Mequon-Thiensville School District

Transcription

Professional Staff
Supervision, Evaluation and
Development Handbook
August 2015
Mequon-Thiensville School District
The Mequon-Thiensville School District is an exemplary educational leader that supports and
challenges all students to achieve their full potential. In order to attain this vision, the District
must challenge itself to design and implement programs that will support and motivate students.
With that challenge in mind, guiding principles have been developed to identify the variables
that must be considered when decisions are made regarding the development, implementation
and evaluation of the array of programs and practices that are valued by the District in order to
achieve its Strategic Vision & Mission.
The mission of the Mequon-Thiensville School District
is to maximize the academic achievement and personal
growth of all students so they have the skills necessary to
meet the challenges of a changing global environment.
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All students can learn and be successful.
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District personnel are our most valuable resources.
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Education must address the whole child.
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Respect, responsibility, fairness, citizenship and embracing diversity are essential for a
safe and successful learning environment.
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The quality of education is continually improving in the District.
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The District seeks innovation in all of its practices.
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The District uses research, assessment and measurement to drive decision-making and
accountability.
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Fiscal stability is necessary for the strength of our schools and community.
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Communication is essential for the District’s success.
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Public education is most effective when the School District has an active partnership with
all stakeholders.
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Contents
SECTIONS
1.
Overview of the Professional Staff Supervision, ........................................................................ 1
Evaluation and Development Process
2.
Assessment Process
Formative/Summative Process ...................................................................................................... 11
Formative/Summative Assessment Forms
 Formative Assessment Reflection Form .................................................................. 14
 Instructional Plan for Pre-Observation Conference Discussion .................................... 15
 Lesson Reflection Form for Post-Observation Conference Discussion ...................... 16
 Summative Assessment Reflection Form .................................................................. 17
 Professional Development/Contribution Log ............................................................. 18
 Support Team Meeting Log (Optional) ...................................................................... 19
 Family Contact Log (Optional) .................................................................................. 20
3.
Forms
Self Assessment
Classroom Teacher ............................................................................................................... 21
Instructional Specialist ......................................................................................................... 48
Research and Digital Learning Specialists ........................................................................... 57
School Counselors................................................................................................................ 69
School Psychologists............................................................................................................ 78
School Social Workers ......................................................................................................... 87
Therapeutic Specialists ........................................................................................................ 96
Student/School Learning Outcome Form ................................................................................... 105
SLO Approval Rubric ……………….. ........................................................................................ 106
Professional Practice Goal Form ................................................................................................ 107
PPG Approval Rubric ………….… ............................................................................................. 108
Observation Record
Classroom Teacher ............................................................................................................. 109
Instructional Specialist ....................................................................................................... 119
Research and Digital Learning Specialists ......................................................................... 123
School Counselors.............................................................................................................. 128
School Psychologists.......................................................................................................... 132
School Social Workers ....................................................................................................... 136
Therapeutic Specialists ...................................................................................................... 141
SLO Scoring Template…………. ................................................................................................ 145
SLO-SMART Goal Rating Tool .................................................................................................. 147
Summative Assessment Form…. .................................................................................................. 151
4.
Sample Parent/Student Survey
Student/Parent Survey Guidelines ............................................................................................. 155
Sample Student/Parent Survey Questions .................................................................................. 157
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0
Overview of the Professional Staff Supervision,
Evaluation and Development Process
INTRODUCTION
This handbook identifies the process that will be used for the supervision, evaluation and
development of professional staff. The process described in this handbook was piloted during
the 1997-1998 school year and implemented district-wide in 1998-1999. This process was
developed through the work of a committee of professional staff and administrators. As the
process in place at that time was reviewed, the committee determined that revisions could be
made to improve its efficiency and effectiveness. The committee believed that, while a great
deal of time was being spent by administrators and the professional staff in carrying out the
existing process, the end product was not as meaningful as it could be. One of the goals this
committee’s work was to make the resulting process as efficient as possible while, at the same
time, increasing its effectiveness as a vehicle for the improvement of instruction. The most
recent updates, made for the 2014-2015 school year, coincide with statewide implementation of
the Department of Public Instruction’s Educator Effectiveness system.
Many factors were considered in the development of this process. The primary source of input
came from the work of the committee. Another important source of information was found in
the literature related to professional staff supervision, evaluation and development. Finally, the
ways in which other school districts have successfully organized and carried out their program of
professional staff supervision, evaluation and development also served as a source of ideas used
in the development of this process.
In broad terms, this process has been designed to insure that the performance of each member of
the professional staff translates to the consistent delivery of high quality instruction to all
students. The process provides each professional staff member with meaningful feedback that
clearly identifies areas of strength as well as areas where improvement is required. The process
focuses on these primary outcomes. First, the process provides opportunities to identify and
acknowledge the exemplary performance of individual professional staff members. The process
also serves as a means for identifying staff development needs and establishing an individual
plan to address those needs. Finally, the process serves as a vehicle for identifying those few
individuals who are not meeting the performance expectations.
GUIDING PRINCIPLES
Duke and Stiggins (1986) use a metaphor that helps provide a context for the discussion of
professional staff supervision, evaluation and development identified in this handbook. They
view the process as a journey.
“There are many qualities of the teacher evaluation process that make it seem like a
journey. Teacher evaluation implies some destination, or goal. It entails a series of
landmarks and mileposts that provide guidance along with way. Travel may be
accomplished via different modes and routes and with or without company. Typically,
there are time constraints to consider. Finally, the person being evaluated, like the
traveler, may require additional resources to reach the destination.
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It is useful to bear in mind this metaphor of the journey when trying to think about
teacher evaluation. While those involved in the process are likely to cover some of the
same territory, they probably begin and end at different places, require different
resources, and use different reference points.
We make a crucial mistake if we assume that all teachers must travel exactly the same
route to precisely the same destination according to the same schedule. Such lock-step
application of performance assessment and evaluation methodology dooms us to
inefficient evaluation at best and inadequate teaching at worst” (p. 13).
With this metaphor in mind, the process laid out in this handbook has been developed around
nine principles. As you read and reflect upon the contents of this handbook, it is important that
these principles are clearly understood.
The Process:
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identifies student learning as its primary focus.
is designed to bring about instructional improvement.
is built upon common beliefs about teaching and learning.
establishes a direct link between the curriculum, instruction and the assessment of
student learning.
defines a common set of criteria that describe the role of the professional.
includes self-assessment, goal setting and personal reflection as key components.
relies on teamwork as a vehicle through which instructional improvement is attained.
relies on multiple sources of input on performance.
acknowledges the need to recognize exemplary performance.
Student Learning
The primary purpose of teaching is that students will learn. We define learning as the acquisition
of knowledge and the development of skills and attitudes necessary for students to be successful
when facing future challenges and opportunities. While learning as an outcome of teaching is
assumed, the process of determining if learning is actually taking place and to what degree is not
always given the consideration it should.
There are a number of ways to determine if students are learning. Regardless of the method,
however, it is important that student achievement is measured and that the resulting data used as
one way to assess teaching performance. The use of student achievement data, then, is a key
element of this process. The literature regarding the link between teaching and learning and the
use of achievement data as one criterion for assessing professional performance and helping
direct instructional improvement is clear.
Schmoker (1996) provides a good summary of what other authors say about the use of student
achievement data as a link to instructional improvement. “Data can help us confront what we
may wish to avoid and what is difficult to perceive, trace or gauge; data can substantiate theories,
inform decisions, impel action, marshal support, thwart misconceptions and unwarranted
optimism, maintain focus and goal-orientation, and capture and sustain collective energy and
momentum. Data helps us answer the primary question “What do we do next?” amid the
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panoply of competing opportunities for action” (p. 42). Schmoker goes on by posing questions
that he believes educators must ask as they carry out their professional responsibilities.
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What does data tell us? What problems or challenges do they reveal?
What can we do about what data reveals? What strategies should we brainstorm? What
research should we consult?
What is data telling us about how effective our current efforts are in helping achieve our
goals?
While data can help professional staff monitor and assess their performance, Schmoker points
out that data must be used judiciously and with discretion. The appropriate use of data is key in
developing the level of trust that professional staff must have in the process in order for it to be
effective.
Instructional Improvement
As discussions were conducted to define what an ideal professional staff supervision, evaluation
and development process should look like; the committee was unanimous in its view that the
improvement of instruction must be the most important outcome of the process. In its
implementation, the staff must see the process as both fair and meaningful. It must not be
viewed as a process whose primary focus is to “weed out” individuals not doing the job.
As a summary of those discussions, one staff member captured the committee’s views. That
staff member described the process as one that should be continuous and constructive, taking
place in an atmosphere of mutual trust, support and respect. The process must both encourage
and assist professionals to become effective in all areas of responsibility and to reach their goals.
The ultimate purposes of the process, then, are to insure the quality of instruction and learning
for students; to develop and maintain a climate that fosters intellectual stimulation; and to
maximize the development of each member of the professional staff.
Beliefs About Teaching and Learning
As professional staff carry out their daily responsibilities and make critical decisions affecting
student learning, it is important that all hold common beliefs about teaching and learning. A set
of statements has been developed to define the school district’s beliefs about teaching and
learning. These statements help guide the overall instructional program and the way in which
professional staff members carry out their responsibilities.
Link Between Curriculum, Instruction and Assessment
The process also strives to establish a more direct link between the curriculum (the content that is
taught), instruction (how the content is taught) and student assessment (what the student actually
learns). The process of teaching and learning can be captured in three essential questions.
Questions that guide our efforts as a school district:
1.
What are the knowledge, skills and habits of mind I want students to know and to be
able to do? (Knowledge and Performance)
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2.
3.
How will I know when students have accomplished the knowledge, skills and habits
of mind, and to what degree? (Assessment)
What must I do to facilitate learning? (Instructional Strategies)
Criteria Describing the Role of the Professional
Central to the supervision, evaluation and development process is the criteria upon which
performance is based. A number of criteria are cited in the literature. One such citation was
identified by the committee and serves as a starting point in carrying out the pilot of the process.
That is the framework established by Charlotte Danielson in her book, Enhancing Professional
Practice: A Framework for Teaching (1996).
In her book, Danielson identifies twenty-two attributes that define the role of the professional.
These attributes are divided into four domains: planning and preparation, classroom
environment, instruction, and professional responsibilities. Each attribute is further divided into
components. For each component a rubric has been developed which describes different levels
of performance: unsatisfactory, basic, proficient, and distinguished.
Danielson describes this framework as a “roadmap” to guide the inexperienced teacher through
his/her first professional experience, a structure to help the experienced professional become
more effective, and a means to help all of us focus on improvement efforts. The assumption that
is being made here is that all professionals can become better - can improve their own
knowledge, skills and attitudes - in the same way we ask our students to through the instructional
program.
Danielson makes a number of additional points that support the use of her framework in the
supervision, evaluation and development process. According to the author, the framework:
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can be used to define the entire teaching and learning process and serve as a focus for
professional dialog.
establishes a common understanding of effective teaching and learning.
represents all aspects of professional responsibility.
can be adapted to address the unique responsibilities of each member of the professional
staff.
is derived from the most recent theoretical and empirical research and is structured to address
the commonality of teaching and learning.
provides a structure within which educators can situate their actions.
assumes that even though good teachers may accomplish many of the same things, they do
not achieve them in the same way.
helps to determine combinations of particular activities, materials and methods appropriate to
a situation, given a set of instructional goals and an actual group of students.
establishes a commitment to high expectations, equity, cultural sensitivity, developmental
appropriateness, accommodation of students with special needs and the appropriate use of
technology.
Self Assessment, Goal Setting and Personal Reflection
Self-assessment, goal setting and personal reflection are also viewed as important components of
the process. Self-assessment provides the professional with an opportunity to reflect on
performance and identify strengths and areas in need of improvement. Self-assessment can also
help analyze performance for the purpose of goal setting.
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Goal setting, then, provides the professional with a roadmap for action. According to Schmoker
(1996) “Without explicit learning goals, we are simply not set up and organized for
improvement, for results. Only such goals will allow us to analyze, monitor, and adjust practice
toward improvement” (p.18).
Related closely to self-assessment and goal setting is the practice of personal reflection. While
the role of personal reflection in the self-assessment and goal setting phases of the process are
assumed, the extent personal reflection should play in the assessment of performance can not be
stressed enough.
In their book, Teacher Evaluation to Enhance Professional Practice (2000), Danielson and
McGreal speak about personal reflection. According to the authors,
“Few activities are more powerful for professional learning than reflection on practice.
As Schon (1983) has pointed out, we learn not so much from our experience, but from
our reflection on our experience. Reflection requires asking (and answering) such
questions as ‘Were those reasonable learning expectations for my students?’ ‘Would
different groupings have worked better?’ and ‘How do I know the students have really
learned this concept?’
Many experienced teachers spontaneously engage in such reflection on a least an
informal basis. But few novice teachers do so, and many experienced teachers rarely
devote the time to it that sustained reflection (and therefore real learning) requires.
Schools and district may include reflection on practice at many points in a teacher
evaluation process. Self-assessment, descriptions and commentaries about learning
activities, and analysis of student work all depend on thoughtful consideration of what the
teacher intended and whether she achieved her goals” (p. 24).
Danielson and McGreal (2000) go on to stress the importance of “structured reflection.”
“It is now well recognized that few activities promote professional learning as effectively
as structured reflection on practice…But many teachers don’t take the time to reflect in a
systematic manner unless specifically asked to do so. This is, although many teachers
think about their teaching and what they might have done to improve student learning,
they frequently don’t engage in a formal process of reflection and rarely commit their
reflections to writing. When teachers take the time to pause and consider their work
systematically, however, they are richly rewarded. The very act of reflection, it appears,
is a highly productive vehicle for professional learning” (p.48).
Schmoker also stresses that a link exists between three of the principles that have guided the
development of this process. Those three principles are teamwork, the use of student
achievement data, and goal setting. According to Schmoker, “When the three concepts of
teamwork, goal setting, and data use interact, they address a misunderstanding prevalent in
schools. The misunderstanding is that we can improve without applying certain basic principles:
people accomplish more together than in isolation; regular, collective dialog about an agreedupon focus sustains commitment and feeds purpose; effort thrives on concrete evidence of
progress; and teachers learn best from other teachers. We must ensure that these three concepts
operate to produce results” (p.48).
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This author goes on by asking a number of questions. “Do we want schools to continue merely
adopting innovations? Or do we want schools to improve? Do we want to merely train
personnel in new standards and current methodology? Or do we want to help more students
apply mathematical operations; write quality essays; deliver effective oral presentations; and
appraise and respond to social, historical, and scientific issues? If we collectively focus on such
goals and regularly measure the impact of the methods we are learning from each other, we will
get better results” (p. 48).
Teamwork
Teamwork and collegiality are important aspects of this process. Turning again to the literature,
a number of authors have identified the effectiveness of teamwork in bringing about instructional
improvement.
Little (1990) observes that the complex nature of teaching “...cannot be accomplished by even
the most knowledgeable individuals working alone.” Little identifies the important link between
collegiality and improvement for both students and teacher. Among a longer list of benefits,
collegiality can become a vehicle for higher quality solutions to problems, the ability of
professionals to support one another’s strengths and help work through weaknesses, and examine
and test new ideas, methods and materials (p. 526).
The literature identifies the roadblock to creating true collegiality is grounded in the very nature
of the profession. Teachers and other professionals spend most of their days in isolation from
each other. Schmoker (1996) summarizes the conclusions of others by observing “...that
teachers, the front line in the battle for school improvement, are working in isolated
environments that cut the lifeline of useful information. Such isolation thwarts them in
developing common solutions through dialog” (p. 10).
Other authors share the views of Little and Schmoker. In their daily lives, educators have little
opportunity to enter into a dialog with their colleagues to discuss good teaching. Instructional
improvement cannot be accomplished by even the most knowledgeable and talented professional
working alone. Teamwork provides an important vehicle for increasing efficiency, effectiveness,
and motivation.
Multiple Sources of Input
Another principle upon which this process is built relates to the use of multiple sources of input
for assessing performance. Again, the literature supports the conclusion that the assessment of
performance should not rely solely on input from a single evaluator. While more traditional
models of supervision, evaluation and development rely heavily on the input from a single
administrator, the process identified in this handbook relies on multiple sources of feedback.
These sources of feedback include:
 Administrator Input
 Self Evaluation
 Student Achievement Data
 Peer Feedback
 Student Feedback
 Parent Feedback
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Recognition of Exemplary Performance
A number of school districts across the country have developed and implemented recognition
programs for professional staff. While most school districts recognize the exemplary
performance of staff through non-monetary means, a growing number of school districts have
added monetary recognition for its staff. MTSD is implementing a new Strategic Compensation
system during the 2014-2015 and 2015-2016 school years. This system includes a number of
measures of student performance and educator practice that will increase educator compensation.
A goal of the supervision, evaluation and development process is to recognize the exemplary
performance of individuals and groups of professional staff.
ASSESSMENT PROCEDURES
Over the years, the Mequon-Thiensville School District staff has established high expectations
for student achievement. Along with the high expectations for student achievement, the
professional staff too is expected to demonstrate high levels of professional practice. It is
through the school district’s staff supervision, evaluation and development process that the
expectation for professional practice is defined.
During their first two years in the school district, professional staff will be involved in the initial
educator phase of the district's Professional Staff Supervision, Evaluation and Development
Process. During the professional staff member’s fourth consecutive year of service in the school
district and for each year thereafter, performance will be assessed using a formative/summative
process. A member of the professional staff may also be placed on direct assessment at any
time, including during the first three years of employment, at the discretion of the administrator.
Direct assessment, which is a variation of the formative/summative process, is used to work with
those staff experiencing specific performance deficiencies.
In order to support an understanding of and growth within the assessment process, educators new
to the district will be provided with an orientation to the MTSD Professional Staff Supervision,
Evaluation and Development Process will be provided annually. A self-directed module will
explore the steps of the process, including self-assessment, goal-setting, observations and
conferencing, planning professional development and formative/summative evaluations. The
purpose of the self-directed learning module is to provide a flexible resource for teachers new to
MTSD to become familiar with and knowledgeable about the MTSD Supervision, Evaluation
and Development Handbook. Learning modules will include:
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An overview of steps and time lines
An overview and resources for developing SLOs and PPGs
An overview of roles and responsibilities – principal- and teacher-directed steps
New teachers will complete an online check for understanding following completion of the
online module by September 15. Based on the results of the online check for understanding,
MTSD Lead Mentors will provide a formal session for new teachers prior to October 1 with an
Exit Ticket to provide a final check for understanding. Additional support is provided as needed
by building principals, instructional specialists and assigned mentors.
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For principals and administrators new to MTSD, orientation to the MTSD Professional Staff
Supervision, Evaluation and Development Process will be provided through a self-directed
module which will explore the steps of the process, including self-assessment, goal-setting,
observations and conferencing, planning professional development and formative/summative
evaluations. Additionally, evaluator certification will be conducted through the Teachscape
online portal.
All principals and administrators evaluating educators will recertify every four years. Annually,
evaluators will complete calibration activities to maintain the reliability of evaluation ratings.
Calibration sessions provided through CESA 1 are formative activity through training videos
which provides participants with opportunities to gather evidence, tag, score and discuss
evaluation results.
Formative/Summative Assessment
MTSD utilizes an evaluation process that includes Formative and Summative assessment. The
Formative/Summative Assessment Process is carried out over a five-year period. During a
teacher’s first two years of employment in the district, they will participate in a summative
assessment process. Thereafter, the next four years of the cycle are considered Formative with
the fifth year considered Summative.
According to Webster (1996), formative is defined as, “…capable of alteration by growth and
development…” Through formative assessment, each staff member conducts a self-assessment,
develops a Professional Growth Plan, including two Student Learning Outcomes (SLOs) and two
Professional Practice Goals (PPGs).
During the year of summative assessment, the professional staff member’s performance is more
thoroughly evaluated. The summative process consists of administrative review and assessment
of all aspects of professional performance, from the planning of lessons, to classroom
presentation of content and interaction with students, to teacher performance beyond the
classroom, in communication with families, participation in school events and projects, and
continuing professional growth. This administrative review consists of classroom observations,
input from parents and students, written communications, observations of performance in other
school settings, and the review of documents submitted by the professional staff member.
The activities that make up the formative/summative assessment process and the timelines that
are followed in completing the process include:
1.
At any time between the previous end-of-year conference with the administrator but by
September 15th, each professional staff member will develop and submit to the
administrator, a Professional Growth Plan based on a self-assessment of performance.
2.
At any time between the previous end-of-year conference with the administrator but by
no later than October 1st, each professional staff member will meet with the administrator
to finalize the Professional Growth Plan and to identify the support option(s) through
which the Plan will be carried out.
Support options include, but are not limited to:
 membership on a staff support team.
 peer coaching.
 self-directed activities, e.g., videotaping.
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3.
Between the time the Professional Growth Plan is finalized but by no later than May 15th
each professional staff member will work toward the achievement of the Professional
Growth Plan.
During each school year, the administrator will observe the professional staff member’s
performance. At least once (informal) for staff who are in the formative process and at
least three times (one formal and two informal) for staff who are in the summative
process.
4.
During each year the staff member is involved in the formative assessment process, a
completed Formative Assessment Reflection Form, SLO-Smart Goal Scoring Templates
and PPG Progress Reports will be submitted to the administrator by no later than May
15th.
During the year the staff member is involved in the summative assessment process, a
completed Summative Assessment Reflection Form, SLO-Smart Goal Scoring Templates
and PPG Progress Reports to their administrator for review by May 15th.
In addition to submission of the Reflection Form, the staff member should prepare and
submit a summary of parent and/or student surveys, if completed.
5.
By no later than May 30, the administrator will meet with the professional staff member
to review the Formative Assessment Reflection Form or finalize the Summative
Assessment Report. Administrators will also review Educator Effectiveness component
ratings (summative evaluation only) and SLO ratings. Any written feedback the
administrator wants to provide to the staff member will also be reviewed and discussed at
this meeting.
Professional Plan of Improvement
Professional staff identified by the administrator as having specific performance deficiencies
may be placed on a Professional Improvement Plan. A Professional Improvement Plan is carried
out in a fashion similar to the summative process but will include specific performance goals
developed with primary direction coming from the administrator, additional classroom
observations and other interventions designed to assist the staff member in remediating
deficiencies.
REFERENCES
Danielson, Charlotte. (2007). Enhancing Professional Practice: A Framework for Teaching 2nd
Edition. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Danielson, Charlotte. (1996). Enhancing Professional Practice: A Framework for Teaching.
Alexandria, Virginia: Association for Supervision and Curriculum Development.
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Danielson, Charlotte and Thomas L. McGreal. (2000). Teacher Evaluation to Enhance
Professional Practice. Alexandria, Virginia: Association for Supervision and Curriculum
Development.
Duke, Daniel L. and Richard J. Stiggins. (1986). Teacher Evaluation: Five Keys To Growth.
Washington, D.C.: American Association of School Administrators, National Association of
Elementary School Principals, National Association of Secondary School Principals, and
National Education Association.
Little, J. W. (Summer 1990). “The Persistence of Privacy: Autonomy and Initiative in
Teachers’ Professional Relations.” Teachers College Record, 91, 4: 509-536.
Schmoker, Mike. (1996). RESULTS: the key to continuous school improvement. Alexandria,
Virginia: Association for Supervision and Curriculum Development.
Schon, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New
York: Basic Books.
Webster. (1996). Merriam Webster’s Collegiate Dictionary. Tenth Edition. Springfield,
Massachusetts: Merriam-Webster, Incorporated. p. 458.
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Formative/Summative Assessment
Overview
The primary focus of formative assessment is to achieve professional growth through a process
that is largely self-directed and collegial. The formative process has a number of steps that are
described below. The forms specific to the formative process are included at the end of this
Section.
As is the case with formative assessment, the summative process is also composed of a number
of activities that the administrator and staff member are involved in during the year. Those
activities are also described below. The forms specific to the summative process are included at
the end of this Section.
Formative Assessment
In carrying out the formative process, the professional staff member begins by developing a
Professional Growth Plan. The Professional Growth Plan is based on the staff member’s selfassessment and identifies goals toward which the staff member’s efforts will be focused. Selfassessment is an essential prerequisite for developing the Professional Growth Plan. In other
words, the Professional Growth Plan should be developed around areas of performance indicated
in the self-assessment as needing improvement. Professional Growth Plans will include two
SLOs and two PPGs; one PPG shall focus on Domain 4: Professional Responsibilities.
The development of the Professional Growth Plan is followed by a conference with the
administrator. Staff involved in the formative process will hold this conference with their
administrator at any time between the previous end-of-year conference with the administrator but
by no later September 15th. At the conference, the Professional Growth Plan is reviewed and
options for achieving the plan are discussed. The results of previous assessments may also be
discussed at this conference. It is possible that the administrator may have his or her own
suggestions for suitable areas of growth for the staff member. The conference provides an
opportunity for the two to identify needs that should be addressed. While the growth plan should
represent consensus between the professional staff member and the administrator, in those where
there is disagreement as to appropriate areas for focus, the recommendations of the administrator
will prevail.
During the school year, each staff member involved in the formative phase of the process will be
observed by the administrator one time. Feedback regarding those observations will be provided
to the staff member.
As the final activity of the formative process, staff members assess progress in achieving their
Professional Growth Plan. As a vehicle for this assessment, each staff member completes the
Formative Assessment Reflection Form and submits it to the administrator by May 15th.
To assist in the completion of the Formative Assessment Reflection Form, each staff member
will complete a self-assessment and analyze that assessment for evidence of strength and areas
for improvement. The self-assessment is also used as a basis for the development of a
Professional Growth Plan for the following school year.
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By no later than May 30, the administrator will meet with the staff member to discuss and then
finalize the Formative Assessment Reflection Form.
Summative Assessment
For staff involved in Summative Assessment, the administrator will conduct both formal and
informal observations during the year. Formal observations will consist of a pre-observation
conference, an observation, and a post-observation conference. During the formal observations,
the administrator is responsible for collecting evidence of the staff member’s skill in carrying out
his/her professional responsibilities. As part of these observations, the staff member will
complete the Instructional Plan prior to the pre-observation conference to demonstrate skill in
planning. In addition, before the post-observation conference, the staff member completes the
Reflection Form. These two forms, together with the administrator’s Classroom Observation
Record provide the basis for discussion during the post-observation conference.
During the summative year, each staff member will report outcomes of SLOs and PPGs from
prior formative years along with summative year results.
To assist in the completion of the Summative Assessment Report, each staff member will
complete a self-assessment to analyze strengths and areas for improvement; and survey students
and parents to obtain performance feedback. The self-assessment and survey results are also
used as a basis for the development of a Professional Growth Plan for the following school year.
During the school year, each staff member involved in the summative phase of the process will
be observed by the administrator a minimum of three times; once formally and twice informally.
Feedback regarding those observations will be provided to the staff member.
The completed Summative Assessment Reflection Form, must be submitted to the administrator
by May 15th. An optional meeting may be scheduled with the administrator in order to provide
an overview of the contents when the portfolio is submitted. This meeting also provides an
opportunity to discuss any questions the administrator may have regarding the staff member’s
performance.
By no later than the May 30th, the administrator completes the evaluation process by writing the
Summative Assessment Report and then meets with the staff member to finalize that report. This
report will reflect the quality of evidence collected by both the staff member and the
administrator and through discussion about the portfolio. In summative assessment, the
professional is evaluated on all four domains that delineate the Framework for Teaching.
Options for Achieving the Professional Growth Plan
As part of this conference, the administrator and staff member also identify the option(s) through
which the staff member will work to achieve the Professional Growth Plan. It is the intent of this
supervision, evaluation and development model to encourage staff to work toward the
achievement of their Professional Growth Plan as a member of a support team or in a peer
coaching arrangement. While a collegial model for achieving the growth plan is being stressed,
other options are also possible. Video taping lessons for review and reflection is an example of
an individual option that a staff member may pursue.
12
A support team may consist of educators who already work together, for example in a high
school department or on an instructional team. Alternatively, they may consist of teachers with
similar responsibilities, for example, they teach 5th grade students, but do not currently share
students or otherwise work in a team. Or, a team may consist of staff from different schools
who, for a particular and compelling reason, want to work together. Naturally, the logistics of
meeting are easier to arrange when people work in the same school.
Two staff members may also want to work together in a peer coaching option. These staff may
wish to observe each other in the classroom or share in professional growth and other activities
designed to achieve their individual growth plans.
In addition to the support team, peer coaching and individual growth options, other possible
activities to support the achievement of the growth plan include the following:






