Teacher’s plans and practice display little understanding of prerequisite relationships important to students’ learning of the content. Teacher displays little or no understanding of the range of pedagogical approaches suitable to students’ learning of the content.

Teacher is familiar with the important concepts in the discipline but displays lack of awareness of how these concepts relate to one another. Teacher’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete. Teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or the students.

Teacher displays solid knowledge of the important concepts in the discipline and the ways they relate to one another. Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline.

Teacher displays extensive knowledge of the important concepts in the discipline and the ways they relate both to one another and to other disciplines. Teacher’s plans and practice reflect understanding of prerequisite relationships among topics and concepts, and provide a link to necessary cognitive structures needed by students to ensure understanding. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions.

1b: Demonstrating knowledge of students

Teacher demonstrates little or no understanding of how students learn and little knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding.

Teacher indicates the importance of understanding how students learn and the students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge about the class as a whole.

Teacher understands the active nature of student learning and attains information about levels of development for groups of students. The teacher also purposefully seeks knowledge from several sources of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs and attains this knowledge about groups of students.

Teacher actively seeks knowledge of students’ levels of development and their backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources. This information is acquired for individual students.

1c: Setting instructional outcomes

Outcomes represent low expectations for students and lack rigor, and not all of them reflect important learning in the discipline. Outcomes are stated as activities rather than student learning. Outcomes reflect only one type of learning and only one discipline or strand and are suitable for only some students.

Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and consist of a combination of outcomes and activities. Outcomes reflect several types of learning, but teacher has made no attempt at coordination or integration. Most of the outcomes are suitable for most of the students in the class in accordance with global assessments of student learning.

Most outcomes represent rigorous and important learning in the discipline. All the instructional outcomes are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination. Outcomes take into account the varying needs of groups of students.

All outcomes represent rigorous and important learning in the discipline. The outcomes are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students.

1d: Demonstrating knowledge of resources

Teacher is unaware of school or district resources for classroom use, for the expansion of his or her own knowledge, or for students.

Teacher displays basic awareness of school or district resources available for classroom use, for the expansion of his or her own knowledge, and for students, but no knowledge of resources available more broadly.

Teacher displays awareness of resources – not only through the school and district but also through sources external to the school and on the Internet – available for classroom use, for the expansion of his or her own knowledge, and for students.

Teacher displays extensive knowledge of resources – not only through the school and district but also in the community, through professional organizations and universities, and on the Internet – for classroom use, for the expansion of his or her own knowledge, and for students.

1e: Designing coherent instruction

The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. The activities are not designed to engage students in active intellectual activity and have unrealistic time allocations. Instructional groups do not support the instructional outcomes and offer no variety

Some of the learning activities and materials are suitable to the instructional outcomes and represent a moderate cognitive challenge but with no differentiation for different students. Instructional groups partially support the instructional outcomes with an effort by the teacher at providing some variety. The lesson or unit has a recognizable structure; the progression of activities is uneven, with most time allocations reasonable.

Teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students. The lesson or unit has a clear structure, with appropriate and varied use of instructional groups.

Plans represent the coordination of in-depth content knowledge, understanding of different students’ needs, and available resources (including technology), resulting in a series of learning activities designed to engage students in high-level cognitive activity. Learning activities are differentiated appropriately for individual learners. Instructional groups are varied appropriately with some opportunity for student choice. The lesson’s or unit’s structure is clear and allows for different pathways according to diverse student needs.

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1f: Designing student assessments

Assessment procedures are not congruent with instructional outcomes; the proposed approach contains no criteria or standards. Teacher has no plan to incorporate formative assessment in the lesson or unit, nor any plan to use assessment results in designing future instruction.

Some of the instructional outcomes are assessed through the proposed approach, but others are not. Assessment criteria and standards have been developed but they are not clear. Approach to the use of formative assessment is rudimentary, including only some of the instructional outcomes. Teacher intends to use assessment results to plan for future instruction for the class as a whole.

Teacher’s plan for student assessment is aligned with the instructional outcomes; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. Teacher has a well-developed strategy for using formative assessment and has designed particular approaches to be used. Teacher intends to use assessment results to plan for future instruction for groups of students.

Teacher’s plan for student assessment is fully aligned with the instructional outcomes and has clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies have been adapted for individual students, as needed. The approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information. Teacher intends to use assessment results to plan future instruction for individual students.

Domain 1: Planning and Preparation Whatitmightlooklike:

Theteacheradjustsandmodifieslessonsbaseduponthelearningstylesandculturalneedsofallstudents. Theteacherisfamiliarwithnational,state,district,andschoolcontentstandardsandusesthosestandardsinplanning. Year‐long,unit,andweeklylessonplanshavebeendevelopedthatincludeinstructionalgoalsandlearningoutcomes. Theteacherhassetlearninggoalsforstudentsthatcanbemeasured. Goalsand/orlearningtargetsarepostedintheclassroomforstudentstoseeandunderstand. Theteacherdemonstratesastrongcommandofthesubjectmatter. Theteacherhasanorganizedassessmentsystemthatcanbeeasilyexplainedandunderstood. Theteacherutilizesavarietyoflearningoptionsandassessmentsareinuse. Theteacherdemonstratesfamiliaritywithbestpracticesresearchandappliesittolessondesign.

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Domain 2: The Classroom Environment

Component Ineffective Emerging Proficient Distinguished 2a: Creating an environment of respect and rapport

Patterns of classroom interactions, both between the teacher and students, and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. Teacher does not deal with disrespectful behavior.

Patterns of classroom interactions, both between the teacher and students, and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. Teacher attempts to respond to disrespectful behavior with uneven results. The net results of the interactions are neutral, conveying neither warmth nor conflict.

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respect for the teacher. Interactions among students are generally polite and respectful. Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal.

Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civil interaction between members of the class. The net result of interactions is that of connections with students as individuals.

2b: Establishing a culture for learning

The classroom culture is characterized by a lack of teacher or student commitment to learning and/or little or no investment of student energy into the task at hand. Hard work is not expected or valued. Medium or low expectations for student achievement are the norm, with high expectations for learning reserved for only one or two students.

The classroom culture is characterized by little commitment to learning by teacher or students. The teacher appears to be only going through the motions, and students indicate that they are interested in completion of a task, rather than quality. The teacher conveys that student success is the result of natural ability rather than hard work; high expectations for learning are reserved for those students thought to have a natural aptitude for the subject.

The classroom culture is a cognitively busy place where learning is valued by all, with high expectations for learning being the norm for most students. The teacher conveys that with hard work students can be successful. Students understand their role as learners and consistently expend effort to learn. Classroom interactions support learning and hard work.

The classroom culture is a cognitively vibrant place, characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning by all students and insists on hard work. Students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or helping peers.

2c: Managing classroom procedures

Most instructional time is lost through inefficient classroom routines and procedures. There is little or no evidence that the teacher is managing instructional groups, transitions, and/or the handling of materials and supplies effectively. There is little evidence that students know or follow established routines.

Some instructional time is lost through only partially effective classroom routines and procedures. The teacher’s management of instructional groups, transitions, and/or the handling of materials and supplies is inconsistent, the result being some disruption of learning. With regular guidance and prompting, students follow established routines.

There is little loss of instructional time because of effective classroom routines and procedures. The teacher’s management of instructional groups and the handling of materials and supplies are consistently successful. With minimal guidance and prompting, students follow established classroom routines.

Instructional time is maximized because of efficient classroom routines and procedures. Students contribute to the management of instructional groups, transitions, and the handling of materials and supplies. Routines are well understood and may be initiated by students.

2d: Managing student behavior

There appear to be no established standards of conduct and little or no teacher monitoring of student behavior. Students challenge the standards of conduct. Response to students’ misbehavior is repressive or disrespectful of student dignity.

Standards of conduct appear to have been established, but their implementation is inconsistent. Teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior. There is inconsistent implementation of the standards of conduct.

Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. Teacher response to student misbehavior is consistent, proportionate, respectful to students, and effective.

Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and that of other students against standards of conduct. Teacher’s monitoring of student behavior is subtle and preventive. Teacher’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity.

2e: Organizing physical space

The physical environment is unsafe, or many students don’t have access to learning resources. There is poor coordination between the lesson activities and the arrangement of furniture and resources, including computer technology.

The classroom is safe and essential learning is accessible to most students. The teacher’s use of physical resources, including computer technology, is moderately effective. Teacher makes some attempt to modify the physical arrangement to suit learning activities with partial success.

The classroom is safe and learning is accessible to all students; teacher ensures that the physical arrangement is appropriate to the learning activities. Teacher makes effective use of physical resources, including computer technology.

The classroom is safe and learning is accessible to all students, including those with special needs. Teacher makes effective use of physical resources, including computer technology. The teacher ensures that the physical arrangement is appropriate to the learning activities. Students contribute to the use or adaptation of the physical environment to advance learning.

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Domain 2: The Classroom Environment What it might look like:

Interactions between teacher and students are characterized by civility and respect reflecting a general climate of caring. Classroom expectations are posted, regularly taught, re-taught, and reinforced. The teacher demonstrates knowledge of behavior systems and proactively addresses student behavior. The teacher has a clear and articulated system for managing classroom procedures that makes transitions smooth and maximizes instructional time. Classroom is organized, safe, and welcoming with appropriate displays that are relevant to teaching assignments. Classroom culture reflects teacher’s passion for the subject and students’ active engagement in their learning. Theteacherhashighexpectationsforstudentsuccess,qualityworkandstudentachievement.

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Domain 3: Instruction

Component Ineffective Emerging Proficient Distinguished 3a: Communicating with students

The instructional purpose of the lesson is unclear to students, and the directions and procedures are confusing. The teacher’s explanation of the content contains major errors. The teacher’s spoken or written language contains errors of grammar or syntax. The teacher’s vocabulary is inappropriate, vague, or used incorrectly, leaving students confused.

The teacher’s attempt to explain the instructional purpose has only limited success and/or directions and procedures must be clarified after initial student confusion. The teacher’s explanation of the content may contain minor errors; some portions are clear, other portions are difficult to follow. The teacher’s explanation consists of a monologue, with no invitation to the students for intellectual engagement. Teacher’s spoken language is correct; however, his or her vocabulary is limited, or not fully appropriate to the students’ ages or backgrounds.

The teacher clearly communicates instructional purpose of the lesson, including where it is situated within broader learning, and explains procedures and directions clearly. Teacher’s explanation of content is well scaffolded, clear, and accurate, and connects with students’ knowledge and experience. During the explanation of content, the teacher invites student intellectual engagement. Teacher’s spoken and written language is clear and correct, and uses vocabulary appropriate to the students’ ages and interests

The teacher links the instructional purpose of the lesson to student interests; the directions and procedures are clear and anticipate possible student misunderstanding. The teacher’s explanation of content is thorough and clear, developing conceptual understanding through artful scaffolding and connecting with students’ interests. Students contribute to extending the content and help explain concepts to their classmates. The teacher’s spoken and written language is expressive, and the teacher finds opportunities to extend students’ vocabularies.

3b: Questioning and discussion techniques

Teacher’s questions are of low cognitive challenge, require single correct responses, and are asked in rapid succession. Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers. A few students dominate the discussion.

Teacher’s questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternatively, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved. Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, but with uneven results.

Although the teacher may use some low-level questions, he or she asks the students questions designed to promote thinking and understanding. Teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate. Teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

3c: Engaging students in learning

The learning tasks and activities, materials, resources, instructional groups, and technology are poorly aligned with the instructional outcomes or require only rote responses. The pace of the lesson is too slow or too rushed. Few students are intellectually engaged or interested.

The learning tasks and activities are partially aligned with the instructional outcomes but require only minimal thinking by students, allowing most to be passive or merely compliant. The pacing of the lesson may not provide students the time needed to be intellectually engaged.

The learning tasks and activities are aligned with the instructional outcomes and designed to challenge student thinking, the result being that most students display active intellectual engagement with important and challenging content and are supported in that engagement by teacher scaffolding. The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.

Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and suitable scaffolding by the teacher, and fully aligned with the instructional outcomes. In addition, there is evidence of some student initiation of inquiry and of student contribution to the exploration of important content. The pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning, and to consolidate their understanding. Students may have some choice in how they complete tasks and may serve as resources for one another.

3d: Assessment in instruction

There is little or no assessment or monitoring of student learning; feedback is absent or of poor quality. Students do not appear to be aware of the assessment criteria and do not engage in self-assessment.

Assessment is used sporadically by teacher and/or students to support instruction through some monitoring of progress in learning. Feedback to students is general, students appear to be only partially aware of the assessment criteria used to evaluate their work, and few assess their own work. Questions, prompts, and assessments are rarely used to diagnose evidence of learning.

Assessment is used regularly by teacher and/or students during the lesson through monitoring of learning progress and results in accurate, specific feedback that advances learning. Students appear to be aware of the assessment criteria; some of them engage in self-assessment. Questions, prompts, assessments are used to diagnose evidence of learning.

Assessment is fully integrated into instruction through extensive use of formative assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Students self-assess and monitor their progress. A variety of feedback, from both their teacher and their peers, is accurate, specific, and advances learning. Questions, prompts, assessments are used regularly to diagnose evidence of learning by individual students.

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3e: Demonstrating flexibility and responsiveness

Teacher adheres to the instruction plan in spite of evidence of poor student understanding or lack of interest. Teacher ignores student questions; when students experience difficulty, the teacher blames the students or their home environment.

Teacher attempts to modify the lesson when needed and to respond to student questions and interests with moderate success. Teacher accepts responsibility for student success but has only a limited repertoire of strategies to draw upon.

Teacher promotes the successful learning of all students, making minor adjustments as needed to instruction plans and accommodating student questions, needs, and interests. Drawing on a broad repertoire of strategies, the teacher persists in seeking approaches for students who have difficulty learning.

Teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests, or successfully adjusts and differentiates instruction to address individual student misunderstandings. Teacher persists in seeking effective approaches for students who need help, using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community.

Domain 3: Instruction What it might look like:

The teacher is organized, knows the required learning targets, and effectively communicates objectives to students. Students are actively engaged in learning and are motivated to improve. The teacher uses appropriate assessment strategies before, during and after instruction. The teacher sets high expectations through meaningful feedback and encourages students to meet those high expectations by providing the necessary support. A variety of effective strategies are used to deliver instruction that is differentiated to meet the learning needs of all students. The teacher uses questioning strategies with the purpose of determining student understanding, promoting higher level thinking, and providing opportunities for

all students’ voices to be heard.  

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Domain 4: Professional Responsibilities

Component Ineffective Emerging Proficient Distinguished 4a: Reflecting on teaching

Teacher does not know whether a lesson was effective or achieved its instructional outcomes, or he/she profoundly misjudges the success of a lesson. Teacher has no suggestions for how a lesson could be improved.

Teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional outcomes were met. Teacher makes general suggestions about how a lesson could be improved.

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught.

Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, teacher offers specific alternative actions, complete with the probable success of different courses of action.

4b: Maintaining accurate records

Teacher’s system for maintaining information on student completion of assignments and student progress in learning is nonexistent or in disarray. Teacher’s records for non-instructional activities are in disarray, resulting in errors and confusion.

Teacher’s system for maintaining information on student completion of assignments and student progress in learning is rudimentary and only partially effective. Teacher’s records for non-instructional activities are adequate but require frequent monitoring to avoid errors.

Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records is fully effective.

Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records is fully effective. Students contribute information and participate in maintaining the records.

4c: Communicating with families

Teacher communication with families – about the instructional program, about individual students – is sporadic or culturally inappropriate. Teacher makes no attempt to engage families in the instructional program.

Teacher makes sporadic attempts to communicate with families about the instructional program and about the progress of individual students but does not attempt to engage families in the instructional program. Communications are one-way and not always appropriate to the cultural norms of those families.

Teacher communicates frequently with families about the instructional program and conveys information about individual student progress. Teacher makes some attempts to engage families in the instructional program. Information to families is conveyed in a culturally appropriate manner.

Teacher’s communication with families is frequent and sensitive to cultural traditions, with students contributing to the communication. Response to family concerns is handled with professional and cultural sensitivity. Teacher’s efforts to engage families in the instructional program are frequent and successful.

4d: Participating in a professional community

Teacher’s relationships with colleagues are negative and self-serving. Teacher avoids participation in a professional culture of inquiry, resisting opportunities to become involved. Teacher avoids becoming involved in school events or school and district projects.

Teacher maintains cordial relationships with colleagues to fulfill duties that the school or district requires. Teacher becomes involved in the school’s culture of professional inquiry when invited to do so. Teacher participates in school events and school and district projects when specifically asked to do so.

Teacher’s relationships with colleagues are characterized by mutual support and cooperation; teacher actively participates in a culture of professional inquiry. Teacher volunteers to participate in school events and in school and district projects, making a substantial contribution.

Teacher’s relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among the faculty. Teacher takes a leadership role in promoting a culture of professional inquiry. Teacher volunteers to participate in school events and district projects making a substantial contribution, and assuming a leadership role in at least one aspect of school or district life.

4e: Growing and developing professionally

Teacher engages in no professional development activities to enhance knowledge or skill. Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. Teacher makes no effort to share knowledge with others or to assume professional responsibilities.

Teacher participates in professional activities to a limited extent when they are convenient. Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and colleagues. Teacher finds limited ways to contribute to the profession.

Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Teacher welcomes feedback from colleagues – either when made by supervisors or when opportunities arise through professional collaboration. Teacher participates actively in assisting other educators.

Teacher seeks out opportunities for professional development and makes a systematic effort to conduct action research. Teacher seeks out feedback on teaching from both supervisors and colleagues. Teacher initiates important activities to contribute to the profession.

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4f: Showing professionalism

Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is not alert to students’ needs and contributes to school practices that result in some students being ill served by the school. Teacher makes decisions and recommendations based on self-serving interests. Teacher does not comply with school and district regulations.

Teacher is honest in interactions with colleagues, students, and the public. Teacher attempts, though inconsistently, to serve students. Teacher does not knowingly contribute to some students’ being ill served by the school. Teacher’s decisions and recommendations are based on limited but genuinely professional considerations. Teacher complies minimally with school and district regulations, doing just enough to get by.

Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. Teacher maintains an open mind in team or departmental decision making. Teacher complies fully with school and district regulations.

