PREFACE - walton.k12.fl.us
SECTION 6 - THE APPRAISAL SYSTEM
Philosophy
Florida Statute 1012.34 and 1012.335, The Student Success Act, requires the Superintendent in each school district to establish procedures for assessing the performance of all instructional, administrative and supervisory personnel. The Superintendent is also required to develop a mechanism for evaluating the effective use of assessment criteria and evaluation procedures by administrators who are assigned responsibility for evaluating the performance of instructional personnel. The primary purpose of the redeveloped evaluation system is increasing student learning growth by improving the quality of instructional, administrative and supervisory service.
In addition to the requirement of the Statutes, the Department of Education has developed and disseminated guidelines for developing performance appraisal systems. These systems must support and promote school improvement, focus on student growth and achievement, provide for parent input, and establish criteria for continuous quality improvement of the professional skills of instructional personnel which will result in measurable student growth.
The Walton County Instructional Employee Performance Appraisal System has been designed to enhance quality of the organization, ensure self-esteem, promote professional development and increase student achievement. The Teacher/Principal Evaluation Committee was established to develop the teacher/principal evaluation system that included teacher and principal involvement. The members of the committee included two district level administrators, three school administrators, and six teachers. The committee met for nine planning sessions, attended teacher and principal academies, and participated in both webinars and conference calls. The committee members agreed to participate in monitoring, reviewing, and improving the evaluation system on an annual basis following the first year of implementation with all substantial revisions being submitted to the school board for review and approval before being used to evaluate personnel.
The Walton County School Board and its representatives along with the Walton County Educational Association met collaboratively in an effort to meet compliance with the Race to the Top Memorandum of Understanding and the redeveloped teacher evaluation system. The Walton County Educational Association and the Walton County School Board both agreed to move forward with the development of the system and affixed their acknowledgement of such agreement with their signatures as evidenced by the Memorandum of Understanding- Instructional Collective Bargaining Agreement submitted for school board approval on May 17, 2011. It specifically focuses on the organizational purpose as well as the individual aspirations of instructional staff.
Generally, the guidelines can be summarized as follows:
▪ Fairness, equity and legal soundness.
▪ Allocation of time for supervisors to plan, coach and counsel individuals for higher levels of performance
▪ Established procedures for the collection, retrieval and use of data to provide feedback to an individual, a team, and the system.
▪ Data-based personnel decisions including rewarding and recognizing high performance through a variety of means.
▪ Focus on student achievement and the specific conditions of the site in establishing expectations.
▪ The negotiation of expectations, criteria, outcomes, and competencies based on the conditions of the work site.
▪ Growth of the individual and the continuous improvement of the organization.
▪ Annual assessment based on the experience and performance of the individual.
▪ Two levels of appraisal
a. Documentation of generic competencies in the early stages of a position.
b. Development in the later stages of the same position.
▪ Orientation on the system and skill development in observing, mentoring, coaching and counseling for those impacted by the appraisal system.
Purpose
The purpose of the Performance Appraisal System is to promote continuous school improvement. The performance appraisal system has multiple dimensions. The first spans the length of a person’s career and is designed to provide growth and development and support increased performance. The results/outcome side is a systems approach to provide organizational growth. These outcomes are influenced by the employee interacting with the special conditions within a job that exists at a specific work site, which may be impacted by the individual developmental continuum of the employee. This assessment system has been designed based on the following:
▪ School Improvement Plans
▪ Organization beliefs, mission and purpose;
▪ Practices that are reflective of school research;
▪ Local, specific job descriptions;
▪ Measurable criteria with specifically identifiable source codes;
▪ Practices and/or results that are compatible with human resources development models that focus both on the employee and the system purpose;
▪ The concept that performance appraisal for an individual is finalized only after thorough planning sessions that include extensive appraisee input;
▪ A design model that provides for quantity, quality, cost effectiveness and timelines and which may be performed within an appropriate span of control;
▪ The concept that data should be collected from a variety of sources which may be identified;
▪ Current research which provide best component practices for employee performance appraisal;
▪ The situational context of the employee service.
Strategic Base
Over the past several years, superintendents and School Board members, with varying degrees of success, have initiated strategic planning processes. This plan is intended to create a system of beliefs, an organizational purpose, a mission statement and a series of organizational parameters. For many, this work is in progress and with encouragement should be completed in the future.
The strategic plan will provide for the essence of numerous systems, one of which is performance appraisal.
Beliefs of the Walton County School District
We believe that
▪ Education is the combined responsibility of students, parents, schools and community.
▪ Open and honest communication is essential.
▪ Education must be a priority of society.
▪ Education must be flexible and diverse.
▪ Visionary leadership and sound management are essential.
▪ Education should promote responsible citizenship and ethical behavior.
▪ Involvement improves education.
▪ Education should provide a safe, healthful, nurturing environment.
▪ All individuals have dignity and self-worth.
▪ All individuals can learn.
▪ Education is the key to successful living.
▪ Learning is a lifelong process.
Organizational Purpose
To provide quality education opportunities which develop self-sufficient, productive individuals who will advance the value of self and society.
Mission Statement
The Walton County School District will be the best small, rural school district in Florida.
Parameters
▪ The educational needs of our students take precedence.
▪ We will always do a cost/benefit analysis before implementing new programs.
▪ All individuals will be treated in a professional and dignified manner with no discrimination based on race, color, religion, gender, age, marital status, sexual orientation, disability, political or religious beliefs, national or ethnic origin, or genetic information.
▪ We will provide a healthy and safe environment.
▪ We will always adhere to the professional code of ethics.
Student Growth and Achievement Measures
All teachers will be included in the teacher evaluation system using the student learning growth measure as 50% of their evaluation.
1. For measuring student learning growth during the 2014-2015 school year and beyond, statewide, standardized assessment results for those grades and content areas currently tested will be included as 50% of the student learning growth portion of the evaluation using the results of his or her students for classroom teachers in the calculation. These measures will include the new assessments implemented in the state system.
2. For measuring student learning growth during the 2014-2015 school year and beyond, measureable learning targets will be included as 50% of the student learning growth portion using the results of his or her students for classroom teachers that are not measured by a statewide, standardized assessments.
Student Growth and Achievement Measures
All teachers will be included in the teacher evaluation system using the student learning growth measure as 50% of their evaluation.
1. For measuring student learning growth for the 2014-2015 school year and beyond, Value-Added Model (VAM) measures will be used for teachers of courses for which VAM data is produced using Option 1 as provided by the State. During the SY 2014-2015, the cut score will be the State Mean of “0.” Prior to assigning a rating of Highly Effective or Unsatisfactory the standard error, confidence level of k=1, will be applied for an added layer of certainty one has in the score.
2. For measuring student learning growth for all teachers during the 2014-2015 school year and beyond, the assessment results for the grades and content areas will be included as 50% of the student learning growth portion of the evaluation using the results of each teacher’s students.
3. During SY 2014-2015, growth measures will be used to calculate the student performance measurement for all teachers except those for which statewide, standardized assessments are administered and VAM measures are not provided. For the previously described courses, achievement measures will be used. These courses include:
a. 3rd Grade FSA reading and math
b. 5th Grade Science
c. 8th Grade Science
d. Civics EOC
e. Biology EOC
f. Algebra I EOC (All grades except 8th and 9th)
g. Geometry EOC
h. US History EOC
i. Algebra II EOC
j. 11th Grade FSA
Tools for Measuring Student Achievement for Teachers without a VAM
A combination of the following tools will be used to measure student achievement for teachers without a VAM. The combination will be appropriate to teacher assignment and student contact.
• Percent of Pre-K students showing growth and/or proficiency on the Florida Voluntary Pre-Kindergarten Assessment
• STAR Enterprise Reading, Math, and Early Literacy
WCSD is in the process of developing a policy that will outline the selection, development, administration, and scoring of local assessments. All local assessments will adhere to this policy by the end of the 2014-15 school year.
A chart with input from appropriate stakeholders to align the above tools to each teacher according to their assignment of courses and students has been developed. This chart is a “work in progress.”
How Will We Assign Student Achievement Points to Teachers?
|Teacher |Student Growth Measurement |
| |(50% of the Summative Evaluation) |
|Grades 4 – 10 Teaching |Combined VAM for courses the teacher is assigned. |
|Math/Algebra I and Reading/ELA | |
|Grades 4 – 12 Teachers of | |
|courses without statewide, |Measureable learning targets based on STAR Enterprise Reading or Math as described in Appendix A |
|standardized assessments | |
| |In the case that an SGP is not available, math and reading FSA results will utilized. |
|Pre-K |Percent of students showing growth and/or proficiency on the Florida Voluntary Pre-Kindergarten |
| |Assessment |
|Kindergarten –2nd Grade |STAR Enterprise |
| |Combination of reading and math SGPs according to the attached documentation. |
| |See Appendix A |
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|Non-Classroom Teachers (Teachers|Combined school wide or district wide aggregate of VAM for statewide, standardized assessments in ELA|
|with no specific student |and math. School and district wide aggregates will only be used for instructional personnel who |
|responsibilities) |provide services that impact all students in a school or district, respectively. |
|Teachers of students assessed |Percent of students making growth – growth is defined as maintaining or moving up a level on the FAA.|
|through the Florida Alternative | |
|Assessment(FAA) | |
|Teachers of Courses with |For these courses, cut scores will be set in the summer of 2015, once assessment results are provided|
|Statewide, Standardized |to school. These cut scores will be based on achievement. These courses include: |
|Assessments with no VAM |3rd Grade FSA reading and math |
| |5th Grade Science |
| |8th Grade Science |
| |Civics EOC |
| |Biology EOC |
| |Algebra I EOC (All grades except 8th and 9th) |
| |Geometry EOC |
| |US History EOC |
| |Algebra II EOC |
| |11th Grade FSA |
*Teachers of students that fall into multiple areas of the above rubric will receive a student proficiency measure based on a combination of the respective categories listed above, weighted appropriately based on the number of students in each category.
*Evaluation rating cut scores for all statewide, standardized assessments without a state approved evaluation model will be set after assessment results are returned during the summer of 2015.
Multi-Metric Characteristics and Milestone Career Event
Deliberate practice is the process by which teachers attain incremental gains in teacher expertise under the supervision and direction of their administrators and through the support of their peers, in order to produce gains in student achievement from year to year. As an additional metric, Walton County will implement the Deliberate Practice Score as a part of the evaluation.