observation of and discussion with other professionals known to be skilled in the area
identified for focus,
attendance at workshops or inservice programs,
focused reading of books and articles, watching of videos of practice, and discussion with
members of a support team or a study group,
collection and analysis of student work from one's own teaching,
review of survey results from students, parents and/or colleagues,
analysis of test results or other achievement measures to determine areas of need for one's
students.
The list of possible activities to achieve the growth plan is virtually endless: the critical
consideration is how a certain activity enables a professional educator to improve his/her
performance.
The heart of the formative/summative process is the actual implementation of the growth plan. It
is during this time that staff members perform the real work of professional development,
carrying out the activities they have identified as likely to help them advance towards their
growth goal(s). When developing the Professional Growth Plan, staff should consider the
resources they may need for successful implementation. In addition, staff should give thought to
the nature of the documentation that will result from implementing activities in the plan.
Personal Reflection
As the Professional Growth Plan is being carried out, it is expected that staff members will
engage in personal reflection regarding the concepts and ideas being explored. If well-conceived
and carried out, the professional growth activities should yield planning documents, assessment
procedures, samples of student work with teacher feedback, videos of classroom practice, logs of
professional activities and the like, that will be useful during the summative evaluation process
to document performance. Taken together, the documentation produced during the formative
process will constitute a comprehensive portrait of the teacher that can be presented during the
year of summative evaluation. While the staff member carries out the activities necessary to
achieve the growth plan, the administrator observes the staff member’s performance.
13
Formative Assessment Reflection Form
(To be submitted to the administrator no later than May 15th)
Staff Member Name: __________________________
School Year ___________________
Components of Professional Practice
Domain 1: Planning and Preparation
Component 1a: Demonstrating Knowledge of Content and
Pedagogy
Component 1b: Demonstrating Knowledge of Students
Component 1c: Setting Instructional Outcomes
Component 1d: Demonstrating Knowledge of Resources
Component 1e: Designing Coherent Instruction
Component 1f: Designing Student Assessments
Domain 3: Instruction
Component 3a: Communicating with Students
Component 3b: Using Questioning and Discussion Techniques
Component 3c: Engaging Students in Learning
Component 3d: Using Assessment in Instruction
Component 3e: Demonstrating Flexibility and Responsiveness
Domain 4: Professional Responsibilities
Component 4a: Reflecting on Teaching
Component 4b: Maintaining Accurate Records
Component 4c: Communicating with Families
Component 4d: Participating in a Professional Community
Component 4e: Growing and Developing Professionally
Component 4f: Showing Professionalism
Domain 2: The Classroom Environment
Component 2a: Creating an Environment of Respect and
Rapport
Component 2b: Establishing a Culture for Learning
Component 2c: Managing Classroom Procedures
Component 2d: Managing Student Behavior
Component 2e: Organizing Physical Space
Reflection is defined as the process of thinking about and critically analyzing one’s own
teaching practices in order to improve student learning. When reflecting on one's
practices, data should be used to back up the conclusions that are drawn. Attach to this
form your response to each of the following questions. Please limit your response to
approximately two pages.
Reflection on Teaching and Learning
Think about your professional experiences over the past year and respond to each of the
following questions.
 What were the results of your Professional Practice Goals this year?
 How has your progress this year improved your teaching practices?
 What effect has your professional growth had on student learning?
 What were the results of your Student Learning Outcome(s) this year?
 If you surveyed students and/or parents, what conclusions have you drawn regarding your
professional practices as a result of that feedback?
 What will you do differently in the future as a result of your experiences this year?
Other Information
Are there any other professional contributions or accomplishments that you would like to
share?
Staff Member's Signature
Date
Administrator's Signature
Date
14
Instructional Plan for Pre-Observation
Conference Discussion
Teacher:
Observer:
Grade/Subject:
Date of Observation:
Concept/Topic being Taught:

What are the goals and objectives for this lesson? In other words, what do you intend for
students to learn and be able to demonstrate?

Why are these goals or objectives appropriate for these students at this time? (Consider how
the goals or objectives address your content standards, how they build on previous learning,
and how they lead to future learning?

How do your lesson objectives support the district’s curriculum?

Briefly describe the students in the class, including those with special needs or talents.

How do you plan to engage students in the lesson? What will you do? What will the
students do? Include time estimates for each component of the lesson.

How do you plan to assess student achievement of the lesson’s goal(s)? What procedures
will you use? How will you use the results of this assessment? (Attach any tests or
performance tasks, with accompanying scoring guides or rubrics).

Why have you chosen the above approach(es) to assessment, and how will you make use of
the results?
15
Lesson Reflection Form for Post-Observation
Conference Discussion
Teacher:
Date of Lesson:
Concept/Topic Taught:

As I reflect on this lesson, to what extent were students productively engaged?

Did the students learn what I intended? Were my instructional goals met? How do/will I
know?

Did I alter my goals or my instructional plan as I taught the lesson? Why?

If I had the opportunity to teach this lesson again to this same group of students, what would
I do differently? Why?
16
Summative Assessment Reflection Form
(To be submitted to the administrator no later than May 15th)
Staff Member Name _______________________________ School Year ___________________
Pedagogy
Rapport
Reflection is defined as the process of thinking about and critically analyzing one’s own
teaching practices in order to improve student learning. When reflecting on one's
practices, data should be used to back up the conclusions that are drawn. Attach to this
form your responses to each of the following questions. Please limit your response to
approximately two pages.
Reflection on Teaching and Learning
Think about your professional experiences over the last several years and respond to each of
the following questions.






What were the results of your Professional Practice Goals this year and in your formative
assessment years?
How has your progress toward the achievement of your Professional Practice Goals improved
your teaching practices?
What effect has your professional growth had on student learning?
What were the results of your Student Learning Outcomes this year and in your formative
assessment years?
What conclusions have you drawn regarding your professional practices as a result of the
student and parent survey feedback?
What will you do differently in the future as a result of your experiences this year?
Date
Date
17
PROFESSIONAL DEVELOPMENT/CONTRIBUTION LOG
NAME _____________________ SCHOOL _____________ YEAR ____
Date
Event/Service
(e.g., committee
involvement,
presentations,
mentoring, etc.)
Description of Contribution
18
(Optional, Example)
Support Team Meeting Log
Meeting Date: _____________________ Time _________________Location ____________
Members Present:
1.
2.
3.
4.
5.
6.
Topics of Discussion
Administrative Feedback Needed:
Administrative Support Needed:
Staff Development Needed:
Submitted by: ______________________________________ Date _______________________
19
(Optional)
FAMILY CONTACT LOG
NAME ________________________ SCHOOL ______________ SCHOOL YEAR__________
Date
Person
Contacted
Type of Contact
(personal, phone,
e-mail)
20
Purpose
Outcome
Self-Assessment – Classroom Teacher
Name: ______________________________________________
Date: __________________________
Introduction
Self-assessment is an important component of the district’s professional staff supervision,
evaluation and development process. Self-assessment provides the professional with an
opportunity to reflect on performance and to identify strengths as well as areas where
improvement is warranted. Self-assessment also provides the professional with a basis for
analyzing performance for the purpose of goal setting. Goal setting then becomes the basis
for developing a Professional Growth Plan.
The following self-assessment checklist has been designed to assist the professional in
identifying areas around which goals can be developed. It should be completed and then
used to develop Student Learning Outcomes (SLOs) and Professional Practice Goals (PPGs)
as part of the Professional Growth Plan that will be shared with the administrator
responsible for assessing your performance.
This self-assessment should be completed by checking the box under each statement that
best describes your present level of performance.
Pedagogy
Rapport
21
Component 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
Element
Knowledge
of content and
the structure of
the discipline
Level of Performance
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
In planning and
practice, teacher
makes content errors or
does not correct errors
made by students.
Teacher is familiar with
the important concepts
in the discipline but
may display lack of
awareness of how
these concepts relate
to one another.
Teacher displays solid
knowledge of the
important concepts in
the discipline and how
these relate to one
another.
Teacher displays
extensive knowledge of
the important concepts
in the discipline and
how these relate both
to one another and to
other disciplines.
Teacher’s plans and
practice display little
understanding of
prerequisite
relationships important
to student learning of
the content.
practice indicate some
awareness of
prerequisite
relationships, although
such knowledge may
be inaccurate or
incomplete.
Teacher's plans and
practices reflect
accurate understanding
of prerequisite
relationships among
topics and concepts.
practices reflect
understanding of
prerequisite
relationships among
topics and concepts
and a link to necessary
cognitive structures by
students to ensure
understanding.
Teacher displays little
or no understanding of
the range of
pedagogical
approaches suitable to
student learning of the
content.
practice reflect a limited
range of pedagogical
approaches or some
approaches that are not
suitable to the
discipline or to the
student.
practice reflect
familiarity with a wide
range of effective
pedagogical
approaches in the
discipline.
practice reflect
familiarity with a wide
range of effective
pedagogical
approaches in the
discipline, anticipating
student
misconceptions.
Rating
Comments
Knowledge of
prerequisite
relationships
Rating
Comments
Knowledge of
content-related
pedagogy
Rating
Comments
22





Knowledge of child and adolescent development
Knowledge of learning process
Knowledge of students' skills, knowledge, and language proficiency
Knowledge of students' interests and cultural heritage
Knowledge of students' special needs
Element
Knowledge
of child and
adolescent
development
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
or no knowledge of the
developmental
characteristics of the
age group.
Teacher displays partial
knowledge of the
developmental
age group.
Teacher displays
of the typical
developmental
age group, as well as
exceptions to the
general patterns.
In additional to
accurate knowledge of
the typical developmental characteristics
of the age group and
exceptions to the
general patterns,
teacher displays
knowledge of the extent
to which individual
students follow the
general patterns.
Teacher sees no value
in understanding how
students learn and
does not seek such
information.
Teacher recognizes the
value of knowing how
students learn, but this
knowledge is limited or
outdated.
Teacher’s knowledge of
how students learn is
accurate and current.
Teacher applies this
knowledge to the class
as a whole and to
groups of students.
Teacher displays
extensive and subtle
understanding of how
knowledge to individual
students.
or no knowledge of
students’ skills,
knowledge, and
language proficiency
and does not indicate
that such knowledge is
valuable.
value of understanding
students’ skills,
knowledge, and
but displays this
knowledge only for the
class as a whole.
students’ skills,
knowledge, and
and displays this
knowledge for groups
of students.
students’ skills,
knowledge, and
and has a strategy for
maintaining such
information.
Rating
Comments
Knowledge of
the learning
process
Rating
Comments
Knowledge of
students' skills,
knowledge, and
language
proficiency
Rating
Comments
23
Knowledge of
students'
interests and
cultural
heritage
Rating
Comments
Knowledge of
students’
special needs
Rating
Comments
or no knowledge of
students’ interests or
cultural heritage and
does not indicate that
such knowledge is
valuable.
students’ interests and
cultural heritage but
displays this knowledge
only for the class as a
whole.
for groups of students.
for individual students.
or no understanding of
students’ special
learning or medical
needs or why such
knowledge is important.
Teacher displays
awareness of the
importance of knowing
students’ special
learning or medical
needs, but such
knowledge may be
incomplete or
inaccurate.
Teacher is aware of
students’ special
learning and medical
needs.
Teacher possesses
information about each
student’s learning and
medical needs
collecting such
information from a
variety of sources.
24




Value, sequence, and alignment
Clarity
Balance
Suitability for diverse learners
Element
Value,
sequence, and
alignment
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Outcomes represent
low expectations for
students and lack of
rigor. They do not
reflect important
learning in the
discipline or a
connection to a
sequence of learning.
Outcomes represent
moderately high
expectations and rigor.
Some reflect important
learning in the
discipline and at least
some connection to a
Most outcomes
represent high
expectations and rigor
and important learning
in the discipline. They
are connected to a
All outcomes represent
high expectations and
rigor and important
learning in the
discipline. They are
connected to a
sequence of learning
both in the discipline
and in related
disciplines.
Outcomes are either
not clear or are stated
as activities, not as
student learning.
Outcomes do not
permit viable methods
of assessment.
Outcomes are only
moderately clear or
consist of a
combination of
outcomes and
activities. Some
outcomes do not permit
viable methods of
assessment.
All the instructional
outcomes are clear,
written in the form of
student learning. Most
suggest viable methods
of assessment.
All the outcomes are
clear, written in the
form of student
learning, and permit
viable methods of
assessment.
Outcomes reflect only
one type of learning
and only one discipline
or strand.
Outcomes reflect
several types of
learning, but teacher
has made not attempt
at coordination or
integration.
Outcomes reflect
several different types
of learning and
opportunities for
coordination.
Where appropriate,
outcomes reflect
several different types
of learning and
opportunities for both
coordination and
integration.
Outcomes are not
suitable for the class or
are not based on any
assessment of student
needs.
Most of the outcomes
are suitable for most of
the students in the
class based on global
assessments of student
learning.
Most of the outcomes
are suitable for all
students in the class
and are based on
evidence of student
proficiency. However,
the needs of some
individual students may
not be accommodated.
Outcomes are based
on a comprehensive
assessment of student
learning and take into
account the varying
needs of individual
students or groups.
Rating
Comments
Clarity
Rating
Comments
Balance
Rating
Comments
Suitability for
diverse
learners
Rating
Comments
25



Resources for classroom use
Resources to extend content knowledge and pedagogy
Resources for students
Element
Resources for
classroom use
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Teacher is unaware of
resources for
classroom use
available through the
school or district.
Teacher displays
awareness of
resources available for
classroom use through
the school or district but
no knowledge or
resources available
more broadly.
Teacher displays
awareness of
resources available for
classroom use through
the school or district
and some familiarity
with resources external
to the school and on
the Internet.
resources for
classroom use is
extensive, including
those available through
the school or district, in
the community, through
professional
organizations and
universities, and on the
Internet.
resources to enhance
content and
pedagogical knowledge
school or district.
Teacher displays
awareness of
content and
school or district but no
knowledge of resources
available more broadly.
Teacher displays
awareness of
content and
school or district and
some familiarity with
resources external to
the school and on the
Internet.
content and
is extensive, including
the community, through
professional
organizations and
universities, and on the
Internet.
resources for students
school or district.
Teacher displays
awareness of
school or district but no
Teacher displays
awareness of
the school and on the
Internet.
the community, and on
the Internet.
Rating
Comments
Resources to
extend content
knowledge and
pedagogy
Rating
Comments
Resources for
students
Rating
Comments
26




Learning activities
Instructional materials and resources
Instructional groups
Lesson and unit structure
Element
Learning
activities
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Learning activities are
not suitable to students
or to instructional
outcomes and are not
designed to engage
students in active
intellectual activity.
Only some of the
learning activities are
suitable to students or
to the instructional
outcomes. Some
represent a moderate
cognitive challenge, but
with not differentiation
for different students.
All of the learning
activities are suitable to
students or to the
instructional outcomes,
and most represent
significant cognitive
challenge, with some
differentiation for
different groups of
students.
Learning activities are
highly suitable to
diverse learners and
support the
instructional outcomes.
They are all designed
to engage students in
high-level cognitive
activity and are
differentiated, as
appropriate, for
individual learners.
Materials and
resources are not
suitable for students
and do not support the
instructional outcomes
or engage students in
meaningful learning.
Some of the materials
and resources are
suitable to students,
support the
and engage students in
All materials and
resources are suitable
to students, support the
and are designed to
engage students in
All materials and
resources are suitable
to students, support the
and are designed to
engage students in
There is evidence of
appropriate use of
technology and of
student participation in
selecting or adapting
materials.
Instructional groups do
not support the
and offer no variety.
partially support the
with an effort at
providing some variety.
Instructional groups are
varied, as appropriate
to the students and the
different instructional
outcomes.
varied as appropriate to
the students and the
different instructional
outcomes. There is
evidence of student
choice in selecting the
different patterns of
instructional groups.
Rating
Comments
Instructional
materials and
resources
Rating
Comments
Instructional
groups
Rating
Comments
27
Lesson and
unit structure
Rating
Comments
The lesson or unit has
no clearly defined
structure, or the
structure is chaotic.
Activities do not follow
an organized
progression, and time
allocations are
unrealistic.
a recognizable
structure, although the
structure is not
uniformly maintained
throughout.
Progression of activities
is uneven, with most
time allocations
reasonable.
28
a clearly defined
structure around which
activities are organized.
Progression of activities
is even, with
reasonable time
allocations.
The lesson's or unit's
structure is clear and
allows for different
pathways according to
diverse student needs.
The progression of
activities is highly
coherent.




Congruence with instructional outcomes
Criteria and standards
Design of formative assessments
Use for Planning
Element
Congruence
with
instructional
outcomes
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Assessment
procedures are not
congruent with
Some of the
are assessed through
the proposed approach,
but many are not.
All the instructional
outcomes are assessed
through the approach
to assessment;
assessment
methodologies may
have been adapted for
groups of students.
Proposed approach to
assessment is fully
aligned with the
in both content and
process. Assessment
methodologies have
been adapted for
individual students, as
needed.
Proposed approach
contains no criteria or
standards.
Assessment criteria
and standards have
been developed, but
they are not clear.
Assessment criteria
and standards are
clear.
Assessment criteria
and standards are
clear; there is evidence
that the students
contributed to their
development.
Teacher has no plan to
incorporate formative
assessment in the
lesson or unit.
Approach to the use of
formative assessment
is rudimentary,
including only some of
the instructional
outcomes.
Teacher has a welldeveloped strategy to
using formative
assessment and has
designed particular
approaches to be used.
Approach to using
formative assessment
is well designed and
includes student as well
as teacher use of the
assessment
information.
Teacher has no plans
to use assessment
results in designing
future instruction.
Teacher plans to use
assessment results to
plan for future
instruction for the class
as a whole.
plan for future
instruction for groups of
students.
plan future instruction
for individual students.
Rating
Comments
Criteria and
standards
Rating
Comments
Design of
formative
assessments
Rating
Comments
Use for
planning
Rating
Comments
29
Component 2a: Creating an Environment of Respect and Rapport


Teacher interaction with students
Student interaction with other students
Element
Teacher
interaction with
students
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Teacher interaction
with at least some
students is negative,
demeaning, sarcastic,
or inappropriate to the
age or culture of the
students. Students
exhibit disrespect for
teacher.
Teacher-student
interactions are
generally appropriate
but may reflect
occasional
inconsistencies,
favoritism, or disregard
for students' cultures.
Students exhibit only
minimal respect for the
teacher.
Teacher-student
interactions are friendly
and demonstrate
general caring and
respect. Such
interactions are
appropriate to the age
and cultures of the
students. Students
exhibit respect for the
teacher.
Teacher interactions
with students reflect
genuine respect and
caring for individuals as
well as groups of
students. Students
appear to trust the
teacher with sensitive
information.
Student interactions are
characterized by
conflict, sarcasm, or
put-downs.
Students do not
demonstrate disrespect
for one another.
generally polite and
respectful.
Students demonstrate
genuine caring for one
another and monitor
one another’s treatment
of peers, correcting
classmates respectfully
when needed.
Rating
Comments
Student
interactions
with other
students
Rating
Comments
30



Importance of the content
Expectations for learning and achievement
Student pride in work
Element
Importance of
the content
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Teacher or students
convey a negative
attitude toward the
content, suggesting
that it is not important
or has been mandated
by others.
Teacher communicates
importance of the work
but with little conviction
and only minimal
apparent buy-in by the
students.
Teacher conveys
genuine enthusiasm for
the content, and
students demonstrate
consistent commitment
to its value.
through their active
participation, curiosity,
and taking initiative that
they value the
importance of the
content.
Instructional outcomes,
activities and
assignments, and
classroom interactions,
convey low
expectations for at least
some students.
activities and
assignments, and
classroom interactions
convey only modest
expectations for
student learning and
achievement.
activities and
assignments, and
convey high
expectations for most
students.
activities and
assignments, and
convey high
expectations for all
students. Students
appear to have
internalized these
expectations.
little or no pride in their
work. They seem to be
motivated by the desire
to complete a task
rather than do highquality work.
Students minimally
accept the
responsibility to do
good work but invest
little of their energy into
its quality.
Students accept the
teacher’s insistence on
work of high quality and
demonstrate pride in
that work.
attention to detail and
take obvious pride in
their work, initiating
improvements in it by,
for example, revising
drafts on their own or
helping peers.
Rating
Comments
Expectations
for learning and
achievement
Rating
Comments
Student pride
in work
Rating
Comments
31





Management of instructional groups
Management of transitions
Management of materials and supplies
Performance of noninstructional duties
Supervision of volunteers and paraprofessionals
Element
Management of
instructional
groups
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Students not working
with the teacher are not
productively engaged in
learning.
Students in only some
groups are
productively engaged
in learning while
unsupervised by the
teacher.
Small-group work is
well organized, and
most students are
in learning while
unsupervised by the
teacher.
Small-group work is
well organized, and
students are
at all times, with
students assuming
responsibility for
productivity.
Transitions are chaotic,
with much time lost
between activities or
lesson segments.
Only some transitions
are efficient, resulting
in some loss of
instructional time.
Transitions occur
smoothly, with little
loss of instructional
time.
Transitions are
seamless, with
students assuming
responsibility in
ensuring their efficient
operation.
Materials and supplies
are handled inefficiently,
resulting in significant
loss of instructional time.
Routines for handling
materials and
supplies function
moderately well, but
with some loss of
instructional time.
materials and
supplies occur
time.
materials and supplies
are seamless, with
students assuming
some responsibility for
smooth operation.
Considerable
instructional time is lost
in performing
noninstructional duties.
Systems for
performing
noninstructional
duties are fairly
efficient, resulting in
some loss of
instructional time.
Efficient systems for
performing
noninstructional
duties are in place,
resulting in minimal
time.
Systems for performing
noninstructional duties
are well established,
with students assuming
considerable
responsibility for
efficient operation.
Rating
Comments
Management of
transitions
Rating
Comments
Management of
materials and
supplies
Rating
Comments
Performance of
noninstructional
duties
Rating
Comments
32
Supervision of
volunteers and
paraprofessionals
Rating
Comments
Volunteers and
paraprofessionals have
no clearly defined duties
and are idle most of the
time.
Volunteers and
paraprofessionals are
during portions of
class time but require
frequent supervision.
33
Volunteers and
productively and
independently
engaged during the
entire class.
Volunteers and
paraprofessionals
make a substantive
contribution to the
classroom
environment.