Teacher takes a leadership role with colleagues and can be counted on to hold to the highest standards of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved, are honored in the school. Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. .Teacher complies fully with school and district regulations, taking a leadership role with colleagues.

Domain 4: Professional Responsibilities What it might look like:

The teacher displays the qualities of a learner with habits of reading, writing, reflecting on daily classroom lessons and is able to cite specific evidence of success and needs for adjustment.

The teacher’s record keeping system is clear, organized, up-to-date, and easy to understand. The teacher initiates communication with stakeholders and returns communication in a timely manner. The teacher supports building and district instructional priorities through increased knowledge and changes in teaching practices. The teacher completes all required duties, reports, paperwork, and grades. The teacher contributes to the professional community through involvement in projects and activities that require collaboration. The teacher pursues professional growth opportunities to learn about and apply best practices for facilitating student learning.  

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Workplace Expectations - Professional Responsibilities All employees in the Corvallis School District are expected to meet the following work expectations as a basis for continued employment: Attendance and Punctuality: The employee has regular attendance at work and work activities and is punctual in meeting deadlines, attending meetings, following schedules, and responding to communications. The employee is responsible for following the district procedures for documenting his/her absences. Personal Appearance: The employee is dressed and groomed in a neat, clean, appropriate, and professional manner for the assignment and work setting. Confidentiality: The employee maintains the integrity of confidential information relating to a student, family, colleague, or district patron. The employee uses or relays personal information only in the course of performing assigned responsibilities and in the best interest of the individuals involved. Following Policies and Directives: The employee follows all district or supervisor policies, rules, regulations, memos, bulletins, announcements, applicable position descriptions, and reasonable requests by proper authorities. Setting Appropriate Personal Boundaries with Students: The employee maintains professional boundaries in his or her relationships with students, including use of appropriate language, appropriate physical contact, and in the use of technology such as email, text messages, or social networking internet sites. Collaboration: The employee will maintain relationships with other staff members that are characterized by mutual support, cooperation, and respect, and that build a school culture of collaboration focused on student learning. Appropriate Use of Technology: The employee will use internet, e-mail and electronic communications with students only for educational purposes or sharing information about school-sponsored events. The use of personal electronic devices (ex. IPods, electronic games, etc.) is not allowed during class or meeting time.

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Performance Levels The Framework for Teaching includes four levels of performance: Ineffective, Emerging, Proficient, and Distinguished. It is important to recognize that the levels are levels of performance of teaching, not of teachers. Ineffective The teacher performing at the Ineffective level does not yet appear to understand the concepts underlying the component. Working on the fundamental practices associated with the elements will enable the teacher to grow and develop in this area. In some areas of practice, performance at the Ineffective level represents teaching that is below the licensing standard of “do no harm.” For example, students are treated with sarcasm or put-downs the environment is chaotic, or learning is shut down. Therefore, if a supervisor encounters performance at the Ineffective level, it is very likely time to intervene. For a mentor, a component at the Ineffective level represents a first priority for coaching. Emerging The teacher performing at the Emerging level appears to understand the concepts underlying the component and attempts to implement its elements. But implementation is sporadic, intermittent, or otherwise not entirely successful. Additional reading, discussion, visiting classrooms of other teachers, and experience (particularly supported by a mentor) will enable the teacher to become proficient in this area. Performance at the Emerging level is characteristic of student teachers or teachers new to the profession-those for who virtually everything they do, almost by definition, is being done for the first time. So it is not surprising that not everything goes according to plan. Even when experienced teachers try a new activity, its implementation may be rough or inconsistent (for example it may take longer than planned or not as long, or the directions for the activity may not be clear). In fact, when trying a new activity or when teaching in a new assignment, experienced teachers may perform at the Emerging level for the same reason a new teacher might-they are doing something for the first time. For supervision or evaluation purposes, this level is generally considered minimally competent for teachers early in their careers; improvement is likely to occur with experience, and no actual harm is being done to students. But enhancement of skill is important, and a mentoring or coaching program will ensure that such improvement occurs in a supportive environment. Proficient The teacher performing at the Proficient level clearly understands the concepts underlying the component and implements it well. Most experienced, capable teachers will regard themselves and be regarded by others as performing at this level. Teachers at the Proficient level are experienced, professional educators. They thoroughly know their content, they know their students, they know the curriculum and have a broad repertoire of strategies and activities to use with students, and they can move easily to Plan B if that turns out to be necessary. And they have eyes in the backs of their heads! Many of the routines of teaching have become automatic, and proficient teachers have developed a

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sophisticated understanding of classroom dynamics and are alert to events that don’t conform to the expected pattern. Teachers performing at the Proficient level have mastered the work of teaching while working to improve their practice. They can also serve as resources to one another as they participate in a professional community. Distinguished Teachers performing at the Distinguished level are master teachers and make a contribution to the field, both in and outside their school. Their classrooms operate at a quantitatively different level from those of other teachers. Such classrooms consist of a community of learners, with students highly motivated and engaged and assuming considerable responsibility for their own learning. All the common themes are manifested, as appropriate, in the classroom of a teacher performing at a Distinguished level. A classroom functioning at the Distinguished level seems to be running itself; it almost appears that the teacher is not doing anything. It is seamless; the students know what to do and get right to work. When novice teachers observe a class at this level, they typically don’t recognize what they are seeing; they can observe the results of what the teacher has created but aren’t always aware of how the teacher did it. Distinguished-level performance is very high performance and, indeed, some teachers (particularly with some groups of students) may never attain it consistently. As some educators have phrased it, “Distinguished-level performance is a good place to visit, but don’t expect to live there.” The student component is important, because with some groups of students it is a daunting challenge to create a community of learners. It may take all year to make much progress at all. But the Distinguished level remains a goal for all teachers, regardless of how challenging it may be in any particular set of circumstances. As a summary of the levels of performance, a swimming metaphor is helpful. The teacher at the Ineffective level could be compared to a non-swimmer who has been thrown in deep water and is drowning. The swimmer, who can manage the dog paddle, but nothing else, is similar to the teacher performing at the Emerging level; the swimmer can get across the lake but may be swamped if any waves come up. A swimmer with command of a number of different strokes, and the knowledge of when to use which, is similar to a teacher performing at the Proficient level. And a competitive swimmer, who is perfecting her strokes, or a swimmer teacher, would be the equivalent of the teacher performing at the Distinguished level.

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Multiple Measures

The Educators’ Professional Growth and Evaluation Handbook includes the process to include evidence based multiple measures to evaluate teacher effectiveness. The multiple measures refer to tools, instruments, protocols, assessments, and processes to collect evidence on performance and assessment. These measures must support each of the following three categories of the Educators’ Professional Growth and Evaluation Handbook:

A. Professional Practice B. Professional Responsibilities C. Student Learning and Growth

All teachers will be evaluated using at least two measures for each of the three components in combination with one another. Teachers will use evidence from all three areas and components to holistically rate performance.

The Teaching Framework (Danielson 2011) has four domains with 22 standards. These standards and the teacher’s professional growth goal support the Professional Practice and Professional Responsibilities. The Student Learning and Growth Goals process supports the Student Learning and Growth component.

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Professional Practice: Domain 1: Planning and Preparation Domain 2: Classroom Environment Domain 3: Instruction

Evidence will support the quality of the teachers’ planning, delivery of instruction and assessment of student learning. Documentation will include classroom observations, mini observations, and artifacts to include lesson plans, curriculum design, student assignments and student work. Professional Responsibilities:

Domain 4: Professional Responsibilities Work Place Expectations

Evidence will support teacher’s progress toward their professional goals and contribution to school-wide goals. Documentation will include teacher reflections, self-reports, data analysis, professional goal setting, student growth goal setting, records of contribution, peer collaboration, teamwork, parent/teacher surveys, meetings, PLC’s, portfolios, building and district level leadership activities. Student Learning and Growth: Teachers will establish at least two student learning and growth goals (SLGs) and identify strategies and measures that will be used to determine goal attainment. There are two categories of measures that will be used for SLG goals outlined in the table below. Teachers in Tested Grades and Subjects: Teachers who teach in tested grades and subjects (ELA and Math, grades 3-8 and 11) must use a Category 1 state assessment for one of their SLG goals and measures from Category 1 or 2 for their second goal.

Teachers in Tested Grades and Subjects: Teachers in non-tested (state test) grades and subjects may use measures from Category 2 for both of their goals. They may also use Category 1 measures as an option.

Categories of Measures for Student Learning and Growth Goals Category Types of Measures Examples include but are not limited to:

1 Oregon’s state assessments

*SMARTER Balanced (formerly OAKS) *Extended Assessments

2

Commercially developed assessments, locally developed assessments, results from proficiency-based assessment systems or locally-developed collections of evidence, i.e. portfolios of student work that include multiple types of performance

ACT, PLAN, EXPLORE, AP, EasyCBM, MAPS or other approved by the district or state as valid, reliable and able to be scored comparatively across schools or classrooms, with pre and post measures

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Professional Growth and Evaluation Cycle

The Teacher Professional Growth and Evaluation Handbook has a cycle of continuous professional development to support effective instruction that will impact student success. The cycle allows for continued review and feedback as the teacher and evaluator plan for opportunities for feedback and meaningful conversations. This Professional Growth and Evaluation Cycle supports professional growth and learning.

Self–Assessment/Reflection: Framework and student data will be reviewed and prioritized. The teacher will assess the areas of strength and areas for professional growth. The teacher will also analyze student data to prepare for the Student Learning and Growth goals. The standards rubric will be used for the assessment. Goal Setting: Based on the self-reflection and assessment of student data, the teacher will write two Student Learning and Growth (SLG) goals and one Professional Practice and Professional Responsibilities goal. The goals form will be used.

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Observation/Collection of Artifacts: The teacher will collect evidence to support the three components: Professional Practice, Professional Responsibilities, and Student Learning. Formative Assessment/Mid-Year Review: The evaluator and teacher review the teacher’s progress toward the student learning and professional growth goals and performance against the standards. This will include the review of evidence, professional conversations and professional growth. This review promotes awareness of growth and additional professional growth needs. The teacher will have the opportunity to make adjustments in the instructional practices and additional professional learning opportunities. The goals form will be used. Observation/Collection of Artifacts: Following the Formative Assessment/Mid-Year review, the teacher and evaluator will collect evidence to support the three components: Professional Practice, Professional Responsibilities, and Student Learning. Summative Evaluation: The Summative Evaluation (annual for probationary teachers and every two years for contract teachers) is the culminating meeting with the multiple examples of evidence for all areas. The evaluator will assess the teacher’s performance against the standards of Professional Practice and Professional Responsibilities, attainment of student learning and growth goals and professional growth goal. The summative evaluation form and the goals form will be used. Professional Development: This district believes that an effective evaluation process is more meaningful when professional development continually supports improved practice resulting in high student achievement. To that end, linking evaluations with high quality professional learning is key. Aligned evaluation systems inform educators of strengths and weaknesses and provide opportunities to make informed decisions regarding individual professional growth needs. High quality professional learning is sustained, focused and relevant to the educator’s goals and needs. All educators shall have opportunities for professional growth not only those whose evaluation ratings do not meet standards. The TalentEd Perform (TED) system allows the district to extract evaluation data to inform professional development needs among educators. An annual review of this data by the district level leadership team will allow us to focus professional development efforts.

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Student Learning and Growth Goals (SLGs) Goal Setting Process: Setting SLG goals is a collaborative process in which teachers and evaluators enter into a conversation to create a rigorous, yet realistic goal that examines the educator’s impact on student learning and growth. The following diagram illustrates the process for developing these SMART goals. Step-By-Step SMART Goal Process

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SLG Goal Quality Review: Once a teacher creates a SLG goal the following checklist should be used in order to approve the goal. For an SLG goal to be approved, all criteria must be met. Baseline Data Yes No Is baseline data used to make data-drive decisions for the SLG goal, including the most recent student information from past assessments and/or pre-assessment results?

Student Learning and Growth Goal Is the SLG goal written as a “growth” goal versus “achievement” goal? (i.e. growth goals measure student learning between two or more points in time and achievement goals measure student learning at only one point in time.)

Does the SLG goal describe a “target” or expected growth for all students, tiered or differentiated as needed based on baseline data?

Rigor of Goal Does the goal address relevant and specific knowledge and skills aligned to the course curriculum based on state or national content standards?

Is the SLG goal measurable and challenging, yet attainable? Once SLG goals are approved, educators start collecting the information needed to measure student progress as defined in the SLG goal. The collection and analysis of data continues throughout the course or school year to monitor student progress towards goals. The teacher is responsible for collecting and organizing documentation, including the approved SLG goals and evidence of progress defined within it, in a way that is easy for them to reference and for the evaluators to review. At the end of the course or school year, teachers meet with their evaluator to review results. **Examples of SMART Student and Learning Growth goals are available on the district’s website, under Human Resources Department, Teacher Evaluation

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Collection of Evidence/Artifacts Artifacts are indicators of a teacher’s professional practice. They are not intended to be a portfolio of completed work. They are meant to support a teacher’s evaluation process and the progress toward his/her goals. Artifacts are not put into the personnel file. They are for dialogue purposes only. Evaluators should be cognizant of practices/artifacts in a teacher’s classroom. Teachers may choose to make artifacts available to his/her evaluator in order to support the demonstration of the teaching and learning that is observed in the classroom. The artifacts listed below are intended as examples.

Classroom Observations

Teacher self-assessment (can be done through TalentEd Perform)

Teacher reflection (can be done through TalentEd Perform)

Planning documents – individual lesson plans and unit plans

Samples of student work or other evidence of student learning

Samples of assessments

PLC team notes

Parent and community communications (ex. newsletters, logs of parent contacts)

Logs of professional development activities

Teaching artifacts (ex. classroom management plan, cooperative group activities, individual student schedules,

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Observation Expectations Informal observations will take place throughout the school year. The following are recommendations for making the informal visits helpful and meaningful.

Observe at different times of the day. Observation may be by the supervisor dropping in as well as by teacher invitation. Exchange of feedback (verbal and/or written) should occur as soon as it practical after the

observation. Observation can occur during any phase of the teacher’s duties: in the classroom, while

supervising students in the hallway or playground, in meetings with parents or staff, etc. Probationary and Temporary Teachers and any teacher needing improvement Minimum per year:

1 Formal observation 5 Walkthrough observations

Contract Teacher Minimum:

At least 2-3 walkthrough observations per year 5-6 Walkthrough observations over 2 years; No formal observation required

All:

Formal observations can be requested by administrator or teacher Peer observations can be agreed to at a building level for teacher’s feedback only Feedback is given, combination of face to face and written

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Look Fors and Listen Fors in Components of Charlotte Danielson’s Framework for Professional Practice 

Domain 1:  Planning and Preparation ‐ – Look fors and Listen fors Component 1a:  Demonstrating Knowledge of Content  and Pedagogy 

Lessons based on current best practice.  Curriculum map includes instructional goals and learning outcomes aligned with adopted standards. 

Advanced courses in content and techniques.  Instructional interactions with students. 

Component 1b:  Demonstrating Knowledge of Students 

Inventories, surveys and communications to families are used to gather information about students at the beginning of the year. 

Uses school records, i.e. test scores, permanent records, IEP’s etc. as primary sources of knowledge of students.  Uses secondary sources such as conversations with prior teachers and other school personnel. 

Class description that reflects knowledge of the learning styles and cultural needs of all students, including learning abilities and other indicators (2nd language, TAG, ethnicity, special needs – both medical, social and educational). 

 

Component 1c:  Setting Instructional Outcomes 

Goals are age/level appropriate.  Goals are suitable for diverse learners.  Goals = what students will learn as opposed to lesson objectives which = what students will know, understand, and be able to do. 

Goal can be assessed.  Goals and/or learning targets may be posted in the classroom for students to see and understand. 

 

Component 1d:  Demonstrating Knowledge of Resources 

Resources to assist teaching and/or help students, i.e. texts, instructional aids, field trips, experts from community , programs/experiences, technology. 

Knowledge of a range of resources, services and aids.  

 

Component 1e:  Designing Coherent Instruction 

In Unit Plans – appropriate length with daily topics and activities that reflect organization and sequencing, and a variety of materials and groups. 

In Lesson Plans – description of students, instructional objectives, assessments, activities, cognitive and summarizing strategies, materials and potential misunderstandings. 

Grouping patterns with a student focus.         

Component 1f:  Designing Student Assessment 

Methods of assessing each goal:  tests, data analysis, production of findings, collaboration. 

Scoring systems/rubrics establishing measurable criteria are communicated up front. 

Authentic, real world applications are evident.  Feedback to students guide next steps, i.e. teaching or re‐teaching. 

       

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Domain 2:  The Classroom Environment ‐ – Look fors and Listen fors 

Component 2a:  Creating an Environment of  Respect and Rapport 

Teacher establishes relationships with each student. 

Teacher shows an appreciation for each child as an individual. 

Teacher provides opportunities for students to get to know and accept each other. 

Words and actions of the teacher are positive and respectful. 

Teacher plans for respect and rapport by creating a positive learning environment.   

Component 2b:  Establishing a Culture for Learning 

Evidence must be in the classroom – the look of the room, student work displayed; nature of the interactions and tone of conversations with and among students reflect they are interested in and value learning and hard work. 

Students get to work right away when an assignment is given or after entering the room. 

Teacher encourages students to take intellectual risks and be creative. 

 

Component 2c:   Managing classroom Procedures 

Evidence in the classroom – teacher explains, re‐teaches and implements procedures. 

Procedures are posted in the classroom, communicated in writing to students and families early in the year.  

Students move from one activity to next with little instruction time loss. 

Component 2d:  Managing Student Behavior 

Age appropriate and culturally consistent standards. 

Rules are made clear to all and are posted in the classroom. 

Rules are clearly and consistently applied (no favoritism is evident). 

“With‐it‐ness” is apparent in that the teacher is always aware of what is going on and uses this awareness to influence student behavior through redirection and proximity. 

Teacher maintains composure without losing temper; students do not fear verbal or physical attack. 

Feedback focuses on behavior, not student as a person. 

Classroom rhythm is only minimally disrupted; student dignity is maintained. 

Teacher encourages students to monitor their own behavior. 

Student behavior reflects what teachers has done to establish and maintain standards. 

Preventive and intervening strategies are appropriately applied. 

 

Component 2e:  Organizing Physical Space 

Spaces for reading, quiet and noisy activities are provided (elementary). 