Performance Pay Structure
Grandfathered Instructional Personnel
|Pro-Forma Instructional Salary Schedule |
|Grandfathered - In Salary Schedule |
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|Performance Salary Schedule |
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|BA00 | |$35,40| |$35,400 |
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|Administrative Evaluation |40% |
|Deliberate Practice |10% |
After rating each component individually and determining a separate rating, the following formula will be used to determine 50% of a teacher’s evaluations:
[(Admin. Evaluation Rating) x 0.8] + [(Deliberate Practice Score) x 0.2]
This 50% of a teacher’s evaluation will be rated using the following scale:
|Administrative Evaluation + Deliberate Practice |
|HE |141-160 |
|E |114-140 |
|NI |56-113 |
|U |0-55 |
Summative Evaluation
A teacher’s summative evaluation will be based on three components:
1. Administrative Evaluation
2. Deliberate Practice
3. Student Proficiency Measure
All three of the above listed components will use the following rating scale and cut score ranges, individually, as described within each evaluation components detailed description within the following pages:
|Evaluation Component Cut Score Ranges |
|HE |141-160 |
|E |114-140 |
|NI |56-113 |
|U |0-55 |
The administrative evaluation and deliberate practice will be combined in the method described on the previous page and will constitute 50% of a teacher’s summative evaluation. Once the administrative evaluation and deliberate practice have been combined, the score will be added to the student proficiency measure and applied to the 320 point scale detailed below:
|Summative Evaluation Rating |Cut Score Ranges |
|Unsatisfactory |0-110 |
|Needs Improvement/Developing |111-225 |
|Effective |226-280 |
|Highly Effective |281-320 |
[pic]
Florida’s Evaluation Model and Guide for Specialized
Exceptional Student Education Professionals
Student Support Services Project, University of South Florida
Bureau of Exceptional Education and Student Services
Division of Public Schools, Florida Department of Education
|Domain A: Data-Based Decision Making and Evaluation of Practices (Behavior Specialists) |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Collects and uses data to develop and implement interventions within a problem-solving framework. |
|In addition to the characteristics of Effective:|Uses and/or facilitates collecting available |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Uses and/or facilitates collecting district data|school data and facilitates collection of |supports and training or prompts to consistently|demonstrates the practice. |
|relevant to informing problem identification, |additional student data (e.g., screening, |demonstrate the practice. | |
|problem analysis and intervention design at the |progress monitoring and diagnostic assessment) | | |
|school and/or district level. |relevant to informing problem identification, | | |
| |problem analysis and intervention design. | | |
|2. Analyzes multiple sources of qualitative and quantitative data to inform decision making. |
|In addition to the characteristics of Effective:|Independently analyzes, integrates and |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Analyzes, integrates and interprets data from |interprets data from multiple sources at the |support and/or training to be effective. |demonstrates the practice. |
|multiple sources at the school or district level|individual and group level and uses the data to | | |
|and uses the data to facilitate informed school-|facilitate informed decisions. | | |
|and/or district-level decisions. | | | |
|3. Uses data to monitor student progress (academic, social/emotional/behavioral) and health and evaluate the effectiveness of services on student achievement. |
|In addition to the characteristics of Effective:|Independently uses individual and group data to |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Uses school or district data to monitor the |monitor student progress, evaluate the |supports and training or prompts to consistently|demonstrates the practice. |
|effectiveness of MTSS supports and intervention |effectiveness of academic and behavioral |demonstrate the practice. | |
|program outcomes. |instruction/intervention and modify | | |
| |interventions based on student data. | | |
|4. Shares student performance data in a relevant and understandable way with students, parents and
administrators. |
|In addition to the characteristics of Effective:|Independently provides feedback on student |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Trains or mentors others to provide feedback on |performance and other assessment data to |supports and training or prompts to consistently|demonstrates the practice. |
|student performance and other assessment data to|stakeholders (students, teachers, parents, |demonstrate the practice. | |
|stakeholders and to present data in a way that |administrators, school teams) and presents data | | |
|is understandable and relevant to stakeholder |in a way that is understandable and relevant to | | |
|interest/needs. |stakeholder interest/needs. | | |
|Domain B: Instruction/Intervention Planning and Design (Behavior Specialists) |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Uses a collaborative problem-solving framework as the basis for identification and planning for academic, behavioral and health interventions and supports. |
|In addition to the characteristics of Effective:|Independently works with team members to |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Provides a leadership role by training others |identify, problem solve and plan academic, |supports, and training or prompts to |demonstrates the practice. |
|and mentoring team members to identify, problem |behavioral and health interventions. |consistently demonstrate the practice. | |
|solve and plan academic and behavioral | | | |
|interventions. | | | |
|2. Plans and designs instruction/intervention based on data and aligns efforts with the school and district improvement plans and state and federal mandates. |
|In addition to the characteristics of Effective:|Independently facilitates the use of multiple |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Trains and mentors others in collecting and |sources of data, including individual classroom,|supports, and training or prompts to |demonstrates the practice. |
|using multiple sources of data, including |district and state assessments, to design and |consistently demonstrate the practice. | |
|individual, classroom, district and state |plan instruction and interventions that are | | |
|assessments, to design and plan instruction and |aligned with school improvement priorities and | | |
|interventions that are aligned with school |other mandates. | | |
|improvement priorities and other mandates. | | | |
|3. Applies evidence-based research and best practices to improve instruction/interventions. |
|In addition to the characteristics of Effective:|Independently applies EBPs when developing and |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Applies evidenced-based practices when |planning instruction and intervention. |support and/or training to be effective. |demonstrates the practice. |
|developing and planning instruction and | | | |
|interventions across all levels of MTSS | | | |
|(individual, targeted group, school, district). | | | |
|4. Develops intervention support plans that help the student, family or other community agencies and systems of support reach a desired goal. |
|In addition to the characteristics of Effective:|Independently facilitates development of a |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Facilitates collaboration at multiple levels to |support plan that reflects the goals of |supports, and training or prompts to |demonstrates the practice. |
|identify systems-level needs, resources and |stakeholders and includes supports to obtain the|consistently demonstrate the practice. | |
|infrastructure to access services and supports. |goals. | | |
|5. Engages parents and community partners in the planning and design of instruction/interventions. |
|In addition to the characteristics of Effective:|Independently engages families, community and |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Develops systems-level strategies (e.g., |educational stakeholders when planning and |supports, and training or prompts to |demonstrates the practice. |
|validate participation, decision making, two-way|designing instruction/interventions. Parent |consistently demonstrate the practice. | |
|communication) for engaging families and |input is valued and incorporated into plans. | | |
|community when planning and designing | | | |
|instruction/interventions. | | | |
|Domain C: Instruction/Intervention Delivery and Facilitation (Behavior Specialists) |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Collaborates with school-based and district-level teams to develop and maintain an MTSS to support the academic, social, emotional and behavioral success and health of all students. |
|In addition to the characteristics of Effective:|Facilitates the development of MTSS at the school level|Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Facilitates the development of MTSS at multiple |by implementing interventions that match the intensity |supports and training or prompts to consistently |demonstrates the practice. |
|levels by implementing interventions that |of student, group or school needs. |demonstrate the practice. | |
|address schoolwide and/or district | | | |
|issues/concerns. | | | |
|2. Consults and collaborates at the individual, family, group and systems levels to implement effective instruction and intervention services. |
|In addition to the characteristics of Effective:|Consults and collaborates with individuals, families |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Consults and collaborates at multiple levels to |and/or group levels to implement and evaluate academic,|supports and training or prompts to consistently |demonstrates the practice. |
|implement and evaluate academic and social, |social, emotional/ behavioral and health interventions.|demonstrate the practice. | |
|emotional/behavioral and health interventions. | | | |
|3. Implements EBPs within a multi-tiered framework. |
|In addition to the characteristics of Effective:|Facilitates implementation of EBPs for individual |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Assists in implementing EBPs relevant at |students and/or targeted groups. |supports and training or prompts to consistently |demonstrates the practice. |
|multiple levels of interventions and supports. | |demonstrate the practice. | |
|4. Identifies, provides and/or refers for supports designed to help students overcome barriers that impede learning. |
|In addition to the characteristics of Effective:|Identifies barriers to social/emotional/academic |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Facilitates identification of systemic barriers |learning and connects students with resources that |supports and training or prompts to consistently |demonstrates the practice. |
|to social/emotional/ academic learning and |support positive student outcomes/goals. |demonstrate the practice. | |
|facilitates the development of broader support | | | |
|systems for students and families. | | | |
|5. Promotes
student outcomes related to career and college readiness. |
|In addition to the characteristics of Effective:|Develops/plans interventions or programs to increase |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Assists in the development/ planning of district|student engagement (e.g., attendance, on-task behavior,|supports and training or prompts to consistently |demonstrates the practice. |
|level or school level |rigorous/relevant instruction, participation in school |demonstrate the practice. | |
|policies/interventions/supports that address |activities) and other behavioral outcomes to support | | |
|behavioral outcomes related to student |attainment of post-secondary goals. | | |
|postsecondary goal attainment. | | | |
|6. Provides relevant information regarding child and adolescent development, barriers to learning and student risk factors. |
|In addition to the characteristics of Effective:|Provides students, staff and parents with information, |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Develops/provides trainings that include EBPs |research and EBPs related to developmental issues, |supports and training or prompts to consistently |demonstrates the practice. |
|related to developmental issues, barriers to |barriers to learning and risk factors related to |demonstrate the practice. | |
|learning and risk factors related to healthy |healthy social/emotional growth. | | |
|social/emotional growth. | | | |
|Domain D: Learning Environment (Behavior Specialists) |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Collaborates with teachers and administrators to develop and implement schoolwide PBS. |
|In addition to the characteristics of Effective:|Interacts with school personnel to promote and |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Interacts with school, district, parents and |implement schoolwide PBS. |support and/or training to be effective. |demonstrates the practice. |
|community partners to sustain and promote | | | |
|effective system-wide programs/services that | | | |
|result in a healthy school climate. | | | |
|2. Collaborates with school personnel and students to foster student engagement (e.g., involvement, motivation, persistence, resilience, ownership). |
|In addition to the characteristics of Effective:|Consults with school staff and students to |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Examines need and feasibility for systemic |identify strengths and weaknesses as part of |supports and training or prompts to consistently|demonstrates the practice. |
|intervention to support and increase student |problem solving and intervention planning to |demonstrate the practice. | |
|engagement districtwide. |increase student engagement. | | |
|3. Promotes safe school environments. |
|In addition to the characteristics of Effective:|Collaborates with school personnel to promote |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Collaborates with learning community to enhance,|and assist in implementing effective |supports and training or prompts to consistently|demonstrates the practice. |
|support and/or create safe and violence-free |programs/services that result in safe and |demonstrate the practice. | |
|school climates through provision of training |violence-free school climates (i.e., readiness, | | |
|and advancement of state, school and/or district|school failure, attendance, dropout, bullying, | | |
|initiatives that relate to healthy and |child abuse, youth suicide, school violence). | | |
|violence-free schools. | | | |
|4. Integrates relevant cultural issues and contexts that impact family–school partnerships. |
|In addition to the characteristics of Effective:|Identifies relevant cultural issues and contexts|Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Promotes multicultural understanding and |that impact family–school partnerships and uses |supports and training or prompts to consistently|demonstrates the practice. |
|dialogue through provision of training and |this knowledge as the basis for problem solving |demonstrate the practice. | |
|information dissemination to examine the broader|related to prevention and intervention. | | |
|context of cultural issues that impact | | | |
|family–school partnerships. | | | |
|Domain E: Professional Learning, Responsibility and Ethical Practice (Behavior Specialists) |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Develops a personal, professional growth plan that enhances professional knowledge, skills and practice and addresses areas of need on the evaluation. |
|In addition to the characteristics of Effective:|Maintains a plan for continuous professional |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|solicits feedback from supervisors and |growth and skill development aligned with |supports and training or prompts to consistently|demonstrates the practice. |
|colleagues and initiates activities or modifies |performance evaluation outcomes and |demonstrate the practice. | |
|plan based on performance outcomes. |personal/professional goals. | | |
|2. Engages in targeted professional growth opportunities and reflective practices (e.g., professional learning community [PLC]). |
|In addition to the characteristics of Effective:|Participates in professional learning |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Facilitates professional learning activities and|opportunities and reflective practices |supports and training or prompts to consistently|demonstrates the practice. |
|initiates activities that contribute to |consistent with the professional growth plan. |demonstrate the practice. | |
|professional growth of self and others. | | | |
|3. Implements knowledge and skills learned in professional development activities. |
|In addition to the characteristics of Effective:|Implements knowledge and skills learned in |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Integrates and applies acquired knowledge and |professional development activities into |supports and training or prompts to consistently|demonstrates the practice. |
|training into professional practice in order to |professional practice. |demonstrate the practice. | |
|mentor and/or train others. | | | |
|4. Demonstrates effective recordkeeping skills. |
|In addition to the characteristics of Effective:|Maintains complete and accurate records |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Tracks treatment dosage, tracks the impact of |including documentation of planning, |supports and training or prompts to consistently|demonstrates the practice. |
|services on student outcomes and uses records to|implementation and evaluation of services. |demonstrate the practice. | |
|make decisions about the service delivery | | | |
|system. | | | |
|5. Demonstrates effective oral and written communication skills. |
|In addition to the characteristics of Effective:|Demonstrates coherent and professional written |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Facilitates communication, adapts communication |and oral communication skills. |supports and training or prompts to consistently|demonstrates the practice. |
|style and content to a variety of audiences. | |demonstrate the practice. | |
|6. Complies with national and state laws, district policies and guidelines and ethical educational and professional standards. |
|In addition to the characteristics of Effective:|Complies with applicable federal, state and |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Serves as a model for colleagues in displaying |local laws, rules and policies. Adheres to |supports and training or prompts to consistently|demonstrates the practice. |
|high standards of professionalism and ethics in |professional standards, ethics and practices. |demonstrate the practice. | |
|accordance with laws, policies, guidelines and | | | |
|standards. | | | |
EMSESEP for Occupational/Physical Therapist (OT/PT)
|Domain A: Data-Based Decision Making and Evaluation of Practices (OT/PT) |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Collects and uses data to develop and implement interventions within a problem-solving framework. |