Expectations
Monitoring of student behavior
Response to student misbehavior
Element
Expectations
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
No standards of
conduct appear to have
been established, or
students are confused
as to what the
standards are.
Standards of conduct
appear to have been
established, and most
students seem to
understand them.
are clear to all
students.
are clear to all students
and appear to have
been developed with
student participation.
Student behavior is not
monitored, and teacher
is unaware of what the
students are doing.
Teacher is generally
aware of student
behavior but may miss
the activities of some
students.
Teacher is alert to
student behavior at all
times.
Monitoring by teacher
is subtle and
preventive. Students
monitor their own and
their peers' behavior,
correcting one another
respectfully.
Teacher does not
respond to
misbehavior, or the
response is
inconsistent, is overly
repressive, or does not
respect the student's
dignity.
Teacher attempts to
respond to student
misbehavior but with
uneven results, or there
are no major infractions
of the rules.
Teacher response to
misbehavior is
appropriate and
successful and
respects the student's
dignity, or student
behavior is generally
appropriate.
Teacher response to
misbehavior is highly
effective and sensitive
to students' individual
needs, or student
behavior is entirely
appropriate.
Rating
Comments
Monitoring of
student
behavior
Rating
Comments
Response to
student
misbehavior
Rating
Comments
34


Safety and accessibility
Arrangement of furniture and use of physical resources
Element
Safety and
accessibility
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
The classroom is
unsafe, or learning is not
accessible to some
students.
The classroom is safe,
and at least essential
learning is accessible to
most students.
and learning is equally
accessible to all
students.
The classroom is safe, and
students themselves
ensure that all learning is
equally accessible to all
students.
The furniture
arrangement hinders the
learning activities, or the
teacher makes poor use
of physical resources.
Teacher uses physical
resources adequately. The
furniture may be adjusted
for a lesson, but with
limited effectiveness.
resources skillfully, and
the furniture
arrangement is a
resource for learning
activities.
Both teacher and students
use physical resources
easily and skillfully, and
students adjust the
furniture to advance their
learning.
Rating
Comments
Arrangement of
furniture and
use of physical
resources
Rating
Comments
35




Expectations for learning
Directions and procedures
Explanations of content
Use of oral and written language
Element
Expectations
for learning
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Teacher’s purpose in a
lesson or unit is unclear
to students.
Teacher attempts to
explain the
instructional purpose,
with limited success.
Teacher’s purpose for the
lesson or unit is clear,
including where it is
situated within broader
learning.
Teacher makes the purpose
of the lesson or unit clear,
including where it is situated
with broader learning, linking
that purpose to student
interest.
Teacher’s directions and
procedures are
confusing to students.
Teacher’s directions
and procedures are
clarified after initial
student confusion.
procedures are clear to
students.
students and anticipate
possible student
misunderstanding.
Teacher’s explanation of
the content is unclear or
confusing or uses
inappropriate language.
Teacher’s explanation
of the content is
uneven; some is done
skillfully, but other
portions are difficult to
follow.
content is appropriate and
connects with students’
knowledge and
experience.
content is imaginative and
knowledge and experience.
Students contribute to
explaining concepts to their
peers.
Teacher's spoken
language is inaudible, or
written language is
illegible. Spoken or
written language may
contain errors of
grammar or syntax.
Vocabulary may be
inappropriate, vague, or
used incorrectly, leaving
students confused.
Teacher's spoken
language is audible,
and written language
is legible. Both are
used correctly and
conform to standard
English. Vocabulary is
correct but limited or
is not appropriate to
the students' ages or
backgrounds.
Teacher's spoken and
written language is clear
and correct and conforms
to standard English.
Vocabulary is appropriate
to the students' age and
interests.
Teacher's spoken and written
language is correct and
conforms to standard English.
It is also expressive, with
well-chosen vocabulary that
enriches the lesson. Teacher
finds opportunities to extend
students’ vocabularies.
Rating
Comments
Directions and
procedures
Rating
Comments
Explanations of
content
Rating
Comments
Use of oral and
written
language
Rating
Comments
36



Quality of questions
Discussion techniques
Student participation
Element
Quality of
questions
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Teacher's questions are
virtually all of poor
quality, with low
cognitive challenge and
simple correct
responses, and they are
asked in rapid
succession.
Teacher's questions
are a combination of
low and high quality,
posed in rapid
succession. Only
some invite a
thoughtful response.
Most of the teacher's
questions are of high
quality. Adequate time is
provided for students to
respond.
of uniformly high quality,
with adequate time for
students to respond.
Students formulate many
questions.
Interaction between
teacher and students is
predominantly recitation
style, with teacher
mediating all questions
and answers.
Teacher makes some
attempt to engage
students in genuine
discussion rather than
recitation, with
uneven results.
Teacher creates a
genuine discussion
among students, stepping
aside when appropriate..
Students assume
considerable
responsibility for the
success of the
discussion, initiating
topics and making
unsolicited contributions.
A few students dominate
the discussion.
Teacher attempts to
engage all students in
the discussion, but
with only limited
success.
Teacher successfully
engages all students in
the discussion.
Students themselves
ensure that all voices are
heard in the discussion.
Rating
Comments
Discussion
techniques
Rating
Comments
Student
participation
Rating
Comments
37




Activities and assignments
Grouping of students
Instructional materials and resources
Structure and pacing
Element
Activities and
assignments
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Activities and
assignments are
inappropriate for
students’ age or
background. Students
are not mentally
engaged in them.
Activities and
assignments are
appropriate to some
students and engage
them mentally, but
others are not
engaged.
Most activities and
assignments are
appropriate to students,
and almost all students
are cognitively engaged
in exploring content.
All students are
cognitively engaged in
the activities and
assignments in their
exploration of content.
Students initiate or
adapt activities and
projects to enhance
their understanding.
inappropriate to the
students or to the
only partially
appropriate to the
students or only
moderately successful
in advancing the
of the lesson.
productive and fully
appropriate to the
students or to the
instructional purposes
of the lesson.
appropriate to the
students or to the
of the lesson. Students
take the initiative to
influence the formation
or adjustment of
Instructional materials
and resources are
unsuitable to the
or do not engage
students mentally.
and resources are only
partially suitable to the
instructional purposes,
or students are only
partially mentally
engaged with them.
and resources are
suitable to the
and engage students
mentally.
and resources are
suitable to the
and engage students
mentally. Students
initiate the choice,
adaptation, or creation
of materials to enhance
their learning.
The lesson has no
clearly defined
structure, or the pace of
the lesson is too slow
or rushed, or both.
The lesson has a
recognizable structure,
although it is not
uniformly maintained
throughout the lesson.
Pacing of the lesson is
inconsistent.
The lesson has a
clearly defined
structure around which
the activities are
organized. Pacing of
the lesson is generally
appropriate.
The lesson's structure
is highly coherent,
allowing for reflection
and closure. Pacing of
the lesson is
appropriate for all
students.
Rating
Comments
Grouping of
students
Rating
Comments
Instructional
materials and
resources
Rating
Comments
Structure and
pacing
Rating
Comments
38




Assessment criteria
Monitoring of student learning
Feedback to students
Student self-assessment and monitoring of progress
Element
Assessment
criteria
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Students are not aware
of the criteria and
performance standards
by which their work will
be evaluated.
Students know some of
the criteria and
be evaluated.
Students are fully
aware of the criteria
and performance
standards by which
their work will be
evaluated.
Students are fully
aware of the criteria
and performance
standards by which
their work will be
evaluated and have
contributed to the
development of the
criteria.
Teacher does not
monitor student
learning in the
curriculum.
Teacher monitors the
progress of the class as
a whole but elicits no
diagnostic information.
progress of groups of
students in the
curriculum, making
limited use of
diagnostic prompts to
elicit information.
Teacher actively and
systematically elicits
diagnostic information
from individual students
regarding their
understanding and
monitors the progress
of individual students.
Teacher’s feedback to
students is of poor
quality and not
provided in a timely
manner.
students is uneven, and
its timeliness is
inconsistent.
students is timely and
of consistently high
quality.
students is timely and
of consistently high
quality, and students
make use of the
feedback in their
learning.
Students do not
engage in selfassessment or
monitoring of progress.
Students occasionally
assess the quality of
their own work against
the assessment criteria
and performance
standards.
Students frequently
assess and monitor the
quality of their own
work against the
assessment criteria and
performance standards.
Students not only
frequently assess and
monitor the quality of
their own work against
the assessment criteria
and performance
standards but also
make active use of that
information in their
learning.
Rating
Comments
Monitoring of
student
learning
Rating
Comments
Feedback to
students
Rating
Comments
Student selfassessment
and monitoring
of progress
Rating
Comments
39



Lesson Adjustment
Response to students
Persistence
Element
Lesson
adjustment
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Teacher adheres rigidly
to an instructional plan,
even when a change is
clearly needed.
Teacher attempts to
adjust a lesson when
needed, with only
partially successful
results.
Teacher makes a minor
adjustment to a lesson,
and the adjustment
occurs smoothly.
makes a major
adjustment to a lesson
when needed.
Teacher ignores or
brushes aside students'
questions or interests.
Teacher attempts to
accommodate students'
questions or interests,
although the pacing of
the lesson is disrupted.
accommodates
students' questions or
interests.
Teacher seizes a major
opportunity to enhance
learning, building on
student interests or a
spontaneous event.
When a student has
difficulty learning, the
teacher either gives up
or blames the student
or the student's home
environment.
Teacher accepts
success of all students
but has only a limited
repertoire of
instructional strategies
to draw on.
Teacher persists in
seeking approaches for
students who have
difficulty learning,
drawing on a broad
repertoire of strategies.
Teacher persists in
seeking effective
approaches for
students who need
help, using an
extensive repertoire of
strategies and soliciting
additional resources
from the school.
Rating
Comments
Response to
students
Rating
Comments
Persistence
Rating
Comments
40


Accuracy
Use in future teaching
Element
Accuracy
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Teacher does not know
whether a lesson was
effective or achieved its
or teacher profoundly
misjudges the success
of a lesson.
Teacher has a
generally accurate
impression of a
lesson's effectiveness
and the extent to which
were met.
Teacher makes an
accurate assessment of
a lesson's effectiveness
it achieved its
and can cite general
references to support
the judgement.
Teacher makes a
thoughtful and accurate
assessment of a
lesson's effectiveness
it achieved its
citing many specific
examples from the
lesson and weighing
the relative strength of
each.
Teacher has no
suggestions for how a
lesson could be
improved another time
the lesson is taught.
Teacher makes general
suggestions about how
a lesson could be
improved another time
the lesson is taught.
Teacher makes a few
specific suggestions of
what could be tried
another time the lesson
is taught.
Drawing on an
skills, the teacher offers
specific alternative
actions, complete with
probable success of
different courses of
action.
Rating
Comments
Use in future
teaching
Rating
Comments
41



Student completion of assignments
Student progress in learning
Noninstructional records
Element
Student
completion of
assignments
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Teacher's system for
maintaining information
on student completion
of assignments is in
disarray.
of assignments is
rudimentary and only
partially effective.
of assignments is fully
effective.
of assignments is fully
effective. Students
participate in maintaining the records.
Teacher has no system
for maintaining
information on student
progress in learning, or
the system is in
disarray.
on student progress in
learning is rudimentary
and only partially
effective.
learning is fully
effective.
learning is fully
effective. Students
contribute information
and participate in
interpreting the records.
Teacher's records for
noninstructional
activities are in
disarray, resulting in
errors and confusion.
Teacher's records for
noninstructional
activities are adequate,
but they require
frequent monitoring to
avoid errors.
on noninstructional
activities is fully
effective.
on noninstructional
activities is highly
effective, and students
contribute to its
maintenance.
Rating
Comments
Student
progress in
learning
Rating
Comments
Noninstruction
al records
Rating
Comments
42



Information about the instructional program
Information about individual students
Engagement of families in the instructional program
Element
Information
about the
instructional
program
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Teacher provides little
or no information about
the instructional
program to families.
Teacher participates in
the school's activities
for family
communication but
offers little additional
information.
Teacher provides
frequent information to
families, as
appropriate, about the
instructional program.
Teacher provides
frequent information to
families, as
appropriate, about the
Students participate in
preparing materials for
their families.
Teacher provides
minimal information to
families about
individual students, or
the communication is
cultures of the families.
Teacher does not
respond, or responds
insensitively, to family
concerns about
students.
Teacher adheres to the
school's required
procedures for
communicating with
families. Responses to
family concerns are
minimal or may reflect
occasional insensitivity
to cultural norms.
with families about
students' progress on a
regular basis,
respecting cultural
norms, and is available
as needed to respond
to family concerns.
Teacher provides
information to families
frequently on student
progress, with students
contributing to the
design of the system.
Response to family
concerns is handled
with great professional
and cultural sensitivity..
Teacher makes no
attempt to engage
families in the
instructional program,
or such efforts are
inappropriate.
Teacher makes modest
and partially successful
attempts to engage
families in the
Teacher's efforts to
engage families in the
instructional program
are frequent and
successful.
Teacher's efforts to
engage families in the
instructional program
are frequent and
successful. Students
contribute ideas for
projects that could be
enhanced by family
participation.
Rating
Comments
Information
about
individual
students
Rating
Comments
Engagement of
families in the
instructional
program
Rating
Comments
43




Relationships with colleagues
Involvement in a culture of professional inquiry
Service to the school
Participation in school and district projects
Element
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Teacher's relationships
with colleagues are
negative or selfserving.
Teacher maintains
cordial relationships
with colleagues to fulfill
the duties that the
school or district
requires.
Relationships with
colleagues are
characterized by
mutual support and
cooperation.
Relationships with
colleagues are
characterized by
mutual support and
cooperation. Teacher
takes initiative in
assuming leadership
among the faulty.
Involvement in
a culture of
professional
inquiry
Teacher avoids
participation in a culture
of inquiry, resisting
opportunities to
become involved.
Teacher becomes
involved in the school’s
culture of inquiry when
invited to do so.
Teacher actively
participates in a culture
of professional inquiry.
Teacher takes a
leadership role in
promoting a culture of
professional inquiry.
Service to the
school
Teacher avoids
becoming involved in
school events.
school events when
specifically asked.
Teacher volunteers to
participate in school
events, making a
substantial contribution.
events, making a
substantial contribution,
and assumes a
leadership role in at
least some aspect of
school life.
Teacher avoids
becoming involved in
school and district
projects.
school and district
projects when
specifically asked.
and district projects,
making a substantial
contribution.
and district projects,
making a substantial
contribution and
assumes a leadership
role in a major school
or district project.
Relationships
with colleagues
Rating
Comments
Rating
Comments
Rating
Comments
Participation in
school and
district projects
Rating
Comments
44



Enhancement of content knowledge and pedagogical skill
Receptivity to feedback from colleagues
Service to the profession
Element
Enhancement
of content
knowledge and
pedagogical
skill
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Teacher engages in no
professional
development activities
to enhance knowledge
or skill.
professional activities
to a limited extent when
they are convenient.
Teacher seeks out
opportunities for
professional
development to
enhance content
knowledge and
pedagogical skill.
Teacher seeks out
opportunities for
professional
development and
makes a systematic
effort to conduct action
research.
Teacher resists
feedback on teaching
performance from
either supervisors or
more experienced
colleagues.
Teacher accepts, with
some reluctance,
performance from both
supervisors and
professional
colleagues.
Teacher welcomes
feedback from
colleagues when made
by supervisors or when
opportunities arise
through professional
collaboration.
Teacher seeks out
from both supervisors
and colleagues.
Teacher makes no
effort to share
knowledge with others
or to assume
professional
responsibilities.
Teacher finds limited
ways to contribute to
the profession.
Teacher participates
actively in assisting
other educators.
Teacher initiates
important activities to
contribute to the
profession.
Rating
Comments
Receptivity to
feedback from
colleagues
Rating
Comments
Service to the
profession
Rating
Comments
45