Furniture arrangement is appropriate for large and small group activities. 

Centers for exploration of content in the form of labs, circles, etc. 

Safety is evident: no bags, trash, clothing, etc.; aisles between desks, tables, etc. provide good traffic flow; school‐wide procedures for emergency exiting or lockdown are provided/available. 

Materials are accessible; teaching aids, boards, charts, projectors/computers are skillfully positioned and utilized for all to easily see. 

Board work, posters, etc. are neat and clear for reading; technology integration enhances students’ access to instruction/learning. 

Students are involved in supporting an organized, safe classroom through assisting with transitions, equipment, materials and supplies. 

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Domain 3:  Instruction ‐ – Look fors and Listen fors 

Component 3a:  Communicating with Students 

Clear directions and explanations (oral and written). 

Vivid, expressive language is used to enhance student experience. 

Clear limits are set, including time factors. 

Language is audible, legible; correct usage, spelling, etc. is apparent. 

Teacher carefully chooses words, using rich vocabulary for students to model.   

Component 3b:  Using Questioning and Discussion Techniques 

Essential question is identified for each lesson; question is asked by teacher and answered by students throughout the lesson. 

 “Think time” is allowed before responses. 

Teacher probes to seek clarification, i.e. “explain…”, “give an explanation for…” 

All students are engaged in discussion; not just a few, students often take initiative. 

Teacher stays on topic, uses follow‐up, rephrases and applies what students contribute or pose. 

The teacher uses open‐ended questions, inviting students to think and/or offer multiple possible answers. 

Component 3c:  Engaging Students in Learning 

Students are actively engaged in learning independently or collaborative in nature. 

Instructional artifacts – student work, out of class assignments. 

Teachers uses of examples and metaphors that illustrate new learning; teacher connects with student knowledge, interests and culture. 

Teacher promotes problem‐solving; permits choice, encourages depth‐find patterns, tests hypotheses, requires thought; is relevant and authentic. 

Groupings are based on instructional goals.  Structure of lesson is maintained; pacing is appropriate with a beginning, a middle, and end (closure). 

Component 3d:  Using Assessment in Instruction 

Teacher and peer comments on student work. 

Teacher uses body language such as nods, quizzical looks, etc. to encourage students. 

Effective feedback that is specific, descriptive, understandable; feedback is not praise (“good work” or “good job”), grades, encouragement (“Keep it up” or “You can do it”) or criticism (“Unacceptable…You get a zero”). 

Comments give students information needed to adjust what they are doing and get better at it or solve a problem; it provides time to think and reflect; performance is related to standards. 

All feedback is provided in a timely fashion, “on the spot”, or on work products, as needed to support learning. 

Component 3e:  Demonstrating Flexibility and 

Responsiveness‐Adjustments that improve student 

experience or clarify confusion. 

Change provides for needs for specific learners (visual, auditory, slower, brighter, etc.). 

Teacher possesses an extensive repertoire of strategies such that transitions are seamless; students may not be aware that a change has occurred. 

When improvising becomes necessary, the teacher makes adjustments to the lesson. 

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Domain 4:  Professional Responsibilities – Look fors and Listen fors 

Component 4a:  Reflecting on Teaching 

Conduct professional reflective conversations during post observation conferences, i.e., “What went well, what might you change in your lesson?” 

Adjust lessons and/or try new strategies to better meet students’ needs and increase student learning.    

Component 4b:  Maintaining Accurate Records 

Examine organization and management of the portfolio, grade book or database. 

Look at how paperwork is maintained, i.e. homework, tests, permission slips, classroom inventories and reports. Up‐to‐date? Clear? Organized?    

Component 4c:  Communicating with Families 

Family contact logs with consistent phone calls, emails, letters home, etc. to all students when appropriate and to specific students, as needed. 

Evidence of returning communication in a timely manner. 

Use of bulk contact formats such as class newsletter; post cards; website. 

Conference records.  Parental responses to student’s inventories. 

  

Component 4d:  Participating in a Professional Community 

Evidence of support, cooperation, sharing and working with colleagues (inside and outside of building). 

Serving on school/district committees and extra‐curricular responsibilities.  

Component 4e:  Growing and Developing Professionally 

The teacher voluntarily examines and shares research on class performance and best practice strategies. 

Takes leadership roles; coordinates study groups, professional books clubs. 

Reads professional/trade journals.  Attends professional conferences and shares with colleagues upon return. 

Component 4f:  Showing Professionalism 

The teacher is active in serving all students.  Advocates for underserved students.  Is open‐minded and willing to adopt new approaches. 

Uses data to support actions.  Sets long‐term goals and takes responsibility for own professional growth.  

Demonstrates high ethical standards through compliance with school/district codes and community expectations. 

Completes all required duties, reports, paperwork, and grades. 

Treats staff, students and parents with respect; is collaborative. 

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Timeline Probationary Teacher – Evaluation Cycle Evaluation Cycle Timeline Self-Assessment and Goal Setting

Teacher self-assesses using the professional standards rubric – form in TalentEd Perform

Teacher reviews student data and develops two student learning and growth goals using the SMART format (SMART – Specific, Measurable, Appropriate, Relevant, & Time-Bound) and one professional growth goal – form in TalentEd Perform

Teacher and Administrator meet; goals need to be reviewed using the SLG Goal Quality Checklist (see pg. 24)

By November 1

Observations & Collection of Evidence Minimum of one (1) formal observation required -

(documented in TalentEd Perform) Minimum of five (5) walkthrough observations per year;

verbal and written feedback given to the teacher -(documented in TalentEd Perform)

Collection of evidence can include artifacts of teacher’s work throughout this year. Teacher can provide these artifacts to supervisor during the year.

Ongoing throughout the school year

Mid-Point Goal Review (At the end of semester 1 for yearlong classes, at the end of quarters 1 and 3 for semester-long classes)

Review of progress toward meeting the teacher’s goals, using student data, and identifying any adjustment to strategies and areas for additional support - form in TalentEd Perform

Teacher and Administrator meet

By February 28

Self-Reflection Annually teachers will submit a written self-reflection that

includes progress they have made on their goals and identifying professional development needs. Form in TalentEd Perform The teacher can include artifacts that support their reflection, such as student assessment data.

Before final evaluation

Summative Evaluation Administrator reviews collection of evidence throughout year,

teacher’s self-reflection and progress toward meeting the goals Written formal evaluation - - form in TalentEd Perform

Teacher and Administrator meet; collaboratively score the teacher’s performance using the Oregon Matrix Model

By the Friday before the last student day of school

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Timeline

Contract Teacher - Evaluation Cycle YEAR ONE Informal Evaluation Timeline Self-Assessment and Goal Setting

Teacher self-assesses using the professional standards rubric – form in TalentEd Perform

Teacher reviews student data and develops two student learning and growth goals using the SMART format (SMART – Specific, Measurable, Appropriate, Relevant, & Time-Bound) and one professional growth goal – form in TalentEd Perform

Teacher and Administrator meet; goals need to be reviewed using the SLG Goal Quality Checklist (see pg. 24)

By November 1

Observations & Collection of Evidence Minimum of 2-3 walkthrough observations per year; verbal

and written feedback given to the teacher -(documented in TalentEd Perform)

Collection of evidence can include artifacts of teacher’s work throughout this year. Teacher can provide these artifacts to supervisor during the year.

Ongoing throughout the school year

Mid-Point Goal Review (At the end of semester 1 for yearlong classes, at the end of quarters 1 and 3 for semester-long classes)

Review of progress toward meeting the teacher’s goals, using student data, and identifying any adjustment to strategies and areas for additional support - form in TalentEd Perform

Teacher and Administrator meet

By February 28

Self-Reflection and Check-in Annually teachers will submit a written self-reflection that

includes progress they have made on their goals and identifying professional development needs. Form in TalentEd Perform The teacher can include artifacts that support their reflection, such as student assessment data.

Teacher and administrator meet to review progress of goals

By the Friday before the last student day of school

YEAR TWO Formal Evaluation Timeline Self-Assessment and Goal Setting

Teacher self-assesses using the professional standards rubric – form in TalentEd Perform

Teacher reviews student data and develops two student learning and growth goals using the SMART format (SMART – Specific, Measurable, Appropriate, Relevant, & Time-Bound) and one professional growth goal – form in TalentEd Perform

Teacher and Administrator meet; goals need to be reviewed using the SLG Goal Quality Checklist (see pg. 24)

By November 1

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Observations & Collection of Evidence Minimum of 2-3 walkthrough observations per year (with a

minimum of 5-6 walkthrough observations over 2 years); verbal and written feedback given to the teacher -(documented in TalentEd Perform)

Collection of evidence can include artifacts of teacher’s work throughout this year. Teacher can provide these artifacts to supervisor during the year.

Ongoing throughout the school year

Mid-Point Goal Review (At the end of semester 1 for yearlong classes, at the end of quarters 1 and 3 for semester-long classes)

Review of progress toward meeting the teacher’s goals, using student data, and identifying any adjustment to strategies and areas for additional support - form in TalentEd Perform

Teacher and Administrator meet

By February 28

Self-Reflection Annually teachers will submit a written self-reflection that

includes progress they have made on their goals and identifying professional development needs. Form in TalentEd Perform The teacher can include artifacts that support their reflection, such as student assessment data.

Before final evaluation

Summative Evaluation Administrator reviews collection of evidence throughout

year, teacher’s self-reflection and progress toward meeting the goals

Teacher may use any 2 of the 4 goals for basis of summative evaluation in the two year cycle

Written formal evaluation - - form in TalentEd Perform

Teacher and Administrator meet; collaboratively score the teacher’s performance using the Oregon Matrix Model

By the Friday before the last student day of school

*If at any time performance concerns arise teacher will be guided into the Teacher Improvement Cycle.

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Calculating Summative Evaluation

Statewide Components of the Oregon Matrix How does an evaluator determine level 1-4 on the Y-axis and X-axis of the matrix and a final summative performance level at the end of an educator’s evaluation cycle? I. Y-Axis: Professional Practice and Professional Responsibilities (PP/PR) First, the evaluator will need to determine the combined performance level for PP/PR based on data from the district’s rubric. The evaluator will already have gauged the educator’s performance on each standard/performance indicator on the rubric with four performance levels. The evaluator will then: 1. Add up all component scores to get the total points possible; 2. Divide by the number of components (based on the # of components in the rubric); 3. Get a rating between 1 and 4 for PP/PR; 4. Use the thresholds to determine PP/PR level:

3.6 - 4.0 = 4 PP/PR total score 2.81-3.59 =3 PP/PR total score 1.99-2.8 = 2 PP/PR total score * <1.99 = 1 PP/PR total score

5. Find the PP/PR performance level (1-4) on the Y-axis of the matrix. *PP/PR Scoring Rule: If the educator scores two 1’s in any PP/PR component and his/her average scores falls between 1.99-2.499, the educator’s performance level cannot be rated above a 1. II. X-Axis: Student Learning and Growth (SLG) After the educator’s PP/PR performance level is determined, their Professional Growth Plan and summative performance level is then found by looking at the educator’s rating on SLG goals. The level of performance on SLG will be determined by scoring the SLG goals using the Oregon SLG Goal scoring rubric (see next page). All educators will set two SLG goals annually. Educators on a two year evaluation cycle will select two of the four goals collaboratively with their evaluator to be included in their summative evaluation. Math and ELA teachers (grades 3-8 and 11) must use Category 1 assessments for one of the two goals.

1. Score the SLG goals using the SLG Scoring Rubric; 2. Get a rating between 1 and 4 for SLG; 3. Use the thresholds below to determine SLG level; 4. Find the SLG performance level (1-4) on the X-Axis of the matrix.

Level 1 Level 2 Level 3 Level 4 You could score: 1 on both goals, or 1 on one goal & 2 on

one goal

You could score: 2 on both goals, or 2 on one goal & 3 on one

goal, or 3 on one goal & 1 on one

goal, or 4 on one goal & 1 on one

goal

You could score: 3 on both goals, or 3 on one goal & 4 on

one goal, or 4 on one goal & 2 on

one goal

You must score: 4 on both goals

35

 

SLG Goal Scoring Rubric This SLG scoring rubric is used for scoring individual SLG goals based on evidence submitted by the teacher and administrator. This rubric applies to both teacher and administrator evaluations.

Level 4 (Highest)

This category applies when approximately 90% of students met their target(s) and approximately 25% of students exceeded their target(s). This category should only be selected when a substantial number of students surpassed the overall level of attainment established by the target(s). Goals are very rigorous yet attainable, and differentiated (as appropriate) for all students.

Level 3

This category applies when approximately 90% of students met their target(s). Results within a few points, a few percentage points, or a few students on either side of the target(s) should be considered “met”. The bar for this category should be high and it should only be selected when it is clear that all or almost all students met the overall level of attainment established by the target(s). Goals are rigorous yet attainable and differentiated (as appropriate) for all students.

Level 2

This category applies when 70-89% of students met their target(s), but those that missed the target missed by more than a few points, a few percentage points or a few students. Goals are attainable but might not be rigorous or differentiated (as appropriate) for all students.

Level 1 (Lowest)

This category applies when less than 70% of students meet the target(s). If a substantial proportion of students did not meet their target(s), the SLG was not met. Goals are attainable, but not rigorous. This category also applies when results are missing or incomplete.

The checklist ensures the goals are complete for scoring. The scoring process is facilitated by using the scoring rubric to determine whether each student exceeded, met, or did not meet the target; and the percentage of students in each category. The quality review checklist (see page 24) and the scoring rubric must be used to score SLG goals to determine the educator’s impact on student learning and growth in the summative evaluation.

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The Oregon Matrix for Summative Evaluations for Teachers and Administrators

 

In the Oregon Matrix, Professional Practice (PP) and Professional Responsibilities (PR) intersects with Student Learning and Growth (SLG) culminating in a summative performance level which leads to a Professional Growth Path for the teacher. When there is a discrepancy between the PP/PR level and SLG level, further inquiry is triggered to explore and understand the reasons for the discrepancy.

Y‐AXIS: Combined Rating on Professional 

Practice and Professional Responsibilities 

(PP/PR) 

 DISTINGUISHED 

(4)  

 PROFICIENT 

(3)  

DISTINGUISHED or PROFICIENT  (3 or 4)* 

DISTINGUISHED (4) 

DISTINGUISHED (4) 

PROFICIENT (3) 

 EMERGING or  PROFICIENT (2 or 3)* 

PROFICIENT (3) 

PROFICIENT (3) 

PROFICIENT (3) 

EMERGING (2) 

 EMERGING 

(2) EMERGING 

(2) EMERGING 

(2)  EMERGING or  PROFICIENT (2 or 3)* 

INEFFECTIVE (1) 

 INEFFECTIVE 

(1) INEFFECTIVE 

 (1) EMERGING or INEFFECTIVE  (1 or 2)* 

EMERGING (2) 

 

   INEFFECTIVE 

 (1)   

EMERGING (2) 

PROFICIENT (3) 

 DISTINGUISHED 

(4)  

X‐AXIS: Rating on Student Learning and Growth Goals 

*Ratings in these areas require an inquiry process in order to determine a summative performance level and Professional Growth Paths.

37

Summative Performance Levels and Professional Growth Paths In the Oregon Matrix, Professional Practice (PP) and Professional Responsibilities (PR) intersects with Student Learning and Growth (SLG) culminating in a summative performance level which leads to a Professional Growth Path for the teacher. Based on the summative performance level determined by the Oregon Matrix, the four types of Professional Growth Paths (1-4) are defined as follows: Performance

Levels Definitions of Performance as Applied to Standards of

Professional Practice Implications for

Professional Growth Distinguished

(4)

Consistently exceeds expectations for good performance under this standard; demonstrates highly effective practices and impact on student learning; continued expansion of expertise through professional learning and leadership opportunities

Teacher Leadership Opportunities

Proficient (3)

Consistently meets expectations for good performance under this standard; demonstrates effective practices and impact on student learning; continues to improve professional practice through ongoing professional learning

Teacher Leadership Opportunities

Emerging (2)

Making sufficient progress toward meeting this standard; meets expectations for good performance most of the time and shows continuous improvement; expected improvement through focused professional learning and growth plan

Targeted Goal Setting

Ineffective (1)

Does not meet standards; performs below the expectations for good performance under this standard; requires direct intervention and support to improve practice

Program of Assistance for Improvement (POA)

4-Distinguished Growth Path - The educator leads the conversation and chooses the focus of the professional goal(s) as the educator and evaluator collaborate on the professional growth goal(s). If the educator had a SLG performance of Emerging (level 2), the professional goal(s) should also include a focus on increasing the educator’s overall aptitude in this measure. 3-Proficient Growth Path - The educator and evaluator collaboratively develop the educator's professional goal(s). The educator and evaluator have an equal voice in developing the professional goal(s). If the educator was Ineffective (level 1) or Emerging (level 2) in SLG performance, the professional goal(s) should also include a focus on increasing the educator’s overall aptitude in this measure. 2-Emerging Growth Path - The evaluator consults with the educator and uses the information gathered to inform the educator's professional goal(s). This path is more evaluator directed but does take into consideration the voice of the educator in developing the professional goal(s). If the educator was Ineffective (level 1) or Emerging (level 2) in SLG performance, the professional goal(s) should also include a focus on increasing the educator’s overall aptitude in this measure.

1-Ineffective Growth Path - The evaluator directs the educator's professional goal(s). This path typically includes a program of assistance process and should involve a focus on the most important area(s) to improve educator performance. If the educator was Ineffective (level 1) or Emerging (level 2) in SLG performance, the professional goal(s) should also include a focus on increasing the educator’s overall aptitude in this measure.

38

Improvement Cycles Occasionally a teacher will need additional support to be successful in the classroom. When one or more areas of concerns are identified by the administrator and/or the educator receives a summative performance level of an Ineffective (level 1) or Emerging (level 2) the following steps may be taken: *Probationary teachers: the teacher may be placed on a Structured Support Process. *Contract teachers: the teacher may be placed on Administrator-Selected Goals if concerns are identified during the informal evaluation process; or if concerns are identified in the formal evaluation, a contract teacher may be placed on a Program of Assistance. The Structured Support Process, Administrator-Selected Goals, and Programs of Assistance are all designed to clarify expectations and identify specific activities and support to help the teacher address the areas of concern. These processes also set forth specific timelines with check-in meetings so the teacher can receive ongoing feedback about progress toward meeting the goals.