|In addition to the characteristics of Effective:|In collaboration with the student team, uses |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Initiates and supports others to ensure |available student data (e.g., screening, |supports and training or prompts to consistently|demonstrates the practice. |
|collaboration with student teams to use |assessment, evaluation, progress monitoring) |demonstrate the practice. | |
|available student data relevant to analysis of |relevant to analysis of current capacity and | | |
|current capacity and barriers and the design of |barriers and the design of interventions and | | |
|interventions. Plans interventions that will |therapy. | | |
|support function in future environments. | | | |
|2. Analyzes multiple sources of qualitative and quantitative data to inform decision making. |
|In addition to the characteristics of Effective:|Analyzes, assimilates and interprets data from |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Identifies patterns in data across multiple |multiple sources at the individual level and |supports and training or prompts to consistently|demonstrates the practice. |
|students and settings, brings to the attention |uses this data to guide and inform decisions |demonstrate the practice. | |
|of administration and advocates for responsive |concerning interventions and delivery of | | |
|change. |therapy. | | |
|3. Uses data to monitor student progress (academic, social/emotional/behavioral) and health and evaluate the effectiveness of services on student achievement. |
|In addition to the characteristics of Effective:|Uses individual data to monitor student progress|Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Interprets data to the student team in an |and, in collaboration with the student team, |supports and training or prompts to consistently|demonstrates the practice. |
|understandable way and serves as a resource to |evaluate the effectiveness of the intervention |demonstrate the practice. | |
|colleagues regarding data-based modification of |and modifies the intervention as indicated. | | |
|interventions. | | | |
|4. Shares student performance data in a relevant and understandable way with students, parents and and
administrators. |
|In addition to the characteristics of Effective:|Actively participates in an ongoing exchange of |Practice is emerging but requires supervision |Does not demonstrate or ineffectively |
|Facilitates an ongoing exchange of information |information regarding student performance and |supports and training or prompts to consistently|demonstrates the practice. |
|regarding student performance and the |the effectiveness of the interventions and |demonstrate the practice. | |
|effectiveness of the interventions. |therapy. | | |
|Domain B: Instruction/Intervention Planning and Design (OT/PT) |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Uses a collaborative problem-solving framework as the basis for identification and planning for academic, behavioral and health interventions and supports. |
|In addition to the characteristics of Effective:|Works in collaboration with student and team to |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Initiates, develops and implements systems to |identify, problem solve and plan for academic, |supports and training or prompts to consistently|demonstrates the practice. |
|ensure collaboration with student and team to |behavioral, communication, health and |demonstrate the practice. | |
|identify, problem solve and plan for academic, |independent functioning interventions and | | |
|behavioral, communication, health and |supports. | | |
|independent functioning interventions and | | | |
|supports. | | | |
|2. Plans and designs instruction/intervention based on data and aligns efforts with the school and district improvement plans and state and federal mandates. |
|In addition to the characteristics of Effective:|Uses multiple sources of data. Designs, |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Initiates using multiple sources of data. |implements and modifies interventions aligned |supports and training or prompts to consistently|demonstrates the practice. |
|Designs, trains, implements and modifies |with school improvement efforts and other |demonstrate the practice. | |
|interventions aligned with school improvement |mandates. | | |
|efforts and other mandates. | | | |
|3. Applies evidence-based research and best practices to improve instruction/interventions. |
|In addition to the characteristics of Effective:|Demonstrates use of evidence-based practices and|Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Participates evidence-based research or services|sound clinical and professional reasoning in |supports and training or prompts to consistently|demonstrates the practice. |
|as a resource regarding knowledge and skills |planning interventions and therapy. |demonstrate the practice. | |
|needed for EBP. | | | |
|4. Develops intervention support plans that help the student, family or other community agencies and systems of support reach a desired goal. |
|In addition to the characteristics of Effective:|Develops plans, interventions and therapy that |Practice is emerging but requires supervision, |Does not engage or ineffectively develops plans |
|Engages agencies and other systems of support |reflect student goals and priorities and are |supports and training or prompts to consistently|that reflect student goals and priorities. |
|with student and family to develop plans to |supportive of or aligned with other |demonstrate the practice. | |
|achieve student goals. |interventions in the educational environment. | | |
|5. Engages parents and community partners in the planning and design of instruction/interventions. |
|In addition to the characteristics of Effective:|Works in alignment with others to design and |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Develops system-level strategies to design and |implement instruction/ interventions and therapy|supports and training or prompts to consistently|demonstrates the practice. |
|implement instruction/interventions to reach a |to reach a desired goal. |demonstrate the practice. | |
|desired goal. | | | |
|Domain C: Instruction/Intervention Delivery and Facilitation (OT/PT) |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Collaborates with school-based and district-level teams to develop and maintain a MTSS to support the academic, social, emotional and behavioral success and health of all students. |
|In addition to the characteristics of Effective: |Functions as part of school team in planning, |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Initiates and supports colleagues with problem |facilitating or delivering interventions whose |supports and training or prompts to consistently|demonstrates the practice. |
|solving in planning, facilitating or delivering |intensity matches student, group or school |demonstrate the practice. | |
|interventions that match intensity to need. |needs. | | |
|2. Consults and collaborates at the individual, family, group and systems levels to implement effective instruction and intervention services. |
|In addition to the characteristics of Effective: |Consults and collaborates with student, family |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Mentors and leads other professionals in the design |and members of school environment to design and |supports and training or prompts to consistently|demonstrates the practice. |
|and implementation of therapeutic interventions that|implement therapeutic interventions that support|demonstrate the practice. | |
|support effective instruction. |effective student instruction. | | |
|3. Implements EBPs within a multi-tiered framework. |
|In addition to the characteristics of Effective: |Seeks out and incorporates best available |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Provides professional development in the selection |evidence-based practices in the implementation |supports and training or prompts to consistently|demonstrates the practice. |
|and use of EBPs that support effective instruction. |of interventions for students. |demonstrate the practice. | |
|4. Identifies, provides and/or refers for supports designed to help students overcome barriers that impede learning. |
|In addition to the characteristics of Effective: |Identifies barriers to learning and connects |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Initiates, develops and implements systems to ensure|students to appropriate resources or refers to |supports and training or prompts to consistently|demonstrates the practice. |
|learning barriers are addressed across multiple |other professionals. |demonstrate the practice. | |
|students and environments. | | | |
|5. Promotes
student outcomes related to career and college readiness. |
|In addition to the characteristics of Effective: |Selects and implements interventions that |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Advocates for opportunities to support postsecondary|support the attainment of postsecondary goals or|supports and training or prompts to consistently|demonstrates the practice. |
|goals and engage students and their families to |community readiness, including supporting |demonstrate the practice. | |
|further explore goals, develop self-determination |increased student engagement and promotion of | | |
|skills and promote independence. |independence. | | |
|6. Provides relevant information regarding child and adolescent development, barriers to learning and student risk factors. |
|In addition to the characteristics of Effective: |Provides students, families and educational |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Develops and /or provides professional development |personnel with information, research and best |supports and training or prompts to consistently|demonstrates the practice. |
|opportunities on research and best practices related|practices related to human development, learning|demonstrate the practice. | |
|to human development, learning barriers and risk |barriers and risk factors. | | |
|factors. | | | |
|Domain D: Learning Environment (OT/PT) |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Collaborates with teachers and administrators to develop and implement schoolwide PBS. |
|In addition to the characteristics of Effective:|Collaborates with school staff/team to develop |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Coordinates the development and implementation |and implement therapeutic interventions within a|supports and training or prompts to consistently|demonstrates the practice. |
|of therapeutic interventions within a positive |positive behavior support system. |demonstrate the practice. | |
|behavior support system. | | | |
|2. Collaborates with school personnel and students to foster student engagement (e.g., involvement, motivation, persistence, resilience, ownership). |
|In addition to the characteristics of Effective:|Collaborates with school personnel and students |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Identifies barriers to equal access and |to identify and implement therapeutic strategies|supports and training or prompts to consistently|demonstrates the practice. |
|initiates collaborative action for systemic |and/or assistive technology to encourage student|demonstrate the practice. | |
|interventions. |engagement. | | |
|3. Promotes safe school environments. |
|In addition to the characteristics of Effective:|Interacts with students, educators and other |Practice is emerging but requires supervision, |Fails to interact with students, |
|Initiates, develops and implements systems to |school personnel to support safe and accessible |supports and training or prompts to consistently|educators/school personnel to support safe and |
|support safe and accessible environments. |environments. |demonstrate the practice. |accessible environments. |
|4. Integrates relevant cultural issues and contexts that impact family–school partnerships. |
|In addition to the characteristics of Effective:|Identifies relevant cultural, social and |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Creates and promotes materials and supports |societal issues that impact family– school |supports and training or prompts to consistently|demonstrates the practice. |
|relevant to cultural, social and societal issues|relationships and uses the knowledge to problem |demonstrate the practice. | |
|that impact family–school relationships. |solve possible prevention and intervention | | |
| |strategies. | | |
D
|Domain E: Professional Learning, Responsibility and Ethical Practice (OT/PT) |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Develops a personal, professional growth plan that enhances professional knowledge, skills and practice and addresses areas of need on the evaluation. |
|In addition to the characteristics of Effective: |Maintains a plan for continuous professional |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Solicits feedback from supervisors and colleagues and|growth and skill development aligned with |supports and training or prompts to consistently|demonstrates the practice. |
|initiates activities or modifies plan based on |performance evaluation outcomes and |demonstrate the practice. | |
|performance outcomes. |personal/professional goals. | | |
|2. Engages in targeted professional growth opportunities and reflective practices (e.g., PLC). |
|In addition to the characteristics of Effective: |Participates in professional learning |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Facilitates professional learning activities and |opportunities and reflective practices consistent|supports and training or prompts to consistently|demonstrates the practice. |
|initiates activities that contribute to professional |with the professional growth plan. |demonstrate the practice. | |
|growth of self and others. | | | |
|3. Implements knowledge and skills learned in professional development activities. |
|Integrates and applies acquired knowledge and |Implements knowledge and skills learned in |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|training into professional practice in order to |professional development activities into |supports and training or prompts to consistently|demonstrates the practice. |
|mentor and/or train others. |professional practice. |demonstrate the practice. | |
|4. Demonstrates effective recordkeeping skills. |
|In addition to the characteristics of Effective: |Maintains complete and accurate records, |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Tracks treatment dosage, tracks the impact of |including documentation of planning, |supports and training or prompts to consistently|demonstrates the practice. |
|services on student outcomes and uses records to make|implementation and evaluation of services. |demonstrate the practice. | |
|decisions about the service delivery system. | | | |
|5. Demonstrates effective oral and written communication skills. |
|In addition to the characteristics of Effective: |Demonstrates coherent and professional written |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Facilitates communication and adapts communication |and oral communication skills. |supports and training or prompts to consistently|demonstrates the practice. |
|style and content to a variety of audiences. | |demonstrate the practice. | |
|6. Complies with national and state laws, district policies and guidelines and ethical educational and professional standards. |
|In addition to the characteristics of Effective: |Complies with applicable federal, state and local|Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Serves as a model for colleagues in displaying high |laws, rules and policies. Adheres to professional|supports and training or prompts to consistently|demonstrates the practice. |
|standards of professionalism and ethics in accordance|standards, ethics and practices. |demonstrate the practice. | |
|with laws, policies, guidelines and standards. | | | |
EMSESEP for Speech/Language Pathologist (SLP)
|Domain A: Data-Based Decision Making and Evaluation of Practices (SLP) |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Collects and uses data to develop and implement interventions within a problem-solving framework. |
|In addition to the characteristics of Effective:|Collects and uses available data relevant to |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Collects and uses data to identify patterns in |informing problem identification, problem |supports and training or prompts to consistently|demonstrates the practice. |
|data across multiple students and settings and |analysis, intervention and therapy design for |demonstrate the practice. | |
|brings to the attention of team members to |individual students | | |
|inform problem analysis and intervention and | | | |
|therapy design. | | | |
|2. Analyzes multiple sources of qualitative and quantitative data to inform decision making. |
|In addition to the characteristics of Effective:|Analyzes, integrates and interprets qualitative |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Identifies patterns in data across multiple |and quantitative data from multiple sources at |supports and training or prompts to consistently|demonstrates the practice. |
|students and settings, brings to the attention |the individual and group level and uses data to |demonstrate the practice. | |
|of team members and advocates for responsive |inform decision making for individual students. | | |
|change based on relevant data. | | | |
|3. Uses data to monitor student progress (academic, social/emotional/behavioral) and health and evaluate the effectiveness of services on student achievement. |
|In addition to the characteristics of Effective:|Uses individual and group data to monitor |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Serves as a resource to colleagues regarding use|student progress and evaluate the effectiveness |supports and training or prompts to consistently|demonstrates the practice. |
|of data. |of interventions and therapies. |demonstrate the practice. | |
|4. Shares student performance data in a relevant and understandable way with students, parents and
administrators. |
|In addition to the characteristics of Effective:|Actively participates in an ongoing exchange of |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Clearly interprets and shares data in multiple |information regarding student performance, the |supports and training or prompts to consistently|demonstrates the practice. |
|ways to help students, families, educators and |effectiveness of the interventions and the |demonstrate the practice. | |
|administrators understand the implications on |rationale for professional decisions. | | |
|student performance and conveys the rationale | | | |
|for professional decisions. | | | |
|Domain B: Instruction/Intervention Planning & Design (SLP) |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Uses a collaborative problem-solving framework as the basis for identification and planning for academic, behavioral and health interventions and supports. |