Integrity and ethical conduct
Service to students
Advocacy
Decision making
Compliance with school and district regulations
Element
Integrity and
ethical conduct
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Teacher displays
dishonesty in
interactions with
colleagues, students,
and the public.
Teacher is honest in
interactions with
and the public.
Teacher displays high
standards of honesty,
integrity, and
confidentiality in
interactions with
colleagues, students
and the public.
Teacher can be
counted on to hold the
highest standards of
honesty, integrity, and
confidentiality and
takes a leadership role
with colleagues.
Teacher is not alert to
students' needs.
Teacher's attempts to
serve students are
inconsistent.
Teacher is active in
serving students.
Teacher is highly
proactive in serving
students, seeking out
resources when
necessary.
Teacher contributes to
school practices that
result in some students
being ill served by the
school.
Teacher does not
knowingly contribute to
some students being ill
served by the school.
Teacher works to
ensure that all students
receive a fair
opportunity to succeed.
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 makes
decisions and
recommendations
based on self-serving
interests.
Teacher's decisions
and recommendations
are based on limited
though genuinely
professional
considerations.
Teacher maintains an
open mind and
participates in team or
departmental decision
making.
Teacher takes a
leadership role in team
or departmental
decision making and
helps ensure that such
decisions are based on
the highest professional
standards.
Rating
Comments
Service to
students
Rating
Comments
Advocacy
Rating
Comments
Decision
making
Rating
Comments
46
Compliance
with school and
district
regulations
Rating
Comments
Teacher does not
comply with school and
district regulations.
Teacher complies
minimally with school
and district regulations,
doing just enough to
get by.
Teacher complies fully
with school and district
regulations.
Teacher complies fully
with school and district
regulations, taking a
leadership role with
colleagues.
Adapted from: Enhancing Professional Practice:
A Framework for Teaching 2nd Edition, Charlotte Danielson,
ASCD, Alexandria, Virginia, 2007.
- Reprinted with permission of the author
47
Self-Assessment – Instructional Specialists
Name: ______________________________________________
Date: __________________________
Introduction
Component 1a: Demonstrating Knowledge of Current Trends
Component 1b: Demonstrating Knowledge of the Program
Component 1c: Establishing Goals for the Instructional Program
Component 1e: Planning the Instructional Program
Component 1f: Developing an Evaluation Plan
Domain 2: The Environment
Component 2a: Creating an Environment of Trust and Respect
Component 2b: Establishing a Culture for Instructional
Improvement
Component 2c: Establishing Clear Procedures
Component 2d: Establishing and Maintaining Norms
Domain 3: Delivery of Service
Component 3a: Collaborating with Teachers
Component 3b: Engaging Teachers in Learning
Component 3c: Sharing Expertise with Staff
Component 3d: Locating Resources for Teachers
Component 4a: Reflecting on Practice
Component 4b: Preparing and Submitting Budgets and Reports
Component 4c: Coordinating Work with Others
Component 4e: Engaging in Professional Development
48
Component
1a:
Demonstrating
knowledge of
current trends in
specialty
area and
professional
development
Unsatisfactory (1)
Instructional
specialist
demonstrates little or
no familiarity with
specialty area or
trends in
professional
development.
Basic (2)
Instructional
specialist
demonstrates basic
familiarity with
specialty area and
trends in
professional
development.
Proficient (3)
Instructional
specialist
demonstrates
thorough knowledge
of specialty area and
trends in
professional
development.
Distinguished (4)
Instructional
specialist’s
knowledge of
specialty area and
trends in
professional
development is wide
and deep; specialist
is regarded as an
expert by
colleagues.
Instructional
specialist
no knowledge of the
school’s program or
of teacher skill in
delivering that
program.
Instructional
specialist
demonstrates basic
knowledge of the
school’s program
and of teacher skill in
delivering that
program.
Instructional
specialist
demonstrates
thorough knowledge
of the school’s
program and of
teacher skill in
delivering that
program.
Instructional
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.
Instructional
specialist has no
clear goals for the
instructional support
program, or they are
inappropriate to
either the situation or
the needs of the
staff.
Instructional
specialist’s goals for
the instructional
support program are
rudimentary and are
partially suitable to
the situation and the
needs of the staff.
Instructional
the instructional
support program are
clear and are
suitable to the
situation and the
needs of the staff.
Instructional
the instructional
support program are
highly appropriate to
needs of the staff.
They have been
developed following
consultations with
administrators and
colleagues.
Rating
Comments
1b:
Demonstrating
knowledge of the
school’s program
and levels of
teacher skill in
delivering that
program
Rating
Comments
1c: Establishing
goals for the
instructional
support program
appropriate to
the setting and
the teachers
served
Rating
Comments
49
Domain 1: Planning and Preparation, cont.
Component
1d:
Demonstrating
knowledge of
resources, both
within and
beyond the
school and
district
Unsatisfactory (1)
Instructional
specialist
no knowledge of
resources available
in the school or
district for teachers
to advance their
skills.
Basic (2)
Instructional
specialist
demonstrates basic
knowledge of
resources available
in the school and
to advance their
skills.
Proficient (3)
Instructional
specialist is fully
aware of resources
available in the
school and district
and in the larger
professional
community for
teachers to advance
their skills.
Distinguished (4)
Instructional
specialist actively
seeks out new
resources from a
wide range of
sources to enrich
teachers’ skills in
implementing the
school’s program.
Instructional
specialist’s plan
consists of a random
collection of
unrelated activities,
lacking coherence or
an overall structure.
Instructional
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.
Instructional
specialist’s plan is
well designed to
support teachers in
the improvement of
their instructional
skills.
Instructional
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.
Instructional
specialist has no
plan to evaluate the
program or resists
suggestions that
such an evaluation is
important.
Instructional
specialist has a
rudimentary plan to
evaluate the
program.
Instructional support
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.
Instructional
specialist’s
evaluation plan is
highly sophisticated,
with imaginative
sources of evidence
and a clear path
toward improving the
program on an
ongoing basis.
Rating
Comments
1e:
Planning the
instructional
support program,
integrated with
the overall
school program
Rating
Comments
1f:
Developing a
plan to evaluate
the instructional
support program
Rating
Comments
50
Component
2a:
Creating an environment of
trust and respect
Rating
Comments
2b:
Establishing a
culture for ongoing
instructional
improvement
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Teachers are reluctant
to request assistance
from the instructional
specialist, fearing that
such a request will be
treated as a sign of
deficiency.
Relationships with the
instructional specialist
are cordial; teachers
don’t resist initiatives
established by the
instructional specialist.
are respectful, with
some contacts initiated
by teachers.
are highly respectful
and trusting, with many
contacts initiated by
teachers.
Instructional specialist
conveys the sense that
the work of improving
instruction is externally
mandated
and is not important to
school improvement.
Teachers do not resist
the offerings of support
specialist.
promotes a culture of
professional inquiry in
which teachers seek
assistance in improving
their instructional skills.
has established a
culture of professional
inquiry in which
teachers initiate
projects to be
undertaken with the
support of the
specialist.
When teachers want to
access assistance from
the instructional
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.
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.
No norms of
professional conduct
have been established;
teachers are frequently
disrespectful in their
interactions with one
another.
Instructional specialist’s
efforts to establish
norms of professional
conduct are partially
successful.
norms of mutual
respect for professional
interaction.
norms of mutual
interaction. Teachers
ensure that their
colleagues adhere to
these standards of
conduct.
Rating
Comments
2c:
Establishing clear
procedures for
teachers to gain
access to
instructional
support
Rating
Comments
2d:
Establishing and
maintaining norms
of behavior for
professional
interactions
Rating
Comments
51
Domain 2: The Environment, cont.
Component
2e:
Organizing
physical space for
workshops or
training
Rating
Comments
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
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.
makes good use of the
resulting in
engagement of all
participants in the
workshop activities.
makes highly effective
use of the physical
environment, with
teachers contributing to
the physical
arrangement.
52
Component
3a:
Collaborating with
teachers in the
design of
instructional units
and lessons
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
declines to collaborate
with classroom
teachers in the design
of instructional lessons
and unit
collaborates with
classroom teachers in
the design of
instructional lessons
and units when
specifically asked to do
so
initiates collaboration
with classroom
and units.
with classroom
and units, locating
from sources outside
the school.
Teachers decline
opportunities to engage
in professional learning.
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
new instructional skills
and take initiative in
suggesting new areas
for growth.
model lessons and
workshops are of poor
quality or are not
appropriate to the
needs of the teachers
being served.
The quality of the
instructional specialist’s
model lessons and
workshops is mixed,
with some of them
being appropriate to the
being served.
The quality of the
model lessons and
workshops is uniformly
high and appropriate to
the needs of the
teachers being served.
The quality of the
model lessons and
the needs of the
The instructional
specialist conducts
extensive follow-up
work with teachers.
fails to locate resources
for instructional
improvement for
teachers, even when
specifically requested
to do so.
efforts to locate
resources for
instructional
improvement for
teachers are partially
successful, reflecting
incomplete knowledge
of what is available.
locates resources for
instructional
improvement for
teachers when asked to
do so.
is highly proactive in
locating resources for
instructional
improvement for
teachers, anticipating
their needs.
Rating
Comments
3b:
Engaging teachers
in learning new
instructional skills
Rating
Comments
3c:
Sharing expertise
with staff
Rating
Comments
3d:
Locating resources
for teachers to
support
instructional
improvement
Rating
Comments
53
Domain 3: Delivery of Service, cont.
Component
3e:
Demonstrating
flexibility and
responsiveness
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
adheres to his plan, in
spite of evidence of its
inadequacy.
makes modest changes
in the support program
when confronted with
evidence of the need
for change.
makes revisions to the
support program when
it is needed.
is continually seeking
ways to improve the
support program and
makes changes as
needed in response to
student, parent, or
teacher input.
Rating
Comments
54
Component
4a:
Reflecting on
practice
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
does not reflect on
practice, or the
reflections are
inaccurate or selfserving.
reflection on practice is
moderately accurate
and objective without
citing specific examples
and with only global
suggestions as to how
it might be improved.
reflection provides an
accurate and objective
description of practice,
citing specific positive
and negative
characteristics.
makes some specific
the support program
might be improved.
reflection is highly
accurate and
perceptive, citing
specific examples.
draws on an extensive
repertoire to suggest
alternative strategies,
accompanied by a
prediction of the likely
consequences of each.
does not follow
established procedures
for preparing budgets
and submitting reports.
Reports are routinely
late.
efforts to prepare
budgets are partially
successful, anticipating
most expenditures and
following established
procedures. Reports
are sometimes
submitted on time.
budgets are complete,
anticipating all
expenditures and
procedures. Reports
are always submitted
on time.
anticipates and
responds to teacher
needs when preparing
budgets, following
and suggesting
improvements to those
procedures. Reports
are submitted on time.
makes no effort to
collaborate with other
instructional specialists
within the district.
responds positively to
the efforts of other
within the district to
collaborate.
initiates efforts to
collaborate with other
within the district.
in coordinating projects
with other instructional
specialists within and
beyond the district.
relationships with
colleagues are negative
or self-serving, and the
specialist avoids being
involved in school and
district events and
projects.
relationships with
colleagues are cordial,
and the specialist
participates in school
and district events and
projects when
specifically requested.
participates actively in
school and district
events and projects
and maintains positive
and productive
relationships with
colleagues.
makes a substantial
contribution to school
projects and assumes a
colleagues.
Rating
Comments
4b:
Preparing and
submitting budgets
and reports
Rating
Comments
4c:
Coordinating work
with other
instructional
specialists
Rating
Comments
4d:
Participating in a
professional
community
Rating
Comments
55
4e:
Engaging in
professional
development
does not participate in
professional
development activities,
even when such
activities are clearly
needed for the
enhancement of skills.
participation in
professional
is limited to those that
are convenient or are
required.
seeks out opportunities
for professional
development based on
an individual
assessment of need.
actively pursues
professional
development
opportunities and
makes a substantial
contribution to the
profession through
such activities as
participating in state or
national conferences
for other specialists.
displays dishonesty in
interactions with
colleagues and violates
norms of confidentiality.
is honest in interactions
with colleagues and
respects norms of
confidentiality.
displays high standards
of honesty and integrity
in interactions with
colleagues and
respects norms of
confidentiality.
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.
Rating
Comments
4f:
Showing
professionalism,
including integrity
and confidentiality
Rating
Comments
56
Self-Assessment – Research and Digital Learning Specialists
Name: ______________________________________________
Date: __________________________
Introduction
Component 1a: Demonstrating Knowledge of Current Trends
Component 1b: Demonstrating Knowledge of the School’s
Program
Component 1c: Establishing Goals for the Program
Component 1e: Planning the Program
Component 2a: Creating an Environment of Trust and Respect
Component 2b: Establishing a Culture for Investigation and
Improvement
Component 2d: Maintaining Norms, Managing Behaviors
Component 3a: Collaborating with Teachers, Maintaining and
Extending the Library Collection
Component 3b: Engaging Teachers
Component 3c: Sharing Expertise, Engaging Students
Component 3d: Locating Resources
Component 4b: Preparing and Submitting Budgets and Reports
Component 4c: Coordinating Work
57
Component
1a(t):
Demonstrating
knowledge of
current trends in
specialty area
and professional
development
Unsatisfactory (1)
Instructional
specialist
no familiarity with
specialty area or
trends in
professional
development.
Basic (2)
Instructional
specialist
demonstrates basic
familiarity with
specialty area and
trends in
professional
development.
Proficient (3)
Instructional
specialist
demonstrates
thorough knowledge
of specialty area and
trends in
professional
development.
Distinguished (4)
Instructional
specialist’s
Knowledge of
specialty area and
trends in
professional
development is wide
and deep; specialist
is regarded as an
expert by
colleagues.
Library/media
specialist
no knowledge of
literature and of
current trends in
practice and
information
technology.
Library/media
specialist
demonstrates limited
knowledge of
literature and of
current trends in
practice and
information
technology.
Library/media
specialist
demonstrates
thorough knowledge
of literature and of
current trends in
practice and
information
technology.
Drawing on
extensive
professional
resources,
library/media
specialist
demonstrates rich
understanding of
literature and of
current trends in
information
technology.
Instructional
specialist
demonstrates little
or no knowledge of
the school’s program
or of teacher skill in
delivering that
program.
Instructional
specialist
demonstrates basic
knowledge of the
school’s program
and of teacher skill in
delivering that
program.
Instructional
specialist
demonstrates
thorough knowledge
of the school’s
program and of
teacher skill in
delivering that
program.
Instructional
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.
Rating
Comments
1a(m):
Demonstrating
knowledge of
literature and
current trends in
library/media
practice and
information
technology
Rating
Comments
1b(t):
Demonstrating
knowledge of the
school’s program
and levels of
teacher skill in
delivering that
program
Rating
Comments
58
Component
1b(m):
Demonstrating
knowledge of the
school’s program
and student
information
needs within that
program
Unsatisfactory (1)
Library/media
specialist
no knowledge of the
school’s content
standards and of
students’ needs for
information skills
within those
standards.
Basic (2)
Library/media
specialist
demonstrates basic
knowledge of the
school’s content
standards and of
students’ needs for
information skills
within those
standards.
Proficient (3)
Library/media
specialist
demonstrates
thorough knowledge
of the school’s
content standards
and of students’
needs for information
skills within those
standards.
Distinguished (4)
Library/media
specialist takes a
leadership role within
the school and
district to articulate
the needs of
students
for information
technology within the
school’s academic
program.
Instructional
specialist has no
clear goals for the
inappropriate to
either the situation or
the needs of the
staff.
Instructional
the instructional
support program are
rudimentary and are
partially suitable to
needs of the staff.
Instructional
the instructional
support program are
clear and are
suitable to the
situation and the
needs of the staff.
Instructional
the instructional
support program are
highly appropriate to
needs of the staff.
They have been
developed following
consultations with
administrators and
colleagues.
Library/media
specialist has no
clear goals for the
media program, or
they are
inappropriate to
either the situation in
the school or the age
of the students.
Library/media
the media program
are rudimentary and
are partially suitable
to the situation in the
school and the age
of the students.
Library/media
the media program
are clear and
appropriate to the
situation in the
school and to the
age of the students.
Library/media
the media program
are highly
appropriate to the
situation in the
school and to the
age of the students
and have been
developed following
consultations with
students and
colleagues.
Rating
Comments
1c(t):
Establishing
goals for the
instructional
support program
appropriate to
the setting and
the teachers
served
Rating
Comments
1c(m):
Establishing
goals for the
library/media
program
appropriate
to the setting and
the students
served
Rating
Comments
59
Component
1d(t):
Demonstrating
knowledge of
resources, both
within and
beyond the
school and
district
Unsatisfactory (1)
Instructional
specialist
no knowledge of
resources available
in the school or
to advance their
skills.
Basic (2)
Instructional
specialist
demonstrates basic
knowledge of
resources available
in the school or
to advance their
skills.
Proficient (3)
Instructional
specialist is fully
aware of resources
available in the
school and district
and in the larger
professional
community for
teachers to advance
their skills.
Distinguished (4)
Instructional
specialist actively
seeks out new
resources from a
wide range of
sources to enrich
teachers’ skills in
implementing the
school’s program.
Instructional
specialist’s plan
consist of a random
collection of
unrelated activities,
lacking coherence or
an overall structure.
Instructional
a guiding principle
and includes a
number of
but some of them
broader goals.
Instructional
well designed to
support teachers in
the improvement of
their instructional
skills.
Instructional
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.
Rating
Comments
Rating
Comments
1e(t):
Planning the
instructional
support program
integrated with
the overall
school program
Rating
Comments
60
Component
1e(m):
Planning the
library/
media program
integrated with
the overall
school program
Unsatisfactory (1)
Library/media
program consists of
a random collection
of unrelated
activities, lacking
coherence or an
overall structure.
Basic (2)
Library/media
a guiding principle
and includes a
number of
but some of them
broader goals.
Proficient (3)
Library/media
well designed to
support both
teachers and
students in their
information needs.
Distinguished (4)
Library/media
highly coherent,
taking into account
the competing
demands of
scheduled time in
the library,
consultative work
with teachers, and
work in maintaining
and extending the
collection; the plan
has been developed
after consultation
with teachers.
Library/media
specialist has no
program or resists
suggestions that
such an evaluation is
important.
Library/media
specialist has a
rudimentary plan to
evaluate the
library/media
program.
Library/media
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.
Library/media
specialist’s
evaluation plan is
with imaginative
sources of evidence
and a clear path
toward improving the
program on an
ongoing basis.
Rating
Comments
1f(t):
Developing a
plan to evaluate
the library/media
program
Rating
Comments
61
Component
2a(t):
Creating an
environment of
trust and respect
Rating
Comments
2b(t):
Establishing a
culture for
ongoing
instructional
improvement
Unsatisfactory (1)
Teachers are
reluctant to request
assistance from the
instructional
specialist, fearing
that such a request
will be treated as a
sign of deficiency.
Basic (2)
Relationships with
the instructional
specialist are cordial;
teachers don’t resist
initiatives
established by the
instructional
specialist
Proficient (3)
Relationships with
the instructional
specialist are
respectful, with some
teachers.
Distinguished (4)
are highly respectful and
trusting, with many
teachers.
Instructional
specialist conveys
the sense that the
work of improving
instruction is
externally mandated
and is not important
to school
improvement.
Teachers do not
resist the offerings of
support from the
instructional
specialist.
Instructional
specialist promotes a
culture of
professional inquiry
in which teachers
seek assistance in
improving
instructional skills.
has established a
inquiry in which
teachers initiate projects
to be undertaken with
the support of the
specialist.
Library/media
specialist conveys a
sense that the work
of seeking
information and
reading literature is
not worth the time
and energy required.
Library/media
specialist goes
through the motions
of performing the
work of the position,
but without any real
commitment to it.
Library/media
specialist, in
interactions with both
students and
colleagues, conveys
a sense of the
importance of
seeking information
and reading
literature.
Library/media specialist,
in interactions with both
students and
colleagues, conveys a
sense of the essential
nature of seeking
information and reading
literature. Students
appear to have
internalized these
values.
Rating
Comments
2b(m):
Establishing a
culture for
investigation and
love of literature
Rating
Comments
62
Component
2c(t):
Establishing
clear procedures
for teachers to
gain access to
instructional
support
Unsatisfactory (1)
When teachers want
to access assistance
specialist, they are
not sure how to go
about it.
Basic (2)
Some procedures
(for example,
registering for
workshops) are clear
to teachers, whereas
receiving informal
support) are not.
Proficient (3)
Instructional
specialist has
established clear
procedures for
teachers to use in
gaining access to
support.
Distinguished (4)
Procedures for
access to
are clear to all
teachers and have
been developed
following
consultation with
administrators and
teachers.
Media center
routines and
procedures (for
example, for
circulation of
materials, working
on computers,
independent work)
are either
nonexistent or
inefficient, resulting
in general confusion.
Library assistants
are confused as to
their role.
Media center
routines and
procedures (for
example, for
circulation of
materials, working
on computers,
independent work)
have been
established but
function sporadically.
Efforts to establish
guidelines for library
assistants are
partially successful.
Media center
routines and
procedures (for
example, for
circulation of
materials, working
on computers,
independent work)
have been
established and
function smoothly.
Library assistants
are clear as to their
role.
Media center
routines and
procedures (for
example, for
circulation of
materials, working
on computers,
independent work)
are seamless in their
operation, with
students assuming
considerable
responsibility for
their smooth
operation. Library
assistants work
independently and
contribute to the
success of the media
center.
No norms of
have been
established;
teachers are
frequently
another.
Instructional
specialist’s efforts to
establish norms of
are partially
successful.
Instructional
specialist has
established clear
norms of mutual
respect for
professional
interaction.
Instructional
specialist has
established clear
norms of mutual
respect for
professional
ensure that their
these standards of
conduct.
Rating
Comments
2c(m):
Establishing and
maintaining
library procedures
Rating
Comments
2d(t):
Establishing and
maintaining
norms of
behavior for
professional
interactions
Rating
Comments
63
Component
2d(m):
Managing
student behavior
Unsatisfactory (1)
There is no evidence
that standards of
conduct have been
established, and
there is little or no
monitoring of student
behavior. Response
to student
misbehavior is
repressive or
disrespectful of
student dignity.
Basic (2)
It appears that the
library/media
specialist has made
an effort to establish
standards of conduct
for students and tries
to monitor student
behavior and
respond to student
misbehavior, but
these efforts are not
always successful.
Proficient (3)
Standards of
conduct appear to be
clear to students,
and the library/media
specialist monitors
student behavior
against those
standards.
Library/media
specialist’s response
to student
misbehavior is
appropriate and
respectful to
students.
Distinguished (4)
Standards of conduct are
clear, with evidence of
setting them. Library/media
specialist’s monitoring of
student behavior is subtle
and preventive, and
response to student
misbehavior is sensitive to
individual student needs.
Students take an active role
in monitoring the standards
of behavior.
Instructional
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
The physical
environment does
not impede
Instructional
specialist makes
good use of the
physical
environment,
resulting in
engagement of all
participants in the
makes highly effective use
of the physical
environment, with teachers
contributing to the physical
arrangement.
Library/media
specialist makes
poor use of the
physical
environment,
resulting in poor
traffic flow, confusing
signage, inadequate
space devoted to
work areas and
computer use, and
general confusion.
Library/media
make use of the
physical environment
are uneven, resulting
in occasional
confusion.
Library/media
specialist makes
effective use of the
physical
environment,
resulting in good
traffic flow, clear
signage, and
adequate space
devoted to work
areas and computer
use.
Library/media specialist
of the physical
environment, resulting in
clear signage, excellent
traffic flow, and adequate
space devoted to work
areas and computer use. In
addition, book displays are
attractive and inviting.
Rating
Comments
2e(t):
Organizing
physical space
for workshops or
training
Rating
Comments
2e:
Organizing
physical space to
enable smooth
flow
Rating
Comments
64
Component
3a(t):
Collaborating
with teachers in
the design of
instructional
units and
lessons
Unsatisfactory (1)
Instructional
specialist declines to
collaborate with
classroom teachers
in the design of
and units.
Basic (2)
Instructional
specialist
collaborates with
classroom teachers
in the design of
and units when
specifically asked to
do so.
Proficient (3)
Instructional
specialist initiates
collaboration with
classroom teachers
in the design of
and units.
Distinguished (4)
Instructional
collaboration with
classroom teachers
in the design of
and units, locating
the school.
Library/media
specialist fails to
adhere to district or
professional
guidelines in
selecting materials
for the collection and
does not periodically
purge the collection
of outdated material.
Collection is
unbalanced among different areas.
Library/media
specialist is partially
successful in
attempts to adhere
to district or
professional
guidelines in
selecting materials,
to weed the
collection, and to
establish balance.
Library/media
specialist adheres to
district or
professional
guidelines in
selecting materials
periodically purges
the collection of
outdated material.
Collection is
balanced among
different areas.
Library/media
specialist selects
materials for the
collection
thoughtfully and
in consultation with
teaching colleagues,
and periodically
purges the collection
Collection is
balanced among
different areas.
Teachers decline
opportunities to
engage in
professional
learning.
Instructional
engage teachers in
professional learning
are partially
successful, with
some participating.
All teachers are
new instructional
skills.
Teachers are highly
new instructional
skills and take
initiative in
suggesting new
areas of growth.
Rating
Comments
3a(m):
Maintaining and
extending the
library collection
in accordance
with the school’s
needs and within
budget
limitations
Rating
Comments
3b(t):
Engaging
teachers in
learning new
instructional
skills
Rating
Comments
65
Component
3c(t):
Sharing expertise
with staff
Unsatisfactory (1)
Instructional
specialist’s model
lessons and
workshops are of
poor quality or are
not appropriate to
the needs of the
teachers being
served.
Basic (2)
The quality of the
instructional
lessons and
workshops is mixed,
with some of them
being appropriate to
the needs of the
teachers being
served.
Proficient (3)
The quality of the
instructional
lessons and
workshops is
uniformly high and
appropriate to the
needs of the
teachers being
served.
Distinguished (4)
The quality of the instructional
specialist’s model lessons and
workshops is uniformly high
and appropriate to the needs of
the teachers being served. The
conducts extensive follow-up
work with teachers.
Students are not
engaged in enjoying
literature and in
learning information
skills because of
poor design of
activities, poor
grouping strategies,
or inappropriate
materials.
Only some students
are engaged in
enjoying literature
and in learning
information skills due
to uneven design of
activities, grouping
strategies, or
partially appropriate
materials.
Students are
engaged in enjoying
literature and in
skills because of
effective design of
strategies, and
appropriate
materials.
Students are highly engaged in
enjoying literature and in
learning information skills and
take initiative in ensuring the
engagement of their peers.
Instructional
specialist fails to
locate resources for
instructional
improvement for
teachers, even when
specifically
requested to do so.
Instructional
instructional
improvement for
incomplete
knowledge of what is
available.
Instructional
specialist locates
resources for
instructional
improvement for
teachers when
asked to do so.
Instructional specialist is highly
proactive in locating resources
for instructional improvement
for teachers, anticipating their
needs.
Instructional
his/her plan, in spite
of evidence of its
inadequacy.
Instructional
specialist makes
modest changes in
the support program
when confronted
with evidence of the
need for change.
Instructional
specialist makes
revisions to the
support program
when it is needed.
Instructional specialist is
continually seeking ways to
improve the support program
and makes changes as needed
in response to student, parent,
or teacher input.
Rating
Comments
3c(m):
Engaging
students in
enjoying
literature and in
learning
information skills
Rating
Comments
3d(t):
Locating
resources for
teachers to
support
instructional
improvement
Rating
Comments
3e(t):
Demonstrating
flexibility and
responsiveness
Rating
Comments
66
Component
4a:
Reflecting on
practice
Unsatisfactory (1)
Instructional
specialist does not
reflect on practice, or
the reflections are
Basic (2)
Instructional
specialist’s reflection
on practice is
moderately accurate
citing specific
examples and with
only global
suggestions as to
how it might be
improved.
Proficient (3)
Instructional
provides an accurate
and objective
description of
practice, citing
specific positive and
negative
characteristics.
Instructional
specialist makes
some specific
suggestions as to
how the support
program might be
improved.
Distinguished (4)
Instructional
is highly accurate
and perceptive,
citing specific
examples.
Instructional
specialist draws on
an extensive
alternative
strategies,
accompanied by a
prediction of the
likely consequences
of each.
Instructional
specialist does not
follow established
procedures for
preparing budgets
and submitting
reports. Reports are
routinely late.
Instructional
prepare budgets are
partially successful,
anticipating most
expenditures and
procedures. Reports
are sometimes
submitted on time.
Instructional
specialist’s budgets
are complete,
anticipating all
expenditures and
procedures. Reports
are always submitted
on time.
Instructional
specialist anticipates
and responds to
teacher needs when
preparing budgets,
procedures and
suggesting
improvements to
those procedures.
Reports are
submitted on time.
Instructional
specialist makes no
effort to collaborate
with other
instructional
specialists within the
district.
Instructional
specialist responds
positively to the
efforts of other
instructional
specialist within the
district to
collaborate.
Instructional
efforts to collaborate
with other
instructional
specialists within the
district.
Instructional
specialist takes a
leadership role in
coordinating projects
with other
instructional
specialists within and
beyond the district.
Rating
Comments
4b:
Preparing and
submitting
budgets and
reports
Rating
Comments
4c:
Coordinating
work with other
instructional
specialists
Rating
Comments
67
Domain 4: Professional Responsibilities, cont.
Component
4d:
Participating in a
professional
community
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Instructional
specialist’s
relationship with
colleagues are
negative or selfserving, and the
specialist avoids
being involved in
school and district
events and projects.
Instructional
specialist’s
relationship with
colleagues are
cordial, and the
specialist
district events and
projects when
specifically
requested.
Instructional
specialist
participates actively
in school and district
events and projects
and maintains
positive and
productive
relationships with
colleagues.
Instructional
specialist makes a
substantial
contribution to
school and district
events and projects
and assumes a
colleagues.
Instructional
specialist does not
participate in
professional
development
activities, even when
such activities are
clearly needed for
the enhancement of
skills.
Instructional
specialist’s
participation in
professional
development
activities is limited to
those that are
convenient or are
required.
Instructional
specialist seeks out
opportunities for
professional
development based
on individual
assessment of need.
Instructional
specialist actively
pursues professional
development
opportunities and
makes a substantial
contribution to the
profession through
such activities as
participating in state
or national
conferences for
other specialists.
Instructional
specialist displays
dishonesty in
interactions with
colleagues and
violates norms of
confidentiality.
Instructional
specialist is honest
colleagues and
respects norms of
confidentiality.
Instructional
specialist displays
high standards of
honesty and integrity
colleagues and
respects norms of
confidentiality.
Instructional
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.
Rating
Comments
4e:
Engaging in
professional
development
Rating
Comments
4f:
Showing
professionalism,
including
integrity and
confidentiality
Rating
Comments
68
Self-Assessment – School Counselors
Name: ______________________________________________
Date: __________________________
Introduction
Component 1a: Demonstrating Knowledge of Counseling
Component 1b: Demonstrating Knowledge of Child and
Adolescent Development
Component 1c: Establishing Goals for the Counseling Program
Component 1d: Demonstrating Knowledge of Regulations and
Resources
Component 1e: Planning the Counseling Program
Rapport
Component 2b: Establishing a Culture for Productive
Communication
Component 2c: Managing Routines and Procedures
Component 2d: Establishing Standards of Conduct
Component 3a: Assessing Student Needs
Component 3b: Assisting Students and Teachers
Component 3c: Using Counseling Techniques
Component 3d: Brokering Resources
Component 4b: Maintaining Records
69
Component
1a:
Demonstrating
knowledge
of counseling
theory and
techniques
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Counselor
demonstrates little
understanding of
counseling theory and
techniques.
Counselor
demonstrates basic
understanding of
techniques.
Counselor
demonstrates
understanding of
techniques.
Counselor
demonstrates deep and
thorough understanding
of counseling theory
and techniques.
Counselor displays little
or no knowledge of
child and adolescent
development.
Counselor displays
partial knowledge of
child and adolescent
development.
Counselor displays
of the typical
developmental
age group, as well as
exceptions to the
general patterns.
In addition to accurate
knowledge of the
typical developmental
age group and
exceptions to the
general patterns,
counselor displays
knowledge of the extent
to which individual
students follow the
general patterns.
Counselor has no clear
goals for the counseling
inappropriate to either
the situation or the age
of the students.
Counselor’s goals for
the counseling program
are rudimentary and
are partially suitable to
are clear and
appropriate to the
situation in the school
and to the age of the
students.
are highly appropriate
school and to the age
of the students and
have been developed
following consultations
with students, parents,
and colleagues.
Rating
Comments
1b:
Demonstrating
knowledge
of child and
adolescent
development
Rating
Comments
1c:
Establishing goals
for the counseling
program
appropriate to the
setting
and the students
served
Rating
Comments
70
Component
1d:
Demonstrating
knowledge of state
and federal
regulations and of
resources both
within and beyond
the school and
district
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Counselor
no knowledge of
governmental
regulations and of
school or district.
Counselor displays
awareness of
governmental
regulations and of
school or district, but no
Counselor displays
awareness of
governmental
regulations and of
school or district, and
the school.
Counselor’s knowledge
of governmental
regulations and of
and in the community.
Counseling program
collection of unrelated
activities, lacking
coherence or an overall
structure.
Counselor’s plan has a
guiding principle and
includes a number of
but some of them don’t
fit with the broader
goals.
Counselor has
developed a plan that
includes the important
aspects of counseling
in the setting.
Counselor’s plan is
highly coherent and
serves to support not
only the students
individually and in
groups, but also the
broader educational
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.
Rating
Comments
1e:
Planning the
counseling
program, integrated
with the regular
school program
Rating
Comments
1f:
Developing a plan
to evaluate the
counseling
program
Rating
Comments
71
Component
2a:
Creating an
environment of
respect and rapport
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Counselor’s
interactions with
students are negative
or inappropriate, and
the counselor does not
promote positive
interactions among
students.
Counselor’s
interactions are a mix
of positive and
negative; the
counselor’s efforts at
encouraging positive
interactions among
students are partially
successful.
Counselor’s
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.
Counselor makes no
attempt to establish a
culture for productive
communication in the
school as a whole,
either among students
or among teachers, or
between students and
teachers.
Counselor’s attempts to
promote a culture
throughout the school
for productive and
respectful
communication
between and among
students and teachers
are partially successful.
Counselor promotes a
culture throughout the
school for productive
and respectful
communication
between and among
students and teachers.
The culture in the
and respectful
communication
between and among
students and teachers,
while guided by the
counselor, is
maintained by both
teachers and students.
Counselor’s routines for
the counseling center
or classroom work are
nonexistent or in
disarray.
Counselor has
rudimentary and
routines for the
counseling center or
classroom.
or classroom work
effectively.
or classroom are
seamless, and students
assist in maintaining
them.
Counselor has
established no
for students during
counseling sessions
and makes no
contribution to
maintaining an
environment of civility
in the school.
Counselor’s efforts to
establish standards of
conduct for counseling
sessions are partially
successful. Counselor
attempts, with limited
success, to contribute
to the level of civility in
the school as a whole.
Counselor has
established clear
for counseling sessions
and makes a significant
contribution to the
in the school.
Counselor has
established clear
for counseling
sessions, and students
contribute to
maintaining them.
Counselor takes a
leadership role in
maintaining the
in the school.
Rating
Comments
2b:
Establishing a
culture for
productive
communication
Rating
Comments
2c:
Managing routines
and procedures
Rating
Comments
2d:
Establishing
standards of
conduct and
contributing to the
culture for student
behavior
throughout the
school
Rating
Comments
72
Component
2e:
Organizing
physical space
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
The physical
environment is in
disarray or is
planned activities.
create an inviting and
well-organized physical
environment are
Counseling center or
classroom
arrangements are
inviting and conducive
to the planned
activities.
classroom
arrangements are
to the planned
activities. Students
have contributed ideas
to the physical
arrangement.
Rating
Comments
73
Component
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Counselor does not
assess student needs,
or the assessments
result in inaccurate
conclusions.
Counselor’s
needs are perfunctory.
Counselor assesses
student needs and
knows the range of
student needs in the
school.
Counselor conducts
detailed and
individualized
needs to contribute to
program planning.
3b:
Assisting students
and teachers in the
formulation of
academic,
personal/social,
and career plans,
based on
knowledge of
student needs
Counselor’s program is
independent of
identified student
needs.
help students and
teachers formulate
academic,
personal/social, and
career plans are
Counselor helps
formulate academic,
career plans for groups
of students.
Counselor helps
individual students and
teachers formulate
academic,
career plans.
3c:
Using counseling
techniques
in individual and
classroom
programs
Counselor has few
counseling techniques
to help students
acquire skills in
decision making and
problem solving for
both interactions with
other students and
future planning.
Counselor displays a
narrow range of
to help students
acquire skills in
decision making and
problem solving for
other students and
future planning.
Counselor uses a
range of counseling
techniques to help
students acquire skills
in decision making and
problem solving for
other students and
future planning.
Counselor uses an
extensive range
of counseling
techniques to help
problem solving for
other students and
future planning.
Counselor does not
make connections with
other programs in order
to meet student needs.
broker services with
other programs in the
school are partially
successful.
Counselor brokers with
other programs within
the school or district to
meet student needs.
other programs and
agencies both within
and beyond the school
or district to meet
individual student
needs.
3a:
Assessing student
needs
Rating
Comments
Rating
Comments
Rating
Comments
3d:
Brokering
resources
to meet needs
Rating
Comments
74
Component
3e:
Demonstrating
flexibility and
responsiveness
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Counselor adheres to
the plan or program, in
inadequacy.
Counselor makes
modest changes in the
counseling program
for change.
Counselor makes
revisions in the
counseling program
when they are needed.
Counselor is continually
seeking ways to
improve the counseling
program and makes
changes as needed in
response to student,
parent, or teacher
input.
Rating
Comments
75
Component
4a:
Reflecting on
practice
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Counselor does not
the reflections are
Counselor’s reflection
on practice is
moderately accurate
citing specific examples
and with only global
provides an accurate
and objective
and negative
characteristics.
Counselor makes some
specific suggestions as
to how the counseling
program might be
improved.
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.
Counselor’s reports,
records, and
documentation are
missing, late, or
inaccurate, resulting in
confusion.
records, and
documentation are
generally accurate but
are occasionally late.
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.
Counselor provides no
information to families,
either about the
counseling program as
a whole or about
individual students.
Counselor provides
limited though accurate
about the counseling
program as a whole
and about individual
students.
Counselor provides
thorough and accurate
about the counseling
program as a whole
students.
Counselor is proactive
in providing information
to families about the
counseling program
students through a
variety of means.
Counselor’s
relationships with
or self-serving, and
counselor avoids being
district events and
projects.
Counselor’s
relationships with
and counselor
projects when
Counselor participates
actively in school and
district events and
projects and maintains
positive and productive
relationships with
colleagues.
Counselor makes a
substantial contribution
to school and district
events and projects
and assumes
leadership with
colleagues.
Rating
Comments
4b:
Maintaining
records and
submitting them in
a timely fashion
Rating
Comments
4c:
Communicating
with families
Rating
Comments
4d:
Participating in a
professional
community
Rating
Comments
76
Component
4e:
Engaging in
professional
development
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Counselor does not
participate in
professional
even when such
needed for the
development of
counseling skills.
Counselor’s
participation in
professional
required.
Counselor seeks out
opportunities for
professional
an individual
assessment of need.
Counselor actively
development
opportunities and
makes a substantial
contribution to the
profession through
such activities as
offering workshops to
colleagues.
Counselor displays
dishonesty in
interactions with
and the public; violates
principles of
confidentiality.
Counselor is honest in interactions with
and the public; does
not violate
confidentiality.
Counselor displays
high standards of
confidentiality in
interactions with
and the public;
advocates for students
when needed.
Counselor can be
confidentiality and to
advocate for students,
taking a leadership role
with colleagues.
Rating
Comments
4f:
Showing
professionalism
Rating
Comments
77
Self-Assessment – School Psychologists
Name: ______________________________________________
Date: __________________________
Introduction
Component 1a: Demonstrating Knowledge and Skill
Component 1b: Demonstrating Knowledge of Child and
Adolescent Development
Component 1c: Establishing Goals for the Psychology Program
Component 1d: Demonstrating Knowledge of Regulations and
Resources
Component 1e: Planning the Psychology Program
Component 2a: Establishing Rapport with Students
Component 2b: Establishing a Culture for Positive Mental Health
Component 2d: Establishing Standards of Conduct
Component 3a: Consulting with Colleagues
Component 3b: Evaluating Student Needs
Component 3c: Chairing Evaluation Team
Component 3d: Planning Interventions
Component 3e: Contact with Medical and Mental Health
Providers
Component 3f: Demonstrating Flexibility and Responsiveness
Component 4b: Communicating with Families
Component 4c: Maintaining Accurate Records
78
Component
1a:
Demonstrating knowledge
and skill in using
psychological
instruments to
evaluate students
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Psychologist
no knowledge and skill
in using psychological
instruments to evaluate
students.
Psychologist uses a
limited number of
psychological
students.
Psychologist uses 5–8
psychological
students and determine
accurate diagnoses.
Psychologist uses a
wide range of
psychological
students and knows the
proper situations in
which each should be
used.
Psychologist
no knowledge of child
and adolescent
development and
psychopathology.
Psychologist
demonstrates basic
knowledge of child and
adolescent
development and
psychopathology.
Psychologist
demonstrates thorough
adolescent
development and
psychopathology.
Psychologist
demonstrates extensive
adolescent
development and
psychopathology and
knows variations of the
typical patterns.
Psychologist has no
clear goals for the
psychology program, or
they are inappropriate
to either the situation or
the age of the students.
Psychologist’s goals for
the treatment program
are rudimentary and
are clear and
appropriate to the
students.
of the students and
have been developed
with students, parents,
and colleagues.
Rating
Comments
1b:
Demonstrating
knowledge
of child and
adolescent
development and
psychopathology
Rating
Comments
1c:
Establishing goals
for the psychology
program
appropriate to the
setting and the
students served
Rating
Comments
79
Component
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Psychologist
no knowledge of
governmental
regulations or of
school or district.
Psychologist displays
awareness of
governmental
regulations and of
school or district, but no
awareness of
governmental
regulations and of
the district.
Psychologist’s
knowledge of
governmental
regulations and of
and in the community.
1e:
Planning the
psychology
program, integrated
with the regular
school program, to
meet the needs of
individual students
and including
prevention
Psychologist’s plan
activities, lacking
structure.
Psychologist’s plan has
a guiding principle and
goals.
Psychologist has
aspects of work in the
setting.
Psychologist’s plan is
highly coherent and
preventive and serves
to support students
individually, within the
broader educational
program.
1f:
Developing a plan
to evaluate the
psychology
program
Psychologist has no
program or resists
suggestions that such
an evaluation is
important.
Psychologist has a
rudimentary plan to
evaluate the
psychology program.
Psychologist’s plan to
Psychologist’s
evaluation plan is
with imaginative
sources of evidence
and a clear path toward
improving the program
on an ongoing basis.
1d:
Demonstrating
knowledge of state
and federal
regulations and of
resources both
within and beyond
the school and
district
Rating
Comments
Rating
Comments
Rating
Comments
80
Component
2a:
Establishing
rapport
with students
Rating
Comments
2b:
Establishing a
culture for positive
mental health
throughout the