39

Probationary Teacher Improvement Cycle (Structured Support Process)

Performance Concerns(s) Meeting Administrator shares concerns and expectations. Administrator identifies timeline and explains resources available to

support improvement. Administrator identifies the timeline of observations and meetings.

Check-in meetings for feedback Informal observations Formal observation(s) Final meeting

Goals Met Return to Probationary Professional Growth

Cycle.

Progress, but Goals Not Completely Met

Continue with Improvement Cycle.

Goals Not Met Non-Renewal

Additional Concerns Identified

Continue with Improvement Cycle.

40

Contract Teacher Improvement Cycle

For concerns identified through formal evaluation process:

For concerns identified through informal evaluation process:

Performance Concern(s) Meeting Administrator shares concerns and expectations. Administrator identifies improvement pathway and resources available to

support improvement. Administrator identifies timeline for improvement.

Administrator-Selected Goal(s) Program of Assistance

(POA) Written final summary

The Formal Evaluation Process

POA Goals Met

Return to growth cycle.

POA Goals Not Met

Options: Extend POA Non-extension

of contract Dismissal

Improvement Goals Met

Return to growth cycle.

Improvement Goals Not

Met Move to Program

of Assistance.

41

Instructional Specialists

42

Instructional Specialists Domain 1 for Instructional Specialists: Planning and Preparation

Component

Ineffective

Emerging

Proficient

Distinguished

1a: Demonstrates knowledge of current trends in specialty area and professional development

Specialist demonstrates little or no familiarity with specialty area and professional development.

Specialist demonstrates basic familiarity with specialty area and trends in professional development.

Specialist demonstrates thorough knowledge of specialty area and trends in professional development.

Specialist’s knowledge of specialty area and trends in professional development is wide and deep; specialist is regarded as an expert by colleagues.

1b: Demonstrates knowledge of the school’s program and levels of teacher skill in delivering that program

Specialist demonstrates little or no knowledge of the school’s program or of teacher skill in delivering that program.

Specialist demonstrates basic knowledge of the school’s program and of teacher skill in delivering that program.

Specialist demonstrates thorough knowledge of the school’s program and of teacher skill in delivering that program.

Specialist is deeply familiar with the school’s program and works to shape its future direction and actively seeks information as to teacher skill in that program.

1c: Establishes goals for the instructional support program appropriate to the setting and the teachers served

Specialist has no clear goals for the instructional support program, or they are inappropriate to either the situation or the needs of the staff.

Specialist’s goals for the instructional support program are rudimentary and are partially suitable to the situation and the needs of the staff.

Specialist’s goals for the instructional support program are clear and are suitable to the situation and the needs of the staff.

Specialist’s goals for the instructional support program are highly appropriate to the situation and the needs of the staff. They have been developed following consultations with administrators and colleagues.

1d: Demonstrates knowledge of resources, both within and beyond the school and district

Specialist demonstrates little or no knowledge of resources available in the school or district for teachers to advance their skills.

Specialist demonstrates basic knowledge of resources available in the school and district for teachers to advance their skills.

Specialist is fully aware of resources available in the school and district and in the larger professional community for teachers to advance their skills.

Specialist actively seeks out new resources from a wide range of sources to enrich teachers’ skills in implementing the school’s program.

1e: Plans the instructional support program, integrated with the overall school program

Specialist’s plan consists of a random collection of unrelated activities, lacking coherence or an overall structure.

Specialist’s plan has a guiding principle and includes a number of worthwhile activities, but some of them don’t fit with the broader goals.

Specialist’s plan is well designed to support teachers in the improvement of their instructional skills.

Specialist’s plan is highly coherent, taking into account the competing demands of making presentations and consulting with teachers, and has been developed following consultation with administrators and teachers.

1f: Develops a plan to evaluate the instructional support program

Specialist has no plan to evaluate the program or resists suggestions that such an evaluation is important.

Specialist has a rudimentary plan to evaluate the instructional support program.

Specialist’s plan to evaluate the program is organized around clear goals and the collection of evidence to indicate the degree to which the goals have been met.

Specialist’s evaluation plan is highly sophisticated, with imaginative sources of evidence and a clear path toward improving the program on an ongoing basis.

43

Domain 2 for Instructional Specialists: The Environment

Component

Ineffective

Emerging

Proficient

Distinguished

2a: Creates an environment of trust and respect

Teachers are reluctant to request assistance from the specialist, fearing that such a request will be treated as a sign of deficiency.

Relationships with the specialist are cordial; teachers don’t resist initiatives established by the instructional specialist.

Relationships with the specialist are respectful with some contacts initiated by teachers.

Relationships with the specialist are highly respectful and trusting, with many contacts initiated by teachers.

2b: Establishes a culture for ongoing instructional improvement

Specialist conveys the sense that the work of improving instruction is not important to school improvement.

Teachers do not resist the offerings of support from the specialist.

Specialist promotes a culture of professional inquiry in which teachers seek assistance in improving their instructional skills.

Specialist has established a culture of professional inquiry in which teachers initiate projects to be undertaken with the support of the specialist.

2c: Establishes clear procedures for teachers to gain access to instructional support

When teachers want to access assistance from the specialist, they are not sure how to go about it.

Some procedures (for example, registering for workshops) are clear to teachers, whereas others (for example, receiving informal support) are not.

Specialist has established clear procedures for teachers to use in gaining access to support.

Procedures for access to instructional support are clear to all teachers and have been developed following consultation with administrators and teachers.

2d: Establishes and maintains norms of behavior for professional interactions

No norms of professional conduct have been established; teachers are frequently disrespectful in their interactions with one another.

Specialist’s efforts to establish norms of professional conduct are partially successful.

Specialist has established clear norms of mutual respect for professional interaction.

Specialist has established clear norms of mutual respect for professional interaction. Teachers ensure that their colleagues adhere to these standards of conduct.

2e: Organizes physical space for workshops or trainings

Specialist makes poor use of the physical environment, resulting in poor access by some participants, time lost due to poor use of training equipment, or little alignment between the physical arrangement and the workshop activities.

The physical environment does not impede workshop activities.

Specialist makes good use of the physical environment, resulting in engagement of all participants in the workshop activities.

Specialist makes highly effective use of the physical environment, with teachers contributing to the physical arrangement.

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Domain 3 for Instructional Specialists: Delivery of Service

Component

Ineffective

Emerging

Proficient

Distinguished

3a: Collaborates with teachers in the design of instructional units and lessons

Specialist declines to collaborate with classroom teachers in the design of instructional lessons and units.

Specialist collaborates with classroom teachers in the design of instructional lessons and units when specifically asked to do so.

Specialist initiates collaboration with classroom teachers in the design of instructional lessons and units.

Specialist initiates collaboration with classroom teachers in the design of instructional lessons and units, locating additional resources from sources outside the school.

3b: Engages teachers in learning new instructional skills

Teachers decline opportunities to engage in professional learning.

Specialist’s efforts to engage teachers in professional learning are partially successful, with some participating.

All teachers are engaged in acquiring new instructional skills.

Teachers are highly engaged in acquiring new instructional skills and take initiative in suggesting new areas for growth.

3c: Shares expertise with staff

Specialist’s model lessons and workshops are of poor quality or are not appropriate to the needs of the teachers being served.

The quality of the specialist’s model lessons and workshops is mixed, with some of them being appropriate to the needs of the teachers being served.

The quality of the specialist’s model lessons and workshops is uniformly high and appropriate to the needs of the teachers being served.

The quality of the specialist’s model lessons and workshops is uniformly high and appropriate to the needs of the teachers being served. The specialist conducts extensive follow-up work with teachers.

3d: Locates resources for teachers to support instructional improvement

Specialist fails to locate resources for instructional improvement for teachers, even when specifically requested to do so.

Specialist’s efforts to locate resources for instructional improvement for teachers are partially successful, reflecting incomplete knowledge of what is available.

Specialist locates resources for instructional improvement for teachers when asked to do so.

Specialist is highly proactive in locating resources for instructional improvement for teachers, anticipating their needs.

3e: Demonstrates flexibility and responsiveness

Specialist adheres to the plan, in spite of evidence of its inadequacy.

Specialist makes modest changes in the support program when confronted with evidence of the need for change.

Specialist makes revisions to the support program when it is needed.

Specialist is continually seeking ways to improve the support program and makes changes as needed in response to student, parent, or teacher input.

45

Domain 4 for Instructional Specialists: Professional Responsibilities

Component

Ineffective

Emerging

Proficient

Distinguished

4a: Reflects on practice

Specialist does not reflect on practice, or the reflections are inaccurate or self-serving.

Specialist’s reflection on practice is moderately accurate and objective without citing specific examples and with only global suggestions as to how it might be improved.

Specialist’s reflection provides an accurate and objective description of practice, citing specific, positive and negative characteristics. Specialist makes some specific suggestions as to how the support program might be improved.

Specialist’s reflection is highly accurate and perceptive, citing specific examples. Specialist draws on an extensive repertoire to suggest alternative strategies, accompanied by a prediction of the likely consequences of each.

4b: Prepares and submits budgets and reports

Specialist does not follow established procedures for preparing budgets and submitting reports. Reports are routinely late.

Specialist’s efforts to prepare budgets are partially successful, anticipating most expenditures and following established procedures. Reports are sometimes submitted on time.

Specialist’s budgets are complete, anticipating all expenditures and following established procedures. Reports are always submitted on time.

Specialist anticipates and responds to teacher needs when preparing budgets, following established procedures and suggesting improvements to those procedures. Reports are submitted on time.

4c: Coordinates work with other specialist

Specialist makes no effort to collaborate with other specialists within the district.

Specialist responds positively to the efforts of other specialists within the district to collaborate.

Specialist initiates efforts to collaborate with other specialists within the district.

Specialist takes a leadership role in coordinating projects with other specialists within and beyond the district.

4d: Participates in a professional community

Specialist’s relationships with colleagues are negative or self-serving, and the specialist avoids being involved in school and district events and projects.

Specialist’s relationships with colleagues are cordial, and the specialist participates in school and district events and projects when specifically requested.

Specialist participates actively in school and district events and projects and maintains positive and productive relationships with colleagues.

Specialist makes a substantial contribution to school and district events and projects and assumes a leadership role with colleagues.

4e: Engages in professional development

Specialist does not participate in professional development activities, even when such activities are clearly needed for the enhancement of skills.

Specialist’s participation in professional development activities is limited to those that are convenient or are required.

Specialist seeks out opportunities for professional development based on an individual assessment of need.

Specialist actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as participating in state or national conferences.

4f: Shows professionalism, including integrity and confidentiality

Specialist displays dishonesty in interactions with colleagues and violates norms of confidentiality.

Specialist is honest in interactions with colleagues and respects norms of confidentiality.

Specialist displays high standards of honesty and integrity in interactions with colleagues and respects norms of confidentiality.

Specialist can be counted on to hold the highest standards of honesty and integrity and takes a leadership role with colleagues in respecting the norms of confidentiality.

46

School Counselors

47

School Counselors Standard 1 for School Counselors: Foundation and Planning

The School Counselor plans and designs a standards‐based, data‐driven comprehensive school counseling program by creating foundational components that are aligned with the school and district strategic plans, as well as state and national school counseling standards. 

Guiding Questions:

Is there a demonstrated understanding of Corvallis’ comprehensive guidance and counseling framework? How does the school counselor incorporate the four counselor domains (academic, career, personal/social development, and community involvement) in the

delivery of the school counseling program? Does the school counselor program align with School Improvement Plan (SIP)? Is the school counselor’s time being spent in alignment with the school counseling goals?

 

Component

Ineffective

Emerging

Proficient

Distinguished

1.a. Plans a school counseling program in the four domains (academic, career, personal/social development, and community involvement) to promote and enhance student achievement.

Does not plan a school counseling program which includes the four domains.

Utilizes limited collaboration in planning a comprehensive program. One or more domains may not be addressed in the program design.

Designs a collaborative school-wide, cross curricular delivery system reflecting all domains that engages school staff, administration and stakeholders.

Collaborates with counselors across programmatic levels within the school’s feeder system. Engages stakeholders to design a school-wide, cross curricular delivery system reflecting all domains.

1.b. Establishes goals for the counseling program appropriate to the setting and the students served, and aligns with the SIP.

Counselor has no clear goals for the counseling program, or they are inappropriate to either the situation or the age of the student and are not aligned with the SIP.

Counselor’s goals for the counseling program are rudimentary and are partially suitable to the situation and the age of the students, and minimally aligned with the SIP.

Counselor’s goals for the counseling program are clear and appropriate to the situation in the school and to the age of the students, and aligned with the SIP.

Counselor participates in design and implementation of the SIP and aligns counseling goals accordingly, ensuring they are appropriate to the situation in the school and to the age of the students, and have been developed following consultation with students, parents and colleagues.

1.c Demonstrates knowledge of resources both within and beyond the school and district.

Counselor demonstrates little or no knowledge of resources for students available through the school or district.

Counselor displays awareness of resources for students available through the school or district, but no knowledge of resources available more broadly.

Counselor is knowledgeable and accesses resources for students available through the school or district, and for the resources external to the school.

Counselor’s knowledge of resources for students is extensive, including accessing those available through the school or district and in the community.

1.d. Organizes and manages time to implement an effective school counseling program for all students.

Makes minimal effort to organize time in support of effective school counseling objectives.

Understands the value, but is not effective in organizing and allocating time to provide an effective school counseling program for all students.

Effectively organizes and allocates time to ensure implementation of a comprehensive, prevention-based school counseling program for all students. Pursues opportunities to connect with students individually on a regular basis.

Maximizes time management through an organized, collaborative process of partnering with others to ensure the delivery of a comprehensive, prevention-based school counseling program designed to maximize student success.

Possible evidence: Counseling website Yearly calendar- evidence of annual requirements and check ins Professional disclosure statement available Daily, weekly, and long term plans are maintained Time task analysis

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Standard 2 for School Counselors: Delivery System

The School Counselor delivers a data-driven, prevention-based, developmental, and comprehensive school counseling program.

Guiding Questions: Does the school counselor offer support groups for various needs? Does the school counselor offer individual counseling? Does the school counselor respond to referrals in a timely manner? Does the school counselor support and demonstrate responsive services?

Component

Ineffective

Emerging

Proficient

Distinguished

2.a. Facilitates delivery of a prevention-based, counseling program aimed at the four domains (academic, career, personal/social development, and community involvement) as appropriate.

Provides no prevention services aimed at addressing student competency of the four domains.

Provides limited prevention services aimed at addressing student competency of the four domains

Organizes comprehensive, proactive, developmentally appropriate prevention services. Manages an environment and provides opportunities that encourage learning. Uses effective strategies that promote student engagement for competency of the four domains

Highly skilled in organizing comprehensive, proactive, developmentally appropriate prevention services. Manages the environment and provides opportunities that foster learning. Integrates a wide array of strategies to promote student engagement for competency of the four domains

2.b. Coordinates consistent programming designed to help students on an individual or small group basis to establish personal goals and develop future plans.

Does not counsel individual students and small groups of students with identified needs and concerns. Makes minimal effort to assist students with goal setting.

Counsels individual students and small groups occasionally, using a limited number of strategies. Ineffective or unclear referral process.

Counsels individual students and small groups of students based on identified needs, using appropriate theories and strategies. Informs students, parents and staff about the student referral process.

Uses appropriate theories and strategies when working with students and assists in the establishment of concrete plans, aimed at problem resolution. Utilizes an extensive repertoire of strategies in response to a well-defined referral processes.

2.c. Addresses the immediate needs or concerns of students by providing specific ongoing, responsive, and/or preventative services such as consultation, individual or small group counseling, crisis counseling, referrals, and peer facilitation.

Does not address the immediate needs or concerns of students.

While not always effective, attempts to establish processes or systems designed to address immediate needs or concerns of students.

Actively implements and revises immediate and ongoing responsive and preventative services to address student needs or concerns.

Proactively plans and provides leadership in order to systemically initiate responsive and prevention services which address student, school-wide and/or district needs or concerns.

2.d. Maintains and enhances the total school counseling program by providing system support by utilizing resources and demonstrating flexibility and responsiveness.

Provides support not related to the school counseling program. Seldom provides system support or accesses resources. Not responsive to needs.

Provides partial evidence of system support and attempts to utilize resources to be responsive to needs.

Maintains and enhances the total school counseling program through system support, accessing resources and is responsive to needs.

Initiates and provides leadership for systemic change in professional development, consultation, collaboration, and program management at the building and/or district level. Utilizes resources within and outside of district, being flexible and creative in responding to students’ needs.

2.e. Creates an environment of trust and respect.

Interactions with students are negative or inappropriate, and the counselor does not promote positive interactions among students.

Interactions are a mix of positive and negative; the counselor’s efforts at encouraging positive interaction among students are partially successful.

Interactions with students are positive and respectful, and the counselor actively promotes positive student-student interactions.

Students seek out the counselor, reflecting a high degree of comfort and trust in the relationship. Counselor teaches students how to engage in positive interactions.

Possible evidence: Transition plans Schedule of groups and/or activities Needs Assessment survey results Creation of a credit deficiency list intervention plan STAT, SST, Suicide Prevention protocols, other school based teams meeting notes Interagency collaboration (including partnering to provide guidance, such as Benton County Mental Health, Old Mill School, Jackson Street Youth Shelter)

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Standard 3 for School Counselors: Accountability

The School Counselor monitors and evaluates the processes and results of the comprehensive school counseling program.

Guiding Questions: Does the school counselor conduct a program audit? Is data used to shape the counseling program? Is there evidence that information is shared with stakeholders to improve the counseling program? How is the counselor assisting in the design and implementation of a collaborative monitoring system?

Component

Ineffective

Emerging

Proficient

Distinguished

3.a. Helps design and implement a collaborative monitoring system to assess student’s academic success and supports achievement of their academic goals.

Rarely provides evidence of monitoring systems in place.

Attempts to use and/or partial development of monitoring systems that may be appropriate to the school or students.

Develops and/or implements effective monitoring systems and consistently utilizes them to monitor and support student and school success.

Integrates a comprehensive monitoring system using individual student data and other early warning signs to identify at-risk students. Processes and procedures are in place to support these students.

3.b. Uses data to reflect and guide program improvement.