|In addition to the characteristics of Effective:|Collaborates with members of the educational |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Thorough and extensive knowledge of the |team and students to target the skills, concepts|supports and training or prompts to consistently|demonstrates the practice. |
|specialty area is evident and actively initiates|and strategies critical for meeting student |demonstrate the practice. | |
|and promotes collaboration. |needs by using an array of effective therapy and| | |
| |intervention approaches and evaluation tools. | | |
|2. Plans and designs instruction/intervention based on data and aligns efforts with the school and district improvement plans and state and federal mandates. |
|In addition to the characteristics of Effective:|Uses multiple sources of data collection, |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Initiates, designs and implements, or trains |including therapy, classroom, district and state|supports and training or prompts to consistently|demonstrates the practice. |
|other professionals, in the use of multiple |assessments to design and plan student |demonstrate the practice. | |
|sources of data collection. |interventions and therapies that align with | | |
| |school improvement efforts and other mandates. | | |
|3. Applies evidence-based research and best practices to improve instruction/interventions. |
|In addition to the characteristics of Effective:|Demonstrates knowledge of EBP and the ability to|Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Identifies resources, collaborates and supports |select and apply those practices to improve |supports and training or prompts to consistently|demonstrates the practice. |
|use of EBP for planning. |instruction and/or interventions. |demonstrate the practice. | |
|4. Develops intervention support plans that help the student, family or other community agencies and systems of support reach a desired goal. |
|In addition to the characteristics of Effective:|Develops plans that reflect student goals, |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Initiates contacts with agencies and other |priorities and support connected with other |supports and training or prompts to consistently|demonstrates the practice. |
|systems of support in developing plans that |agencies or community resources. |demonstrate the practice. | |
|reflect student goals and priorities. | | | |
|5. Engages parents and community partners in the planning and design of instruction/interventions. |
|In addition to the characteristics of Effective:|Engages family, community and educational |Practice is emerging but requires supervision, |Does not demonstrate or ineffectively |
|Develops system-level strategies in |stakeholders as appropriate when planning and |supports and training or prompts to consistently|demonstrates the practice. |
|planning/designing instruction and intervention.|designing instructions and intervention with |demonstrate the practice. | |
| |clear outcomes that are appropriate to the | | |
| |disorder, age, developmental level and needs of | | |
| |students. | | |
|Domain C: Instruction/Intervention Delivery and Facilitation (SLP) |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Collaborates with school-based and district level teams to develop and maintain a multi-tiered continuum of services (MTSS) to support the academic, |
|social, emotional, behavioral success and health of all students. |
|In addition to the characteristics of |Functions on and contributes to school team in|Practice is emerging but requires|Does not demonstrate or |
|Effective: Contributes innovative ideas and/or|planning, facilitating or delivering |supervision, supports and |ineffectively demonstrates |
|takes a leadership role in planning, |interventions and therapies whose intensity |training or prompts to |the practice. |
|facilitating or delivering interventions and |matches student, group or school needs. |consistently demonstrate the | |
|therapies. | |practice. | |
|2. Consults and collaborates at the individual, family, group and systems levels to implement effective instruction and intervention services. |
|In addition to the characteristics of |Consults and collaborates with student, family|Practice is emerging but requires|Does not demonstrate or |
|Effective: Mentors and leads other |and educators to design and implement |supervision, supports and |ineffectively demonstrates |
|professionals in the design and implementation|interventions and therapies that support |training or prompts to |the practice. |
|of interventions and therapies that support |effective student instruction. |consistently demonstrate the | |
|effective instruction. | |practice. | |
|3. Implements EBPs within a multi-tiered framework. |
|In addition to the characteristics of |Seeks out and EBPs in the implementation of |Practice is emerging but requires|Does not demonstrate or |
|Effective: Mentors or provides professional |interventions and therapies within a continuum|supervision, supports and |ineffectively demonstrates |
|development in the selection and use of EBPs |of service delivery models that are dynamic |training or prompts to |the practice. |
|in a continuum of service delivery models. |and appropriate for students. |consistently demonstrate the | |
| | |practice. | |
|4. Identifies, provides and/or refers for supports designed to help students overcome barriers that impede learning. |
|In addition to the characteristics of |Identifies barriers to learning and provides |Practice is emerging but requires|Does not demonstrate or |
|Effective: Continuously evaluates, monitors |support or connects students to appropriate |supervision, supports and |ineffectively demonstrates |
|and/or adjusts supports identified to help |resources and/or other professionals. |training or prompts to |the practice. |
|students overcome barriers to learning. | |consistently demonstrate the | |
| | |practice. | |
|5. Promotes
student outcomes related to career and college readiness. |
|In addition to the characteristics of |Identifies and promotes strategies that |Practice is emerging but requires|Does not demonstrate or |
|Effective: Advocates for opportunities that |support the attainment of community readiness |supervision, supports and |ineffectively demonstrates |
|support goal attainment and engage students to|or postsecondary goals, including supporting |training or prompts to |the practice. |
|further explore goals, develop |increased student engagement and promotion of |consistently demonstrate the | |
|self-determination skills and promote |independence. |practice. | |
|independence. | | | |
|6. Provides relevant information regarding child and adolescent development, barriers to learning and student risk factors. |
|In addition to the characteristics of |Provides students, families and educators with|Practice is emerging but requires|Does not demonstrate or |
|Effective: Promotes professional development |information on EBPs related to child and/or |supervision, supports and |ineffectively demonstrates |
|opportunities or mentors on practices related |adolescent language development, barriers to |training or prompts to |the practice. |
|to child and/or adolescent language |learning and awareness and prevention of |consistently demonstrate the | |
|development, barriers to learning and risk |communication disorders. |practice. | |
|factors. | | | |
|Domain D: Learning Environment (SLP) |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Collaborates with teachers and administrators to develop and implement schoolwide PBS. |
|In addition to the characteristics of |Consistently implements and maintains |Practice is emerging but requires |Does not demonstrate or ineffectively |
|Effective: Collaborates with educators|PBS in order to effectively manage |supervision, supports and training or |demonstrates the practice. |
|and/or families to generalize positive|student behavior in the therapeutic |prompts to consistently demonstrate | |
|behavior supports across settings. |environment. |the practice. | |
|2. Collaborates with school personnel and students to foster student engagement (e.g., involvement, motivation, persistence, resilience, ownership). |
|In addition to the characteristics of |Consistently optimizes service |Practice is emerging but requires |Does not demonstrate or ineffectively |
|Effective: Solicits other |delivery time to actively engage |supervision, supports and training or |demonstrates the practice. |
|stakeholders’ perspectives on behalf |students throughout the therapeutic |prompts to consistently demonstrate | |
|of students and, when appropriate, |environment to ensure student |the practice. | |
|engages the involvement of families in|participation. | | |
|therapeutic intervention. | | | |
|3. Promotes safe school environments. |
|In addition to the characteristics of |Consistently establishes a therapeutic|Practice is emerging but requires |Does not demonstrate or ineffectively |
|Effective: Interacts with school |environment conducive to student |supervision, supports and training or |demonstrates the practice. |
|community to support a safe and |engagement and learning. |prompts to consistently demonstrate | |
|accessible environment conducive to | |the practice. | |
|student engagement and learning | | | |
|throughout the school setting. | | | |
|4. Integrates relevant cultural issues and contexts that impact family–school partnerships. |
|In addition to the characteristics of |Consistently reflects sensitivity to |Practice is emerging but requires |Does not demonstrate or ineffectively |
|Effective: Promotes understanding of |cultural issues and knowledge of |supervision, supports and training or |demonstrates the practice. |
|cultural issues and knowledge of |language differences versus language |prompts to consistently demonstrate | |
|language differences versus language |disorders when interacting with |the practice. | |
|disorders among stakeholders. |students and families and when making | | |
| |intervention decisions. | | |
|Domain E: Professional Learning, Responsibility and Ethical Practice (SLP) |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Develops a personal, professional growth plan that enhances professional knowledge, skills and practice and addresses areas of need on the evaluation. |
|In addition to the characteristics of |Maintains a plan for continuous |Practice is emerging but requires |Does not demonstrate or ineffectively |
|Effective; Solicits feedback from |professional growth and skill development|supervision, supports and training or|demonstrates the practice. |
|supervisors and colleagues and |aligned with performance evaluation |prompts to consistently demonstrate | |
|initiates activities or modifies plan |outcomes and personal/professional goals.|the practice. | |
|based on performance outcomes. | | | |
|2. Engages in targeted professional growth opportunities and reflective practices (e.g., PLC). |
|In addition to the characteristics of |Participates in professional learning |Practice is emerging but requires |Does not demonstrate or ineffectively |
|Effective: Facilitates professional |opportunities and reflective practices |supervision, supports and training or|demonstrates the practice. |
|learning activities and initiates |consistent with the professional growth |prompts to consistently demonstrate | |
|activities that contribute to |plan. |the practice. | |
|professional growth of self and | | | |
|others. | | | |
|3. Implements knowledge and skills learned in professional development activities. |
|Integrates and applies acquired |Implements knowledge and skills learned |Practice is emerging but requires |Does not demonstrate or ineffectively |
|knowledge and training into |in professional development activities in|supervision, supports and training or|demonstrates the practice. |
|professional practice in order to |professional practice. |prompts to consistently demonstrate | |
|mentor and/or train others. | |the practice. | |
|4. Demonstrates effective recordkeeping skills. |
|In addition to the characteristics of |Maintains complete and accurate records, |Practice is emerging but requires |Does not demonstrate or ineffectively |
|Effective: Tracks treatment dosage, |including documentation of planning, |supervision, supports and training or|demonstrates the practice. |
|tracks the impact of services on |implementation and evaluation of |prompts to consistently demonstrate | |
|student outcomes and uses records to |services. |the practice. | |
|make decisions about the service | | | |
|delivery system. | | | |
|5. Demonstrates effective oral and written communication skills. |
|In addition to the characteristics of |Demonstrates coherent and professional |Practice is emerging but requires |Does not demonstrate or ineffectively |
|Effective: Facilitates communication, |written and oral communication skills. |supervision, supports and training or|demonstrates the practice. |
|and adapts communication style and | |prompts to consistently demonstrate | |
|content to a variety of audiences. | |the practice. | |
|6. Complies with national and state laws, district policies and guidelines and ethical educational and professional standards. |
|In addition to the characteristics of |Complies with applicable laws, rules, |Practice is emerging but requires |Does not demonstrate or ineffectively |
|Effective: Serves as a model for |guidelines and policies at the federal, |supervision, supports and training or|demonstrates the practice. |
|colleagues in displaying high |state and local levels. Adheres to |prompts to consistently demonstrate | |
|standards of professionalism and |professional standards, ethics and |the practice. | |
|ethics in accordance with laws, |practices. | | |
|policies, guidelines and standards. | | | |
EMSESEP for Staffing Specialists
|Domain A: Data-based Decision Making and Evaluation of Practices (Staffing Specialists) |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Collects and uses data to develop and implement interventions within a problem-solving framework. |
|In addition to the characteristics of |Reviews and collects school based data |Practice is emerging but requires |Does not demonstrate or ineffectively |
|Effective: Reviews and collects school or|relevant to the implementation and |supervision, supports and training or |demonstrates the practice. |
|district data relevant to the application|development of students’ individualized |prompts to consistently demonstrate the | |
|and problem solving approach in the |plans through the collaboration with |practice. | |
|implementation and development of a |other interrelated individuals and | | |
|school wide plan. |professionals that support the student | | |
| |needs. | | |
|2. Analyzes multiple sources of qualitative and quantitative data to inform decision-making. |
|In addition to the characteristics of |Assists relevant individuals with |Practice is emerging but requires |Does not demonstrate or ineffectively |
|Effective: Provides leadership and |analyzing, integrating and interpreting |supervision, supports and training or |demonstrates the practice. |
|facilitation in analyzing, integrating |data from multiple sources including |prompts to consistently demonstrate the | |
|and interpreting data. |assessments and uses comparisons among |practice. | |
| |previous data collected to determine the | | |
| |student learning needs and instruction, | | |
| |which will drive the learning process | | |
|3. Uses data to monitor student progress (academic, social/emotional/behavioral) and health and evaluate the effectiveness of services on student achievement. |
|In addition to the characteristics of |Uses student data to monitor student |Practice is emerging but requires |Does not demonstrate or ineffectively |
|Effective: Uses grade-level, school or |progress to evaluate the effectiveness of|supervision, supports and training or |demonstrates the practice. |
|district-wide student data to facilitate |academic, behavioral and/or health needs |prompts to consistently demonstrate the | |
|the monitoring of student progress to |and create interventions based on the |practice. | |
|evaluate the effectiveness of academic, |data collected. | | |
|behavioral and/or health needs and modify| | | |
|interventions and services based on the | | | |
|data collected. | | | |
|4. Shares student performance data in a relevant and understandable way with students, parents and administrators. |
|In addition to the characteristics of |Provides feedback on the assessed areas |Practice is emerging but requires |Does not demonstrate or ineffectively |
|Effective: Provides feedback that creates|of concern with other data collected on |supervision, supports and training or |demonstrates the practice. |
|a clear vision of the priority |student performance to stakeholders |prompts to consistently demonstrate the | |
|instructional goals for the school and |(students, teachers, parents, |practice. | |
|can discuss in a way that is |administrators and school teams) and | | |
|understandable and relevant to the cause |presents this information in a way that | | |
|and effect relationship between practice |is understandable and relevant to | | |
|and student achievement |stakeholder interest/needs. | | |
|Domain B: Instruction/Intervention Planning & Design |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Uses a collaborative problem-solving framework as the basis for identification and planning for academic, behavioral and health interventions and supports. |
|In addition to the characteristics of |Collaborates with appropriate school or |Practice is emerging but requires |Does not demonstrate or ineffectively |
|Effective: Uses school or district level |district level professionals in a problem|supervision, supports and training or |demonstrates the practice. |
|data in a problem-solving framework. |solving framework to plan the academic, |prompts to consistently demonstrate the | |
| |behavioral and/or health interventions |practice. | |
| |and supports to assist in individual | | |
| |student’s needs | | |
| | | | |
|2. Plans and designs instruction/intervention based on data and aligns efforts with the school and district improvement plans and state and federal mandates. |
|In addition to the characteristics of |Uses multiple sources of data to |Practice is emerging but requires |Does not demonstrate or ineffectively |
|Effective: Uses grade-level, school or |facilitate the planning and design of |supervision, supports and training or |demonstrates the practice. |
|district-wide data to improve student |instruction and interventions that |prompts to consistently demonstrate the | |
|outcomes. |promote student achievement and are |practice. | |
| |aligned with school and district | | |
| |improvement plans and state and federal | | |
| |mandates. | | |
|3. Applies evidence-based research and best practices to improve instruction/interventions. |
|In addition to the characteristics of |Applies evidence-based and best practices|Practice is emerging but requires |Does not demonstrate or ineffectively |
|Effective: Provides leadership and |when facilitating the development and |supervision, supports and training or |demonstrates the practice. |
|training in the use of evidence- based |planning of student instruction and |prompts to consistently demonstrate the | |
|and best practices to improve student |interventions. |practice. | |
|instruction and interventions. | | | |