school
Rating
Comments
2c:
Establishing and
maintaining clear
procedures for
referrals
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Psychologist’s
interactions with
or inappropriate;
students appear
uncomfortable in the
testing center.
Psychologist’s
of positive and
negative; the
psychologist’s efforts at
developing rapport are
Psychologist’s
interactions with
and respectful;
students appear
comfortable in the
testing center.
psychologist, reflecting
a high degree of
comfort and trust in the
relationship.
Psychologist makes no
mental health in the
school as a whole,
or teachers, or between
Psychologist’s attempts
to promote a culture
for positive mental
health in the school
among students and
successful.
Psychologist promotes
a culture throughout the
school for positive
school among students
and teachers.
The culture in the
school for positive
mental health among
while guided by the
psychologist, is
maintained by both
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.
Psychologist has
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
teachers and
administrators.
No standards of
conduct have been
established, and
psychologist disregards
or fails to address
negative student
behavior during an
evaluation.
appear to have been
established in the
testing center.
to monitor and correct
negative student
behavior during an
evaluation are partially
successful.
have been established
in the testing center.
Psychologist monitors
student behavior
against those
standards; response to
students is appropriate
and respectful.
Psychologist’s
monitoring of students
is subtle and
preventive, and
students engage in
self-monitoring of
behavior.
Rating
Comments
2d:
Establishing
standards of
conduct in the
testing center
Rating
Comments
81
Component
2e:
Organizing
physical space for
testing of students
and storage of
materials
Rating
Comments
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
The testing center is
disorganized and
poorly suited to student
evaluations. Materials
are not stored in a
secure location and are
difficult to find when
needed.
Materials in the testing
center are stored
securely, but the center
is not completely well
organized, and
materials are difficult to
find when needed.
well organized;
materials are stored in
a secure location and
are available when
needed.
highly organized and is
inviting to students.
Materials are stored in
are convenient when
needed.
82
Component
3a:
Responding to
referrals;
consulting with
teachers and
administrators
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Psychologist fails to
consult with colleagues
or to tailor evaluations
to the questions raised
in the referral.
Psychologist consults
on a sporadic basis
with colleagues,
making partially
successful attempts to
tailor evaluations to the
questions raised in the
referral.
frequently with
colleagues, tailoring
evaluations to the
referral.
frequently with
colleagues, contributing
own insights and
tailoring evaluations to
the questions raised in
the referral.
Psychologist resists
administering
evaluations, selects
instruments
situation, or does not
follow established
procedures and
guidelines.
Psychologist attempts
to administer
appropriate evaluation
instruments to students
but does not always
follow established time
lines and safeguards.
Psychologist
administers appropriate
evaluation instruments
to students and
ensures that all
procedures and
safeguards are
faithfully adhered to.
Psychologist selects,
from a broad repertoire,
those assessments that
are most appropriate to
the referral questions
and conducts
information sessions
with colleagues to
ensure that they fully
understand and comply
with procedural time
Psychologist declines
to assume leadership
of the evaluation team.
Psychologist assumes
leadership of the
evaluation team when
directed to do so,
preparing adequate
IEPs.
leadership of the
evaluation team as a
standard expectation;
prepares detailed IEPs.
leadership of the
evaluation team and
takes initiative in
assembling materials
for meetings. IEPs are
prepared in an
exemplary manner.
plan interventions
suitable to students, or
interventions are
mismatched with the
findings of the
assessments.
Psychologist’s plans for
suitable for them or are
sporadically aligned
with identified needs.
students are suitable
for them and are
aligned with identified
needs.
Psychologist develops
comprehensive plans
for students, finding
ways to creatively meet
student needs and
incorporate many
related elements.
Rating
Comments
3b:
Evaluating student
needs in
compliance with
National
Association of
School
Psychologists
(NASP) guidelines
Rating
Comments
3c:
Chairing evaluation
team
Rating
Comments
3d:
Planning
interventions to
maximize students’
likelihood of
success
Rating
Comments
83
Component
3e:
Maintaining contact
with physicians
and community
mental health
service providers
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
to maintain contact with
physicians and
community mental
health service
providers.
Psychologist maintains
occasional contact with
physicians and
community mental
health service
providers.
ongoing contact with
physicians and
community mental
health service
providers.
physicians and
community mental
health service providers
and initiates contacts
when needed.
Psychologist adheres
to the plan or program,
in spite of evidence of
its inadequacy.
Psychologist makes
treatment program
for change.
Psychologist makes
revisions in the
treatment program
when it is needed.
Psychologist is
continually seeking
ways to improve the
treatment program and
makes changes as
student, parent, or
teacher input.
Rating
Comments
3f:
Demonstrating
flexibility and
responsiveness
Rating
Comments
84
Component
4a:
Reflecting on
practice
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Psychologist does not
the reflections are
Psychologist’s
reflection on practice is
moderately accurate
citing specific
examples, and with
only global suggestions
as to how it might be
improved.
Psychologist’s
and negative
characteristics.
Psychologist makes
some specific
might be improved.
Psychologist’s reflection is
highly accurate and
perceptive, citing specific
examples that were not
fully successful for at least
some students.
Psychologist draws on an
extensive repertoire to
suggest alternative
strategies.
communicate with
families and secure
necessary permission
for evaluations or
communicates in an
insensitive manner.
Psychologist’s
communication with
families is partially
successful; permissions
are obtained, but there
are occasional
insensitivities to cultural
and linguistic traditions.
Psychologist
communicates with
families and secures
for evaluations and
does so in a manner
sensitive to cultural and
linguistic traditions.
Psychologist secures
necessary permissions
and communicates with
families in a manner
highly sensitive to cultural
Psychologist reaches out
to families of students to
enhance trust.
Psychologist’s records
are in disarray; they
may be missing,
illegible, or stored in an
insecure location.
are accurate and
legible and are stored
in a secure location.
are accurate and
legible, well organized,
and stored in a secure
location.
Psychologist’s records are
accurate and legible, well
organized, and stored in a
secure location. They are
written to be
understandable to another
qualified professional.
Psychologist’s
relationships with
psychologist avoids
being involved in
school and district
events and projects.
Psychologist’s
relationships with
and psychologist
projects when
Psychologist
participates actively in
school and district
events and projects
and maintains positive
and productive
relationships with
colleagues.
Psychologist makes a
substantial contribution to
school and district events
and projects and assumes
leadership with
colleagues.
Rating
Comments
4b:
Communicating
with families
Rating
Comments
4c:
Maintaining
accurate records
Rating
Comments
4d:
Participating in a
professional
community
Rating
Comments
85
Component
4e:
Engaging in
professional
development
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Psychologist does not
participate in
professional
even when such
needed for the ongoing
development of skills.
Psychologist’s
participation in
professional
required.
Psychologist seeks out
opportunities for
professional
an individual
assessment of need.
Psychologist actively
development
opportunities and
makes a substantial
contribution to the
profession through
such activities as
offering workshops to
colleagues.
dishonesty in
interactions with
and the public and
violates principles of
confidentiality.
Psychologist is honest
and the public, plays a
moderate advocacy
role for students, and
does not violate
confidentiality.
high standards of
confidentiality in
interactions with
and the public, and
when needed.
Psychologist can be
with colleagues.
Rating
Comments
4f:
Showing
professionalism
Rating
Comments
86
Self-Assessment – School Social Workers
Name: ______________________________________________
Date: __________________________
Introduction
Component 1b: Demonstrating Knowledge of Students and
Families
Component 1c: Establishing Service Delivery Outcomes
Component 1e: Designing Coherent Service Delivery
Rapport
Component 2c: Managing Procedures
Component 3a: Communicating Clearly and Accurately
Component 3b: Gathering Information
Component 3c: Engaging Students, Families and Stakeholders
in Learning
Component 3d: Using Assessment in Service Delivery
Component 4b: Maintaining Accurate Records and Systems
Component 4c: Communicating with Stakeholders
Component 4d: Participating in Professional and School
Communities
Component 4e: Growing and Engaging Professionally
87
Component
1a:
Demonstrating knowledge
and skill of social
work principles,
theories and
practice
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Social worker
no knowledge of social
work principles,
theories and methods
or practice.
Social worker
demonstrates basic
knowledge of social
work principles,
or practice.
Social worker
knowledge of social
work principles,
or practice.
Social worker demonstrates
extensive knowledge of social work
principles, theories and methods or
practice. Social worker shares this
knowledge with other professionals
and applies the knowledge in the
educational setting.
Demonstrates little or
no knowledge of
federal and state laws
and regulations, district
policies and
procedures.
Demonstrates basic
knowledge of federal
and state laws and
regulations, district
policies and
procedures.
Demonstrates thorough
knowledge of federal
and state laws and
regulations, district
policies and
procedures.
Social worker
no knowledge of
student backgrounds,
cultures, skills,
language proficiency,
interests and special
needs.
Social worker
demonstrates
inconsistent knowledge
of student
backgrounds, cultures,
skills, language
proficiency, interests
and special needs.
Social worker
demonstrates adequate
knowledge of student
backgrounds, cultures,
skills, language
proficiency, interests
and special needs.
Social worker seeks knowledge of
student backgrounds, cultures,
skills, language proficiency, interests
and special needs using a
continuum of reliable and valid
sources.
Social worker sets the
service delivery
outcomes that do not
reflect the needs of
individuals and are not
measureable.
service delivery
outcomes that
inconsistently reflect
the needs of individuals
and may or may not be
measureable.
service delivery
outcomes that
consistently reflect the
needs of individuals
and are measureable.
Social worker sets the service
delivery outcomes that reflect the
needs of individuals, are
measureable and integrated, and
are aligned with standards-based
instruction.
service delivery
outcomes that are
integrated and aligned
with instruction.
Social worker considers outcomes
within the context of system-level
goals.
Rating
Comments
1b:
Demonstrating
knowledge
of students and
families
Rating
Comments
1c:
Setting service
delivery outcomes
service delivery
outcomes with limited
opportunities for
coordination and
alignment with
instruction.
Rating
Comments
service delivery
outcomes that have
some opportunities for
coordination and
alignment with
instruction.
88
Demonstrates little or no knowledge
of federal and state laws and
regulations, district policies and
procedures. Social worker
consistently applies this knowledge
when providing services to students
and families.
Social worker identifies needs and
develops a process to evaluate
outcomes.
Component
1d:
Demonstrating
knowledge of
resources
Rating
Comments
1e:
Designing coherent
services
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Social worker
no knowledge of school
or community
resources available to
assist students and
families.
Social worker
demonstrates some
familiarity with
resources available
through school or
community for students
and their families.
Social worker
demonstrates
knowledge of school
and community
resources available to
assist students and
families.
extensive knowledge of school
and community resources
available to assist students and
families and shares knowledge of
resources with colleagues.
Social worker develops
services that are poorly
designed and do not
meaningfully engage
students.
Social worker does not
consistently design
services to match the
varying and changing
needs of students.
Social worker
consistently designs
services to match the
varying and changing
needs of students.
Social worker is highly effective in
designing services that are varied
and appropriate to their students
and differentiated
goals/outcomes.
Uses targeted
interventions that are
not evidence-based
and do not match
student needs.
Social worker uses
targeted interventions
and methodologies that
may or may not be
evidence-informed.
Social worker uses
targeted interventions
and methodologies that
are evidence-informed.
Social worker empowers student
to identify opportunities,
resources and experiences that
will build on individual strengths
and move them forward.
consistently engage
students in learning,
growth and goal setting
as a function of
coherent service
design.
Social worker
consistently engages
students in learning,
growth and goal setting
as a function of
coherent service
design.
Social worker uses an
approach that is only
partially aligned with
student needs and
reason for referral.
Social worker uses an
approach to
assessment that
addresses reason for
referral, student needs
and educational goals.
Rating
Comments
1f:
Designing student
assessments
Social worker is not
able to identify
assessment methods
and measures that are
congruent with student
needs.
Social worker uses an approach
to assessment that addresses
reason for referral, student needs
and educational goals which also
reflects evidence-based practices
and data collection.
Social worker adapts assessment
methodologies for individual
students and groups as needed.
Rating
Comments
89
Component
2a:
Creating an
environment of
respect and rapport
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Social worker has
interactions with some
students that are
negative, demeaning,
sarcastic or
inappropriate.
Social worker has
interactions that are
generally appropriate,
but may reflect
occasional
inconsistencies,
favoritism or disregard
for developmental
differences and/or
culture.
Social worker has interactions
that are polite and respectful,
reflect general warmth and
caring and are appropriate to
the cultural and
developmental differences
among students.
with individual students,
families and colleagues that
reflect genuine warmth, caring
and sensitivity.
Social worker models and
teaches an environment of
respect and rapport.
Social worker cultivates a
school environment where
students model and teach
Social worker
contributes to a culture
for academic success
when directed by
others.
Social worker establishes a
culture for academic success
through establishment of
resources to address
behavioral, social-emotional,
cognitive, cultural and familial
strengths and needs.
Social worker communicates
high, but realistic,
expectations through the
establishment of positive
reinforcement, supportive
accountability and
supervision.
high, but realistic, expectations
through the establishment of
positive reinforcement,
supportive accountability and
supervision.
Rating
Comments
2b:
Establishing a
culture for learning
contribute to a culture
for academic success.
Social worker
communicates low
expectations for
student achievement,
behavior and
attendance.
Social worker
communicates
reasonable
expectations for
behavior and
attendance, but exhibits
inconsistent levels of
supportive
accountability.
Social worker is instrumental in
mobilizing a team of
individuals who work together
to help students achieve
success.
Rating
Comments
2c:
Managing
procedures
Social worker and
students are not
observed to be
productively engaged.
Social worker and
students are observed
to be inconsistently
engaged.
Social worker arranges
services that are organized
and consistently engage
students in learning.
Social worker loses
significant time due to
poor planning,
organization and lack of
clearly defined
responsibilities.
Social worker loses
some service delivery
time due to poor
planning, organization
and lack of clearly
defined responsibilities.
Social worker protects service
delivery time through effective
planning, organization, and
clearly defined
responsibilities.
Rating
Comments
90
Social worker ensures that
services are well-organized
and students are highly
engaged in engaged in
learning and assuming
responsibility for their
progress.
Social worker maximizes
service delivery time through
effective planning,
organization, and clearly
Component
2d:
Managing student
behavior
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
establish standards for
conduct and students
are confused about
expectations.
Social worker
demonstrates effort to
conduct for students.
Social worker monitors
standards of conduct that are
clear to all students.
Social worker establishes
clear standards of student
conduct, with evidence of
student participation in setting
those standards.
Social worker provide
ineffective monitoring of
student behavior.
Responds to student
misbehavior in a
manner that is
repressive and/or
disrespectful of student
dignity.
Social worker responds
to student misbehavior
with uneven results.
appropriately to student
misbehavior and respects
student dignity.
Social worker promotes positive
school culture and pro-social
initiatives.
Social worker empowers
students to take an active
role in self-monitoring
behavior.
Rating
Comments
2e:
Organizing
physical space
Social worker creates a
that is not conducive, is
unsafe, or is
inaccessible to some
students.
Social worker is largely
uninvolved in
advocating for changes
in physical space to
ensure accessibility to
all students.
Rating
Comments
student behavior in a manner
that is subtle and preventive.
Responds to student
misbehavior in a manner that
is sensitive to individual
student needs and educative
rather than punitive.
Social worker ensures
the physical
environment is
conducive to most
student needs. Physical
environment is
accessible to most
students.
Social worker uses
physical resources,
including computer
technology, with
moderate
effectiveness.
Social worker makes
attempts to modify the
physical space to better
suit student needs.
91
Social worker ensures the
physical environment is
conducive to intervention
needed and is accessible to all
students.
Social worker makes effective
use of physical resources,
including computer technology.
Social worker makes temporary
and durable changes to
physical space to meet student
needs.
conducive to interventions, is
reflective of the needs of all
students and promotes
academic success.
students to contribute to the
planning or adaptation of the
physical environment to
advance academic
achievement.
Social worker uses
technology skillfully, as
appropriate, to the delivery of
services.
Component
3a:
Communicating
clearly and
accurately
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
clearly explain why
he/she is offering
his/her services to a
student or define what
those students look
like.
Social worker explains
why he/she is offering
his/her services and
defines what those
services look like
without verifying
student understanding.
students understand
why they are meeting
with the him/her and
the goal of the service
within the context of
other factors, including
family, school and the
larger community.
Psychologist consults frequently
with colleagues, contributing own
insights and tailoring evaluations
to the questions raised in the
referral.
Social worker uses
information-gathering
techniques that are
low-level or
inappropriate, eliciting
limited student and/or
family participation and
recitation rather than
discussion.
Social worker uses
techniques that are
mediocre and at times
discussion.
Social worker uses
techniques that are
appropriate and
consistently elicit
student and/or family
participation and
discussion.
Social worker uses informationgathering techniques that are
appropriate, thoughtful and elicit
maximum student and/or family
participation and discussion.
Social worker uses
activities, tasks,
materials, and
groupings of students
that are inappropriate
to the goals of
intervention or
students’ cultures or
levels of understanding,
resulting in little
observable
engagement from
student.
Social worker
inconsistently uses
activities, tasks,
materials, and
that are appropriate to
the goals of
intervention or
resulting in moderate
observable
engagement.
Social worker uses
activities, tasks,
materials, and
that are fully
appropriate to the goals
of intervention or
resulting in student
engagement in
activities of a high level
of rigor.
students are engaged in a
meaningful manner appropriate to
their developmental level.
attempt to engage
parents/guardians in
the educational
process.
Social worker
sometimes promotes
parents/guardian
involvement in the
educational process.
Social worker
consistently promotes
parents/guardian
involvement in the
Rating
Comments
3b:
Gathering
information
Rating
Comments
3c:
Engaging students,
families and
stakeholders in
learning
Rating
Comments
92
Social worker uses techniques
that are culturally and
developmentally appropriate and
result in student empowerment.
Social worker adapts the goals of
intervention to the needs of
individuals, and ensures the
structure and pacing allow for
student reflection and closure.
Social worker consistently
promotes parents/guardian
involvement in the educational
process and demonstrates
leadership in positively engaging
parents/guardians.
Component
3d:
Using assessment
in service delivery
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
utilize assessment to
inform service delivery.
Social worker utilizes
assessment to inform
service delivery but
assessments may or
may not be reliable and
valid.
Social worker uses a
continuum of reliable
and valid data sources
to inform service
delivery.
Social worker uses a continuum
of reliable and valid data sources
to inform service delivery.
match interventions to
student needs.
monitor progress
toward goal
achievement.
ensure students and
families are engaged in
self-assessment.
Rating
Comments
Social worker uses
matched to student
needs and monitors
progress.
Social worker
inconsistently monitors
progress toward goal
achievement.
students are
consistently engaged in
self-assessment.
engages students in selfassessment.
Social worker uses data to
continuously improve the quality
of services and outcomes.
ensure students and
families are
self-assessment.
Rating
Comments
3e:
Demonstrating
flexibility and
responsiveness
Social worker usually
uses interventions that
are matched to student
needs.
Social worker uses evidenceinformed interventions that are
appropriately matched to student
needs and monitors progress.
attempt to modify
services when needed
or respond to students
as they change.
Social worker attempts
to modify services and
respond to student
needs with some
success.
skilled in customizing
services for individual
students.
Social worker is
somewhat flexible in
providing individualized
services to students,
given the constraints of
the school
environment.
93
Social worker modifies
and customizes
services in an effective,
efficient, and flexible
manner.
modifying and customizing
services in an effective, efficient
and flexible manner.
receptivity to feedback from other
stakeholders and makes
adjustments accordingly.
Component
4a:
Reflecting on
practice
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
the reflections are
Social worker reflects
on practice with relative
accuracy and
objectivity without citing
specific examples, and
with only global
Social worker’s
and negative
characteristics.
Social worker’s reflection is highly
accurate and perceptive, citing
specific examples that were not fully
successful for at least some students.
Social worker makes
some specific
the social work
program might be
improved.
Rating
Comments
4b:
Maintaining
accurate records
and systems for
managing students’
data
Social worker maintains
inaccurate records.
fairly accurate records.
Social worker is unable
to locate records in
accordance with the
school/district policy
and state and federal
law, and records are
not reflective of the
NASW Code of Ethics.
Social worker is unable
to easily locate records
in accordance with the
not reflective of the
NASW Code of Ethics.
accurate records in a
confidential manner.
Social worker maintains accurate and
confidential records that are highly
systematic and comprehensive.
Social worker is able to
locate records in
accordance with the
reflective of the NASW
Code of Ethics.
Social worker maintains records in
accordance with the school/district
policy and state and federal law, and
records are reflective of the NASW
Code of Ethics.
Social worker uses records as a basis
for service delivery planning and
improvement.
Social worker uses data in research
to improve quality and service
delivery.
Rating
Comments
4c:
Communicating
with stakeholders
Social worker draws on an extensive
repertoire to suggest alternative
strategies.
Social worker provides
little/no information to
stakeholders about the
service delivery
program and/or
little communication to
stakeholder and/or in
response to family
concerns. There is
partial success in
attempts to engage
stakeholders in the
service delivery
program.
Rating
Comments
94
frequent, culturally
appropriate information
to stakeholders about
the service delivery
program, student
progress, and
responses to
stakeholder concerns;
makes frequent,
successful efforts to
engage stakeholders in
the service delivery
program.
Social worker provides frequent,
culturally appropriate information to
stakeholders.
Social worker encourages student
voice in communication with
stakeholders.
Social worker successfully engages
stakeholders in the service delivery
program, student progress, and
evaluations enhance student
academic achievement.
Component
4d:
Participating in a
professional and
communities
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Social worker has
relationships with
colleagues that are
negative or selfserving.
Social worker has
relationships that are
perfunctory and fulfill
required school/district
duties.
Social worker has
relationships that are
characterized by
mutual support and
cooperation.
Social worker has relationships that
are characterized by mutual support
and cooperation, and takes the
initiative in assuming leadership
roles.
participate in, or avoids
becoming involved in,
school events and/or
school and district
projects.
Social worker is
involved in school
events and/or
school/district projects
as requested.
Social worker actively
events and
school/district projects
including making
substantial
contributions.
Social worker promotes a culture of
inquiry and makes substantial
contributions to school/district
projects.
participate in
professional
development activities.
Social worker
participates in
professional
when convenient or
required.
Social worker seeks out
opportunities for
professional
an individual
assessment of need.
Social worker actively pursues
professional development
opportunities and makes a substantial
contribution to the
profession/educational community.
Social worker rarely
exhibits professional
conduct and selfawareness.
Social worker generally
exhibits professional
conduct and selfawareness.
Social worker nearly
always exhibits
and self-awareness.
Social worker consistently exhibits
professional conduct and selfawareness.
Rating
Comments
4e:
Growing and
developing
professionally
Rating
Comments
4f:
Showing
professionalism
Social worker supports all school
personnel in exhibiting professional
conduct and self-awareness.
Rating
Comments
95
Self-Assessment – Therapeutic Specialists
Name: ______________________________________________
Date: __________________________
Introduction
Component 1b: Establishing Goals for the Therapy Program
Component 1c: Demonstrating Knowledge of Regulations and
Guidelines
Component 1e: Planning the Therapy Program
Component 2a: Establishing Rapport with Students
Component 2b: Organizing Time Effectively
Component 2d: Establishing Conduct Standards
Component 3a: Responding to Referrals
Component 3b: Developing Treatment Plans
Component 3d: Assessments and Reports
Component 4b: Collaborating with Teachers and Administrators
Component 4c: Managing Data
96
Component
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
1a:
Demonstrating
knowledge and skill
in the specialist
therapy area;
holding the
relevant certificate
or license
Specialist
no knowledge and skill
in the therapy area;
does not hold the
necessary certificate or
license.
Specialist
demonstrates basic
knowledge and skill in
the therapy area; holds
the necessary
certificate or license.
Specialist
the necessary
certificate or license.
Specialist
an advanced certificate
or license.
1b:
Establishing goals
for the therapy
program
appropriate
to the setting and
the students served
Specialist has no clear
goals for the therapy
inappropriate to either
the situation or the age
of the students.
Specialist’s goals for
the therapy program
are rudimentary and
the situation and to the
the therapy program
are clear and
appropriate to the
students.
the therapy program
of the students and
have been developed
with administrators and
teachers.
Specialist
no knowledge of
special education laws
and procedures.
Specialist
demonstrates basic
knowledge of special
education laws and
procedures.
Specialist
knowledge of special
education laws and
procedures.
Specialist’s knowledge
of special education
laws and procedures is
extensive; specialist
in reviewing and
revising district policies.
Rating
Comments
Rating
Comments
1c:
Demonstrating
knowledge of
district, state, and
federal regulations
and guidelines
Rating
Comments
97
Component
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Specialist
no knowledge of
school or district.
Specialist
demonstrates basic
for students available
through the school or
district.
Specialist
district and some
familiarity with
resources outside the
district.
Specialist
district and in the larger
community.
1e:
Planning the
therapy program,
integrated with the
regular school
program, to meet
the needs of
individual students
Therapy program
activities, lacking
structure.
Specialist’s plan has a
guiding principle and
goals.
Specialist has
aspects of work in the
setting.
Specialist’s plan is
highly coherent and
preventive and serves
to support students
individually, within the
broader educational
program.
1f:
Developing a plan
to evaluate the
therapy 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 therapy
program.
Specialist’s plan to
Specialist’s evaluation
plan is highly
sophisticated, with
imaginative sources of
evidence and a clear
path toward improving
the program on an
ongoing basis.
1d:
Demonstrating
knowledge of
resources, both
within and beyond
the school and
district
Rating
Comments
Rating
Comments
Rating
Comments
98
Component
2a:
Establishing
rapport with
students
Rating
Comments
2b:
Organizing time
effectively
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Specialist’s interactions
with students are
negative or
inappropriate; students
appear uncomfortable
in the testing and
treatment center.
are a mix of positive
and negative; the
specialist’s efforts at
with students are
positive and respectful;
students appear
comfortable in the
testing and treatment
center.
specialist, reflecting a
and trust in the
relationship.
Specialist exercises
poor judgment in
setting priorities,
resulting in confusion,
missed deadlines, and
conflicting schedules.
Specialist’s timemanagement skills are
moderately well
developed; essential
activities are carried
out, but not always in
the most efficient
manner.
good judgment in
setting priorities,
resulting in clear
schedules and
important work being
accomplished in an
efficient manner.
Specialist
demonstrates excellent
time-management
skills, accomplishing all
tasks in a seamless
manner; teachers and
students understand
their schedules.
No procedures for
referrals have been
established; when
student for special
Specialist has
clear.
consultations with
parents and
to everyone.
Procedures for all
have been developed
teachers and
administrators.
No standards of
conduct have been
established, and
specialist disregards or
fails to address
negative student
behavior during
evaluation or treatment.
appear to have been
established for the
center. Specialist’s
attempts to monitor and
correct negative
student behavior during
evaluation and
treatment are partially
successful.
for the testing and
treatment center.
Specialist monitors
student behavior
against those
and respectful.
for the testing and
treatment center.
Specialist’s monitoring
of students is subtle
and preventive, and
students engage in
self-monitoring of
behavior.
Rating
Comments
2c:
Establishing and
maintaining clear
procedures for
referrals
Rating
Comments
2d:
Establishing
standards of
conduct in the
treatment center
Rating
Comments
99
Component
2e:
Organizing
physical space for
testing of students
and providing
therapy
Rating
Comments
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
The testing and
treatment center is
disorganized and
poorly suited to working
with students. Materials
are usually available.
The testing and
treatment center is
moderately well
organized and
moderately well suited
to working with
students. Materials are
needed.
The testing and
treatment center is well
organized; materials
are available when
needed.
The testing and
treatment center is
Materials are
convenient when
needed.
100
Component
3a:
Responding to
referrals and
evaluating student
needs
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Specialist fails to
respond to referrals or
makes hasty
needs.
Specialist responds to
referrals when pressed
and makes adequate
needs.
referrals and makes
thorough assessments
of student needs.
Specialist is proactive
in responding to
referrals and makes
highly competent
needs.
Specialist fails to
develop treatment
plans suitable for
students, or plans are
mismatched with the
findings of
assessments.
Specialist’s plans for
suitable for them or
for them and are
needs.
Specialist develops
comprehensive plans
student needs and
incorporate many
related elements.
Specialist fails to
communicate with
families and secure
for evaluations or
communicates in an
insensitive manner.
Specialist’s
communication with
are occasional
Specialist
communicates with
for evaluations, doing
so in a manner
Specialist secures
necessary permissions
and communicates with
families in a manner
highly sensitive to
cultural and linguistic
traditions. Specialist
reaches out to families
of students to enhance
trust.
Specialist neglects to
collect important
information on which to
base treatment plans;
reports are inaccurate
or not appropriate to
the audience.
Specialist collects most
of the important
reports are accurate
but lacking in clarity
and not always
appropriate to the
audience.
Specialist collects all
the important
and appropriate to the
audience.
Specialist is proactive
in collecting important
information,
interviewing teachers
and parents if
necessary; reports are
accurate and clearly
written and are tailored
for the audience.
Rating
Comments
3b:
Developing and
implementing
treatment plans to
success
Rating
Comments
3c:
Communicating
with families
Rating
Comments
3d:
Collecting
information; writing
reports
Rating
Comments
101
Component
3e:
Demonstrating
flexibility and
responsiveness
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Specialist adheres to
inadequacy.
Specialist makes
treatment program
for change.
Specialist makes
revisions in the
treatment program
Specialist is continually
seeking ways to
improve the treatment
program and makes
parent, or teacher
input.
Rating
Comments
102
Component
4a:
Reflecting on
practice
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Specialist does not
the reflections are
Specialist’s reflection
on practice is
moderately accurate
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
the therapy program
might be improved.
Specialist’s reflection is
highly accurate and
perceptive, citing
specific examples that
were not fully successful
for at least some
students. Specialist
draws on an extensive
alternative strategies.
Specialist is not
available to staff for
questions and planning
and declines to provide
background material
when requested.
Specialist is available
to staff for questions
and planning and
provides background
material when
requested.
Specialist initiates
contact with teachers
and administrators to
confer regarding
individual cases.
Specialist seeks out
teachers and
administrators to confer
regarding cases, soliciting
their perspectives on
Specialist’s datamanagement system is
either nonexistent or in
disarray; it cannot be
used to monitor student
progress or to adjust
treatment when
needed.
Specialist has
developed a
rudimentary datamanagement system
for monitoring student
progress and
occasionally uses it to
adjust treatment when
needed.
Specialist has
developed an effective
data-management
system for monitoring
student progress and
uses it to adjust
treatment when
needed.
Specialist has developed
a highly effective datamanagement system for
monitoring student
progress and uses it to
adjust treatment when
needed. Specialist uses
the system to
communicate with
teachers and parents.
Specialist’s
relationships with
specialist avoids being
district events and
projects.
Specialist’s
relationships with
and specialist
projects when
so.
Specialist participates
actively in school and
district events and
projects and maintains
positive and productive
relationships with
colleagues.
Specialist makes a
school and district events
and projects and assumes
a leadership role with
colleagues.
Rating
Comments
4b:
Collaborating with
teachers and
administrators
Rating
Comments
4c:
Maintaining an
effective datamanagement
system
Rating
Comments
4d:
Participating in a
professional
community
Rating
Comments
103
4e:
Engaging in
professional
development
Rating
Comments
4f:
Showing
professionalism,
including integrity,
advocacy, and
maintaining
confidentiality
Specialist does not
participate in
professional
even when such
needed for the
development of skills.
Specialist’s
participation in
professional
required.
Specialist seeks out
opportunities for
professional
an individual
assessment of need.
Specialist actively pursues
professional development
opportunities and makes a
the profession through
such activities as offering
workshops to colleagues.
Specialist displays
dishonesty in
interactions with
and the public and
violates principles of
confidentiality.
Specialist is honest in
interactions with
and the public, plays a
moderate advocacy
role for students, and
does not violate norms
of confidentiality.
Specialist displays high
integrity, and
confidentiality in
interactions with
and the public and
when needed.
Specialist can be counted
on to hold the highest
integrity, and
with colleagues.
Rating
Comments
104
MTSD Professional Growth Plan
Student/School Learning Outcome Form
After reviewing data and identifying the student population for whom the SLO will apply, create two Student/School Learning Outcomes. Submit the SLO Plan to your
evaluator no later than September 15th.
Name:
School:
School Year:
SLO Goal Statement: (Specific, Measureable, Attainable, Results-based, and Time-bound)
Subject Area/Grade Level
Baseline Data and Rationale: (Why did you choose this outcome? What evidence can you provide related to your current student population’s baseline
abilities as it relates to this goal?)
Learning Content and Grade Level: (What appropriate standards relate to this goal?)
Student Population: (Who are you going to include in this outcome? Indicated in the rationale above?)
Targeted Growth: (What is your goal for student growth?)
Interval: (How long will you focus on this outcome?)
Assessment/Evidence Source(s): (What assessments and/or evidence sources will you use for ongoing measurement of student progress toward your
goal?)
Instructional/Leadership Strategies and Support: (What methods or interventions will you use to support this outcome?)
Teacher Signature:
Date:
Evaluator Signature:
Approval Date:
105
SLO Approval Rubric
Teacher:
Evaluator
Meets
Does
Not
Meet
Supports School Growth Plan goals
☐
☐
Identifies school and classroom data for
areas of strength and need
Provides summarized baseline data
☐
☐
☐
☐
Provides clear focus for instruction and
assessment
Targets specific academic concepts, skills or
behaviors based on the District-established
standards
Targets enduring concepts or skills
☐
☐
☐
☐
☐
☐
Is rigorous
☐
☐
Is measurable
☐
☐
Defines and targets needs of an identified
population
Considers demonstrated strengths of
identified population
Meets or exceeds standards of practice
☐
☐
☐
☐
☐
☐
Is a rigorous expectation for students
☐
☐
Explains any exceptions
☐
☐
Interval
Identifies the time that instruction will occur
☐
☐
☐
☐
☐
☐
Assessment/Evidence
Sources
Matches the amount of time in the
curriculum
Provides adequate time for content
complexity
Uses agreed upon assessment and follows
appropriate guidelines
Aligns with the targeted learning content
area
Relates to learning objective
☐
☐
☐
☐
☐
☐
Measures growth, gain or change expected
☐
☐
Provides a formula for combining more than
one assessment, if needed
☐
☐
SLO Component:
Approval Criteria:
SLO Data/Rationale
Learning Content
Student Population
Targeted Growth
Evaluators – please keep a copy of the Approval Rubric for each SLO.
106
Comments/Revisions
Needed
Professional Practice Goal Form
After completing the Professional Staff Supervision, Evaluation, and Development Self-Assessment, create two Professional Practice Goals one of which is required to
relate to the Danielson Framework for Teaching Domain 4. Submit the PPG Plan to your evaluator no later than September 15th.
Name:
School:
School Year:
Subject Area/Grade Level
Goal Statement: (Specific, Measureable, Attainable, Results-based, and Time-bound)
Related Domains/Components: (What appropriate Danielson Domains/Components relate to this goal?)
What strategies will I use to achieve my goal?
ACTION PLAN
What materials and support from building administrator, colleagues, etc. will I need to achieve my goal?
How accomplishing this goal will benefit my students:
GOAL ASSESSMENT
Evidence demonstrating professional growth toward this goal will include:
Teacher Signature:
Date:
Approval Date:
107
PPG Approval Rubric
Teacher:
Evaluator
Meets
Does
Not
Meet
Targets specific, comprehensive practices or
skills
Is rigorous
☐
☐
☐
☐
Is measurable
☐
☐
Is attainable
☐
☐
Defines the target goal of professional
practice improvement
Considers demonstrated strengths and areas
for improvement
Identifies the time that practices will occur
☐
☐
☐
☐
☐
☐
Matches the amount of time in the
evaluation period
Provides adequate time for expectation of
growth
Targets a specific Domain based on the
Framework for Teaching (one per PPG)
Targets at least one specific professional
performance component based on the
Framework for Teaching
It is clear how each activity will be performed
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
Actions/strategies describe how the goal will
be accomplished
Professional development/materials/support
activities correlate to the goal
Actions/strategies/activities are tied strongly
to support student growth
Diverse artifacts demonstrate targeted
professional practices and their impact are
utilized to evaluate the success of the goal
 Examples of artifacts may include
results of student/parent surveys,
parent communication logs, videos
of classroom instruction, etc.
☐
☐
☐
☐
☐
☐
☐
☐
PPG Component:
Approval Criteria:
Goal Statement
Related
Domain/Components
Action Plan
Assessment/Evidence
Sources
Evaluators – please keep a copy of the Approval Rubric for each PPG.
108
Comments/Revisions
Needed
OBSERVATION REPORT – CLASSROOM TEACHER
Teacher ________________________
Date _______________
Period/Content _____________
Component 2a: Creating an Environment of Respect and Rapport
Element
Teacher
interaction with
students
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Teacher interaction with at
least some students is
sarcastic, or inappropriate
to the age or culture of the
students. Students exhibit
disrespect for teacher.
Teacher-student
interactions are
generally appropriate
but may reflect
occasional
inconsistencies,
favoritism, or disregard
for students' cultures.
Students exhibit only
minimal respect for the
teacher.
Teacher-student
interactions are friendly
and demonstrate
general caring and
respect. Such
interactions are
appropriate to the age
and cultures of the
students. Students
exhibit respect for the
teacher.
Teacher interactions with
students reflect genuine
respect and caring for
individuals as well as
groups of students.
Students appear to trust
the teacher with sensitive
information.
characterized by conflict,
sarcasm, or put-downs.
Students do not
demonstrate disrespect
for one another.
generally polite and
respectful.
genuine caring for one
another and monitor one
another’s treatment of
peers, correcting
classmates respectfully
when needed.
Rating
Student
interactions
with other
students
Rating
Evidence:
109
Element
Importance of
the content
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Teacher or students
convey a negative attitude
toward the content,
suggesting that it is not
important or has been
mandated by others.
importance of the work
but with little conviction
and only minimal
apparent buy-in by the
students.
Teacher conveys
genuine enthusiasm for
the content, and
students demonstrate
consistent commitment
to its value.
through their active
participation, curiosity, and
taking initiative that they
value the importance of the
content.
activities and assignments,
and classroom interactions,
convey low expectations for
at least some students.
activities and
assignments, and
convey only modest
expectations for
student learning and
achievement.
activities and
assignments, and
convey high
expectations for most
students.
activities and assignments,
and classroom interactions
convey high expectations
for all students. Students
appear to have internalized
these expectations.
Students accept the
teacher’s insistence
on work of high
quality and
demonstrate pride in
that work.
attention to detail and
take obvious pride in their
work, initiating
improvements in it by, for
example, revising drafts
on their own or helping
peers.
Rating
Expectations
for learning
and
achievement
Rating
Student pride
in work
Students demonstrate little or no
pride in their work. They seem
to be motivated by the desire to
complete a task rather than do
high-quality work.
Students minimally
accept the
responsibility to do
good work but invest
little of their energy
into its quality.
Rating
Evidence:
110
Element
Management of
instructional
groups
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Students not working with the
teacher are not productively
engaged in learning.
Students in only some
groups are
in learning while
unsupervised by the
teacher.
Small-group work is
well organized, and
most students are
in learning while
unsupervised by the
teacher.
Small-group work is well
organized, and students
are productively engaged
at all times, with students
assuming responsibility
for productivity.
Transitions are chaotic, with
much time lost between
activities or lesson segments.
Only some transitions
are efficient, resulting
in some loss of
instructional time.
Transitions occur
time.
Transitions are seamless,
with students assuming
responsibility in ensuring
their efficient operation.
Materials and supplies are
handled inefficiently, resulting in
significant loss of instructional
time.
materials and
supplies function
moderately well, but
with some loss of
instructional time.
materials and
supplies occur
time.
materials and supplies
are seamless, with
students assuming some
responsibility for smooth
operation.
Considerable instructional time
is lost in performing
noninstructional duties.
Systems for
performing
noninstructional
duties are fairly
efficient, resulting in
some loss of
instructional time.
Efficient systems for
performing
noninstructional
duties are in place,
resulting in minimal
time.
Systems for performing
noninstructional duties
are well established, with
students assuming
considerable
responsibility for efficient
operation.
Rating
Management of
transitions
Rating
Management of
materials and
supplies
Rating
Performance of
noninstructional
duties
Rating
Supervision of
volunteers and
paraprofessionals
Rating
Volunteers and
paraprofessionals have no
clearly defined duties and
are idle most of the time.
Volunteers and
during portions of class
time but require frequent
supervision.
Evidence:
111
Volunteers and
productively and
independently engaged
during the entire class.
Volunteers and
paraprofessionals make a
substantive contribution to
the classroom
environment.
Element
Expectations
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
No standards of conduct
appear to have been
established, or students are
confused as to what the
standards are.
appear to have been
established, and most
students seem to
understand them.
are clear to all
students.
clear to all students and
appear to have been
developed with student
participation.
Student behavior is not
monitored, and teacher is
unaware of what the
students are doing.
Teacher is generally
aware of student
behavior but may miss
the activities of some
students.
Teacher is alert to
student behavior at all
times.
Monitoring by teacher is
subtle and preventive.
Students monitor their own
and their peers' behavior,
correcting one another
respectfully.
Teacher attempts to
respond to student
misbehavior but with
uneven results, or there
are no major infractions of
the rules.
Teacher response to
misbehavior is
appropriate and
successful and
respects the student's
dignity, or student
behavior is generally
appropriate.
Teacher response to
misbehavior is highly
effective and sensitive to
students' individual needs,
or student behavior is
entirely appropriate.
Rating
Monitoring of
student
behavior
Rating
Response to
student
misbehavior
Teacher does not
respond to misbehavior,
or the response is
inconsistent, is overly
repressive, or does not
respect the student's
dignity.
Rating
Evidence:
112
Element
Safety and
accessibility
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
The classroom is
unsafe, or learning is not
accessible to some
students.
and at least essential
learning is accessible to
most students.
and learning is equally
accessible to all
students.
The classroom is safe, and
students themselves
ensure that all learning is
equally accessible to all
students.
The furniture
arrangement hinders the
learning activities, or the
teacher makes poor use
of physical resources.
resources adequately. The
furniture may be adjusted
for a lesson, but with
limited effectiveness.
resources skillfully, and
the furniture
arrangement is a
resource for learning
activities.
Both teacher and students
use physical resources
easily and skillfully, and
students adjust the
furniture to advance their
learning.
Rating
Arrangement of
furniture and
use of physical
resources
Rating
Evidence:
113
Element
Expectations
for learning
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Teacher’s purpose in a
lesson or unit is unclear
to students.
Teacher attempts to
explain the
instructional purpose,
with limited success.
Teacher’s purpose for the
lesson or unit is clear,
including where it is
situated within broader
learning.
Teacher makes the purpose
of the lesson or unit clear,
including where it is situated
with broader learning, linking
that purpose to student
interest.
procedures are
confusing to students.
Teacher’s directions
and procedures are
clarified after initial
student confusion.
students.
students and anticipate
possible student
misunderstanding.
the content is unclear or