Uses no data to guide program changes.

Uses data on a limited basis for school counseling program design and improvement.

Uses data effectively for school counseling program design and improvement and to determine future school counseling activities and interventions.

Efficiently uses data s to proactively design school counseling program in collaboration with other stakeholders.

3. c. Develops and implements a plan to evaluate the counseling program.

Counselor has no plan to evaluate the program or resists suggestions that such an evaluation is important.

Counselor has a rudimentary plan to evaluate the counseling program.

Counselor’s plan to evaluate the program is organized around clear goals and the collection of evidence to indicate the degree to which the goals have been met.

Counselor’s evaluation plan is highly sophisticated, with imaginative sources of evidence and a clear path toward improving the program on an ongoing basis.

Possible evidence: Program audit Staff or student survey Collects, evaluates, and shares data with stakeholders on a continuing basis Documentation of student/parent communication.

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Standard 4 for School Counselors: Leadership and Advocacy

The School Counselor is a student advocate, leader, collaborator and systems change agent.

Guiding Questions: How does the school counselor show leadership and advocacy in the school? How does the school counselor collaborate with stakeholders for systemic change? When given an opportunity, does the school counselor provide professional development for staff? Does the school counselor facilitate or attend SST?

Component

Ineffective

Emerging

Proficient

Distinguished

4.a. Collaborates with school administration to create a culture of positive advocacy for students.

Does not communicate or collaborate with school administration, or advocate for students in a positive and productive manner.

Minimally collaborates with school administration in attempt to advocate for students, with partial success.

Collaborates with school administration and takes a leadership role in promoting a culture of positive advocacy for students.

Collaborates with school administration and takes a leadership role in promoting a culture of positive advocacy for students both within and outside the school community.

4.b. Advocates for the success of all students by actively engaging other stakeholders in school teams that provide individualized student supports.

Rarely attends team meetings for students on caseload and/or is not adequately prepared to support the development of effective student academic or support plans.

Demonstrates limited consultation and collaboration with parents, teachers, administrators and other team members.

Prepares in advance by examining and analyzing individual student data and regularly participates in student support teams. Advocates for individualized plans, resources and service to support student success. Engages stakeholders in respectful communication that supports student success.

Partners with school staff, parents and community stakeholders to ensure appropriate student support teams are in place and aligned with best practices. Knows and uses an effective consultation model with corresponding data in working with these partners. This includes the development and implementation of action plans.

4.c. Uses qualitative and/or quantitative data to recommend systemic change in policy and practices that limit or inhibit equity, access or academic achievement.

Cannot articulate or locate school policy/practices. Misinterprets policy when approached by others with concerns of fairness. Minimal evidence of advocating for policy or practice change to improve student success.

Has a basic knowledge of school policies and practice. Occasionally uses data to inform recommendations.

Demonstrates clear understanding of school policies and practice. Consistently uses data to design recommendations which promote academic achievement.

Displays extensive knowledge of both school and district policies and practices. Uses data to drive recommendations that shape policy and practices for systemic improvement aimed at improving student success.

Possible evidence: Documentation of participation in conversations about possible changes to school policy and district practices. Documentation of participation with various school stakeholders Advocacy plan Staff meeting agendas, SST minutes, emails, attendance logs Documentation of initiating activities/programs to further enhance systems

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Standard 5 for School Counselors: Professional Responsibilities

The School Counselor assumes responsibilities for his/her professional growth, aimed at improving the school counseling program and professional practices that adhere to ethical standards, school policies, and laws, and the development of the school counseling profession. Guiding Questions:

Does the school counselor reflect on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender and learning differences to build stronger relationships.

Is the school counselor able to be personable and collaborative with students, parents and staff? Does the school counselor adhere to professional and ethical standards? Does the school counselor show or reflect cultural awareness in his/her counseling activities?

Component

Ineffective

Emerging

Proficient

Distinguished

5.a. Engages in meaningful and appropriate professional learning opportunities to improve skills, knowledge, and practices.

Rarely engages in professional learning opportunities.

Engages in professional learning opportunities, but demonstrates little or no implementation of new knowledge and skills.

Engages in professional learning opportunities based on self-assessment. Implements new knowledge and skills.

Initiates and pursues professional learning opportunities and actively shares expertise with others. Engages in professional networking activities and regularly reviews school counseling research, articles, and journals.

5.b. Demonstrates knowledge of legal and ethical rights and responsibilities.

Demonstrates inadequate knowledge of federal, state, and district regulations and policies.

Demonstrates limited understanding of federal, state, and district regulations and policies.

Demonstrates thorough understanding and fully complies with federal, state, and district regulations and policies. Conducts self in a professional and ethical manner when dealing with students, families and colleagues.

Demonstrates an understanding of the larger context of public education policy by staying abreast of changing laws and ethical standards, through literature, professional development or activities. Models the highest legal and ethical standards, ensuring that professional practices support the success of all students and supports their individual rights.

5.c. Reflects on practice.

Counselor does not reflect on practice, or the reflections are inaccurate or self-serving.

Counselor’s reflection on practice is moderately accurate and objective without citing specific examples and with only global suggestions as to how it might be improved.

Counselor’s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Counselor makes some specific suggestions as to how the counseling department might be improved.

Counselor’s reflection is highly accurate and perceptive, citing specific examples that were not fully successful for at least some students. Counselor draws on an extensive repertoire to suggest alternative strategies.

5.d. Maintains records and submits them in a timely fashion.

Counselor’s reports, records and documentation are missing, late, or inaccurate, resulting in confusion.

Counselor’s reports, records and documentation are generally accurate but occasionally are late.

Counselor’s reports, records and documentation are accurate and are submitted in a timely manner.

Counselor’s approach to record keeping is highly systematic and efficient and serves as a model for colleagues in other schools.

5.e. Communicates with families and staff.

Counselor provides no information to families, either about the counseling program as a whole or about individual students.

Counselor provides limited though accurate information to families about the counseling program as a whole and about individual students.

Counselor provides thorough and accurate information to families about the counseling program as a whole and about individual students.

Counselor is proactive in providing information to families about the counseling program and about individual students through a variety of means.

5.f. Participates in a professional community.

Counselor’s relationships with colleagues are negative or self-serving, and counselor avoids being involved in school and district events and projects.

Counselor’s relationships with colleagues are cordial, and counselor participates in school and district events and project when specifically requested.

Counselor participates actively in school and district events and projects and maintains positive and productive relationships with colleagues, including PLCs.

Counselor makes a substantial contribution to school and district events and projects and assumes leadership with colleagues, including PLCs.

Possible evidence: Documentation of professional membership (such as ASCA/OSCA) Professional growth goals Self-reflection that may include peer feedback and case study Documentation of professional conference attendance Participation in professional development related to cultural competency

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Special Education Teachers

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Special Education Teachers

Domain 1 for Special Education Teachers: Planning and Preparation

Component Ineffective Emerging Proficient Distinguished 1a: Demonstrates knowledge of content, pedagogy, and individualized techniques for students with disabilities

The special education teacher’s plans and practice display little knowledge of the content, prerequisite relationships between different aspects of the content, or the instructional practices specific to remediation techniques, which would address academic deficits in student performance.

The special education teacher’s plans and practice reflect some awareness of the important concepts in the discipline, prerequisite relationships between them, and instructional practices, which would provide remediation for academic deficits in student performance.

The special education teacher’s plans and practice reflect solid knowledge of the content, prerequisite relationships between important concepts, and the instructional practices specific to remediation techniques, which would result in enhanced academic and/or behavioral performance within that subject area.

The special education teacher’s plans and practice reflect extensive knowledge of the content and pedagogy for effective lesson delivery to students with special needs. The special education teacher actively builds upon knowledge of best practices for educational remediation of students of varying functional levels and diverse disabilities with focused attention on remediation techniques that could facilitate enhanced student performance in the subject area under study.

1b: Demonstrates knowledge of students

The special education teacher demonstrates little or no knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, special needs, and characteristics of the areas of disability, and does not seek such understanding.

The special education teacher indicates the importance of understanding students’ backgrounds, cultures, skills, language proficiency, interests, special needs, and characteristics of the areas of disability, and attains this knowledge for the class as a whole.

The special education teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, special needs, and characteristics of the areas of disability, and attains this knowledge for groups of students.

The special education teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, special needs and characteristics of the areas of disability from a variety of sources, and attains this knowledge in order to meet the individual student needs assigned to his/her caseload.

1c: Sets appropriate instructional outcomes

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.

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.

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.

Instructional outcomes are stated as goals that can be assessed, reflecting rigorous learning and curriculum standards, 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.

1d: Demonstrates knowledge of resources

The special education teacher demonstrates little or no familiarity with resources to enhance instructional knowledge to use in teaching or to provide individualized instruction to facilitate enhanced performance. The special education teacher does not seek such knowledge.

The special education teacher demonstrates some familiarity with resources available through the school or district, including materials, technology, and other specialists, to enhance instructional knowledge, to use in teaching, or provide individualized instruction to facilitate enhanced student performance. The special education teacher does not seek to extend such knowledge.

The special education teacher is fully aware of the resources available through the school or district, including materials, technology, and other specialists, to enhance instructional knowledge, to use in teaching, or for use in delivering individualized instruction to facilitate enhanced student performance.

The special education teacher seeks out resources in and beyond the school or district, including materials, technology, and other specialists, in professional organizations, on the Internet, and in the community to enhance instructional knowledge, to use in teaching, and for use in delivering individualized instruction to facilitate enhanced student performance.

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1e: Designs coherent instruction

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.

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.

The special education teacher coordinates knowledge of content, students’ needs, and resources to design 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.

The special education teacher coordinates knowledge of content, students, and resources to design 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.

1f: Designs student assessments

The special education teacher’s plan for assessing student learning contains no clear criteria or standards, is poorly aligned with the instructional outcomes, or is inappropriate for many students. The results of assessment have minimal impact on the design of future instruction.

The special education teacher’s plan for student assessment is partially aligned with the instructional outcomes, without clear criteria, and not appropriately designed to address all student needs. The special education teacher intends to use assessment results to plan for future instruction for the students participating in the instructional activity.

The special education teacher’s plan for student assessment is aligned with the instructional outcomes, uses clear criteria, and is appropriate for the educational needs of students. The special education teacher intends to use assessment results to plan for future instruction as derived from student performance.

The special education teacher’s plan for student assessment is fully aligned with the instructional outcomes, with clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies may have been adapted to be sensitive to the individual needs as delineated within the IEPs, and the special education teacher intends to use assessment results to plan future instruction based upon performance criteria.

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Domain 2 for Special Education Teachers: Classroom Environment

Component Ineffective Emerging Proficient Distinguished 2a: Creates an environment of respect and rapport

Classroom interactions, both between the teacher and students and among students, are negative, inappropriate, or insensitive to students’ cultural backgrounds, and characterized by sarcasm, put-downs, or conflict.

Classroom interactions, both between the teacher and students and among students, are generally appropriate and free from conflict, but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences among students.

Classroom interactions, both between teacher and students and among students, are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students.

Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students’ cultures and levels of development. Students themselves ensure high levels of civility among members of the class.

2b: Establishes a culture for learning

The classroom 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.

The special education teacher’s 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 special education teacher and students appear to be only “going through the motions.”

The classroom culture is characterized by high expectations for all students and genuine commitment to the subject by both special education teacher and students, with students demonstrating pride in their work.

High levels of student energy and the special education teacher passion for the subject create a culture for learning in which everyone shares a belief in the importance of the subject and all students hold themselves to high standards of performance for example, by initiating improvements to their work.

2c: Manages classroom procedures

Much instructional time is lost because of inefficient instructional routines and procedures for transitions, handling of supplies, and performance of non-instructional duties.

Some instructional time is lost due to inefficient instructional routines; procedures for transitions, handling of supplies, and performance of non-instructional duties are only partially effective.

Little instructional time is lost as a result of instructional routines, students are provided with direct instruction to facilitate increasing levels of independence, and incorporates tools/supports to facilitate efficient procedures for transitions, organized handling of supplies, and execution of non-instructional duties incorporating student participation.

Students contribute to the operation of classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties with diminishing levels of instructional guidance to encourage student independence in the management of classroom procedures.

2d: Manages student behavior

There is no evidence that standards of conduct have been established, and little or no special education teacher monitoring of student behavior has been provided. Response to student misbehavior is repressive or disrespectful of student dignity.

It appears that the special education teacher has made an effort to provide instruction on the standards of conduct for students. The special education teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior.

Standards of conduct appear to be clear to students, and the special education teacher monitors student behavior against the standards which instruction has been provided. The special education teacher’s response to student misbehavior is appropriate and instructionally relevant, while respecting the students’ dignity.

Standards of conduct are clear, with evidence of student participation in setting them. The special education teacher’s monitoring of student behavior follows a diminishing level of direct interventions, and the special education teacher’s response to student misbehavior is sensitive to individual student needs. Students take an active role in monitoring their performance against the grade level standards of behavior, as well as the functioning level of the students involved.

2e: Organizes physical space

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.

The classroom is safe, and essential learning is accessible to most students; the special education teacher’s use of physical resources, including computer technology, is moderately effective. The special

The classroom is safe, and learning is accessible to all students; the special education teacher ensures that the physical arrangement is appropriate for the learning activities and accommodates for the special

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

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education teacher 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.

needs of the students involved in the lessons. The special education teacher makes effective use of physical resources, including computer technology as appropriate based on the intended learning objectives.

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.

Domain 3 for Special Education Teachers: Instruction

Component Ineffective Emerging Proficient Distinguished 3a: Communicates with students

Expectations for learning, directions and procedures, and explanations of content are unclear or confusing to students. The special education teacher’s use of language contains errors or is inappropriate for students’ cultures or levels of development.

Expectations for learning, directions and procedures, and explanations of content are clarified after initial confusion; the special education teacher’s use of language is correct, but may not be completely appropriate for students’ cultures or levels of development.

Expectations for learning, directions and procedures, and explanations of content are clear to students. Communication is appropriate for students’ cultures and levels of development.

Expectations for learning, directions and procedures, and explanations of content are clear to students. The special education teacher’s oral and written communication is clear and expressive, appropriate to students’ cultures and levels of development, and anticipates possible student misconceptions.

3b: Use of questioning and discussion techniques

The special education teacher’s questions are low-level or below the students’ functioning levels, resulting in limited student participation, and encouraging recitation rather than discussion.

Some of the special education teacher’s questions elicit a thoughtful response extending student understanding to a more advanced level, but most are low-level and posed in rapid succession. The special education teacher’s attempts to engage all students in the discussion are only partially successful.

Most of the special education teacher’s questions have been targeted to extend student performance and the special education teacher allows sufficient time for students to answer. Student participation in the discussion has been extended to attain educational objectives, with the special education teacher stepping aside to encourage independent performance as appropriate.

Questions reflect high expectations and are culturally and developmentally appropriate as aligned with student functioning levels. Students participate in formulating many of the high-level questions with diminishing levels of support and accommodate to ensure that all voices are heard.

3c: Engages students in learning

Activities and assignments, materials, and groupings of students are inappropriate for the instructional outcomes or students’ cultures or levels of understanding, resulting in little intellectual engagement. The lesson has no structure or is poorly paced.

Activities and assignments, materials, and groupings of students are partially appropriate for the instructional outcomes or students’ cultures or levels of understanding, resulting in moderate intellectual engagement. The lesson has a recognizable structure but is not fully maintained.

Activities and assignments, materials, and groupings of students are fully appropriate for the instructional outcomes and students’ cultures and levels of understanding. All students are engaged in work of a high level of rigor. The lesson’s structure is coherent, with appropriate pace.

Students, throughout the lesson, are highly intellectually engaged in significant learning and make material contributions to the activities, student groupings, and materials. The lesson is adapted as needed to the needs of individuals, and the structure and pacing allow for student reflection and closure.

3d: Use of assessment in instruction

Assessment is not used in instruction, either through monitoring of progress by the special education teacher or students, or feedback to students. Students are not aware of the assessment criteria used to evaluate their work.

Assessment is occasionally used in instruction, through some monitoring of progress of learning by the special education teacher 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 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.

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.

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3e: Demonstrates flexibility and responsiveness

The special education teacher adheres to the instructional plan, even when a change would improve the lesson or address students’ lack of interest or motivational level. The special education teacher brushes aside student questions or is unresponsive to student challenges when difficulties are experienced; the special education teacher blames the students or their home environment rather than adjusting the instructional activity.

The special education teacher attempts to modify the lesson when needed and is responsive to student questions, with moderate success. The special education teacher accepts responsibility for student success, but has only a limited repertoire of strategies to draw upon when flexibility of instruction is necessary.

The special education teacher promotes the successful learning of all students, making adjustments as needed to instruction plans and accommodating student questions, individual needs, and interests.

The special education teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests. The special education teacher ensures the success of all students, using an extensive repertoire of instructional strategies.

3f. Use of data Data is not collected or available for the development of an individual education plan.

Data collection is inconsistent or lacks the frequency necessary to develop individual education plans that guide instruction or other services for students.

The special education teacher collects data to develop student goals, creating clear individual education plans that are effective in guiding appropriate instruction or other services for students.

The special education teacher collects data to develop student goals, creating clear individual education plans that are effective and efficient in guiding appropriate instruction or other services for students.

Domain 4 for Special Education Teachers: Professional Responsibilities

Component Ineffective Emerging Proficient Distinguished 4a: Reflects on teaching

The special education teacher does not accurately assess the effectiveness of the lesson, and has no ideas about how the lesson could be improved

The special education teacher provides a partially accurate and objective description of the lesson, but does not cite specific evidence. The special education teacher makes only general suggestions as to how the lesson might be improved.

The special education teacher provides an accurate and objective description of the lesson, citing specific evidence. The special education teacher makes some specific suggestions as to how the lesson might be improved.

The special education teacher’s reflection on the lesson is thoughtful and accurate, citing specific evidence. The special education teacher draws on an extensive repertoire to suggest alternative strategies and predicting the likely success of each instructional objective.

4b: Maintains accurate records

The special education teacher’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 special education teacher’s systems for maintaining both instructional and non-instructional records are rudimentary and only partially effective impacting the accuracy of IEP management.

The special education teacher’s systems for maintaining both instructional and non-instructional records are accurate, aligned to identified objectives, and effective in monitoring student performance against IEP management.