|4. Develops intervention support plans that help the student, family or other community agencies and systems of support reach a desired goal. |
|In addition to the characteristics of |Facilitates the development of plans with|Practice is emerging but requires |Does not demonstrate or ineffectively |
|Effective: Collaborates with community |the collaboration of a team that may |supervision, supports and training or |demonstrates the practice. |
|agencies (e.g., Vocational |involve community agencies (e.g., |prompts to consistently demonstrate the | |
|Rehabilitation, Agency for Persons with |Vocational Rehabilitation, Agency for |practice. | |
|Disabilities, etc.) to develop systems of|Persons with Disabilities, etc.) and | | |
|support. |other systems of support in an effort to | | |
| |support the student and their family with| | |
| |specific needs. | | |
|5. Engages parents and community partners in the planning and design of instruction/interventions. |
|In addition to the characteristics of |Engages and collaborates with parents and|Practice is emerging but requires |Does not demonstrate or ineffectively |
|Effective: Facilitates strategies and |community partners to ensure their input |supervision, supports and training or |demonstrates the practice. |
|engages in the planning and design of |in the planning and design of instruction|prompts to consistently demonstrate the | |
|student instruction and interventions |and interventions. |practice. | |
|with input from the parent and community | | | |
|partners. | | | |
|Domain C: Instruction/Intervention Delivery and Facilitation |
| | |Needs Improvement |Unsatisfactory |
|Highly Effective |Effective | | |
|1. Collaborates with school-based and district level teams to develop and maintain a multi-tiered continuum of services (MTSS) to |
|support the academic, social, emotional, behavioral success and health of all students. |
|In addition to the |Collaborates with a team of |Practice is emerging but |Does not demonstrate or |
|characteristics of Effective: |school-based personnel to |requires supervision, supports |ineffectively demonstrates the |
|Coordinates and facilitates |implement multi-tiered supports |and training or prompts to |practice. |
|the collaboration of |that address academic, |consistently demonstrate the | |
|school-based or district level|social/emotional behavioral and |practice. | |
|teams. |health success of students. | | |
|2. Consults and collaborates at the individual, family, group and systems levels to implement effective instruction and |
|intervention services. |
|In addition to the |Consults and collaborates with |Practice is emerging but |Does not demonstrate or |
|characteristics of Effective: |students, their families and the |requires supervision, supports |ineffectively demonstrates the |
|Coordinates and facilitates |appropriate team members to |and training or prompts to |practice. |
|students, their families and |support the development and |consistently demonstrate the | |
|the appropriate team members. |implementation of effective |practice. | |
| |instruction and intervention | | |
| |services that will support the | | |
| |student’s needs. | | |
|3. Implements evidence-based practices within a multi-tiered framework. |
|In addition to the |Collaborates with the appropriate|Practice is emerging but |Does not demonstrate or |
|characteristics of Effective: |team members to facilitate the |requires supervision, supports |ineffectively demonstrates the |
|Coordinates and facilitates |implementation of evidence- based|and training or prompts to |practice. |
|the collaboration of |practices that are proven to |consistently demonstrate the | |
|appropriate team members. |achieve positive student outcomes|practice. | |
| |within a multi- tiered framework.| | |
|4. Identifies, provides and/or refers for supports designed to help students overcome barriers that impede learning. |
|In addition to the |Assists in the planning and |Practice is emerging but |Does not demonstrate or |
|characteristics of Effective: |collaboration of professionals |requires supervision, supports |ineffectively demonstrates the |
|Provides training and |through the referral process of a|and training or prompts to |practice. |
|mentoring of professionals of |student to determine and adjust |consistently demonstrate the | |
|the process. |supports after student data has |practice. | |
| |been collected and interpreted to| | |
| |develop an effective | | |
| |individualized plan for student | | |
|5. Promotes student outcomes related to career and college readiness. |
|In addition to the |Coordinates collaboration with |Practice is emerging but |Does not demonstrate or |
|characteristics of Effective: |the student, teachers, guidance |requires supervision, supports |ineffectively demonstrates the |
|Implements activities that |counselors and other appropriate |and training or prompts to |practice. |
|promote self-advocacy and |team members to promote in the |consistently demonstrate the | |
|transitional needs. |self-advocacy and transitional |practice. | |
| |needs related to career and | | |
| |college readiness through self | | |
| |determination which will prepare | | |
| |the student with post school | | |
| |outcome goals. | | |
|Domain C: Instruction/Intervention Delivery and Facilitation |
| | |Needs Improvement |Unsatisfactory |
|Highly Effective |Effective | | |
|6. Provides relevant information regarding child and adolescent development, barriers to learning and student risk factors. |
|In addition to the |Coordinates and supports |Practice is emerging but |Does not demonstrate or |
|characteristics of Effective: |collaboration between the |requires supervision, supports |ineffectively demonstrates the |
|Selects, develops, modifies |school psychologist, [delete |and training or prompts to |practice. |
|and/or adapts materials and |“assigned”] teachers and other |consistently demonstrate the | |
|resources which support |relevant professionals to help |practice. | |
|learning objectives by |a student’s team understand any| | |
|addressing student development,|relevant information regarding | | |
|student risk factors, varying |the student’s risk factors and | | |
|student learning styles and |student development that may be| | |
|special needs of the student. |causing barriers to learning. | | |
|Domain D: Learning Environment |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Collaborates with teachers and administrators to develop and implement school-wide positive behavior supports. |
|In addition to the | | | |
|characteristics of Effective: |Collaborates with educators and |Practice is emerging but |Does not demonstrate or |
|Coordinates and facilitates |administrators to develop and/or|requires supervision, supports |ineffectively demonstrates the |
|collaboration. |implement a school- wide |and training or prompts to |practice. |
| |positive behavior support system|consistently demonstrate the | |
| |that includes high expectations |practice. | |
| |for all students | | |
|2. Collaborates with school personnel and students to foster student engagement (e.g., involvement, motivation, persistence, |
|resilience, ownership). |
|In addition to the | | | |
|characteristics of Effective: |Collaborates and consults with |Practice is emerging but |Does not demonstrate or |
|Coordinates a process with |educators, students and families|requires supervision, supports |ineffectively demonstrates the |
|educators, students and |to identify the strengths and |and training or prompts to |practice. |
|families about school level |needs of the student as part of |consistently demonstrate the | |
|activities that will encourage |the problem solving and |practice. | |
|student engagement to reflect |intervention planning process to| | |
|an outcome of student |increase student engagement. | | |
|achievement and success | | | |
|3. Promotes safe school environments. |
|In addition to the | | | |
|characteristics of Effective: |Consults on the development of |Practice is emerging but |Does not demonstrate or |
|Coordinates on the development |classroom management systems |requires supervision, supports |ineffectively demonstrates the |
|of classroom management |that promote healthy, safe and |and training or prompts to |practice. |
|systems. |accessible school environments. |consistently demonstrate the | |
| | |practice. | |
|4. Integrates relevant cultural issues and contexts that impact family–school partnerships. |
|In addition to the | | | |
|characteristics of Effective: |Identifies relevant cultural, |Practice is emerging but |Does not demonstrate or |
|Assists in collaboration among |social and societal issues that |requires supervision, supports |ineffectively demonstrates the |
|individuals and organizations |impact family school |and training or prompts to |practice. |
|to improve cultural, social and|relationships and uses the |consistently demonstrate the | |
|societal issues that impact |knowledge to problem solve |practice. | |
|family school relationships |possible prevention and | | |
|through planning activities |intervention strategies. | | |
|considering individual | | | |
|student’s culture, learning | | | |
|styles, special needs and | | | |
|socio-economical background. | | | |
|Domain E: Professional Learning, Responsibility and Ethical Practice |
| | |Needs Improvement |Unsatisfactory |
|Highly Effective |Effective | | |
|1. Develops a personal, professional growth plan that enhances professional knowledge, skills and practice; and addresses areas of|
|need on the evaluation. |
|In addition to the |Maintains a plan for continuous |Practice is emerging but |Does not demonstrate or |
|characteristics of Effective: |professional growth and skill |requires supervision, supports|ineffectively demonstrates the |
|solicits feedback from |development aligned with performance|and training or prompts to |practice. |
|supervisors and colleagues and |evaluation outcomes and |consistently demonstrate the | |
|initiates activities or |personal/professional goals. |practice. | |
|modifies plan based on | | | |
|performance outcomes. | | | |
|2. Engages in targeted professional growth opportunities and reflective practices (e.g., PLC). |
|In addition to the |Participates in professional |Practice is emerging but |Does not demonstrate or |
|characteristics of Effective: |learning opportunities and |requires supervision, supports|ineffectively demonstrates the |
|Facilitates professional |reflective practices consistent with|and training or prompts to |practice. |
|learning activities and |the professional growth plan. |consistently demonstrate the | |
|initiates activities that | |practice. | |
|contribute to professional | | | |
|growth of self and others. | | | |
|3. Implements knowledge and skills learned in professional development activities. |
|Integrates and applies acquired|Implements knowledge and skills |Practice is emerging but |Does not demonstrate or |
|knowledge and training into |learned in professional development |requires supervision, supports|ineffectively demonstrates the |
|professional practice in order |activities into professional |and training or prompts to |practice. |
|to mentor and/or train others. |practice. |consistently demonstrate the | |
| | |practice. | |
|4. Demonstrates effective recordkeeping skills. |
|In addition to the |Demonstrates reliable recordkeeping |Practice is emerging but |Does not demonstrate or |
|characteristics of Effective: |and coherent and professional |requires supervision, supports|ineffectively demonstrates the |
|Facilitates communication, |written and oral communication |and training or prompts to |practice. |
|adapts communication style and |skills. |consistently demonstrate the | |
|content to a variety of | |practice. | |
|audiences. | | | |
|5. Demonstrates effective oral and written communication skills. |
|In addition to the |Demonstrates coherent and |Practice is emerging but |Does not demonstrate or |
|characteristics of Effective: |professional written and oral |requires supervision, supports|ineffectively demonstrates the |
|Facilitates communication, |communication skills. |and training or prompts to |practice. |
|adapts communication style and | |consistently demonstrate the | |
|content to a variety of | |practice. | |
|audiences. | | | |
|6. Complies with national and state laws, district policies and guidelines and ethical educational and professional standards. |
|In addition to the |Complies with applicable laws, |Practice is emerging but |Does not demonstrate or |
|characteristics of Effective: |rules, guidelines and policies at |requires supervision, supports|ineffectively demonstrates the |
|Serves as a model for |the federal, state and local levels.|and training or prompts to |practice. |
|colleagues in displaying high |Adheres to professional standards, |consistently demonstrate the | |
|standards of professionalism |ethics and practices. |practice. | |
|and ethics in accordance with | | | |
|laws, policies, guidelines and | | | |
|standards. | | | |
|Name: |Employee ID#: |
|Position: |Assignment: |
|Evaluator: |Date: |
|Domain A: Data-Based Decision Making and Evaluation of Practices |Rating Scores |
| |HE |E |NI |U |
|A-1. Collects and uses data to develop and implement interventions within a problem-solving | | | | |
|framework. | | | | |
|Evidence: |
|A-2. Analyzes multiple sources of qualitative and quantitative data to inform decision making. | | | | |
|Evidence: |
|A-3. Uses data to monitor student progress (academic and social/emotional/behavioral) and | | | | |
|evaluate the effectiveness of services on student achievement. | | | | |
|Evidence: |
|A-4. Shares student performance data in a relevant and understandable way with students, | | | | |
|parents and
administrators. | | | | |
|Evidence: |
|Domain A Section Comments: |
|Domain B: Instruction/Intervention Planning and Design |Rating Scores |
| |HE |E |NI |U |
|B-1. Uses a collaborative problem-solving framework as the basis for identification and | | | | |
|planning for academic, behavioral and health interventions and supports. | | | | |
|Evidence: |
|B-2. Plans and designs instruction/intervention based on data and aligns efforts with the | | | | |
|school and district improvement plans and state and federal mandates. | | | | |
|Evidence: |
|B-3. Applies evidence-based research and best practices to improve instruction/interventions. | | | | |
|Evidence: |
|B-4. Develops intervention support plans that help the student, family or other community | | | | |
|agencies and systems of support reach a desired goal. | | | | |
|Evidence: |
|B-5. Engages parents and community partners in the planning and design of | | | | |
|instruction/interventions. | | | | |
|Evidence: |
|Domain B Section Comments: |
|Domain C: Instruction/Intervention Delivery and Facilitation |Rating Scores |
| |HE |E |NI |U |
|C-1. Collaborates with school-based and district-level teams to develop and maintain a | | | | |
|multi-tiered system of supports (MTSS) to support the academic, social, emotional and | | | | |
|behavioral success and health of all students. | | | | |
|Evidence: |
|C-2. Consults and collaborates at the individual, family, group and systems levels to implement| | | | |
|effective instruction and intervention services. | | | | |
|Evidence: |
|C-3. Implements evidence-based practices within a multi-tiered framework. | | | | |
|Evidence: |
|C-4. Identifies, provides and/or refers for supports designed to help students overcome | | | | |
|barriers that impede learning. | | | | |
|Evidence: |
|C-5. Promotes student outcomes related to career and college readiness. | | | | |
|Evidence: | | | | |
|C-6. Provides relevant information regarding child and adolescent development, barriers to | | | | |
|learning and student risk factors. | | | | |
|Evidence: |
|Domain C Section Comments: |
|Domain D: Learning Environment |Rating Scores |
| |HE |E |NI |U |
|D-1. Collaborates with teachers and administrators to develop and implement schoolwide positive| | | | |
|behavior supports. | | | | |
|Evidence: |
|D-2. Collaborates with school personnel and students to foster student engagement (e.g., | | | | |
|involvement, motivation, persistence, resilience, ownership). | | | | |
|Evidence: |
|D-3. Promotes safe school environments. | | | | |
|Evidence: |
|D-4. Integrates relevant cultural issues and contexts that impact family–school partnerships. | | | | |
|Evidence: |
|Domain D Section Comments: |
|Domain E: Professional Learning, Responsibility and Ethical Practice |Rating Scores |
| |HE |E |NI |U |
|E-1. Develops a personal, professional growth plan that enhances professional knowledge, skills| | | | |
|and practice and addresses areas of need on the evaluation. | | | | |
|Evidence: |
|E-2. Engages in targeted professional growth opportunities and reflective practices (e.g., | | | | |
|professional learning community). | | | | |
|Evidence: |
|E-3. Implements knowledge and skills learned in professional development activities. | | | | |
|Evidence: |
|E-4. Demonstrates effective recordkeeping skills. | | | | |
|Evidence: |
|E-5. Demonstrates effective oral and written communication skills. | | | | |
|Evidence: |
|E-6. Complies with national and state laws, district policies and guidelines and ethical | | | | |
|educational and professional standards. | | | | |
|Evidence: |
|Domain E Section Comments: |
Evaluation Rubric Total Score:
| Highly Effective | Effective | Needs Improvement | Unsatisfactory |
|Total Score (range) |Performance Level Rating |
|141–160 |Highly Effective |
|114–140 |Effective |
|56–113 |Needs Improvement |
|< 56 |Unsatisfactory |
Rating Criteria
|Domain A: Data-Based Decision Making and Evaluation of Practices |Points Possible |
|HE |3 or more indicators are HE and none are less than E | |
| | |32 |
|E |At least three are E or higher and no more than one are NI, none are U | |
|NI |Criteria for E not met and no more than one is U | |
|U |2 or more are U | |
|Domain B: Instruction/Intervention Planning and Design |Points Possible |
|HE |4 or more indicators are HE and none are less than E | |
| | |32 |
|E |At least 4 are E or higher and no more than 1 is NI, none are U | |
|NI |Criteria for E not met and no more than 1 is U | |
|U |2 or more are U | |
|Domain C: Instruction/Intervention Delivery and Facilitation |Points Possible |
|HE |4 or more indicators are HE and none are less than E | |
| | |32 |
|E |At least 4 are E or higher and no more than two are NI, none are U | |
|NI |Criteria for E not met and no more than two are U | |
|U |Two or more are U | |
|Domain D: Learning Environment |Points Possible |
|HE |3 or more indicators are HE and none are less than E | |
| | |32 |
|E |At least three are E or higher and no more than one are NI, none are U | |
|NI |Criteria for E not met and no more than one is U | |
|U |2 or more are U | |
|Domain E: Professional Learning, Responsibility and Ethical Practice |Points Possible |
|HE |4 or more indicators are HE and none are less than E | |
| | |32 |
|E |At least 4 are E or higher and no more than two are NI, none are U | |
|NI |Criteria for E not met and no more than two are U | |
|U |Two or more are U | |
Final ratings in each domain will earn the following percentage of total possible points:
|Percentage of Total Possible Points |
|HE |100% |
|E |81% |
|NI |53% |
|U |20% |
After rating each domain, determine the number of points received by each and add them together.