confusing or uses
inappropriate language.
Teacher’s explanation
of the content is
uneven; some is done
skillfully, but other
portions are difficult to
follow.
content is appropriate and
knowledge and
experience.
content is imaginative and
knowledge and experience.
Students contribute to
explaining concepts to their
peers.
Teacher's spoken
language is inaudible, or
written language is
illegible. Spoken or
written language may
contain errors of
grammar or syntax.
Vocabulary may be
inappropriate, vague, or
used incorrectly, leaving
students confused.
Teacher's spoken
language is audible,
and written language
is legible. Both are
used correctly and
conform to standard
English. Vocabulary is
correct but limited or
is not appropriate to
the students' ages or
backgrounds.
Teacher's spoken and
written language is clear
and correct and conforms
to standard English.
Vocabulary is appropriate
to the students' age and
interests.
Teacher's spoken and written
language is correct and
conforms to standard English.
It is also expressive, with
well-chosen vocabulary that
enriches the lesson. Teacher
finds opportunities to extend
students’ vocabularies.
Rating
Directions and
procedures
Rating
Explanations of
content
Rating
Use of oral and
written
language
Rating
Evidence:
114
Element
Quality of
questions
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
virtually all of poor
quality, with low
cognitive challenge and
simple correct
responses, and they are
asked in rapid
succession.
Teacher's questions
are a combination of
low and high quality,
posed in rapid
succession. Only
some invite a
thoughtful response.
Most of the teacher's
questions are of high
quality. Adequate time is
provided for students to
respond.
Teacher's questions are of
uniformly high quality, with
adequate time for students to
respond. Students formulate
many questions.
Interaction between
teacher and students is
predominantly recitation
style, with teacher
mediating all questions
and answers.
Teacher makes some
attempt to engage
students in genuine
discussion rather than
recitation, with
uneven results.
Teacher creates a
genuine discussion
among students, stepping
aside when appropriate..
Students assume
considerable responsibility for
the success of the
discussion, initiating topics
and making unsolicited
contributions.
A few students dominate
the discussion.
Teacher attempts to
engage all students in
the discussion, but
with only limited
success.
engages all students in
the discussion.
Students themselves ensure
that all voices are heard in
the discussion.
Rating
Discussion
techniques
Rating
Student
participation
Rating
Evidence:
115
Element
Activities and
assignments
Rating
Grouping of
students
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Activities and
assignments are
inappropriate for
students’ age or
background. Students
are not mentally
engaged in them.
Activities and
assignments are
appropriate to some
students and engage
them mentally, but
others are not
engaged.
Most activities and
assignments are
appropriate to students,
and almost all students
are cognitively engaged
in exploring content.
All students are cognitively
engaged in the activities and
assignments in their
exploration of content.
Students initiate or adapt
activities and projects to
enhance their understanding.
students or to the
are only partially
appropriate to the
students or only
moderately successful
in advancing the
instructional
outcomes of the
lesson.
appropriate to the
students or to the
instructional purposes of
the lesson.
appropriate to the students or
to the instructional purposes
of the lesson. Students take
the initiative to influence the
formation or adjustment of
and resources are
unsuitable to the
instructional purposes or
do not engage students
mentally.
and resources are
only partially suitable
to the instructional
purposes, or students
are only partially
mentally engaged
with them.
and resources are
suitable to the
and engage students
mentally.
Instructional materials and
resources are suitable to the
instructional purposes and
engage students mentally.
Students initiate the choice,
adaptation, or creation of
materials to enhance their
learning.
The lesson has no
clearly defined structure,
or the pace of the lesson
is too slow or rushed, or
both.
The lesson has a
recognizable
structure, although it
is not uniformly
maintained
throughout the lesson.
Pacing of the lesson
is inconsistent.
The lesson has a clearly
defined structure around
which the activities are
organized. Pacing of the
lesson is generally
appropriate.
The lesson's structure is
highly coherent, allowing for
reflection and closure. Pacing
of the lesson is appropriate
for all students.
Rating
Instructional
materials and
resources
Rating
Structure and
pacing
Rating
Evidence:
116
Element
Assessment
criteria
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Students are not aware
of the criteria and
be evaluated.
Students know some
of the criteria and
performance
standards by which
their work will be
evaluated.
Students are fully aware
of the criteria and
by which their work will be
evaluated.
Students are fully aware
of the criteria and
by which their work will be
evaluated and have
contributed to the
development of the
criteria.
Teacher does not
monitor student learning
in the curriculum.
progress of the class
as a whole but elicits
no diagnostic
information.
progress of groups of
students in the
curriculum, making limited
use of diagnostic prompts
to elicit information.
Teacher actively and
systematically elicits
diagnostic information
from individual students
regarding their
understanding and
monitors the progress of
students is of poor
quality and not provided
in a timely manner.
students is uneven,
and its timeliness is
inconsistent.
students is timely and of
consistently high quality.
students is timely and of
consistently high quality,
and students make use of
the feedback in their
learning.
Students do not engage
in self-assessment or
monitoring of progress.
Students occasionally
assess the quality of
their own work
against the
assessment criteria
and performance
standards.
Students frequently
assess and monitor the
quality of their own work
against the assessment
criteria and performance
standards.
Students not only
frequently assess and
monitor the quality of their
own work against the
assessment criteria and
but also make active use
of that information in their
learning.
Rating
Monitoring of
student
learning
Rating
Feedback to
students
Rating
Student selfassessment
and monitoring
of progress
Rating
Evidence:
117
Element
Lesson
adjustment
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Teacher adheres rigidly
to an instructional plan,
even when a change is
clearly needed.
Teacher attempts to
adjust a lesson when
needed, with only
results.
Teacher makes a minor
adjustment to a lesson,
and the adjustment
occurs smoothly.
makes a major
adjustment to a lesson
when needed.
Teacher ignores or
brushes aside students'
Teacher attempts to
accommodate
students' questions or
interests, although the
pacing of the lesson is
disrupted.
accommodates students'
Teacher seizes a major
opportunity to enhance
learning, building on
student interests or a
spontaneous event.
When a student has
difficulty learning, the
teacher either gives up
or blames the student or
the student's home
environment.
Teacher accepts
success of all
students but has only
a limited repertoire of
instructional
strategies to draw on.
Teacher persists in
seeking approaches for
students who have
difficulty learning,
drawing on a broad
repertoire of strategies.
Teacher persists in
seeking effective
approaches for students
who need help, using an
strategies and soliciting
additional resources from
the school.
Rating
Response to
students
Rating
Persistence
Rating
Evidence:
118
OBSERVATION REPORT – INSTRUCTIONAL
SPECIALISTS
Teacher ________________________
Date _______________
Period/Content or Other _______________________________
Component
2a:
Creating an environment of
trust and respect
Rating
Evidence
2b:
Establishing a
culture for ongoing
instructional
improvement
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Teachers are reluctant
to request assistance
specialist, fearing that
such a request will be
treated as a sign of
deficiency.
are cordial; teachers
don’t resist initiatives
established by the
instructional specialist.
are respectful, with
some contacts initiated
by teachers.
are highly respectful
and trusting, with many
teachers.
conveys the sense that
the work of improving
instruction is externally
mandated
and is not important to
school improvement.
Teachers do not resist
the offerings of support
specialist.
promotes a culture of
professional inquiry in
which teachers seek
assistance in improving
their instructional skills.
has established a
inquiry in which
teachers initiate
projects to be
undertaken with the
support of the
specialist.
When teachers want to
access assistance from
the instructional
specialist, they are not
sure how
to go about it.
Some procedures (for
example, registering for
workshops) are clear to
teachers, whereas
receiving informal
support) are not.
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.
Rating
Evidence
2c:
Establishing clear
procedures for
teachers to gain
access to
instructional
support
Rating
Evidence
119
Component
2d:
Establishing and
maintaining norms
of behavior for
professional
interactions
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
No norms of
have been established;
teachers are frequently
another.
efforts to establish
norms of professional
conduct are partially
successful.
norms of mutual
interaction.
norms of mutual
ensure that their
these standards of
conduct.
makes poor use of the
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.
makes good use of the
resulting in
engagement of all
participants in the
makes highly effective
use of the physical
environment, with
teachers contributing to
the physical
arrangement.
Rating
Evidence
2e:
Organizing
physical space for
workshops or
training
Rating
Evidence
120
Component
3a:
Collaborating with
teachers in the
design of
instructional units
and lessons
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
declines to collaborate
with classroom
and unit
collaborates with
classroom teachers in
the design of
and units when
so
with classroom
and units.
with classroom
and units, locating
the school.
Teachers decline
opportunities to engage
in professional learning.
efforts to engage
teachers in professional
learning are partially
successful, with some
participating.
All teachers are
new instructional skills.
Teachers are highly
new instructional skills
and take initiative in
suggesting new areas
for growth.
model lessons and
workshops are of poor
quality or are not
appropriate to the
being served.
The quality of the
model lessons and
workshops is mixed,
with some of them
being appropriate to the
being served.
The quality of the
model lessons and
the needs of the
The quality of the
model lessons and
the needs of the
The instructional
specialist conducts
extensive follow-up
work with teachers.
fails to locate resources
for instructional
improvement for
teachers, even when
specifically requested
to do so.
efforts to locate
resources for
instructional
improvement for
incomplete knowledge
of what is available.
locates resources for
instructional
improvement for
teachers when asked to
do so.
is highly proactive in
locating resources for
instructional
improvement for
teachers, anticipating
their needs.
Rating
Evidence
3b:
Engaging teachers
in learning new
instructional skills
Rating
Evidence
3c:
Sharing expertise
with staff
Rating
Evidence
3d:
Locating resources
for teachers to
support
instructional
improvement
Rating
Evidence
121
Component
3e:
Demonstrating
flexibility and
responsiveness
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
adheres to his plan, in
inadequacy.
makes modest changes
in the support program
for change.
makes revisions to the
support program when
it is needed.
is continually seeking
ways to improve the
support program and
makes changes as
student, parent, or
teacher input.
Rating
Evidence
122
OBSERVATION REPORT –
RESEARCH AND DIGITAL LEARNING SPECIALISTS
Teacher ________________________
Date _______________
Component
2a(t):
Creating an
environment of
trust and respect
Rating
Evidence
2b(t):
Establishing a
culture for
ongoing
instructional
improvement
Unsatisfactory (1)
Teachers are
reluctant to request
assistance from the
instructional
specialist, fearing
that such a request
will be treated as a
sign of deficiency.
Basic (2)
Relationships with
the instructional
specialist are cordial;
teachers don’t resist
initiatives
established by the
instructional
specialist
Proficient (3)
Relationships with
the instructional
specialist are
respectful, with some
teachers.
Distinguished (4)
trusting, with many
teachers.
Instructional
specialist conveys
the sense that the
work of improving
instruction is
externally mandated
and is not important
to school
improvement.
Teachers do not
resist the offerings of
support from the
instructional
specialist.
Instructional
specialist promotes a
culture of
professional inquiry
in which teachers
seek assistance in
improving
instructional skills.
has established a
inquiry in which
teachers initiate projects
to be undertaken with
the support of the
specialist.
Library/media
specialist conveys a
sense that the work
of seeking
information and
reading literature is
not worth the time
and energy required.
Library/media
specialist goes
through the motions
of performing the
work of the position,
but without any real
commitment to it.
Library/media
specialist, in
interactions with both
students and
colleagues, conveys
a sense of the
importance of
seeking information
and reading
literature.
Library/media specialist,
in interactions with both
students and
colleagues, conveys a
sense of the essential
nature of seeking
information and reading
literature. Students
appear to have
internalized these
values.
Rating
Evidence
2b(m):
Establishing a
culture for
investigation and
love of literature
Rating
Evidence
123
Component
2c(t):
Establishing
clear procedures
for teachers to
gain access to
instructional
support
Unsatisfactory (1)
When teachers want
to access assistance
specialist, they are
not sure how to go
about it.
Basic (2)
Some procedures
(for example,
registering for
workshops) are clear
to teachers, whereas
receiving informal
support) are not.
Proficient (3)
Instructional
specialist has
established clear
procedures for
teachers to use in
gaining access to
support.
Distinguished (4)
Procedures for
access to
are clear to all
teachers and have
been developed
following
consultation with
administrators and
teachers.
Media center
routines and
procedures (for
example, for
circulation of
materials, working
on computers,
independent work)
are either
nonexistent or
inefficient, resulting
in general confusion.
Library assistants
are confused as to
their role.
Media center
routines and
procedures (for
example, for
circulation of
materials, working
on computers,
independent work)
have been
established but
function sporadically.
Efforts to establish
guidelines for library
assistants are
Media center
routines and
procedures (for
example, for
circulation of
materials, working
on computers,
independent work)
have been
established and
function smoothly.
Library assistants
are clear as to their
role.
Media center
routines and
procedures (for
example, for
circulation of
materials, working
on computers,
independent work)
are seamless in their
operation, with
students assuming
considerable
responsibility for
their smooth
operation. Library
assistants work
independently and
contribute to the
success of the media
center.
No norms of
have been
established;
teachers are
frequently
another.
Instructional
establish norms of
are partially
successful.
Instructional
specialist has
established clear
norms of mutual
respect for
professional
interaction.
Instructional
specialist has
established clear
norms of mutual
respect for
professional
ensure that their
these standards of
conduct.
Rating
Evidence
2c(m):
Establishing and
maintaining
library procedures
Rating
Evidence
2d(t):
Establishing and
maintaining
norms of
behavior for
professional
interactions
Rating
Evidence
124
Component
2d(m):
Managing
student behavior
Unsatisfactory (1)
There is no evidence
that standards of
conduct have been
established, and
there is little or no
monitoring of student
behavior. Response
to student
misbehavior is
repressive or
disrespectful of
student dignity.
Basic (2)
It appears that the
library/media
specialist has made
an effort to establish
for students and tries
to monitor student
behavior and
respond to student
misbehavior, but
these efforts are not
always successful.
Proficient (3)
Standards of
conduct appear to be
clear to students,
and the library/media
specialist monitors
student behavior
against those
standards.
Library/media
specialist’s response
to student
misbehavior is
appropriate and
respectful to
students.
Distinguished (4)
clear, with evidence of
setting them. Library/media
specialist’s monitoring of
student behavior is subtle
and preventive, and
response to student
misbehavior is sensitive to
individual student needs.
Students take an active role
in monitoring the standards
of behavior.
Instructional
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
The physical
environment does
not impede
Instructional
specialist makes
good use of the
physical
environment,
resulting in
engagement of all
participants in the
of the physical
environment, with teachers
contributing to the physical
arrangement.
Library/media
specialist makes
poor use of the
physical
environment,
resulting in poor
traffic flow, confusing
signage, inadequate
space devoted to
work areas and
computer use, and
general confusion.
Library/media
make use of the
are uneven, resulting
in occasional
confusion.
Library/media
specialist makes
effective use of the
physical
environment,
resulting in good
traffic flow, clear
signage, and
adequate space
devoted to work
areas and computer
use.
Library/media specialist
of the physical
environment, resulting in
clear signage, excellent
traffic flow, and adequate
space devoted to work
areas and computer use. In
addition, book displays are
attractive and inviting.
Rating
Evidence
2e(t):
Organizing
physical space
for workshops or
training
Rating
Evidence
2e:
Organizing
physical space to
enable smooth
flow
Rating
Evidence
125
Component
3a(t):
Collaborating
with teachers in
the design of
instructional
units and
lessons
Unsatisfactory (1)
Instructional
specialist declines to
collaborate with
classroom teachers
in the design of
and units.
Basic (2)
Instructional
specialist
collaborates with
classroom teachers
in the design of
and units when
specifically asked to
do so.
Proficient (3)
Instructional
collaboration with
classroom teachers
in the design of
and units.
Distinguished (4)
Instructional
collaboration with
classroom teachers
in the design of
and units, locating
the school.
Library/media
specialist fails to
adhere to district or
professional
guidelines in
selecting materials
does not periodically
purge the collection
Collection is
unbalanced among different areas.
Library/media
specialist is partially
successful in
attempts to adhere
to district or
professional
guidelines in
selecting materials,
to weed the
collection, and to
establish balance.
Library/media
district or
professional
guidelines in
selecting materials
periodically purges
the collection of
outdated material.
Collection is
balanced among
different areas.
Library/media
specialist selects
materials for the
collection
thoughtfully and
teaching colleagues,
and periodically
purges the collection
Collection is
balanced among
different areas.
Teachers decline
opportunities to
engage in
professional
learning.
Instructional
engage teachers in
professional learning
are partially
successful, with
some participating.
All teachers are
new instructional
skills.
Teachers are highly
new instructional
skills and take
initiative in
suggesting new
areas of growth.
Rating
Evidence
3a(m):
Maintaining and
extending the
library collection
in accordance
with the school’s
needs and within
budget
limitations
Rating
Evidence
3b(t):
Engaging
teachers in
learning new
instructional
skills
Rating
Evidence
126
Component
3c(t):
Sharing expertise
with staff
Unsatisfactory (1)
Instructional
lessons and
workshops are of
poor quality or are
not appropriate to
the needs of the
teachers being
served.
Basic (2)
The quality of the
instructional
lessons and
workshops is mixed,
with some of them
being appropriate to
the needs of the
teachers being
served.
Proficient (3)
The quality of the
instructional
lessons and
workshops is
uniformly high and
appropriate to the
needs of the
teachers being
served.
Distinguished (4)
The quality of the instructional
specialist’s model lessons and
workshops is uniformly high
and appropriate to the needs of
the teachers being served. The
conducts extensive follow-up
work with teachers.
Students are not
engaged in enjoying
literature and in
skills because of
poor design of
activities, poor
grouping strategies,
or inappropriate
materials.
Only some students
are engaged in
enjoying literature
and in learning
information skills due
to uneven design of
strategies, or
partially appropriate
materials.
Students are
engaged in enjoying
literature and in
skills because of
effective design of
strategies, and
appropriate
materials.
Students are highly engaged in
enjoying literature and in
learning information skills and
take initiative in ensuring the
engagement of their peers.
Instructional
specialist fails to
instructional
improvement for
teachers, even when
specifically
requested to do so.
Instructional
instructional
improvement for
incomplete
knowledge of what is
available.
Instructional
specialist locates
resources for
instructional
improvement for
teachers when
asked to do so.
Instructional specialist is highly
proactive in locating resources
for instructional improvement
for teachers, anticipating their
needs.
Instructional
his/her plan, in spite
of evidence of its
inadequacy.
Instructional
specialist makes
modest changes in
the support program
when confronted
with evidence of the
need for change.
Instructional
specialist makes
revisions to the
support program
when it is needed.
Instructional specialist is
continually seeking ways to
improve the support program
and makes changes as needed
in response to student, parent,
or teacher input.
Rating
Evidence
3c(m):
Engaging
students in
enjoying
literature and in
learning
information skills
Rating
Evidence
3d(t):
Locating
resources for
teachers to
support
instructional
improvement
Rating
Evidence
3e(t):
Demonstrating
flexibility and
responsiveness
Rating
Evidence
127
OBSERVATION REPORT – SCHOOL COUNSELORS
Teacher ________________________
Date _______________
Component
2a:
Creating an
environment of
respect and rapport
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Counselor’s
interactions with
or inappropriate, and
the counselor does not
promote positive
interactions among
students.
Counselor’s
of positive and
negative; the
counselor’s efforts at
encouraging positive
interactions among
successful.
Counselor’s
interactions with
and respectful, and the
counselor actively
promotes positive
student-student
interactions.
counselor, reflecting a
and trust in the
relationship. Counselor
teaches students how
to engage in positive
interactions.
Counselor makes no
culture for productive
communication in the
school as a whole,
or among teachers, or
between students and
teachers.
promote a culture
for productive and
respectful
communication
between and among
are partially successful.
Counselor promotes a
culture throughout the
and respectful
communication
between and among
The culture in the
and respectful
communication
between and among
while guided by the
counselor, is
maintained by both
or classroom work are
nonexistent or in
disarray.
Counselor has
rudimentary and
routines for the
counseling center or
classroom.
or classroom work
effectively.
or classroom are
seamless, and students
assist in maintaining
them.
Rating
Evidence
2b:
Establishing a
culture for
productive
communication
Rating
Evidence
2c:
Managing routines
and procedures
Rating
Evidence
128
Component
2d:
Establishing
standards of
conduct and
contributing to the
culture for student
behavior
throughout the
school
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Counselor has
established no
for students during
counseling sessions
and makes no
contribution to
maintaining an
in the school.
conduct for counseling
sessions are partially
successful. Counselor
attempts, with limited
success, to contribute
to the level of civility in
the school as a whole.
Counselor has
established clear
for counseling sessions
and makes a significant
contribution to the
in the school.
Counselor has
established clear
for counseling
sessions, and students
contribute to
maintaining them.
Counselor takes a
leadership role in
maintaining the
in the school.
The physical
environment is in
disarray or is
planned activities.
create an inviting and
well-organized physical
environment are
classroom
arrangements are
to the planned
activities.
classroom
arrangements are
to the planned
activities. Students
have contributed ideas
to the physical
arrangement.
Rating
Evidence
2e:
Organizing
physical space
Rating
Evidence
129
Component
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Counselor does not
assess student needs,
or the assessments
result in inaccurate
conclusions.
Counselor’s
needs are perfunctory.
Counselor assesses
student needs and
knows the range of
student needs in the
school.
Counselor conducts
detailed and
individualized
needs to contribute to
program planning.
3b:
Assisting students
and teachers in the
formulation of
academic,
personal/social,
and career plans,
based on
knowledge of
student needs
Counselor’s program is
independent of
identified student
needs.
help students and
teachers formulate
academic,
career plans are
Counselor helps
formulate academic,
career plans for groups
of students.
Counselor helps
individual students and
teachers formulate
academic,
career plans.
3c:
Using counseling
techniques
in individual and
classroom
programs
Counselor has few
to help students
acquire skills in
decision making and
problem solving for
other students and
future planning.
Counselor displays a
narrow range of
to help students
acquire skills in
decision making and
problem solving for
other students and
future planning.
Counselor uses a
range of counseling
techniques to help
problem solving for
other students and
future planning.
Counselor uses an
extensive range
of counseling
techniques to help
problem solving for
other students and
future planning.
Counselor does not
make connections with
other programs in order
to meet student needs.
broker services with
other programs in the
school are partially
successful.
other programs within
the school or district to
meet student needs.
other programs and
agencies both within
and beyond the school
or district to meet
individual student
needs.
3a:
Assessing student
needs
Rating
Evidence
Rating
Evidence
Rating
Evidence
3d:
Brokering
resources
to meet needs
Rating
Evidence
130
Component
3e:
Demonstrating
flexibility and
responsiveness
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Counselor adheres to
inadequacy.
Counselor makes
counseling program
for change.
Counselor makes
revisions in the
counseling program
Counselor is continually
seeking ways to
improve the counseling
program and makes
parent, or teacher
input.
Rating
Evidence
131
OBSERVATION REPORT – SCHOOL PSYCHOLOGISTS
Teacher ________________________
Date _______________
Component
2a:
Establishing
rapport
with students
Rating
Evidence
2b:
Establishing a
mental health
throughout the
school
Rating
Evidence
2c:
Establishing and
maintaining clear
procedures for
referrals
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Psychologist’s
interactions with
or inappropriate;
students appear
uncomfortable in the
testing center.
Psychologist’s
of positive and
negative; the
psychologist’s efforts at
Psychologist’s
interactions with
and respectful;
students appear
comfortable in the
testing center.
psychologist, reflecting
a high degree of
comfort and trust in the
relationship.
Psychologist makes no
school as a whole,
or teachers, or between
to promote a culture
for positive mental
health in the school
among students and
successful.
Psychologist promotes
a culture throughout the
school for positive
school among students
and teachers.
The culture in the
school for positive
mental health among
while guided by the
psychologist, is
maintained by both
No procedures for
referrals have been
established; when
student for special
Psychologist has
clear.
consultations with
parents and
to everyone.
Procedures for all
have been developed
teachers and
administrators.
Rating
Evidence
132
Component
2d:
Establishing
standards of
conduct in the
testing center
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
No standards of
conduct have been
established, and
psychologist disregards
or fails to address
negative student
behavior during an
evaluation.
appear to have been
established in the
testing center.
to monitor and correct
negative student
behavior during an
evaluation are partially
successful.
Psychologist monitors
student behavior
against those
and respectful.
Psychologist’s
monitoring of students
is subtle and
preventive, and
students engage in
self-monitoring of
behavior.
disorganized and
poorly suited to student
evaluations. Materials
are not stored in a
secure location and are
needed.
Materials in the testing
center are stored
securely, but the center
is not completely well
organized, and
materials are difficult to
find when needed.
well organized;
materials are stored in
are available when
needed.
Materials are stored in
are convenient when
needed.
Rating
Evidence
2e:
Organizing
physical space for
testing of students
and storage of
materials
Rating
Evidence
133
Component
3a:
Responding to
referrals;
consulting with
teachers and
administrators
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
consult with colleagues
or to tailor evaluations
to the questions raised
in the referral.
on a sporadic basis
with colleagues,
making partially
successful attempts to
tailor evaluations to the
referral.
frequently with
colleagues, tailoring
evaluations to the
referral.
frequently with
colleagues, contributing
own insights and
tailoring evaluations to
the questions raised in
the referral.
Psychologist resists
administering
evaluations, selects
instruments
situation, or does not
follow established
procedures and
guidelines.
Psychologist attempts
to administer
appropriate evaluation
instruments to students
but does not always
follow established time
Psychologist
administers appropriate
evaluation instruments
to students and
ensures that all
procedures and
safeguards are
faithfully adhered to.
Psychologist selects,
from a broad repertoire,
those assessments that
are most appropriate to
the referral questions
and conducts
information sessions
with colleagues to
ensure that they fully
understand and comply
with procedural time
to assume leadership
of the evaluation team.
leadership of the
evaluation team when
directed to do so,
preparing adequate
IEPs.
leadership of the
evaluation team as a
standard expectation;
prepares detailed IEPs.
leadership of the
evaluation team and
takes initiative in
assembling materials
for meetings. IEPs are
prepared in an
exemplary manner.
plan interventions
suitable to students, or
interventions are
mismatched with the
findings of the
assessments.
suitable for them or are
for them and are
needs.
Psychologist develops
comprehensive plans
student needs and
incorporate many
related elements.
Rating
Evidence
3b:
Evaluating student
needs in
compliance with
National
Association of
School
Psychologists
(NASP) guidelines
Rating
Evidence
3c:
Chairing evaluation
team
Rating
Evidence
3d:
Planning
interventions to
likelihood of
success
Rating
Evidence
134
Component
3e:
Maintaining contact
with physicians
and community
mental health
service providers
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
to maintain contact with
physicians and
community mental
health service
providers.
occasional contact with
physicians and
community mental
health service
providers.
physicians and
community mental
health service
providers.
physicians and
community mental
health service providers
and initiates contacts
when needed.
Psychologist adheres
to the plan or program,
in spite of evidence of
its inadequacy.
Psychologist makes
treatment program
for change.
Psychologist makes
revisions in the
treatment program
when it is needed.
Psychologist is
continually seeking
ways to improve the
treatment program and
makes changes as
student, parent, or
teacher input.
Rating
Evidence
3f:
Demonstrating
flexibility and
responsiveness
Rating
Evidence
135
OBSERVATION REPORT – SCHOOL SOCIAL
WORKERS
Teacher ________________________
Date _______________
Component
2a:
Creating an
environment of
respect and rapport
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Social worker has
interactions with some
students that are
sarcastic or
inappropriate.
Social worker has
interactions that are
generally appropriate,
but may reflect
occasional
inconsistencies,
favoritism or disregard
for developmental
differences and/or
culture.
that are polite and respectful,
reflect general warmth and
caring and are appropriate to
the cultural and
developmental differences
among students.
with individual students,
families and colleagues that
reflect genuine warmth, caring
and sensitivity.
Social worker models and
teaches an environment of
Social worker cultivates a
school environment where
students model and teach
Social worker
contributes to a culture
for academic success
when directed by
others.
high, but realistic,
expectations through the
establishment of positive
reinforcement, supportive
accountability and
supervision.
high, but realistic, expectations
through the establishment of
positive reinforcement,
supportive accountability and
supervision.
Rating
Evidence
2b:
Establishing a
culture for learning
contribute to a culture
for academic success.
Social worker
communicates low
expectations for
behavior and
attendance.
Social worker
communicates
reasonable
expectations for
behavior and
attendance, but exhibits
inconsistent levels of
supportive
accountability.
Rating
Evidence
136
Social worker is instrumental in
mobilizing a team of
individuals who work together
to help students achieve
success.
Component
2c:
Managing
procedures
Proficient (3)
Unsatisfactory (1)
Basic (2)
Social worker and
students are not
observed to be
productively engaged.
Social worker and
students are observed
to be inconsistently
engaged.
Social worker arranges
services that are organized
and consistently engage
students in learning.
Social worker loses
significant time due to
poor planning,
organization and lack of
clearly defined
responsibilities.
Social worker loses
some service delivery
time due to poor
planning, organization
and lack of clearly
Social worker protects service
delivery time through effective
planning, organization, and
clearly defined
responsibilities.
establish standards for
conduct and students
are confused about
expectations.
Social worker
demonstrates effort to
conduct for students.
standards of conduct that are
clear to all students.
Rating
Evidence
2d:
Managing student
behavior
Social worker provide
ineffective monitoring of
student behavior.
Responds to student
misbehavior in a
manner that is
repressive and/or
disrespectful of student
dignity.
to student misbehavior
with uneven results.
appropriately to student
misbehavior and respects
student dignity.
Social worker promotes positive
school culture and pro-social
initiatives.
Distinguished (4)
services are well-organized
and students are highly
engaged in engaged in
learning and assuming
responsibility for their
progress.
Social worker maximizes
service delivery time through
effective planning,
organization, and clearly
Social worker establishes
clear standards of student
conduct, with evidence of
student participation in setting
those standards.
student behavior in a manner
that is subtle and preventive.
Responds to student
misbehavior in a manner that
is sensitive to individual
student needs and educative
rather than punitive.
students to take an active
role in self-monitoring
behavior.
Rating
Evidence
137
2e:
Organizing
physical space
Social worker creates a
that is not conducive, is
unsafe, or is
inaccessible to some
students.
Social worker is largely
uninvolved in
advocating for changes
in physical space to
ensure accessibility to
all students.
Rating
Evidence
the physical
environment is
conducive to most
student needs. Physical
environment is
accessible to most
students.
Social worker uses
physical resources,
including computer
technology, with
moderate
effectiveness.
Social worker makes
attempts to modify the
physical space to better
suit student needs.
138
conducive to intervention
needed and is accessible to all
students.
Social worker makes effective
use of physical resources,
including computer technology.
Social worker makes temporary
and durable changes to
physical space to meet student
needs.
conducive to interventions, is
reflective of the needs of all
students and promotes
academic success.
students to contribute to the
planning or adaptation of the
physical environment to
advance academic
achievement.
Social worker uses
technology skillfully, as
appropriate, to the delivery of
services.
Component
3a:
Communicating
clearly and
accurately
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
clearly explain why
he/she is offering
his/her services to a
student or define what
those students look
like.
Social worker explains
why he/she is offering
his/her services and
defines what those
services look like
without verifying
student understanding.
students understand
why they are meeting
with the him/her and
the goal of the service
within the context of
other factors, including
family, school and the
larger community.
Psychologist consults frequently
with colleagues, contributing own
insights and tailoring evaluations
to the questions raised in the
referral.
Social worker uses
techniques that are
low-level or
discussion.
Social worker uses
techniques that are
mediocre and at times
discussion.
Social worker uses
techniques that are
appropriate and
consistently elicit
student and/or family
participation and
discussion.
Social worker uses informationgathering techniques that are
appropriate, thoughtful and elicit
maximum student and/or family
participation and discussion.
Social worker uses
activities, tasks,
materials, and
that are inappropriate
to the goals of
intervention or
resulting in little
observable
engagement from
student.
Social worker
inconsistently uses
activities, tasks,
materials, and
that are appropriate to
the goals of
intervention or
resulting in moderate
observable
engagement.
Social worker uses
activities, tasks,
materials, and
that are fully
appropriate to the goals
of intervention or
resulting in student
engagement in
activities of a high level
of rigor.
students are engaged in a
meaningful manner appropriate to
their developmental level.
attempt to engage
parents/guardians in
the educational
process.
Social worker
sometimes promotes
parents/guardian
involvement in the
Social worker
consistently promotes
parents/guardian
involvement in the
Rating
Evidence
3b:
Gathering
information
Rating
Evidence
3c:
Engaging students,
families and
stakeholders in
learning
Rating
Evidence
139
Social worker uses techniques
that are culturally and
developmentally appropriate and
result in student empowerment.
Social worker adapts the goals of
intervention to the needs of
individuals, and ensures the
structure and pacing allow for
student reflection and closure.
promotes parents/guardian
involvement in the educational
process and demonstrates
leadership in positively engaging
parents/guardians.
Component
3d:
Using assessment
in service delivery
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
utilize assessment to
inform service delivery.
Social worker utilizes
assessment to inform
service delivery but
assessments may or
may not be reliable and
valid.
Social worker uses a
continuum of reliable
and valid data sources
to inform service
delivery.
Social worker uses a continuum
of reliable and valid data sources
to inform service delivery.
match interventions to
student needs.
monitor progress
toward goal
achievement.
ensure students and
families are engaged in
self-assessment.
Rating
Evidence
Social worker uses
matched to student
needs and monitors
progress.
Social worker
inconsistently monitors
progress toward goal
achievement.
students are
self-assessment.
engages students in selfassessment.
Social worker uses data to
continuously improve the quality
of services and outcomes.
ensure students and
families are
self-assessment.
Rating
Evidence
3e:
Demonstrating
flexibility and
responsiveness
Social worker usually
uses interventions that
are matched to student
needs.
Social worker uses evidenceinformed interventions that are
appropriately matched to student
needs and monitors progress.
attempt to modify
services when needed
or respond to students
as they change.
Social worker attempts
to modify services and
respond to student
needs with some
success.
skilled in customizing
services for individual
students.
Social worker is
somewhat flexible in
providing individualized
services to students,
given the constraints of
the school
environment.
140
Social worker modifies
and customizes
services in an effective,
efficient, and flexible
manner.
modifying and customizing
services in an effective, efficient
and flexible manner.
receptivity to feedback from other
stakeholders and makes
adjustments accordingly.
OBSERVATION REPORT – THERAPEUTIC
SPECIALISTS
Teacher ________________________
Date _______________
Component
2a:
Establishing
rapport with
students
Rating
Evidence
2b:
Organizing time
effectively
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
with students are
negative or
inappropriate; students
appear uncomfortable
in the testing and
treatment center.
are a mix of positive
and negative; the
specialist’s efforts at
with students are
positive and respectful;
students appear
comfortable in the
center.
Students seek out the specialist,
reflecting a high degree of comfort
and trust in the relationship.
poor judgment in
setting priorities,
resulting in confusion,
missed deadlines, and
conflicting schedules.
Specialist’s timemanagement skills are
moderately well
developed; essential
activities are carried
out, but not always in
the most efficient
manner.
good judgment in
setting priorities,
resulting in clear
schedules and
important work being
accomplished in an
efficient manner.
Specialist demonstrates excellent
time-management skills,
accomplishing all tasks in a seamless
manner; teachers and students
understand their schedules.
No procedures for
referrals have been
established; when
student for special
Specialist has
clear.
consultations with
parents and
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.
Rating
Evidence
2c:
Establishing and
maintaining clear
procedures for
referrals
Rating
Evidence
141
Component
2d:
Establishing
standards of
conduct in the
treatment center
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
No standards of
conduct have been
established, and
specialist disregards or
fails to address
negative student
behavior during
evaluation or treatment.
appear to have been
established for the
center. Specialist’s
attempts to monitor and
correct negative
student behavior during
evaluation and
treatment are partially
successful.
for the testing and
treatment center.
Specialist monitors
student behavior
against those
and respectful.
Standards of conduct have been
established for the testing and
treatment center. Specialist’s
monitoring of students is subtle and
preventive, and students engage in
self-monitoring of behavior.
The testing and
treatment center is
disorganized and
poorly suited to working
with students. Materials
are usually available.
The testing and
treatment center is
moderately well
organized and
moderately well suited
to working with
students. Materials are
needed.
The testing and
treatment center is well
organized; materials
are available when
needed.
The testing and treatment center is
highly organized and is inviting to
students. Materials are convenient
when needed.
Rating
Evidence
2e:
Organizing
physical space for
testing of students
and providing
therapy
Rating
Evidence
142
Component
3a:
Responding to
referrals and
evaluating student
needs
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Specialist fails to
respond to referrals or
makes hasty
needs.
referrals when pressed
and makes adequate
needs.
referrals and makes
thorough assessments
of student needs.
Specialist is proactive in responding
to referrals and makes highly
competent assessments of student
needs.
Specialist fails to
develop treatment
plans suitable for
students, or plans are
mismatched with the
findings of
assessments.
suitable for them or
for them and are
needs.
Specialist develops comprehensive
plans for students, finding ways to
creatively meet student needs and
incorporate many related elements.
Specialist fails to
communicate with
families and secure
for evaluations or
communicates in an
insensitive manner.
Specialist’s
communication with
are occasional
Specialist
communicates with
for evaluations, doing
so in a manner
Specialist secures necessary
permissions and communicates with
families in a manner highly sensitive
to cultural and linguistic traditions.
Specialist reaches out to families of
students to enhance trust.
Specialist neglects to
collect important
reports are inaccurate
or not appropriate to
the audience.
Specialist collects most
of the important
but lacking in clarity
and not always
appropriate to the
audience.
Specialist collects all
the important
and appropriate to the
audience.
Specialist is proactive in collecting
important information, interviewing
teachers and parents if necessary;
reports are accurate and clearly
written and are tailored for the
audience.
Rating
Evidence
3b:
Developing and
implementing
treatment plans to
success
Rating
Evidence
3c:
Communicating
with families
Rating
Comments
3d:
Collecting
information; writing
reports
Rating
Evidence
143
Component
3e:
Demonstrating
flexibility and
responsiveness
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
Specialist adheres to
inadequacy.
Specialist makes
treatment program
for change.
Specialist makes
revisions in the
treatment program
Specialist is continually seeking
ways to improve the treatment
program and makes changes as
needed in response to student,
parent, or teacher input.
Rating
Evidence
144
SLO-SMART Goal Scoring Template
The evaluatee documents his or her progress by using this template to determine attainment of the SLO/SMART Goal.
1. The evaluatee adds the name and/or identification number for each student into the worksheet. Additional rows may be added as needed.
2. The evaluatee enters each student’s baseline score. This may be from a combination of data points and available information such as scores on the
assessment administered at the beginning of the school year or from the previous year/class if available, or other measures that help to set the
baseline of the student performance.
3. The evaluatee enters each student’s established growth target.
4. The evaluatee enters the final performance data for each student.
5. The evaluatee enters if each individual student exceeded/met the growth target by answering yes or no.
6. Once all the relevant information has been entered in the worksheet, the evaluatee will need to complete the summary data before submitting to
the evaluator.
Evaluatee Name:
School:
SLO Title:
Assessment Name (if available):
Student Name
Student Number
145
Baseline Score
Growth Target
Final Score
Exceeds/ Meets
Target? (yes/ no)
SLO SMART Goal
Overall Targeted Goal Percent
Total Number of Students
That Achieved the Goal
of Those Included in the Original Goal
Total Number of Students
Included in the Original Goal
X%
X
X
The SLO Scoring Template should be submitted to the evaluator for overall SLO/SMART Goal final rating.
Evaluatee Signature:
Date:
146
SLO-SMART GOAL RATING TOOL
EVALUATEE NAME:
SLO/SMART GOAL FOCUS:
DATE:
SLO-SMART
Goal #1
Overall
Targeted
Goal
Percent:
SLO-SMART
Goal Rating
Measures:
In the box below enter the target SLO/Smart Goal.
# of
students
that
achieved
the goal.
Total # of
students
included
in the goal.
Percent
of Goal
Achieved
___%
90%
If actual
goal
percent is >
this value,
the goal is,
HIGHLY
EFFECTIVE
4
89% 75% 74% 60%
59%
If actual goal
percent is equal
to or between
these to values,
the goal is
If actual goal
percent is equal
to or between
these to values,
the goal is
EFFECTIVE
DEVELOPIN
G
INEFFECTIVE
2
1
3
SLO/SMART Goal
Success Rate
147
If actual goal
percent is <
this value, the
goal is,
X
X
_%
SLO/SMART
Goal #1 Value:
X
SLO/SMART GOAL RATING TOOL
EVALUATEE NAME:
SLO/SMART GOAL FOCUS:
DATE:
SLO/SMART
Goal #2
Overall
Targeted
Goal
Percent:
SLO/SMART
Goal Rating
Measures:
In the box below enter the target SLO/Smart Goal.
# of
students
that
achieved
the goal.
Total # of
students
included
in the goal.
Percent
of Goal
Achieved
___%
90%
If actual
goal
percent is >
this value,
the goal is,
HIGHLY
EFFECTIVE
4
89% 75% 74% 60%
59%
If actual goal
percent is equal
to or between
these to values,
the goal is
If actual goal
percent is equal
to or between
these to values,
the goal is
EFFECTIVE
DEVELOPIN
G
INEFFECTIVE
2
1
3
SLO/SMART Goal
Success Rate
148
If actual goal
percent is <
this value, the
goal is,
X
X
_%
SLO/SMART
Goal #2 Value:
X
OVERALL SLO/SMART GOAL RATING CALCULATION
SLO/SMART
GOAL NUMBER
SLO/SMART GOAL
VALUE
Total # of
SLO/SMART Goals
Final SLO/SMART
Goal Rating
2
= SLO/SMART
Goal Value Total
÷ Total # of
SLO/SMART Goals
#1
#2
RATING MEASURES
Highly Effective: 4 – 3.5
Effective: 3.4 – 3
Developing: 2.9 – 2.4
Ineffective: 2.3 - 1
Total
The Final SLO/SMART Goal Rating will be submitted to the district’s human resources
department by the evaluator.
Date:
Date:
149
PPG: END-OF-YEAR REVIEW OF PROGRESS
EVALUATEE NAME:
DATE:
Title of PPG:
Were you successful were you in attaining the PPG Goal?
How does the evidence you gathered throughout the year reflect the progress you made
on your PPG?
What did you learn that would inform future PPG processes, plans, or goals?
Additional comments:
Date:
Date:
150
SUMMATIVE ASSESSMENT FORM
Educator: __________________________________ Grade/Subject: ____________________________
School: ___________________________________ Evaluator: _______________________________
Observation Dates: __________________________ School Year: _____________________________
Domains/components addressed by the teacher’s SLOs and/or PPGs should include reference to the
teacher’s progress toward achievement of the goals.
DOMAIN 1: Planning and Preparation
Rating - Domain 1
Unsatisfactory (1)
Basic (2)
Proficient (3)
Summary/Review of Evidence for Domain 1
151
Distinguished (4)
DOMAIN 2: The Environment
Rating - Domain 2
Unsatisfactory (1)
Basic (2)
Proficient (3)
152
Distinguished (4)
DOMAIN 3: Instruction/Delivery of Service
Rating - Domain 3
Unsatisfactory (1)
Basic (2)
Proficient (3)
153
Distinguished (4)
DOMAIN 4: Professional Responsibilities
Rating - Domain 4
Unsatisfactory (1)
Basic (2)
Proficient (3)
Distinguished (4)
_________________________________
_________________
_________________________________
_________________
154
Date
Date
Guidelines for Developing
Student and Parent Surveys
Surveying parents and students for performance feedback is an essential and required
component of the initial educator and summative assessment process for Mequon-Thiensville
professional certified staff. Surveys can provide teachers with important feedback about their
teaching if they are crafted and distributed in a thoughtful manner. Staff participating in initial
educator and summative assessment are asked to follow the guidelines provided so that accurate
feedback can be obtained.
1.
Review the sample of parent and student survey questions found on the following pages
to get ideas on how to craft a meaningful survey.
2.
Develop questions that are clear, concise and appropriate to the audience (student or
parent).
3.
Include a cover letter for parents and students that explains the purpose of the survey and
provides a due date (see attached samples).
4.
Every effort should be made to create electronic surveys for parents to complete.
Google Forms can be used to prepare a survey and the link can be emailed to parents.
Survey participation should not require an email address, name or other identifier which
could compromise participants’ anonymity.
5.
In order to provide students with anonymity, teachers may wish to conduct surveys in
one of the following ways:




Have a colleague distribute, explain, and collect the surveys then return them to you.
After you have explained the purpose of the survey, have a student distribute and
collect the surveys, then return the surveys to you.
Explain and distribute the surveys, then have students put surveys in a “drop box” as
they leave the classroom.
Create an electronic survey without requiring a log-in, email, or other identifier to
complete the survey.
155
Date
Dear (Parent(s)/Guardian(s)
The purpose of this letter is to ask for your help by providing me with feedback which will help me
assess my effectiveness as a teacher. Enclosed with this letter is a survey that I would like you to
complete to help me as I teach your student. Your candid responses will be very helpful as I assess
my own performance as a professional educator.
Please feel free to add any comments you would like related to any aspect of your student’s school
experience. After you have completed this anonymous survey, please return it to me in the
enclosed self-addressed envelope. I would appreciate receiving your response no later than
_______________.
Your completion of this survey is very important to me. Thank you in advance for your help.
Sincerely,
Teacher X
---------------------------------------------------------------------------------------------------------------------Date
Dear Student,
The purpose of this letter is to ask for your help by providing me with feedback which will help me
assess my effectiveness as a teacher. Attached to this letter is a survey that I would like you to
complete. Your candid responses will be very helpful as I assess my own performance as a
professional educator. Thank You.
Sincerely,
Teacher X
156
ENHANCING PROFESSIONAL PRACTICE: A FRAMEWORK FOR TEACHING
Sample Parent and Student Survey Questions
The following questions are provided for teachers who want to use a survey to gain input from parents
and/or students on their teaching. The questions can be used "as is", or rewritten. Teachers of elementary
and middle level students may have to simplify the questions. Teachers can select only the questions most
applicable to their situation. Teachers can also develop their own questions. Questions can be placed on a
scantron. The following parent/student response options are suggested: a) Strongly Agree; b) Agree; c)
Disagree; d) Strongly Disagree; e) Not Applicable/No Opinion.
Domain I - Planning and Preparation
Component 1a - Demonstrating knowledge of content and pedagogy