The special education teacher’s systems for maintaining both instructional and non-instructional records are accurate aligned to identified objectives, and effective in monitoring student performance against IEP management. Students are encouraged to contribute to data collection in measurement of their educational performance.

4c: Communicates with teachers, paraprofessionals, administrators and families

The special education teacher’s communication with all relevant stakeholders (teachers, paraprofessionals, administrators, and families) about the instructional program or about individual students is sporadic or declines to provide background material when requested. The special education teacher makes no

The special education teacher adheres to school procedures for communicating with stakeholders (teachers, paraprofessionals, administrators, and families) and provides background materials when requested by the stakeholders (teachers, paraprofessionals, administrators, and families); yet, communications do not fully

The special education teacher communicates frequently with stakeholders (teachers, paraprofessionals, administrators, and families) and successfully engages them about the instructional program. Information to stakeholders (teachers, paraprofessionals, administrators, and families) about individual students is conveyed in an effective

The special education teacher’s communication with stakeholders (teachers, paraprofessionals, administrators, and families) is highly accurate and conveys relevant information regarding student programming. The special education teacher successfully engages families in the instructional program, student progress and planning for the future.

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attempt to engage stakeholders (teachers, administration, and families) in the instructional program.

address the needs of the students and program issues involved.

manner.

4d: Participates in a professional community

The special education teacher avoids participating in a professional community or in school and district events and projects; relationships with colleagues are negative or self-serving.

The special education teacher becomes involved in the professional community and in school and district events and projects when specifically asked; relationships with colleagues are cordial.

The special education teacher participates actively in the professional community. Additionally, the special education teacher is an active participant in school and district events and projects. The special education teacher maintains positive and productive relationships with colleagues.

The special education teacher makes a substantial contribution to the professional community, inclusive of school and district events and projects, and assumes a leadership role among the faculty.

4e: Grows and develops professionally

The special education teacher does not participate in professional development activities and makes no effort to share knowledge with colleagues. The special education teacher is resistant to feedback from supervisors or colleagues.

The special education teacher participates in professional development activities that are convenient or are required, and makes limited contributions to the profession. The special education teacher accepts, with some reluctance, feedback from supervisors and colleagues.

The special education teacher 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 special education teacher welcomes feedback from supervisors and colleagues.

The special education teacher actively pursues professional development opportunities and initiates activities to contribute to the profession. In addition, the special education teacher seeks feedback from supervisors and colleagues.

4f: Shows professionalism

The special education teacher displays dishonesty in interactions with colleagues, students, and the public. Teacherisnotalerttostudents’needsandcontributestopracticesthat are self-serving or harmful to studentsThe special education teacher fails to comply with school and district regulations and time lines

The special education teacher is honest in interactions with colleagues, students, and the public. Teacher attempts to serve student are limited. Teacher does not knowingly contribute to some students’ being ill served by the school. Teacher’s decisions and recommendations are based on limited but genuinely professional considerations. Teachercompliesminimallywithschoolanddistrictregulations,doingjustenoughtogetby.

The special education teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. Teacher maintains an open mind in team or departmental decision making. Teacher complies fully with school and district regulations.

The special education teacher takes a leadership role with colleagues and can be counted on to hold to the highest standards of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved, are honored in the school. Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. .Teacher complies fully with school and district regulations, taking a leadership role with colleagues.

4g. Adheres to special education procedures

The special education teacher has vague or inaccurate knowledge of and rarely adheres to applicable laws, policies, regulations, and special education procedures including assessment and evaluation procedures; often makes critical errors in procedures or documentation and fails to complete most student assessments and evaluations on time or at all. The special education teacher provides an insufficient level of service in case management responsibilities

The special education teacher has incomplete knowledge of and sometimes adheres to applicable laws, policies, regulations and special education procedures, including assessment and evaluation procedures; makes errors in paperwork and does not complete all student assessment and evaluations on time. The special education teacher provides a minimal level of service in case management responsibilities (basic IEP meeting preparation, proctoring accommodated testing only as

The special education teacher has knowledge of and adheres to applicable laws, policies, regulations and procedures, including assessment and evaluation procedures; maintains accurate documentation, completing student assessments and evaluations within required timelines. The special education teacher efficiently fulfills case management responsibilities (IEP meetings are well planned/prepared, proctoring accommodated testing, relevant consultative supports are

The special education teacher has extensive comprehensive knowledge and adheres to applicable laws, policies, regulations and special education procedures, including assessment and evaluation procedures; maintains accurate documentation, completing all student assessments and evaluations within required timelines. The special education teacher comprehensively fulfills case management responsibilities (IEP meetings are thoughtfully planned/prepared taking into consideration feedback from both the school team and the parents, proctoring accommodated testing, partnering with

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(IEP meeting are not prepared, testing accommodations are not provided, consultative supports are not delivered and ineffective utilization of paraprofessional personnel).

directed, limited consultative supports for general education staff, and inefficient utilization of paraprofessional personnel).

provided for general education staff, and effective utilization of paraprofessional personnel).

general education staff in the provision of both special and regular educational instruction, and ensures sound utilization of paraprofessional personnel by providing training and support in the implementation of educational programming).

4h. Works with support staff

Support personnel are not used efficiently and the special education teacher has little knowledge of external support programs and when to refer students.

Support personnel are underutilized to cover the students on the special education caseload with holes in their schedule or assigned to support students where power struggles or missed learning time occurs. The special education teacher misses opportunities to access external support.

The special education teacher utilizes support personnel to support students on the special education caseload and uses knowledge of external supports to refer students efficiently and effectively.

Support personnel are scheduled effectively to support students on the special education caseload and based on their individual strengths. The special education teacher uses knowledge of external supports to refer students efficiently and effectively.

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Speech Language Pathologists

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Speech Language Pathologists

Domain 1 for Speech Language Pathologists: Planning and Preparation

Component Ineffective Emerging Proficient Distinguished

1a: Knowledge and skill in SLP therapy, knowledge of students’ interests & cultural heritage, and knowledge of students’ goals and objectives

SLP demonstrates little or no knowledge and skill in the therapy area; displays no knowledge of students’ interests or cultural heritage SLP is unaware of students’ goals and objectives.

SLP demonstrates basic knowledge and skill in the therapy area; displays little knowledge of the interests or cultural heritage of each student; SLP has a general understanding of students’ goals and objectives.

SLP demonstrates thorough knowledge and skill in the therapy area; displays knowledge of the interests or cultural heritage of each student and respects diversity. SLP has a solid understanding of students’ goals and objectives and how to incorporate them into instruction.  

SLP demonstrates extensive knowledge and skill in the therapy area; displays knowledge of the interests or cultural heritage of each student, respects diversity and infuses cultural awareness in the therapy session; has a solid understanding of students’ goals and objectives as they apply to the therapy session and sought to correct any deficiencies.

1b: Establishing goals for the therapy program appropriate to the setting and the students served

SLP has no clear goals for the therapy program, or they are inappropriate to either the situation or the age of the students. Goals are either not specific or reasonable.

SLP’s goals for the therapy program are rudimentary and are partially suitable to the situation and to the age of the students. Goals are only moderately specific/measurable.

SLP’s goals for the therapy program are clear and appropriate to the situation in the school and to the age of the students. All goals are clear, written in the form of student learning, and include viable methods of assessment.

SLP’s goals for the therapy program are highly appropriate to the situation in the school and to the age of the students and have been developed following consultations with administrators, teachers, and other specialists. All goals are clear, written in the form of student learning, and include viable methods of assessment, with data collection systems developed prior to implementation.

1c: Demonstrating knowledge of district, state, and federal regulations and guidelines

SLP demonstrates little or no knowledge of special education laws and procedures.

SLP demonstrates basic knowledge of special education laws and procedures.

SLP demonstrates thorough knowledge of special education laws and procedures.

SLP’s knowledge of special education laws and procedures is extensive; SLP takes a leadership role in reviewing and revising district policies.

1d: Demonstrating knowledge of resources, both within and beyond the school and district

SLP demonstrates little or no knowledge of resources for students available through the school or district.

SLP demonstrates basic knowledge of resources for students available through the school or district.

SLP demonstrates thorough knowledge of resources for students available through the school or district and some familiarity with resources outside the district.

SLP demonstrates extensive knowledge of resources for students available through the school or district and in the larger community.

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1e: Planning the therapy program, integrated with the regular school program, to meet the needs of individual students

Therapy program consists of a random collection of unrelated activities, lacking coherence or an overall structure. Lacks a recognition that the provision of service delivery may need to change based on eligibility and student enrollment. SLP resists suggestions that such revisions may be indicated.

SLP’s plan has a guiding principle and includes a number of worthwhile activities, but some of them don’t fit with the broader goals. SLP anticipates the needs for revision. The SLP requires assistance in making adjustments and guidance in revisiting the plan.

SLP has developed a plan that includes the important aspects of work in the setting. SLP anticipates the needs for revision and makes those adjustments. The SLP’s plan is organized around clear goals, is evidence-based, and correlates to the goals of the students being served.

SLP’s plan is detailed, highly coherent, collaborative, and serves to support students individually, within the broader educational program.

1f: Developing a plan to evaluate the therapy program

SLP has no plan to evaluate the program or resists suggestions that such an evaluation is important.

SLP has a rudimentary plan to evaluate the therapy program.

SLP’s plan to evaluate the program is organized around clear goals and the collection of evidence to indicate the degree to which the goals have been met.

SLP’s evaluation plan is highly sophisticated, with imaginative sources of evidence and a clear path toward improving the program on an ongoing basis. Utilizes multiple sources of evidence, and establishes a clear path toward improving the service delivery on an ongoing basis based upon the needs of the student in the learning environment.

Domain 1: Planning and Preparation Whatitmightlooklike:1a: Knowledge and skill in SLP therapy, knowledge of students’ interests & cultural heritage, and knowledge of students’ goals and objectives

• SLPplanstouseanAugmentative/AlternativeCommunication(AAC)systemconsistingofvoiceoutputdevices,picturecommunicationboard,andsignlanguageforalessonwithastudentwhoisnon‐verbal.

• InteachingstudentswithbotharticulationandlanguagedisorderstheSLPworksonskillsfromeachdisorderareawithinasession.• SLPplanslessonsthatdemonstrateknowledgeofcommoncorestatestandardsandclassroomexpectations.

1b.Establishing goals for the therapy program appropriate to the setting and the students served

• SLPmaintainsastudentinformationsheetinhis/herlogbookforeachstudentcontaininginformationregardingspecialneeds,medicalissues,languageproficiency,andculture.

• SLPplansalessoncontainingvisualsupports(i.e.,picturecommunicationboard,pictureschedule,worksystem,etc.)topromotecommunicationinstudentsdiagnosedwithautismspectrumdisorders(ASDs).

1c.Demonstrating knowledge of district, state, and federal regulations and guidelines

• SLPusesassessmentinformationandconsidersthecorrespondinggrade‐levelacademicstandardswhentodevelopingIEPgoals.• TheSLPsetsinstructionaloutcomesforthestudentintheareaofstutteringbasedonthetypesofstutteredwordsorpartsofwords.• SLPhasaplanforgatheringdataacrossschoolsettingsforstudentsasstudentsgeneralizeskillsfromtherapytotheclassroom.

1d.Demonstrating knowledge of resources, both within and beyond the school and district

• SLPindependentlyconductsresearchregardingtheuseofaugmentative/alternativecommunicationwithstudentsdiagnosedwithautismspectrumdisorderstoexpandhis/herknowledgeinthisarea.

• SLPshareseffectivestrategiestoaddressstutteringintheregulareducationclassroom/generaleducationcurriculumwithcolleagues.1e.Planning the therapy program, integrated with the regular school program, to meet the needs of individual students

• SLPallotsanappropriateamountoftimetoaddressallcomponentsofthespeech/languagelessonplan(i.e.,introduction,opportunityforguidedandindependentpracticeofestablishedspeech/languagesupportgoals,andclosure).

• SLPcreatesinstructionalplansthatareinstructionallysound,basedonthediagnosedspeechandlanguageproblem,andallowthestudenttomakeprogress.

• SLPselectsappropriateinstructionalsetting(i.e.pushinpullout,orcombination)toallowstudenttomakeprogress.1f.Developing a plan to evaluate the therapy program

• SLPconsistentlycollectsassessmentdatafromavarietyofsources,includingprogressmonitoringdata,teacherinput,parentinput,diagnosticassessments,andclassroom‐basedassessments.

• SLPconsistentlyreviewsstudentdataandadjustsplansforinstructionaccordingly.

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Domain 2 for Speech Language Pathologists: Environment

Component Ineffective Emerging Proficient Distinguished

2a: Establishing rapport with students

SLP’s interactions with students are negative or inappropriate; students appear uncomfortable in the testing and instructional settings. SLP is insensitive to students’ ages, cultural backgrounds, and developmental levels.

SLP’s interactions are a mix of positive and negative; the SLP’s efforts at developing rapport are partially successful. Students appear to be moderately comfortable in the instructional setting.

SLP’s interactions with students are positive and respectful; students appear comfortable in the testing and instructional settings. Interactions also reflect genuine caring and empathy for the needs of the students.

Students seek out the SLP, reflecting a high degree of comfort and trust in the relationship. Interactions between SLP and the students are positive, respectful, and incorporate individual needs as appropriate. Students demonstrate behavior aligned with the expectations that have been established within the instructional setting. Students cooperate during expected tasks and/or implement acquired skills.

2b: Organizing time effectively

SLP exercises poor judgment in setting priorities, resulting in confusion, missed deadlines, and conflicting schedules. Much time is lost during transitions.

SLP’s time-management skills are moderately well developed; essential activities are carried out, but not always in the most efficient manner. Transitions are sporadically efficient, resulting in some loss of instructional time.

SLP exercises good judgment in setting priorities, resulting in clear schedules and important work being accomplished in an efficient manner. Transitions occur smoothly, with little loss of instructional time.

SLP demonstrates excellent time-management skills, accomplishing all tasks in a seamless manner; teachers and students understand their schedules. Transitions are seamless, students assuming some responsibility for efficient operation.

2c: Establishing and maintaining clear procedures for referrals

No procedures for referrals have been established; when teachers want to refer a student for special services, they are not sure how to go about it.

SLP has established procedures for referrals, but the details are not always clear.

Procedures for referrals and for meetings and consultations with parents and administrators are clear to everyone.

Procedures for all aspects of referral and testing protocols are clear to everyone and have been developed in consultation with teachers and administrators.

2d: Managing student behavior

No standards of conduct have been established, and SLP disregards or fails to address negative student behavior during evaluation or treatment.

Standards of conduct appear to have been established for the testing and instructional settings. SLP’s attempts to monitor and correct negative student behavior during evaluation and treatment are partially successful.

Standards of conduct have been established for the testing and instructional settings. SLP monitors student behavior against those standards; response to students is appropriate and respectful.

Standards of conduct have been established for the testing and instructional settings. SLP’s monitoring of students is subtle and preventive, and students engage in self-monitoring of behavior. SLP respects the students’ dignity and is sensitive to students’ individual needs.

2e: Organizing physical space for testing of students and providing therapy

The testing and instructional setting is disorganized and poorly suited to working with students. No attempt is made to modify available space or to find alternative space. Materials are rarely available and/or inappropriate for the student’s level.

The testing and instructional setting is moderately well organized and moderately well suited to working with students. SLP makes some attempt to modify available space or to find alternative space. Materials are sometimes available.

The testing and instructional setting is well organized; SLP adapts or modifies the available space to meet the need of the students or finds an alternative space. Materials are available when needed.

The testing and instructional setting is highly organized and is inviting to students. SLP effectively adapts/modifies the available space to meet the needs of students or find alternative space. Materials are convenient when needed.

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Domain 2: Environment What it might look like: 2a.Establishing rapport with students

• SLPdemonstratesanddiscusses,andinvolvesstudentsinmodelinghowtobepolite,howtotaketurns,howtoshowencouragementandrespecttooneanother,andotheractivelisteningstrategies.

• Studentsroutinelycanidentifyorexplaintheirindividualspeechandlanguagegoals,whengivensimplepromptsorquestions.2b.Organizing time effectively

• Studentsroutinelycanidentifyorexplaintheirindividualspeechandlanguagegoals,whengivensimplepromptsorquestions.• TheSLPteachesandconsistentlyreinforcesthathavingaspeechand/orlanguageproblemisdifferentforeachstudentandthatwerespecteach

other’scorrectandincorrectresponsesinthegroup.SLProutinelyprovidesindividualizedmodelsofcorrectspeechproduction,andelicitsself‐correctionsfromstudents;theydiscussandpracticedirectconnectionsofimprovedspeechandlanguagewithclassroomcurriculumandpracticalorvocationalsituationswithteacherdirection.Basedoneducationalbackgroundandexperienceregardingastudent’sability,theSLPhasconsistentexpectationsforprogress.

2c.Establishing and maintaining clear procedures for referrals

• SLPhasmaterialsorganizedandreadyforuseasgrouparrives.StudentsengageinroutineorpracticeactivitieswhilewaitingforSLPoranotherstudenttocompleteatask.

• SLPrarelyhastoreinstructduringthesessionregardingroutinesduetoconsistentimplementationofinstinctrulesandproceduresfortheoperationofthetherapysessions;classroomrulesandexpectations(visualsofapositivenaturesuchasposters,lists)arepostedforstudentreference.

2d.Managingstudentbehavior

• TheSLPimplementsspecificproceduresforwhenstudentsgoofftaskorarereluctanttodowork.SLPfollowsthebehaviormanagementsystemintheschool(s)serviced,andreinforcesthesystembyremindingstudentsandreferringtotheproceduresinapositivemanner(“Yousatnicelyandwaitedyourturn.”).

• SLPandstudentsareconsistentwithuseofuniversalhealthprecautions,suchasuseoftissues,andsanitizers,etc.,sinceitemsareplacedwherestudentscaneasilyreachthem

2e.Organizing physical space for testing of students and providing therapy

• SLPhasestablishedandconsistentlyenforcesrulesfortransitioninginandoutoftherapyroom,andSLPhasaddressedanypotentialsafetyhazardsorequipmentarrangementneeds.SLPandstudentsknowandpracticeevacuationprocedures(incaseoffire,bombscare…)andtheseproceduresareclearlypostedinroom.