|Domain |Rating |Max Points |Points Earned |
|Domain A: Data-Based Decision Making and Evaluation of | |32 | |
|Practices | | | |
|Domain B: Instruction/Intervention Planning and Design | |32 | |
|Domain C: Instruction/Intervention Delivery and Facilitation | |32 | |
|Domain D: Learning Environment | |32 | |
|Domain E: Professional Learning, Responsibility, and Ethical | |32 | |
|Practice | | | |
|Sum of Total Points | |
Based on the sum of the total points, use the rating criteria below to determine the overall rating.
|Final Evaluation |
|HE |141-160 |
|E |114-140 |
|NI |56-113 |
|U |0-55 |
[pic]
Florida’s Student Services Personnel Evaluation Model and Guide
Student Support Services Project, University of South Florida
Bureau of Exceptional Education and Student Services
Division of Public Schools, Florida Department of Education
|Domain A: Data-Based Decision Making and Evaluation of Practices |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Collects and uses data to develop and implement interventions within a problem-solving framework. |
|Uses and/or facilitates collecting district data|Uses available school data and collects |Practice is emerging but requires supervision, |Does not collect or use data to inform |
|relevant to informing problem identification, |additional student data (e.g., screening, |support, and/or training to be effective |interventions within a problem-solving framework|
|problem analysis, and intervention design at the|progress monitoring, and diagnostic assessment) |independently. |OR ineffectively demonstrates the practice/skill|
|systems level. |relevant to informing problem identification, | |required. |
| |problem analysis, and intervention design. | | |
|2. Analyzes multiple sources of qualitative and quantitative data to inform decision making. |
|Analyzes, integrates, and interprets data from |Analyzes, integrates, and interprets data from |Practice is emerging but requires supervision, |Does not analyze, integrate, and interpret data |
|multiple sources at the school or district |multiple sources at the individual and group |support, and/or training to be effective |from multiple sources or use data to inform |
|level, and uses the data to inform systems-level|level, and uses the data to inform decisions. |independently. |decisions OR ineffectively demonstrates the |
|decisions. | | |practice/skill required. |
|3. Uses data to monitor student progress (academic, social/emotional/behavioral) and health and evaluate the effectiveness of services on student achievement. |
|Uses school or district data to monitor the |Uses individual and group data to monitor |Practice is emerging but requires supervision, |Does not monitor student progress or evaluate |
|effectiveness of MTSS supports and district |student progress, evaluate the effectiveness of |support, and/or training to be effective |the effectiveness of academic and behavioral |
|intervention program outcomes. |academic and behavioral |independently. |instruction/ intervention OR ineffectively |
| |instruction/intervention, and modify | |demonstrates the practice/skill required. |
| |interventions based on student data. | | |
|4. Shares student performance data in a relevant and understandable way with students, parents, and administrators. |
|Trains or mentors others to provide feedback on |Provides feedback on student performance and |Practice is emerging but requires supervision, |Does not provide feedback on student performance|
|student performance and other assessment data to|other assessment data to stakeholders (students,|support, and/or training to be effective |and other assessment data; does not present data|
|stakeholders and to present data in a way that |teachers, parents, administrators, school teams)|independently. |in a way that is understandable and relevant OR |
|is understandable and relevant to stakeholder |and presents data in a way that is | |ineffectively demonstrates the practice/skill |
|interest/needs. |understandable and relevant to stakeholder | |required. |
| |interest/needs. | | |
|Domain B: Instruction/Intervention Planning and Design |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Uses a collaborative problem-solving framework as the basis for identification and planning for academic, behavioral, and health interventions and supports. |
|Provides a leadership role by training others |Works with team and team members to identify, |Practice is emerging but requires supervision, |Does not work with team to identify, problem |
|and facilitating team members’ ability to |problem solve, and plan academic, behavioral, |support, and/or training to be effective |solve, and plan academic and behavioral |
|identify, problem solve, and plan academic and |and health interventions. |independently. |interventions OR ineffectively demonstrates the |
|behavioral interventions. | | |practice/skill required. |
|2. Plans and designs instruction/intervention based on data and aligns efforts with the school and district improvement plans and state and federal mandates. |
|Trains or mentors others in collecting and using|Uses multiple sources of data, including |Practice is emerging but requires supervision, |Instruction and interventions are not aligned OR|
|multiple sources of data, including classroom, |classroom, district, and state assessments, to |support, and/or training to be effective |are poorly aligned with school improvement |
|district, and state assessments, to design and |design and plan instruction and interventions |independently. |priorities and other mandates. |
|plan instruction and interventions that are |that are aligned with school improvement | | |
|aligned with school improvement priorities and |priorities and other mandates. | | |
|other mandates. | | | |
|3. Applies evidence-based research and best practices to improve instruction/interventions. |
|Applies evidenced-based best practices when |Applies evidence-based and best practices when |Practice is emerging but requires supervision, |Fails to apply OR poorly applies evidence-based |
|developing and planning instruction and |developing and planning instruction and |support, and/or training to be effective |and best practices when developing and planning |
|interventions across all levels of MTSS |intervention. |independently. |instruction and intervention. |
|(individual, targeted group, school, systems). | | | |
|4. Develops intervention support plans that help the student, family, or other community agencies and systems of support to reach a desired goal. |
|Collaborates to identify systems-level needs, |Develops a support plan that reflects the goals |Practice is emerging but requires supervision, |Support plans are ineffectively developed (i.e.,|
|resources, and infrastructure to access services|of student/client systems and supports the goal.|support, and/or training to be effective |plans do not reflect goals or systems |
|and supports. | |independently. |coordination and support to obtain stated goal).|
|Domain B: Instruction/Intervention Planning and Design |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|5. Engages parents and community partners in the planning and design of instruction/interventions. |
|Develops systems-level strategies (e.g., |Engages families, community, and educational |Practice is emerging but requires supervision, |Does not engage OR ineffectively engages |
|validate participation, decision making, two-way|stakeholders when planning and designing |support, and/or training to be effective |families and community when planning and |
|communication) for engaging families and |instruction and interventions. Parent input is |independently. |designing instruction/intervention. |
|community when planning and designing |valued and incorporated into plans. | | |
|instruction and interventions. | | | |
|Domain C: Instruction/Intervention Delivery and Facilitation |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Collaborates with school-based and district-level teams to develop and maintain a multi-tiered continuum of services (MTSS) to support the academic, social, emotional, and behavioral success |
|and health of all students. |
|Facilitates the development of MTSS at the |Facilitates the development of MTSS at the |Practice is emerging but requires supervision, |Does not contribute to the development and |
|district level by planning and implementing |school level by planning and implementing |support, and/or training to be independently |implementation of MTSS at the school level OR |
|interventions that address systemic |interventions whose intensity matches student, |effective. |ineffectively demonstrates the practice/skill |
|issues/concerns. |group, or school needs. | |required. |
|2. Consults and collaborates at the individual, family, group, and systems levels to implement effective instruction and intervention services. |
|Consults and collaborates at the school/systems |Consults and collaborates at the individual, |Practice is emerging but requires supervision, |Does not consult/collaborate OR demonstrates |
|level to plan, implement, and evaluate academic |family, and group levels to plan, implement, and|support, and/or training to be independently |practice/skill ineffectively when planning, |
|and social-emotional/behavioral services. |evaluate academic, social-emotional/ behavioral,|effective. |implementing, or evaluating academic and |
| |and health services. | |social-emotional/behavioral services. |
|3. Implements evidence-based practices within a multi-tiered framework. |
|Assists in identifying and implementing |Incorporates evidence-based practices in the |Practice is emerging but requires supervision, |Does not incorporate OR ineffectively |
|evidence-based practices relevant to system-wide|implementation of interventions for individual |support, and/or training to be independently |demonstrates evidence-based practices when |
|(school or district) interventions and supports.|students and targeted groups. |effective. |implementing interventions for individual |
| | | |students and targeted groups. |
|4. Identifies, provides, and/or refers for supports designed to help students overcome barriers that impede learning. |
|Identifies the systemic barriers to learning and|Identifies barriers to learning and connects |Practice is emerging but requires supervision, |Does not identify barriers to learning or |
|facilitates the development of broader support |students with resources that support positive |support, and/or training to be independently |connect students with resources that support |
|systems for students and families. |student outcomes/ goals. |effective. |positive outcomes/goals OR ineffectively |
| | | |demonstrates the practice/skill required. |
|Domain C: Instruction/Intervention Delivery and Facilitation |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|5. Promotes student outcomes related to career and college readiness. |
|Develops/plans district-level or school-level |Develops/plans interventions or programs to |Practice is emerging but requires supervision, |Does not develop interventions that increase |
|policies/interventions/ supports that address |increase student engagement (e.g., attendance, |support, and/or training to be independently |student engagement or support attainment of |
|student postsecondary goal attainment. |on-task behavior, rigorous/relevant instruction,|effective. |postsecondary goals OR ineffectively |
| |participation in school activities) and support | |demonstrates practice/skill required. |
| |attainment of post-secondary goals. | | |
|6. Provides relevant information regarding child and adolescent development, barriers to learning, and student risk factors. |
|Develops/provides trainings that include best |Provides students, staff, and parents with |Practice is emerging but requires supervision, |Does not inform students, staff, or parents |
|practices related to developmental issues, |information, research, and best practices |support, and/or training to be independently |about best practices related to developmental |
|barriers to learning, and risk factors. |related to developmental issues, barriers to |effective. |issues, barriers to learning, or risk factors OR|
| |learning, and risk factors. | |demonstrates practice/skill ineffectively. |
|Domain D: Learning Environment |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Collaborates with teachers and administrators to develop and implement school-wide positive behavior supports. |
|Interacts with school, district, parents, and |Interacts with school personnel to promote and |Practice is emerging but requires supervision, |Does not interact with school personnel to |
|community partners to sustain and promote |implement school-wide positive behavior |support, and/or training to be independently |promote and implement school-wide positive |
|effective system-wide programs/services that |supports. |effective. |behavior supports OR poorly demonstrates the |
|result in a healthy school climate. | | |practice/skill required. |
|2. Collaborates with school personnel and students to foster student engagement (e.g., involvement, motivation, persistence, resilience, ownership). |
|Examines need and feasibility for systemic |Consults with school staff and students to |Practice is emerging but requires supervision, |Does not consult with school personnel to |