My teacher has a solid understanding of the subject matter.

My teacher gives good examples that help me understand the subject matter and makes connections.

My teacher comes well prepared for class.

My teacher uses a variety of instructional practices that help me learn the subject matter.

It is obvious that the teacher knows what skill he/she is teaching.

My teacher uses a wide variety of instruction geared toward different types of intelligence.

My teacher helps relate new topics to students’ prior knowledge.

My teacher provides lots of opportunities to engage in learning.
Component 1b - Demonstrating knowledge of students

My teacher understands (high school students, middle school students, elementary students)

My teacher creates lessons that are of interest to me.

My teacher knows that some students learn by watching others, by listening, others by doing.

My teacher meets the needs of all students in her/his classroom.

My teacher understands my cultural heritage and recognizes the value of this information.
157

My teacher meets the needs of students struggling with the subject matter.

My teacher appropriately challenges high achieving students.

The instructional goals in this class are appropriate for all students.

My teacher is willing to help me when I am having trouble with class work.

The teacher adjusts when students don't get it.

My teacher helps me apply critical thinking skills to content through reading, writing, measuring,
testing, trying to draw conclusions.

My teacher helps students use new information in real life situations to develop genuine
understanding.
Component 1c – Setting instructional outcomes

My teacher has high expectations for all students in the classroom.

I know what is expected of me and I know how I will be assessed.

I contributed to the goals that have been established for classroom learning.

The curriculum in this class provides the appropriate challenge for students.

The curriculum in this classroom provides a wide variety of opportunities for students to learn.

The curriculum in this classroom helps prepare students for college.

The curriculum in this classroom helps prepare students for the world of work.

In class I learn about things that are interesting to me.

In order for me to achieve good grades in this class, I have to work hard.

The work in this class is challenging.
Component 1d - Demonstrating knowledge of resources

My teacher uses a variety of resources to help teach the students in her/his classroom.
158

The textbooks/materials used in this classroom are effective.

We have enough materials and supplies in this class.
Component 1e - Designing coherent instruction

There is evidence of a clear instructional plan for each lesson.

The various activities that my teacher uses in class help me understand the lesson objective.

My teacher lets students participate in selecting and/or adapting materials that are used in presenting
the lesson objective.

My teacher lets us work individually and in groups to achieve the lesson objective.

My teacher creates daily lessons that have a beginning, middle and end.

My teacher creates thematic units that have a beginning, middle and end.

This class does a good job of teaching thinking and reasoning skills.

The homework I am assigned in this class is meaningful.

My teacher utilizes cooperative learning.
Component 1f – Designing student assessments

Assessment criteria and standards are clear and have been communicated to me.

Students have an opportunity to be involved in the development of objectives and course goals.

Students have an opportunity to be involved in assessment criteria development.

My work is judged fairly by the teacher.

My work is fairly graded.

I am expected to do good work in this class.

Students are involved in formulating assessment criteria and are held responsible for their own
learning.

Mistakes are viewed as opportunities to learn.
159
Domain 2 - The Classroom Environment
Component 2a - Creates an environment of respect and rapport

My teacher demonstrates genuine caring and respect for individual students.

With the help of my teacher, students in my class demonstrate genuine caring for one another.

My teacher allows different opinions to be expressed in the classroom.

I enjoy coming to class.

Students feel free to express opinions different from those of the teacher.

The good work of individual students is appreciated.

Use of inappropriate language is not tolerated in the classroom.

This class values students of all races and backgrounds.

My teacher builds trust and respect among the students.

There is a good relationship between students and teachers in this classroom.

The teacher listens to students in this class. Students listen to the teacher in this class.

My ideas and thoughts are recognized and valued in this classroom.
Component 2b - Establishing a culture for learning

My teacher conveys genuine enthusiasm for the subject.

Students in my class demonstrate through their active participation, curiosity, and attention to detail
that they value the content of the class.

The teacher encourages students in my class to take pride in their work and initiate improvement in
it.

Both teacher and students in my class have high expectations for the learning of all students.

My teacher fosters in students a desire to learn more about the subject.

My teacher is open to student ideas and suggestions.
160

This classroom is a safe and secure place to work.

My teacher is motivates students to do better at school.

In school, I work hard to do the best I can.
Component 2c - Managing classroom procedures

Student groups work independently and are productively engaged in various tasks.

There is little wasted time in the classroom.

Routines for handling materials and supplies occur smoothly with little loss of instructional time in
the classroom.

Group work is productive in this classroom.
Component 2d - Managing student behavior

Standards of conduct are clear to all students and have been developed with student participation.

My teacher responds to misbehavior in a highly effective and sensitive way.

Students in my class monitor their own and their peers behavior, correcting one another respectfully.

I participate fully in this classroom.

Students behave in my classroom.
Component 2e - Organizing physical space

I feel that the classroom is safe.

The classroom setting (chairs, tables, temperature, seating arrangement, etc.) is appropriate for
learning.
Domain 3 - Instruction
Component 3a - Communicating with students

My teacher's directions are clear and help me understand the content.
161

My teacher's spoken language is correct and helps me understand the lesson.

My teacher's written language is correct and helps me understand the lesson.
Component 3b - Using questioning and discussion techniques

My teacher's questions require me to think.

I assume my fair share of responsibility for the success of discussions.

Students in my class make sure that everyone has an opportunity to share their thoughts and
insights.

Thoughtful questions are posed by both teacher and students and interaction is encouraged.
Component 3c - Engaging students in learning

The activities and assignments are appropriate for students.

Students are engaged in assignments and classroom activities.

Instructional groups are productive and appropriate to the instructional goal or lesson.

Students have an opportunity to participate in the development of the instructional goals and in
instructional grouping.

Materials and resources used in the classroom engage students in the lesson.

The teacher's lesson has a clearly defined structure around which the activities are organized.

The pace (how fast or how slow) of the lesson is appropriate for all students.

All students are involved in learning.

Students are held accountable for their involvement in learning.
Component 3d – Using assessment in instruction

My teacher provides feedback on a timely basis.

The teacher tells me how I am doing in this class.
162

The feedback I receive from my teacher helps me to do better in class.

I receive helpful feedback about my performance from the teacher.

The teacher provides students with opportunities for success by offering support in the form of
frequent specific feedback, queuing, prompting, using analogies, elaborating and remodeling.
Component 3e - Demonstrating flexibility and responsiveness

If students do not understand, the teacher makes changes to help them understand.

The teacher listens carefully to the questions that are asked and helps build understanding.

My teacher uses a lot of ways to help me understand the lesson goals.
Domain 4 - Professional Responsibilities
Component 4a - Reflecting on teaching

My teacher is open to suggestions on improving curriculum and instruction.
Component 4b - Maintaining accurate records

My teacher's system for maintaining student records is effective.

Students have an opportunity to contribute information to their records.

My teacher accurately records my grades.
Component 4c - Communicating with families

Teachers provide information to parents as appropriate about the instructional program.

Teachers provide both positive and negative aspects of student progress to parents on a frequent
basis.

My teacher communicates well with parents about school programs.

The teacher provides information to families to help students with school work.
163
Component 4d – Participating in a professional community

My teacher is involved in extra-curricular activities.

My teacher attends after school activities.
Component 4e - Growing and developing professionally

I know that my teacher is available before and after school for help.

My teacher believes that every student can succeed.
164
SAMPLE
TEACHER SURVEY
Teacher ____________________ Grade_________ Subject/Course______________________
Parent/Guardian (optional) ______________________________________________________
Rate the following statements using a scale of 1 to 5, with 1 being "strongly disagree" and 5
"strongly agree." Please take the time to comment. Comments are valuable feedback for the
teachers.
1. My child seems happy socially at school
1
2
3
4
5
Comments:
2. The amount of work to be done at home is appropriate for my child.
1
2
3
4
5
Comments:
3. My child's attitude toward school is positive.
1
2
3
4
5
Comments:
4. The level of home/school communication from the teacher is acceptable. i.e. newsletters,
assignment notebook, phone calls, notes, etc.
1
2
3
4
5
Comments:
5. Other comments, suggestions, or concerns you would like to share with the teacher.
1
2
3
4
5
Comments:
165
SAMPLE
STUDENT SURVEY
1. I feel safe in my classroom.
Yes No
Sometimes
2. My teacher treats me fairly.
Yes No
Sometimes
3. My teacher creates lessons that are interesting to me.
Yes No
Sometimes
4. My teachers encourage me to do my best.
Yes No
Sometimes
5. My teacher makes me feel important in the classroom.
Yes No
Sometimes
6. My teacher explains things so I can understand them.
Yes No
Sometimes
7. I think I learn a lot at school.
Yes No
Sometimes
8. My teacher listens to me.
Yes No
Sometimes
9. My favorite things about school are:
________________________________________________________________________
________________________________________________________________________
10. If I could change some things about school it would be:
________________________________________________________________________
________________________________________________________________________
166
SAMPLE
PARENT SURVEY
1.
What is your child's general attitude toward school?
2.
Do you feel your child's needs are being met academically and emotionally in this classroom?
What could be improved?
3.
Is the amount of homework appropriate for your child and your family's schedule?
4.
Has your child expressed concern over any subjects at school? If so, please explain.
5.
Does your child seem happy socially at school?
6.
Do you feel informed about what is going on in the classroom
7.
Do you have any other questions or concerns you would like me to address at conference time?
Thanks for taking time to fill this out!
See you soon.
167
SAMPLE
TEACHER FEEDBACK FORM –
ELEMENTARY/MIDDLE SCHOOL
Please discuss this with your child and respond to all statements and questions.
Parent/Guardian (optional) ______________________________________________________
Rate the following statements using a scale of 1 to 5, with 1 being "strongly disagree" and 5
"strongly agree." Please take the time to comment. Comments are valuable feedback for the
teachers.
1. The level of home/school communication from the teacher was acceptable.
1
2
3
4
5
Comments:
2. The amount of homework assigned was appropriate for the grade level/course.
1
2
3
4
5
Comments:
3. The teacher's expectations were clear.
1
2
3
4
Comments:
5
4. The teacher met my child's needs.
1
2
3
4
Comments:
5
5. What did your child enjoy most about this teacher and/or class?
6. What would your child like to see changed about this teacher and/or class?
7. Other comments or suggestions you would like to share with the teacher?
Please place in the envelope provided, being certain to indicate the teacher's name on the outside of
the envelope. Sealed envelope can be mailed or returned directly to your child's teacher by
February 15th. Envelopes which do not have a teacher's name on the outside will be discarded.
168
PARENT SURVEY
Please discuss this with your child and respond to all statements and questions.
Teacher __________________________ Grade _______ Subject _____________
Rate the following statements using a scale of 1 to 5, with 1 being “strongly disagree” and 5
being “strongly agree.” Please take the time to comment. Comments are valuable feedback
for the teachers.
Strongly
Disagree
1. The level of home/school communication
from the teacher is acceptable.
1
Strongly
Agree
2
3
4
5
2. My child is learning reading strategies
that helps him/her at home.
1
2
3
4
5
3. The amount of reading work assigned
seems appropriate for my child.
1
2
3
4
5
4. The teacher’s expectations and directions
are clear.
1
2
3
4
5
5. My child’s attitude towards his/her
teacher is positive.
1
2
3
4
5
6. The teacher is meeting my child’s reading
needs.
1
2
3
4
5
7. What does your child enjoy most about this teacher and/or class?
8. What would your child like to see changed about this teacher and/or class?
9. Other comments or suggestions you would like to share with the teacher:
(please use the backside as needed)
Please mail completed survey back to school in the enclosed self-addressed
envelope by February 15th. Thank you for your assistance.
169
SAMPLE
PARENT VOLUNTEER FEEDBACK
Dear Parent Helpers,
The utilization of parent volunteers to their fullest potential is an important issue to me. I view
your donated time as a valued instructional tool. It is important to me to get your feedback as
to how you think the parent volunteer system is working. I though a small survey would be the
easiest for your. I know the demands on your time can be exhausting! Please feel free to add
additional comments if you would like at the end. I am always open to suggestions!
Questions
Yes
1. The times I am expected to help work with my
schedule.
Sometimes
No
2. I receive the days/times promptly each month.
3. The expectations of what I will do are clear.
4. The materials I use are organized and explained
to me.
5. The work I do with the students is meaningful.
6. The students are prepared to work.
7. The system of finding my own substitute is
appropriate.
Additional comments or suggestions:
___________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Thank you so much for taking the time to fill this out. Please return it with your child as soon as
possible. My class and I look forward to your next visit!!!
Sincerely,
170

Mequon-Thiensville School District

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