• SLPhasorganizedthephysicalspacesothatfurniturearrangementfacilitatesgroupinteractions;therearenophysicalbarrierstoinstruction.SLPhasaddressedanyconcernsandhasappropriatesolutionsinplacewhichstudentsuseasdirected.

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Domain 3 for Speech Language Pathologists: Delivery of Service

Component Ineffective Emerging Proficient Distinguished

3a: Communicating with students

Students are not aware of the skill they are working on; language used is not appropriate for age of students or cognitive ability (no attempts made to clarify instruction)

SLP may clarify the task when questions are asked by restating directions in the same manner. SLP may tell students they are working on categorization without explaining what categorization is to the students.

SLP uses multiple modalities to demonstrate tasks and explain relevant vocabulary (uses visuals along with verbal explanations to explain task); SLP clearly states skill that will be worked on during the session (“Today you are working on…”)

SLP asks a student to explain a task to a peer; SLP uses a variety of modalities when demonstrating/ explaining tasks (SLP uses category cards with picture representation, paired with SLP verbal explanation and the physical demonstration of matching the cards into categories)

3b: Questioning and discussion techniques

SLP does not engage all students (some children appear to be off task); SLP only asks multiple choice questions or “what” questions

SLP does ask a range of questions but relies on lower level question (uses only concrete examples, no abstract, higher level thinking); SLP facilitates some peer interaction through discussion but does not allow students to develop their own questions for each other

SLP engages most students by asking a variety of questions and allows students to develop their own questions (SLP uses who, what, where, when and why open-ended questions to elicit higher level thinking); SLP involves all students in discussions and uses prompting strategies to encourage all students to participate (SLP says, “think of a question to ask…”).

Students initiate spontaneous extension of target skills through conversation; Adjustments in complexity are made as the students demonstrate success. SLP structures lessons and language usage to meet the students’ needs.

3c: Engaging students in learning

Rarely uses a variety of intervention strategies which provide regular opportunities for student to engage in the learning necessary to achieve goals and objectives.

Inconsistently uses a variety of intervention strategies which provide regular opportunities for student to engage in the learning necessary to achieve goals and objectives.

Uses a variety of intervention strategies which provide regular opportunities for student to engage in the learning necessary to achieve goals and objectives. Shares strategies with classroom staff and support specialists for generalization of language and speech skills.

Collaborates with instructional staff to integrate the use of strategies throughout educational environments which allow students to generalize language and speech skills and to achieve goals and objectives.

3d: Using assessment in instruction

SLP administers the same test regardless of the reason for referral (e.g. uses articulation assessment tool to assess language); SLP makes little or no effort to assess if students understand the skills being taught or modeled for them (little to none)

SLP provides inappropriate feedback on standardized assessments. (SLP often says “good job”); Students are aware they are being assessed within the session but not aware of their progress with skills

Clear evidence that a variety of assessments are used regularly with systematic monitoring of progress (oral responses, written responses, teacher observation, self-assessment); SLP provides examples of expected responses and uses other students to model accurate responses

SLP often asks students to evaluate themselves or peers within the session and allows for peer feedback (peers assess sound productions of peer and offer suggestions to remediate); SLP consistently and effectively assists students in setting rigorous goals, self-assessing, monitoring and taking responsibility for their progress (promotes self-monitoring skills and carryover of skills into academic setting)

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3e: Demonstrating flexibility and responsiveness

SLP adheres to the plan or goals, in spite of evidence of its inadequacy. SLP does not plan for transitions or provide closure between lesson/activities (jumps from one activity to another without explanation);

SLP makes modest changes in the student’s plan when confronted with evidence of the need for change. SLP is aware of student confusion but makes no attempts to clarify (SLP is aware students do not understand placement cues for sound production but does not clarify);

SLP makes revisions in the student’s plan when they are needed. SLP provides answers to students’ information seeking questions in an appropriate manner and time and answers the question;

SLP is continually seeking ways to improve the student’s plan and makes changes as needed in response to student, parent, or teacher input. SLP incorporates school and community events into therapy session (pragmatic lesson relating to upcoming dance-appropriate behavior, assembly-vocabulary, appropriate behavior);

Domain 3: Instruction What it might look like: 3a. Communicating with students

• SLP uses multiple modalities to demonstrate tasks and explain relevant vocabulary (uses visuals along with verbal explanation to explain task)

• SLP clearly states skill that will be worked on during the session (“Today you are working on…”) 3b. Questioning and discussion techniques

• Student initiate spontaneous extension of target skills through conversation • Adjustments in complexity are made as the students demonstrate success. SLP structures lessons and language usage to meet the

students’ needs. • Language utilized in sessions supports the academic vocabulary of the classroom.

3c. Engaging students in learning

• Students are prompted to suggest learning ideas for different modifications to teach different skills (students are involved in creating their own learning tasks)

• Students are given ample opportunity to practice and receive immediate corrective feedback

3d. Using assessment in instruction • Clear evidence that a variety of assessments are used regularly with systematic monitoring of progress (oral responses, written

responses, teacher observation, self‐assessment) • SLP provides examples of expected responses and uses other students to model accurate responses • SLPs cannot provide specific feedback on standardized assessments, they can however, praise effort and persistence.

3e. Demonstrating flexibility and responsiveness

• SLP says, “That’s an interesting idea; let’s see how it fits.” (in response to language activity) • SLP provides answers to students’ information seeking questions in an appropriate manner and time and fully answers the question 

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Domain 4 for Speech Language Pathologists: Professional Responsibilities

Component Ineffective Emerging Proficient Distinguished

4a: Reflecting on practice

SLP does not reflect on practice, or the reflections are inaccurate or self-serving.

SLP’s reflection on practice is moderately accurate and objective without citing specific examples, and with only global suggestions as to how it might be improved.

SLP’s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. SLP makes some specific suggestions as to how the therapy program might be improved.

SLP’s reflection is highly accurate and perceptive, citing specific examples that were not fully successful for at least some students. SLP draws on an extensive repertoire to suggest alternative strategies.

4b: Maintaining accurate records and an effective data-management system

SLP does not abide by mandated timelines (such as overdue IEPs); No evidence of data collection from lessons; does not complete progress reports as indicated in IEP. SLP’s data-management system is either nonexistent or in disarray; it cannot be used to monitor student progress or to adjust treatment when needed.

SLP abides by mandated timelines. Minimal data collection is evident. Progress reports are completed on time but lack specificity on student progress toward goals. SLP has developed a rudimentary data-management system for monitoring student progress and occasionally uses it to adjust treatment when needed.

SLP meets all timelines. Consistent data collection is evident for progress monitoring. Progress reports include specific student data toward annual goals. SLP has developed an effective data-management system for monitoring student progress and uses it to adjust treatment when needed.

SLP develops and shares with colleagues protocols that assist with organizing and maintaining data collection. Students contribute to collection of data as appropriate to their abilities. SLP has developed a highly effective data-management system for monitoring student progress and uses it to adjust treatment when needed. SLP uses the system to communicate with teachers and parents.

4.c.: Collecting information; writing reports

SLP neglects to collect important information on which to base student goals; reports are inaccurate or not appropriate to the audience.

SLP collects most of the important information on which to base student goals; reports are accurate but lacking in clarity and not always appropriate to the audience.

SLP collects all the important information on which to base student goals; reports are accurate and appropriate to the audience.

SLP is proactive in collecting important information, interviewing teachers and parents if necessary; reports are accurate and clearly written and are tailored for the audience.

4.d.: Communicating with families

SLP fails to communicate with families and secure necessary permission for evaluations or communicates in an insensitive manner.

SLP’s communication with families is partially successful; permissions are obtained, but there are occasional insensitivities to cultural and linguistic traditions.

SLP communicates with families and secures necessary permission for evaluations, doing so in a manner sensitive to cultural and linguistic traditions.

SLP secures necessary permissions and communicates with families in a manner highly sensitive to cultural and linguistic traditions. SLP reaches out to families of students to enhance trust.

4.e.: Participating in a professional community, including collaborating with teachers and administrators

SLP’s relationships with colleagues are negative or self-serving, and SLP avoids being involved in school and district events and projects. SLP is not available to staff for questions and planning and declines to provide background material when requested.

SLP’s relationships with colleagues are cordial, and SLP participates in school and district events and projects when specifically asked to do so. SLP is available to staff for questions and planning and provides background material when requested.

SLP participates actively in school and district events and projects and maintains positive and productive relationships with colleagues. SLP initiates contact with teachers and administrators to confer regarding individual cases.

SLP makes a substantial contribution to school and district events and projects and assumes a leadership role with colleagues. SLP seeks out teachers and administrators to confer regarding cases, soliciting their perspectives on individual students.

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4.f.: Growing and developing professionally

SLP does not participate in professional development activities, even when such activities are clearly needed for the development of skills.

SLP’s participation in professional development activities is limited to those that are convenient or are required.

SLP seeks out opportunities for professional development based on an individual assessment of need.

SLP actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as offering workshops to colleagues.

4.g.: Showing professionalism, including integrity, advocacy, and maintaining confidentiality

SLP displays dishonesty in interactions with colleagues, students, and the public and violates principles of confidentiality.

SLP is honest in interactions with colleagues, students, and the public, plays a moderate advocacy role for students, and does not violate norms of confidentiality.

SLP displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public and advocates for students when needed.

SLP can be counted on to hold the highest standards of honesty, integrity, and confidentiality and to advocate for students, taking a leadership role with colleagues.

Domain 4: Professional Responsibilities What it might look like:

4a. Reflecting on practice

• SLP consistently assesses the lesson’s effectiveness, & degree to which outcomes are met & can cite evidence to support the judgment. • SLP offers specific suggestions for lesson improvement.

4b. Maintaining accurate records and an effective data-management system

• SLP meets all timelines. • Consistent data collection is evident for progress monitoring. • Progress reports include specific student data toward annual goals

4c. Communicating with families

• SLP consistently initiates responses to families to inform the parent/guardian about the student and the instructional program. • SLP contacts are consistently culturally appropriate.

4d. Participating in professional learning community, including collaborating with teachers and administrators

• SLP is open in sharing expertise and materials with colleagues. • SLP volunteers for professional community opportunities and actively participates in the content, discussion and outcomes determined. • SLP works collaboratively with classroom teacher to utilize concepts, vocabulary and language of the classroom and support

generalization for skills learned in therapy across school settings.

4e. Growing and developing professionally • SLP actively seeks trainings reflective of current caseload needs and/or school district needs to meet the needs of the students. • Actively uses feedback to develop skills and improve own practice.

4f. Showing professionalism, including integrity, advocacy, and maintaining confidentiality

• SLP demonstrates professional behaviors at all times. • Confidentiality is maintained.

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District Nurses

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District Nurses

Standard 1 for District Nurses: Foundation and Planning

The District Nurse displays solid content knowledge and planning reflects an understanding of relationships and current research on best practices.  District Nurse displays knowledge of students’ developmental characteristics, skills, interests and their cultural heritage and varies his/her approaches in instruction and when appropriate. District Nurse recommends resources available within the community and has an in‐depth understanding of local, state, and federal regulations and policies.   

Guiding Questions:

Does District Nurse have knowledge of childhood illnesses that may impact safety and learning in school settings? Does District Nurse display knowledge of appropriate growth and development? Does District Nurse have knowledge of dealing with family interactions? Does District Nurse consistently maintain current medical knowledge? Does District Nurse develop and update Individual Health Plans and have knowledge of specialized educational needs regarding specific students’ health,

educational and safety needs? Does District Nurse respect and value students, staff and families? Does District Nurse interact with community health professionals using the HIPPA and FERPA guidelines?

Component Ineffective Emerging Proficient Distinguished

1.a. Knowledge of District Nursing, Students and Resources

District Nurse displays little understanding of prerequisite knowledge important for students’ medical needs and of team issues; s/he does not have good knowledge of special education.

District Nurse displays basic content knowledge of prerequisite learning and pedagogical knowledge, but knowledge is incomplete or inaccurate.

District Nurse displays solid content knowledge, planning reflects understanding of relationships and team practices reflect current research on best practices.

District Nurse displays extensive content knowledge, actively builds on knowledge of prerequisite relationships, and displays continuing search for best practice.

1.b. Local, State and Federal Policies and Regulations

District Nurse displays minimal knowledge of developmental characteristics of age group and is unfamiliar with learning styles, students’ skills and knowledge, cultural heritage and interests.

District Nurse has knowledge of developmental characteristics and general understanding of learning styles while recognizing the value of knowing students’ skills, interests and cultural heritage.

District Nurse displays knowledge of students’ developmental characteristics, skills, interests and cultural heritage and varies his/her approaches in instruction and planning when appropriate.

District Nurse consistently demonstrates and implements knowledge of all appropriate issues regarding the growth, development and instruction of the population served.

1.c. Knowledge of Characteristics of Students with Exceptionalities

District Nurse has limited knowledge of resources available in the district and community.

District Nurse displays awareness of local resources available to teachers, students and families.

District Nurse displays awareness of, utilizes, and recommends resources available within the district and community, to teachers, students and families.

District Nurse utilizes and promotes local and state resources and services. District Nurse anticipates requests for preventative and proactive resources and coordinates utilization of resources with teachers, students and families.

1.d. Planning and Preparation of Individual Health Plans

District Nurse displays little understanding of local, state and federal regulations and policies and/or does not utilize the information.

District Nurse displays basic understanding of local, state, and federal regulations and policies and can adequately utilize the information.

District Nurse displays an in-depth understanding of local, state, and federal regulations and policies. The information is utilized and/or presented in a meaningful and sensitive manner.

District Nurse consistently implements, and can clearly explain, local, state, and federal regulations and policies. The information is utilized and/or presented in a meaningful and sensitive manner.

Possible Evidence: District Nurse uses available current and reliable resources and information from the internet and national and community health organizations District Nurse interacts and connects well with staff, parents and community resources in meeting students’ needs District Nurse relates and communicates appropriately with students at their developmental level; is approachable

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Standard 2 for District Nurses: Health Services

The District Nurse is skillful in collaborating with students, parents, staff and community agencies while maintaining student confidentiality. District Nurse collaborates with parents, staff and agencies representing a wide variety of interests in developing evaluations, IEPs/504 plans. District Nurse provides needed equipment both in classrooms and in the health office to keep students and staff safe. Guiding Questions:

What strategies or actions does the District Nurse apply to help facilitate and increase collaboration with students, parents, school personnel and other community agencies?

What resources knowledge does the District Nurse have of community services and resources for parents, students and colleagues? Does the District Nurse maintain student confidentiality? Does the District Nurse provide a positive contribution to IEP/504s when appropriate? Does the District Nurse have a positive relationship with students, parents and staff? Does the District Nurse use resources effectively when assessing the needs of a student? Does the District Nurse anticipate and plan for classroom and school health needs of a student? Is the District Nurse knowledgeable about school health equipment and help to ensure student and staff safety?

Component Ineffective Emerging Proficient Distinguished

2.a. Collaboration with Staff, Students, and Parents

District Nurse displays little ability to collaborate with students, parents, school personnel and community agencies. Confidentiality is not adhered to.

District Nurse displays basic ability to collaborate with students, parents, school personnel and community agencies. Confidentiality is observed.

District Nurse is skillful in collaborating with students, parents, school personnel and community agencies while maintaining student confidentiality.

District Nurse is skillful and reflective in collaborating with students, parents, school personnel and community agencies, and maintains student confidentiality. District Nurse acts as a resource for parents and colleagues.

2.b. Applying an Interdisciplinary Approach

District Nurse displays little ability to collaborate with parents, colleagues, and other individuals representing a wide variety of agencies/interests in developing evaluations and IEPs/504 plans.

District Nurse displays basic ability to collaborate with parents, colleagues, and other individuals representing a wide variety of agencies/interests in developing evaluations and IEPs/504 plans.

District Nurse is skillful in collaborating with parents, colleagues, and other individuals representing a wide variety of agencies/interests in developing evaluations and IEPs/504 plans.

District Nurse collaborates effectively with parents, colleagues, and other individuals representing a wide variety of agencies/interests in developing evaluations and IEPs/504 plans. District Nurse is analytical and reflective of the input from these disciplines.

2.c. Establishing Safe Health Environment

District Nurse uses resources poorly and is not knowledgeable about equipment; leaves classroom or health office unsafe.

District Nurse uses resources adequately, however, has limited effectiveness. Has difficulty with understanding appropriate equipment for the needs of individual students and health office.

District Nurse uses resources and provides needed equipment both in classrooms and the health office to keep students and staff safe.

District Nurse anticipates and plans for the needs of classroom and health room, making sure that equipment is safe and in working condition.

Possible evidence: District Nurse communicates well with students, parents and school personnel District Nurse uses various strategies to facilitate collaboration District Nurse uses a wide base of knowledge regarding community services and resources District Nurse demonstrates confidentiality at all times District Nurse is productively involved in IEP/504 plans for students District Nurse collaborates with colleagues and families District Nurse effectively demonstrates and teaches the proper use of equipment and health plan procedures District Nurse effectively plans for the health needs of students with regards to equipment, procedures, and other health supplies

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Standard 3 for District Nurses: School Health-Programs, Support, Services

The District Nurse is skillful and competent in developing and implementing health plans. The District Nurse continually presents new information. Guiding Questions:

Is the District Nurse knowledgeable and effective in utilizing the nursing process*? Does the District Nurse adjust to developmental and cognitive needs of individual students? Does the District Nurse collaborate by gathering information from a variety of community programs and agencies within and beyond the school community

when developing health plans? Does the District Nurse take into account the needs of the staff and student and daily schedule when implementing individual health plans? Is the District Nurse proactive in communicating health resources to students and parents in situations that have a potential negative impact on the health and

well-being of the student? Does the District Nurse make appropriate and timely referrals for the health and well-being of students? Does the District Nurse demonstrate flexibility, responsiveness and cultural competency when communicating with students, parents and staff when

teaching or implementing health plans?

Component Ineffective Emerging Proficient Distinguished

3.a. Developing and Implementing Individual Health Plans

District Nurse displays little ability to develop and implement health plan (i.e., 504, emergency protocol, etc.).

District Nurse displays basic ability to develop and implement health plans and is aware of the nursing process.*

District Nurse is skillful and competent in developing and implementing health plans according to the needs and characteristics of the student and staff and effectively uses the nursing process.*

District Nurse is skillful and reflective in developing and implementing health plans according to the needs and characteristics of the student, staff and family. Shares ideas with colleagues and has mastered the nursing process.* .