|intervention to support and increase student |identify strengths and weaknesses as part of |support, and/or training to be independently |support and/or increase student engagement OR |
|engagement district-wide. |problem solving and intervention planning to |effective. |ineffectively demonstrates the practice/skill |
| |increase student engagement. | |required. |
|3. Promotes safe school environments. |
|Interacts with learning community to enhance, |Interacts with school personnel to promote and |Practice is emerging but requires supervision, |Fails to demonstrate OR ineffectively |
|support, and/or create safe and violence-free |implement effective programs/services that |support, and/or training to be independently |demonstrates understanding, advocacy, and |
|school climates through training and advancement|result in a healthy and violence-free school |effective. |implementation of services/programs that address|
|of initiatives that relate to healthy and |climate (i.e., readiness, school failure, | |risk and protective factors among |
|violence-free schools. |attendance, dropout, bullying, child abuse, | |students/staff. |
| |youth suicide, school violence). | | |
|4. Integrates relevant cultural issues and contexts that impact family–school partnerships. |
|Creates and promotes multicultural understanding|Identifies relevant cultural issues and contexts|Practice is emerging but requires supervision, |Does not OR ineffectively demonstrates knowledge|
|and dialogue through training and information |that impact family–school partnerships and uses |support, and/or training to be independently |of cultural influences on students, teachers, |
|dissemination to examine the broader context of |this knowledge as the basis for problem solving |effective. |communication styles, techniques, and practices.|
|cultural issues that impact family–school |related to prevention and intervention. | | |
|partnerships. | | | |
|Domain D: Learning Environment |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|5. Provides a continuum of crisis intervention services. |
|Engages the learning community in strengthening |Collaborates in crisis planning, prevention, |Practice is emerging but requires supervision, |Does not OR ineffectively demonstrates skills |
|crisis preparedness and response by |response, and recovery and/or collaborates in |support, and/or training to be independently |related to collaboration for crisis intervention|
|organization, training, and information |implementing/ evaluating programs. |effective. |along the continuum of services. |
|dissemination. | | | |
|Domain E: Professional Learning, Responsibility, and Ethical Practice |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|1. Develops a personal, professional growth plan that enhances professional knowledge, skills, and practice and addresses areas of need |
|on the evaluation. |
|Establishes continuous |Maintains a plan for continuous |Practice is emerging but |Does not develop a personal |
|improvement strategy to |professional growth and skill |requires supervision, support, |professional growth plan with |
|identify and self-monitor areas|development aligned with performance |and/or training to be |goals related to performance |
|for skill and professional |evaluation outcomes and |independently effective. |evaluation outcomes OR shows |
|growth based on performance |personal/professional goals. | |ineffective effort in this |
|outcomes. | | |practice/skill. |
|2. Engages in targeted professional growth opportunities and reflective practices (e.g., professional learning community [PLC]). |
|Facilitates professional |Participates in professional learning|Practice is emerging but |Does not participate in |
|learning communities’ review of|opportunities consistent with the |requires supervision, support, |professional development |
|practices and response to |professional growth plan and uses |and/or training to be |opportunities OR demonstrates |
|feedback from supervisor and/or|feedback from supervisor and/or |independently effective. |poor acceptance and/or use of |
|coworkers. |colleagues for skill enhancement. | |constructive feedback to enhance |
| | | |skills. |
|3. Implements knowledge and skills learned in professional development activities. |
|Integrates acquired knowledge |Integrates and applies acquired |Practice is emerging but |Demonstrates little or no |
|and training into practice for |knowledge and training into |requires supervision, support, |interest in altering practices |
|professional community. |professional practice. |and/or training to be |and delivery of services to |
| | |independently effective. |accommodate new knowledge and |
| | | |skills. |
|4. Demonstrates effective recordkeeping and communication skills. |
|Supports record/data management|Demonstrates reliable recordkeeping |Practice is emerging but |Does not OR ineffectively |
|system impact on practice and |skills; demonstrates coherent, |requires supervision, support, |maintains reliable system of |
|facilitates active listening |professional written/oral |and/or training to be |recordkeeping; fails to or poorly|
|among professional learning |communication; adapts communication |independently effective. |demonstrates active listening, |
|community members. |style and content to a variety of | |written, and/or verbal |
| |audiences; establishes rapport and is| |communication skills. |
| |an active listener. | | |
|Domain E: Professional Learning, Responsibility, and Ethical Practice |
|Highly Effective |Effective |Needs Improvement |Unsatisfactory |
|5. Complies with national and state laws, district policies and guidelines, and ethical educational and professional standards. |
|Demonstrates a clear understanding|Adheres to professional |Practice is emerging but requires |Does not adhere to standards of |
|of professional practice standards|standards, ethics and practices;|supervision, support, and/or |professional practice, national |
|and ethics. Operationalizes |maintains accurate, timely, and |training to be independently |and state laws, and/or local |
|standards in day-to-day practice |confidential records; and |effective. |policy and procedures in the |
|as a model for professional |complies with relevant laws, | |professional arena. |
|community members. |rules, guidelines, and policies | | |
| |at the national, state, and | | |
| |local levels. | | |
|Name: |Employee ID#: |
|Position: |Assignment: |
|Evaluator: |Date: |
|Domain A: Data-Based Decision Making and Evaluation of Practices |Rating Scores |
| |HE |E |NI |U |
|A-1. Collects and uses data to develop and implement interventions within a problem-solving | | | | |
|framework. | | | | |
|Evidence: |
|A-2. Analyzes multiple sources of qualitative and quantitative data to inform decision making. | | | | |
|Evidence: |
|A-3. Uses data to monitor student progress (academic and social/emotional/behavioral) and | | | | |
|evaluate the effectiveness of services on student achievement. | | | | |
|Evidence: |
|A-4. Shares student performance data in a relevant and understandable way with students, | | | | |
|parents, and
administrators. | | | | |
|Evidence: |
| |
|Domain A Section Comments: |
|Domain B: Instruction/Intervention Planning and Design |Rating Scores |
| |HE |E |NI |U |
|B-1. Uses a collaborative problem-solving framework as the basis for identification and | | | | |
|planning for academic and behavioral interventions and supports. | | | | |
|Evidence: |
|B-2. Plans and designs instruction/intervention based on data and aligns efforts with the | | | | |
|school and district improvement plans and state and federal mandates. | | | | |
|Evidence: |
|B-3. Applies evidence-based research and best practices to improve instruction/interventions. | | | | |
|Evidence: |
|B-4. Develops intervention support plans that help the student, family, or other community | | | | |
|agencies and systems of support reach a desired goal. | | | | |
|Evidence: |
|B-5. Engages parents and community partners in the planning and design of | | | | |
|instruction/interventions. | | | | |
|Evidence: |
| |
|Domain B Section Comments: |
|Domain C: Instruction/Intervention Delivery and Facilitation |Rating Scores |
| |HE |E |NI |U |
|C-1. Collaborates with school-based and district-level teams to develop and maintain a | | | | |
|multi-tiered continuum of services (MTSS) to support the academic, social, emotional, and | | | | |
|behavioral success and health of all students. | | | | |
|Evidence: |
|C-2. Consults and collaborates at the individual, family, group, and systems levels to | | | | |
|implement effective instruction and intervention services. | | | | |
|Evidence: |
|C-3. Implements evidence-based practices within a multi-tiered framework. | | | | |
|Evidence: |
|C-4. Identifies, provides, and/or refers for supports designed to help students overcome | | | | |
|barriers that impede learning. | | | | |
|Evidence: |
|C-5. Promotes student outcomes related to career and college readiness. | | | | |
|Evidence: | | | | |
|C-6. Provides relevant information regarding child and adolescent development, barriers to | | | | |
|learning, and student risk factors. | | | | |
|Evidence: |
| |
|Domain C Section Comments: |
|Domain D: Learning Environment |Rating Scores |
| |HE |E |NI |U |
|D-1. Collaborates with teachers and administrators to develop and implement school-wide | | | | |
|positive behavior supports. | | | | |
|Evidence: |
|D-2. Collaborates with school personnel and students to foster student engagement (e.g., | | | | |
|involvement, motivation, persistence, resilience, ownership). | | | | |
|Evidence: |
|D-3. Promotes safe school environments. | | | | |
|Evidence: |
|D-4. Integrates relevant cultural issues and contexts that impact family–school partnerships. | | | | |
|Evidence: |
|D-5. Provides a continuum of crisis intervention services. | | | | |
|Evidence: |
| |
|Domain D Section Comments: |
|Domain E: Professional Learning, Responsibility, and Ethical Practice |Rating Scores |
| |HE |E |NI |U |
|E-1. Develops a personal, professional growth plan that enhances professional knowledge, | | | | |
|skills, and practice and addresses areas of need on the evaluation. | | | | |
|Evidence: |
|E-2. Engages in targeted professional growth opportunities and reflective practices (e.g., | | | | |
|PLC). | | | | |
|Evidence: |
|E-3. Implements knowledge and skills learned in professional development activities. | | | | |
|Evidence: |
|E-4. Demonstrates effective recordkeeping and communication skills. | | | | |
|Evidence: |
|E-5. Complies with national and state laws, district policies and guidelines, and ethical | | | | |
|educational and professional standards. | | | | |
|Evidence: |
| |
|Domain E Section Comments: |
Overall Rating for the Evaluation Rubric:
| Highly Effective | Effective | Needs Improvement | Unsatisfactory |
|Total Score (range)* |Performance Level Rating |
|141–160 |Highly Effective |
|114–140 |Effective |
|56–113 |Needs Improvement |
|< 56 |Unsatisfactory |
Rating Criteria
|Domain A: Data-Based Decision Making and Evaluation of Practices |Points Possible |
|HE |3 or more indicators are HE and none are less than E | |
| | |32 |
|E |At least three are E or higher and no more than one are NI, none are U | |
|NI |Criteria for E not met and no more than one is U | |
|U |2 or more are U | |
|Domain B: Instruction/Intervention Planning and Design |Points Possible |
|HE |4 or more indicators are HE and none are less than E | |
| | |32 |
|E |At least 4 are E or higher and no more than 1 is NI, none are U | |
|NI |Criteria for E not met and no more than 1 is U | |
|U |2 or more are U | |
|Domain C: Instruction/Intervention Delivery and Facilitation |Points Possible |
|HE |4 or more indicators are HE and none are less than E | |
| | |32 |
|E |At least 4 are E or higher and no more than two are NI, none are U | |
|NI |Criteria for E not met and no more than two are U | |
|U |Two or more are U | |
|Domain D: Learning Environment |Points Possible |
|HE |4 or more indicators are HE and none are less than E | |
| | |32 |
|E |At least 4 are E or higher and no more than 1 is NI, none are U | |
|NI |Criteria for E not met and no more than 1 is U | |
|U |2 or more are U | |
|Domain E: Professional Learning, Responsibility, and Ethical Practice |Points Possible |
|HE |4 or more indicators are HE and none are less than E | |
| | |32 |
|E |At least 4 are E or higher and no more than 1 is NI, none are U | |
|NI |Criteria for E not met and no more than 1 is U | |
|U |2 or more are U | |
Final ratings in each domain will earn the following percentage of total possible points:
|Percentage of Total Possible Points |
|HE |100% |
|E |81% |
|NI |53% |
|U |20% |
After rating each domain, determine the number of points received by each and add them together.
|Domain |Rating |Max Points |Points Earned |
|Domain A: Data-Based Decision Making and Evaluation of | |32 | |
|Practices | | | |
|Domain B: Instruction/Intervention Planning and Design | |32 | |
|Domain C: Instruction/Intervention Delivery and Facilitation | |32 | |
|Domain D: Learning Environment | |32 | |
|Domain E: Professional Learning, Responsibility, and Ethical | |32 | |
|Practice | | | |
|Sum of Total Points | |
Based on the sum of the total points, use the rating criteria below to determine the overall rating.