3.b. Promoting Health Services District nurse does not attempt to acquaint students, family or school community of available health services.

District Nurse attempts to acquaint students, family and school of the health services program, as well as being a resource for services.

District Nurse continually presents new information to promote appropriate health services.

District Nurse consistently uses creative ways to engage students, family and school community in available effective health services.

3.c.Demonstrating Flexibility, Responsiveness and Cultural Sensitivity

District Nurse adheres to intervention plan in spite of the students’ participation level, and does not set appropriate service priorities. S/he assumes no responsibility for providing services when space, student availability and equipment is not optimal.

District Nurse demonstrates moderate responsiveness to students’ needs and interests. Inconsistently sets appropriate service priorities, and is somewhat flexible in providing services given with cultural sensitivity.

District Nurse adjusts intervention plan to be responsive to students’ needs and interests, consistently sets appropriate service priorities, and is flexible and persistent in providing services with cultural sensitivity.

District Nurse is consistently responsive to students’ needs and interests, sets appropriate services priorities and demonstrates creativity and persistence in providing services with cultural sensitivity.

Possible evidence: The students knows what the expectations are for them at school regarding their health plan District Nurse obtains and provides evidence-based health information from multiple sources Staff express that the student’s individual needs have been addressed in relation to the implementation of an individual health plan Students grow and develop as evidenced by playing an active role in their health care delivery leading to empowerment and independence District Nurse provides written resources to distribute to students, parents and staff District Nurse regularly disseminates community health resources to students and families, i.e., DVDs, web sites, written materials, posters, bulletin boards,

books and role playing District Nurse is responsive to the needs of student and families demonstrating cultural sensitivity District Nurse is able to meet the high priority health needs of the school with frequent schedule adjustment District Nurse seeks feedback from stakeholders District Nurse guides families to access health care within their means developmentally and financially, which may include home visits.

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Standard 4 District Nurses: Professional Responsibilities

The District Nurse reflects on interventions, citing impact and makes specific suggestions about how it might be improved. The District Nurse makes genuine and successful efforts to ensure that all students are well served. Decision-making is team based and is guided by best practice and the interest of the student. District Nurse is proficient at keeping up-to-date health records on all students and reviews records in a timely manner. Parents are notified within state’s timeframe regarding needed immunizations. Data is easily retrievable. Nurse interactions with parents are respectful and frequent. District Nurse can handle very difficult situations without assistance. Guiding Questions:

Is the District Nurse meeting regularly with nursing team to reflect on effectiveness of nurse interventions for specific health conditions and/or interventions?

Does District Nurse use evidence-based practices? Does the District Nurse direct clinical judgment and actions that result in positive student/family outcomes? Does the District Nurse seek alternative solutions for the students/families who do not fit the norm? Does the District Nurse exhibit motivation, perseverance, deliberate and careful attention to problem solving? Is the District Nurse culturally sensitive and approachable? How does the District Nurse track health concerns and individual plans for students with acute or chronic health conditions? How does the District Nurse track immunization status of students? Does the District Nurse communicate effectively and timely important health concerns to parents? Does the District Nurse communicate proactively with parents when a concern has the potential to turn negative?

Component Ineffective Emerging Proficient Distinguished

4.a. Professionalism-Reflection on Intervention

District Nurse does not reflect on the effectiveness of the intervention or proposed ideas as to how it may be improved.

District Nurse reflection on the intervention is generally accurate and global suggestions as to how it might be improved are offered.

District Nurse reflects accurately on intervention, citing general impact and makes specific suggestions about how it might be improved.

District Nurse reflection on the intervention is highly accurate and perceptive. District Nurse draws on extensive knowledge and experience to assess and suggest alternative interventions. Works with colleagues to determine what worked and what did not.

4.b. Demonstrating Decision Making

District Nurse is not alert to the student’s needs which contribute to practices that result in some students being ill served and makes decisions based on limited consideration or unsupported by data.

District Nurse attempts to serve students are based on best information but may be inconsistent.

District Nurse makes successful efforts to ensure that students are well served. Decision making is guided by best practice. Nurse participates on a team.

District Nurse takes a leadership role in team decision making and setting high standards. Decision making is highly proactive and is guided by best practice and interest of all students. Decisions consistently show good judgment.

4.c. Maintaining Accurate Records and Compliance with State Guidelines

District Nurse does not keep current health information on all students. Records are unavailable or documentation is not completed in a timely manner.

District Nurse usually keeps up-to-date health information on students. Most documentation records and reports are available and done in a timely manner.

District Nurse is proficient in keeping up-to-date health information on all students a reviews new student’s records in a timely manner. Parents are notified within state’s timeframe regarding students who are behind schedule for immunizations. Data is easily retrievable.

District Nurse is outstanding in keeping up-to-date health information on all students and will contact parents readily to clarify any inconsistencies. All students have current immunization records or waivers in place if indicated by the state’s deadline for exclusion. Consistently evaluates and updates policies and procedures related to management of health records and procedures.

4.d. Communicating with Families, Community Members and Colleagues

District Nurse provides little information, does not show respect and understanding to parents on the phone, and avoids parent contact.

District Nurse communicates but offers little information. Interactions with parents are respectful, but may need some assistance with difficult situations.

District Nurse interactions with parents are respectful, friendly, and informative. Nurse can handle very difficult and sensitive situations without assistance.

District Nurse treats parents with respect and empathy and provides information frequently. Nurse is outstanding in handling difficult situations with parents and facilitates the best interest of students.

Possible evidence: District Nurse actively pursues and participates in nursing team meetings to collaborate on nursing intervention planning, data and current evidence based practice District Nurse uses feedback from peers, other school colleagues, students and self-reflection District Nurse engages in creative problem solving District Nurse obtains, and uses archival records of health teaching plans with annotations denoting what worked and what did not, continually working to improve health

teaching District Nurse’s recordkeeping system is clear, organized, up-to-date and easy to understand District Nurse reviews student health forms/records/protocols upon enrollment and annually Student’s medical information and individual health plans are kept confidential, and shared only with staff members with direct student contact who may need to respond to

a medical emergency Tracking of immunization status is begun early in the school year by each building and the nurse oversees, as needed, the collection of current information in order to have

as many students as possible in compliance at the time of exclusion District Nurse is proactive in the development and maintenance of health management records and procedures District Nurse communicates respectfully and in a positive manner with parents in a timely manner

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Index of Forms

Actual forms are in TalentEd Perform. The forms included in this section are templates only.

TalentEd Perform Tips .......................................................................................................76

Teacher Self-Assessment ...................................................................................................77

*This is an example of a Self-Assessment form. Each Specialist has a Self-

Assessment form tied to their rubric.

Goal Setting Template

-Initial, mid-year, and end of year, including self-reflection .......................................79

Teacher Evaluation ............................................................................................................83

*This is an example of an Evaluation form. Each Specialist has an Evaluation form

tied to their rubric

Structured Support Process (Probationary Teacher) ..........................................................85

Administrator-Selected Goals (Contract Teacher) .............................................................87

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TalentEd Perform Tips TalentEd Perform is the district’s online evaluation system. All teachers and evaluators have access to the appropriate forms for their evaluation cycle. Below are a few tips to help in navigating Perform. ”Save Progress” means saving draft. Only the person responsible for the form has access

to it with this function.

”Save and Submit” means finalizing document and sending to reviewer/approver.

The Goal forms have an approval process: 1) Teacher submits; 2) Evaluator reviews and approves or sends back for revisions. If sent back for revisions the teacher will receive an email that revisions are needed before can be completed.

Weekly email reminders are sent for any incomplete forms or a signature is needed.

If can’t see forms make sure in the right school year. If looking for completed forms check on the “History” button towards top of page.

If you need a form unlocked after a form has been submitted contact the Human Resources Department, 541-757-5840.

To attach artifacts a “Collection of Evidence” form is available to attach up to three documents. Contact the Human Resources Department if you need to attach more documents.

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Teacher Self-Assessment

This is an example of a Self-Assessment form. Each Specialist has their own Self-Assessment form tied to their rubric.

School Year________ Domain 1: Planning and Preparation What it might look like:

The teacher adjusts and modifies lessons based upon the learning styles and cultural needs of all students.

The teacher is familiar with national, state, district, and school content standards and uses those standards in planning.

Year-long, unit, and weekly lesson plans have been developed that include instructional goals and learning outcomes.

The teacher has set learning goals for students that can be measured. Goals and/or learning targets are posted in the classroom for students to see and understand. The teacher demonstrates a strong command of the subject matter. The teacher has an organized assessment system that can be easily explained and understood. The teacher utilizes a variety of learning options and assessments are in use. The teacher demonstrates familiarity with best practices research and applies it to lesson design.

I=Ineffective E=Emerging P=Proficient D=Distinguished Domain 1: Planning and Preparation I E P D 1a. Knowledge of content and pedagogy 1b. Demonstrates knowledge of students 1c. Sets instructional outcomes 1d. Demonstrates knowledge of resources 1e. Designs coherent instruction 1f. Designs student assessments Comments: Domain 2: Classroom Environment What it might look like:

Interactions between teacher and students are characterized by civility and respect reflecting a general climate of caring.

Classroom expectations are posted, regularly taught, re-taught, and reinforced. The teacher demonstrates knowledge of behavior systems and proactively addresses student behavior. The teacher has a clear and articulated system for managing classroom procedures that makes transitions

smooth and maximizes instructional time Classroom is organized, safe, and welcoming with appropriate displays that are relevant to teaching

assignments. Classroom culture reflects teacher’s passion for the subject and students’ active engagement in their

learning. The teacher has high expectations for student success, quality work and student achievement.

Domain 2: Classroom Environment I E P D 2a. Creates an environment of respect and rapport

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2b. Establishes a culture for learning 2c. Manages classroom procedures 2d. Manages student behaviors 2e. Organizes physical space Comments: Domain 3: Instruction What it might look like:

The teacher is organized, knows the required learning targets, and effectively communicates objectives to students.

Students are actively engaged in learning and are motivated to improve. The teacher uses appropriate assessment strategies before, during and after instruction. The teacher sets high expectations through meaningful feedback and encourages students to meet those

high expectations by providing the necessary support. A variety of effective strategies are used to deliver instruction that is differentiated to meet the learning

needs of all students. The teacher uses questioning strategies with the purpose of determining student understanding,

promoting higher level thinking, and providing opportunities for all students’ voices to be heard. Domain 3: Instruction I E P D 3a. Communicates with students 3b. Uses questioning and discussion techniques 3c. Engages students in learning 3d. Uses assessment in instruction 3e. Demonstrates flexibility and responsiveness Comments:

Domain 4: Professional Responsibilities What it might look like:

The teacher displays the qualities of a learner with habits of reading, writing, reflecting on daily classroom lessons and is able to cite specific evidence of success and needs for adjustment.

The teacher’s record keeping system is clear, organized, up-to-date, and easy to understand. The teacher initiates communication with stakeholders and returns communication in a timely manner. The teacher supports building and district instructional priorities through increased knowledge and

changes in teaching practices. The teacher completes all required duties, reports, paperwork, and grades. The teacher contributes to the professional community through involvement in projects and activities

that require collaboration. The teacher pursues professional growth opportunities to learn about and apply best practices for

facilitating student learning. Domain 4: Professional Responsibilities I E P D 4a. Reflects on Teaching 4b. Maintains accurate records 4c. Communicates with families 4d. Participates in professional learning community 4e. Growing and developing professionally 4f. Shows professionalism Comments: Professional Development Needs:

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Goals - Teacher’s Form School Year

Teacher

Assignment and School

Date of Initial Conference

Init

ial C

onfe

ren

ce

Content The goal is being written around which grade/subject/specific standard(s)? These should be specific state or national standards (a statement such as “Common Core State Standards in Math” is not specific enough).

Assessments What assessments will be used to measure student growth?

Category 1__________________________________ Category 2__________________________________

Context Description of the demographics and learning needs of all students in the class or course. This should include relevant information that could include, but is not limited to: the number of students and their gender, race/ethnicity, socioeconomic status, and any students with diverse learning needs (e.g., EL, IEP, 504 plans).

Baseline Data What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period? Attach supporting data.

Student Learning and Growth Goal Statement (2 goals required) Written in SMART format: Specific, Measurable, Appropriate, Relevant, Time-bound

Rationale Why was this goal selected?

Strategies for Improvement How will I help students attain this goal? Provide specific actions that will lead to goal attainment.

Professional Learning and Support What professional development will help me accomplish my goal?

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Professional Growth Goal What domain/standard does this fit under?

Strategies How will I attain this goal?

Professional Learning and Support What professional development or support will help me reach this goal?

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Goals – Mid-Year Progress - Teacher’s Form School Year

Teacher

Assignment and School

Date of Mid-Course/Year Progress Check-in

Student Learning and Growth Goal Statement (2 goals)

This will be auto-filled from goal form.

Mid-Course/Year Data Review- What progress has been made? Provide supporting data.

Strategy Modification- What adjustments need to be made to my strategies?

Supports Needed – What supports do you need to reach your goal?

Professional Growth Goal This will be auto-filled from goal form.

Mid-Year Progress

Supports Needed – What supports do you need to reach your goal?

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Goals and Self-Reflection – End of Year Review - Teacher’s Form School Year

Teacher

Assignment and School

Date of End of Year Meeting

Student Learning and Growth Goal Statement (2 goals)

This will be auto-filled from goal form.

End of Year Data What does the end of the year/course data show? Attach data.

Reflection on Results Overall, what worked or should be refined?

Student Learning and Growth Goal Met? What is the percent of students meeting the goal?

Professional Growth Plan Implications How can I use these results to support my future professional growth?

Professional Growth Goal

This will be auto-filled from goal form.

Reflection on Goal Did you meet your goal? What worked or should be refined?

Reflection on Performance Standards Reflection on your performance in the four domains (1. Planning & Preparation, 2. Classroom Environment, 3. Instruction and 4. Professional Responsibilities)

What professional development would you like or do you need?

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Teacher Evaluation

This is an example of an Evaluation form. Each Specialist has their own Evaluation form tied to their rubric.

School Year

Teacher

Assignment and School

Date of Formal Observation*

*Minimum of one formal observation required during probationary period

I=Ineffective E=Emerging P=Proficient D=Distinguished NA= Not Applicable Planning and Preparation I* E* P D 1a. Demonstrates knowledge of content and pedagogy 1b. Demonstrates knowledge of students 1c. Sets instructional outcomes 1d. Demonstrates knowledge of resources 1e. Designs coherent instruction 1f. Designs student assessments Comments:

Classroom Environment I* E* P D 2a. Creates an environment of respect and rapport 2b. Establishes a culture for learning 2c. Manages classroom procedures 2d. Manages student behaviors 2e. Organizes physical space Comments:

Instruction I* E* P D 3a. Communicates with students 3b. Uses questioning and discussion techniques 3c. Engages students in learning 3d. Uses assessment in instruction 3e. Demonstrates flexibility and responsiveness Comments: Professional Responsibilities I* E* P D 4a. Reflects on Teaching 4b. Maintains accurate records 4c. Communicates with families 4d. Participates in professional learning community 4e. Growing and developing professionally 4f. Shows professionalism Comments:

*Explanation Required

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Workplace Expectations NM=Not met, M=Meets Expectations *NM M Attendance and punctuality: The employee has regular attendance at work and work activities and is punctual in meeting deadlines, attending meetings, following schedules, and responding to communications. The employee is responsible for following the district procedures for documenting his/her absences.

Personal appearance: The employee is dressed and groomed in a neat, clean, appropriate and professional manner for the assignment and work setting.

Confidentiality: The employee maintains the integrity of confidential information relating to a student, family, colleague, or district patron. The employee uses or relays personal information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.

Following policies and directives: The employee follows all district and supervisor policies, rules, regulations, memos, bulletins, announcements, applicable job descriptions, and reasonable requests by proper authorities.

Setting appropriate boundaries with students: The employee maintains professional boundaries in his or her relationships with students, including use of appropriate language, appropriate physical contact, and in the use of technology such as email, text messages, or social networking internet sites.

Collaboration: The employee maintains relationships with other staff members that are characterized by mutual support, cooperation, and respect and that build a school culture of collaboration focused on student learning.

Appropriate Use of Technology: The employee will use internet, e-mail and electronic communications with students only for educational purposes or sharing information about school-sponsored events. The use of personal electronic devices (ex. I Pods, electronic games, etc.) are not allowed during class or meeting times.

Comments:

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Structured Support Process (Probationary Teacher Improvement Cycle) Teacher: __________________________ Date: _____________________ 1. Areas of concern based on observations and/or annual summative evaluation: 2. Expectations: 3. Supports for teacher in areas of concern: 4. Follow-up plan:

Ongoing coaching meetings with principal or mentor: Date of mid-point meeting with principal: Observations: Date of final check-in meeting with principal: This is to certify that we have read and discussed this structured support process: ______________________________________ ____________________________________ Teacher Date Administrator Date

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Summary of Progress on Structured Support Process

Summary of progress from final check-in meeting areas for continued work:

Principal Recommendation:

Recommend renewal; successfully completed structured support process

Recommend renewal with continuation with structured support process

Recommend continuation of structured support process

Recommend non-renewal

Other_________________

This is to certify that we have read and discussed the summary of this structured support

process: ___________________________________ ________________________________ Teacher Date Administrator Date

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Administrator-Selected Goals (Contract Teacher Improvement Cycle) Teacher: ____________________________________ Date: ___________________ 1. Areas of concern based on observations and/or formal evaluation: 2. Goals: 3. Supports for teacher in areas of concern: 4. Follow-up plan: Ongoing coaching meetings with principal or mentor: Date of mid-point meeting with principal: Observations: Date of final check-in meeting with principal: This is to certify that we have read and discussed these goals: ______________________________________ ____________________________________ Teacher Date Administrator Date

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Summary of Progress on Administrator-Selected Goals

Summary of progress from final check-in meeting:

Areas for continued work:

Administrator Recommendation:

Successfully completed administrator-selected goals

Recommend continuation with administrator-selected goals

Recommend program of assistance after completion of formal evaluation

Other_________________

This is to certify that we have read and discussed the summary of the administrator-selected

goals: ________________________________ ______________________________ Teacher Date Administrator Date