|Final Evaluation |
|HE |141-160 |
|E |114-140 |
|NI |56-113 |
|U |0-55 |
Teacher Evaluation Rubric
| PLANNING/PREPARATION |
|Create long-range plans based on a review of state content standards, student needs, and district/school instructional priorities. |
|Define learning goals with objectives for the unit and daily plans. |
|Lesson plans demonstrate knowledge of the content, relationships between important concepts, instructional strategies, and organizes activities in an appropriate sequence. |
|Lesson plans are revised and/or differentiated based on student needs. |
|Plan and prepare lessons that require students to engage in rigorous activities and content aligned with state standards. |
|Uses data prior to planning instruction. |
|Area of |
|Performance |
|Design |- Analyzes student needs to develop long|- Utilizes state standards consistently|-Has some understanding of the district |-District priorities and State content |
|(Correlates with Domain Indicator 1.1) |range plans. |throughout the year. |priorities and state content standards |standards are not a part of the long |
| |-Monitors and adjusts lesson plans |- Collaborate with colleagues on |and sometimes addresses them in lesson |range or daily planning process. |
| |throughout the semester/year based on |strategies that are effective. |plans. |-Lesson plans are incongruent with the |
| |data and progress monitoring. | |-Lesson plans address state standards. |state standards. |
| |- Shares findings and conclusions with | | | |
| |colleagues. | | | |
|1.2 Define learning goals with objectives for the unit and daily plans. |
|Pedagogy | Goals and objectives are based on |- Goals and objectives are aligned with |- Works with colleagues to plan lessons |-Relies on textbook to plan and prepare |
|(Correlates with |content standards and needs of students.|the state curriculum standards. |that align with district and state |for the lesson. |
|Domain Indicators 1.2) |-Rubrics are utilized in lesson |-Learning outcomes are clearly stated in|content standards. | |
| |planning. |lesson plans. |-Learning outcomes are sometimes | |
| | | |included in lesson plans. | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
|Area of |
|Performance |
|Planning |-Sequences a variety of strategies and |- Instruction aligned to standards with |- Lesson plans lack: |- Lesson objectives, outcomes, nor |
|(Correlates with |activities to create lessons that are |differentiation based on student needs. |strategies to engage students |strategies are stated in lesson plans. |
|Domain Indicators 1.3) |rigorous, relevant, and meets the needs |-Lesson plans consistently have rigor |relationships between concepts | |
| |of diverse learners. |and content relevance. |appropriate sequencing | |
| |-Learning outcomes, goals and objectives|-Lesson plans link instruction to lesson| | |
| |are clearly connected to content |outcomes. | | |
| |standards. | | | |
| |-Students use essential questions and | | | |
| |outcomes to direct their individual | | | |
| |learning goals. | | | |
|1.4 Lesson plans are revised and/or differentiated based on students needs. |
|Student Needs |- Lesson plans meet the needs of diverse|-Lesson plans are differentiated based |-Lesson plans lack strategies of |-Lesson plans are written and followed |
|(Correlates with Domain Indicator 1.4) |learners. |on student needs. |differentiation for student needs. |with little attention to student needs |
| |- Adapts and/or modifies materials and |- Adapts and/or modifies materials and |- Adapts and/or modifies materials and |or outcomes. |
| |resources to meet the objectives and |resources to meet the objectives and |resources to meet the objectives and |- Does not adapt and/or modify materials|
| |learning needs of all students. |learning needs of most students. |learning needs of some students. |or resources to meet the objectives and |
| |-Reviews and analyzes a variety of data |-Reviews available data including item | |learning needs of students. |
| |to adjust instruction for the class and |analysis to adjust instruction for the | | |
| |individual students. |class. | | |
|Area of |
|Performance |
|Quality |-Lesson plans are rigorous and demanding|- Lesson plans require the use of higher|- Lesson plans rely on textbooks or |- Lesson plans only address lower levels|
|(Correlates with Domain Indicator 1.5) |in content and engagement. |level thinking skills. |previous plans. |of thinking and lack rigor. |
| |-Lesson plans make connections to prior |-Lesson plans include connections to |-Lesson plans occasionally include | |
| |lessons, student interests, real world |prior learning. |higher level thinking skills. | |
| |situations or other content areas. | | | |
|1.6 Uses data prior to planning instruction. |
|Assessments |-Confers with colleagues to gather data |-Uses data from ongoing formative and |-Utilizes summative assessment data in |-Does not check for prior understanding |
|(Correlates with Domain Indicator 1.6) |on individual student needs and progress|summative assessments to align lesson |lesson planning. |before creating lesson plans. |
| |and plans accordingly. |plans for the needs of students. | | |
| |- Revises lesson plans based on data for| | | |
| |individual student needs. | | | |
| CLASSROOM MANAGEMENT |
|2.1 Establish and maintain a positive, organized, and safe learning environment in which students are actively engaged from bell to bell. |
|Maintain academic focus by using a variety of motivational techniques. |
|Establish, communicate, and use behavior management techniques which are appropriate and effective. |
|Establish and communicate routines and procedures and work with students on consistently following them. |
|Maintain instructional momentum with smooth and efficient transitions from one activity to another. |
|Area of Performance |
|Learning Environment |Facilitate students to collaborate and |Maintains a positive, respectful and | Factors necessary for a positive |Interactions are often |
|(Correlates with Domain Indicator 2.1) |maintain a positive, respectful and |non-threatening learning environment |learning environment are not |disrespectful, uncaring and |
| |non-threatening learning environment bell |where students are engaged from bell to |consistently implemented. |negative. |
| |to bell. |bell. |Students often not engaged from bell |Students not engaged from bell to |
| | | |to bell. |bell. |
|2.2 Maintain academic focus by using a variety of motivational techniques. |
|Techniques |Maintains academic focus through a variety|Maintains academic focus through a |Does not consistently maintain |Lacks academic focus. |
|(Correlates with Domain Indicator 2.2) |of motivational techniques. |motivational technique. |academic focus. |Students are frequently off-task |
| |Students are actively engaged in the |Students are actively engaged in the |Not all students are engaged in the |and not engaged in the learning |
| |learning process and take responsibility |learning process. |learning process. |process. |
| |for their learning. | | | |
|Area of Performance |
|Behavior Management |Anticipates student behavior and prevents |Consistently monitors student behavior. |Sporadically monitors student |Rarely monitors student behavior. |
|(Correlates with Domain Indicator 2.3) |problems. |Effective behavior management techniques |behavior. |Very few effective behavior |
| |A wide variety of effective behavior |have been established and utilized. |Behavior management techniques are not|management techniques are |
| |management techniques have been | |consistently applied, resulting in |utilized, resulting in frequent |
| |established and utilized. | |behavior problems. |behavior problems or demeaning of |
| | | | |students. |
|2.4 Establish and communicate routines and procedures and work with students on consistently following them. |
|Routines |Maximizes instructional time and minimizes|Establishes and posts routines but |Establishes routines but they are not |Has not established routines and |
|(Correlates with Domain Indicator 2.4) |interruptions by instilling classroom |students require prompting to follow |followed by all students or maintained|instructional time is lost for |
| |routines that are followed effortlessly by|them. |by the teacher, resulting in the loss |routine tasks and interruptions. |
| |all students. |Teacher manages the distribution and |of instructional time. |Has not established procedures for|
| |Students assist with managing, |collection of materials and equipment |Developing routines and procedures for|managing, distributing, and |
| |distributing, and collecting materials and|with or without student assistance. |managing, distributing, and collecting|collecting materials and |
| |equipment without prompting. | |materials and equipment. |equipment. |
|2.5 Maintain instructional momentum with smooth and efficient transitions from one activity to another. |
|Transitions |Transitions are smooth with students |Transitions are smooth; little |Smooth transitions do not always |Transitions result in lost |
|(Correlates with Domain Indicator 2.5) |assuming responsibility; no instructional |instructional time is lost. |occur, resulting in a loss of |instructional time and behavior |
| |time is lost. | |instructional time. |problems. |
|3.0 DIRECT INSTRUCTION |
|3.1 Demonstrate knowledge and understanding of curriculum content. |
|3.2 Communicate high expectations for learning for all students. |
|3.3 Provide clearly stated learning goals with expected outcomes accompanied by scales or rubrics that describe levels of performance relative to the learning goal. |
|3.4 Monitor learning activities, provide feedback, and adjust instruction to meet student needs. |
|3.5 Use a variety of instructional strategies and/or modifications/accommodations for all students including those with special needs or diverse backgrounds. |
|3.6 Organize the class and use appropriate strategies to enhance critical and creative thinking through problem solving and complex tasks for all students. |
|3.7 Engage students in activities that link prior knowledge to new content, other subject areas, and/or careers for relevant learning experiences. |
|3.8 Conducts progress monitoring through use of a variety of formative assessments to check comprehension and adjusts instruction based on these assessments. |
|3.9 Require student goal setting and assist in developing and monitoring their plan for academic improvement. |
|Area of Performance |Highly Effective |Effective |Needs Improvement/ |Unsatisfactory |
| | | |Developing | |
|3.1 Demonstrate knowledge and understanding of curriculum content. |
|Knowledge of Content |Displays extensive content knowledge with |Demonstrates content knowledge and |- Makes content errors with |- Consistently makes content errors|
|(Correlates with Domain |evidence of current information in the |delivers content that is factually |correction. |without correction. |
|Indicator |content area. |correct. |Content is factually correct but |Explanations are unclear and fail |
|3. 1) |Fully explains concepts and connects content |Content is clear and well-organized and |explanations lack clarity and content|to build student understanding of |
| |to other areas, student experiences and |key points or main ideas are emphasized. |is not well organized. |key concepts. |
| |interests or to current events. |Connects the content to other |Does not make connections to other |Does not emphasize key points or |
| |Sparks student excitement and interest in the|disciplines. |disciplines. |make connections to other areas or |
| |content. | | |disciplines. |
| | | | |Students are confused but |
| | | | |instruction continues as planned. |
|Area of Performance |
|Expectations (Correlates with|Consistently demonstrates high expectations |Consistently demonstrates high |Inconsistently communicates high |Does not communicate high |
|Domain Indicator 3.2) |for learning and achievement for individual |expectations for learning and achievement |expectations for learning and |expectations for learning and |
| |students by clear communications and |for all students by clear communications, |achievement. |achievement. |
| |monitoring student growth. |monitoring student growth. | | |
| |- Students value academic success as | | | |
| |evidenced by the quality and pride in their | | | |
| |work. | | | |
|3.3 Provide clearly stated learning goals with expected outcomes accompanied by scales or rubrics that describe levels of performance relative to the learning goal. |
|Goal Focus |- Posts and discusses essential questions, |Student goals, objectives, essential |Stated or displayed learning |Does not state or display student |
|(Correlates with Domain |goals, rubrics or exemplars. |questions, or outcomes are stated and |objectives of each lesson are not |goals, objectives, outcomes, or |
|Indicator 3.3) |- Outcomes are correlated with state |displayed and are correlated with state |always correlated with state |essential questions. |
| |standards. |standards. |standards. | |
|3.4 Monitor learning activities, provide feedback, and adjust instruction to meet student needs. |
|Monitoring and Feedback |- Utilizes and/or administers two or more |Provides learners timely and consistent |Understands the importance of |Does not monitor student learning. |
|(Correlates with Domain |formative assessments to assess student |feedback. |feedback but fails to consistently |- Fails to provide quality |
|Indicator |understanding and mastery of content. |Monitors classroom performance and adjusts|provide high quality feedback in a |feedback. |
|3.4) |Feedback is consistently provided in a timely|teaching strategies. |timely manner. | |
| |manner and is of high quality. |Corrects and provides specific academic | | |
| |Makes ongoing adjustments in teaching |praise. | | |
| |strategies based upon individual student |Re-teaches as appropriate. | | |
| |learning. | | | |
|Area of Performance |
|Individual Student Needs |- Meets the learning needs and accommodates |Differentiates and scaffolds instruction |Attempts to accommodate students with|Fails to provide differentiated |
|(Correlates with Domain |the learning styles of all students by |to accommodate most students’ learning |special needs and diverse |instruction for students with |
|Indicator 3.5) |differentiating and scaffolding so that they |needs. |backgrounds, but meets with little |special needs and diverse |
| |can be engaged in the content. | |success. |backgrounds. |
| | | |Misses opportunities to differentiate|Displays little knowledge of |
| | | |instruction. |student needs. |
|3.6 Organize the class and use appropriate strategies to enhance critical and creative thinking through problem solving and complex tasks for all students. |
|Instructional Strategies |Implements multiple teaching strategies, |Implements three or more teaching |Uses one or two teaching strategies, |Teaching strategies or types of |
|(Correlates with Domain |materials and groupings to involve and |strategies, materials and classroom |materials and groupings. |materials fail to reach most |
|Indicator 3.6) |motivate all students. |groupings to foster student learning. |Lessons do not actively involve all |students. |
| |Incorporates activities designed to foster |Incorporates activities (including |students in learning activities or |Most lessons consist of lectures to|
| |higher level thinking and problem solving. |technology) designed to foster higher |incorporate higher level thinking. |passive students, reading the |
| |All students are involved in relevant work in|level thinking and problem solving. | |textbook or completing worksheets. |
| |which they are active learners and problem |Most students are involved in relevant | | |
| |solvers. |work in which they are active learners and| | |
| |Technology use is seamless in lesson design, |problem solvers. | | |
| |delivery and student and teacher use. | | | |
|Area of Performance |
|Prior Knowledge (Correlates |- Fully explains concepts and connects prior|- Connects prior knowledge to other |Attempts to make some connections |Does not make connections to other |
|with Domain Indicator 3.7) |knowledge to other subject areas, careers, |subject areas, careers, or disciplines. |between prior knowledge, subject |content areas, careers, |
| |disciplines, or prior knowledge. | |areas, careers, or disciplines. |disciplines, or prior knowledge. |
|3.8 Conducts progress monitoring through use of a variety of formative assessments to check comprehension and adjusts instruction based on these assessments. |
|Progress Monitoring |- Utilizes and/or administers two or more |- Frequently checks for understanding and |- Administers required progress |-Fails to utilize formative |
|(Correlates with Domain |formative assessments to assess student |re-teaches as appropriate. |monitoring assessments. |assessments/comprehension checks |
|Indicator 3.8) |understanding and mastery of content. |Utilizes and/or administers a formative |-Fails to adjust instruction based on|for progress monitoring. |
| | |assessment to assess student understanding|progress monitoring or formative | |
| | |and mastery of content. |assessment. | |
| | | |- Asks students if they understand | |
| | | |during the lesson, but often does not| |
| | | |follow up. | |
| | | |Fails to consistently use formative | |
| | | |assessments to assess student | |
| | | |understanding and mastery. | |
|Area of Performance |
|Student Goal Setting |- Models appropriate goal setting. |-Models the goal setting process by |- Does not consistently assist |-Permits students to move along in |
|(Correlates with Domain |-Students participate in goal setting and |sharing examples of goals, strategies, and|students with goal setting using |the instructional process |
|Indicator 3.9) |develop strategies for analyzing their |monitoring systems with students. |exemplars, anchor papers, and |regardless. |
| |progress. |-Asks students to set attainable |individual data. |- Does not assist students in goal |
| |- Creates opportunities for learners to |individual goals and an action plan to |- Does not assist students in |setting. |
| |monitor and analyze their own progress. |monitor their plans so they are |monitoring their own progress and | |
| | |knowledgeable about their progress. |assuming responsibility for their own| |
| | | |learning. | |
| | | |- Goals established are not | |
| | | |attainable. | |
|4.0 PROFESSIONAL RESPONSIBILITIES |
|4.1 Act in a professional and ethical manner and adhere at all times to The Code of Ethics and the Principles of Professional Conduct |
|of the Education Profession in Florida. |
|4.2 Perform assigned duties in an accurate and timely manner. |
|4.3 Maintain confidentiality of student records. |
|4.4 Support school initiatives by active participation in school activities, services, and programs. |
|4.5 Certify in assigned content area. |
|4.6 Comply and assist in enforcement of school rules, administrative regulations, and Board policies. |
|4.7 Establish testing environment and administer tests in accordance with directions provided to ensure test security. |
|4.8 Communicate effectively, orally and in writing, with students, parents, and community. |
|4.9 Collaborates in a timely manner with students, parents, school staff, and other appropriate persons to meet students’ needs and maintain positive |
|relationships. |
|4.10 Work with other teachers in curriculum development, special activities, and sharing ideas and resources. |
|4.11 Communicates in understandable terms individual student progress to the students, parents, and colleagues who need access to the information. |
|4.12 Engage in continuing improvement of instructional practices, learning theories, curriculum standards, and subject area content through professional learning. |
|4.13 Collaborate and assist others in acquiring new knowledge and understanding. |
|4.14 Conduct a personal assessment annually to determine professional development needs. |
|4.15 Attend trainings where new technologies and new uses for technology are explored and implement those into the classroom. |
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|Area of Performance |
|Ethical Behavior |Is able to recognize challenging |Demonstrates honesty, even in difficult |Understands the importance of |Does not adhere to The Code of |
|(Correlates with Domain |situations that conflict with |situations. |integrity, honesty, personal |Ethics and the Principles of |
|Indicators 4.1) |professional values. |Demonstrates adherence to professional |responsibility, and professional |Professional Conduct. |
| |Takes appropriate action and communicates|values. |conduct. |Acts in an unethical or ethically |
| |to correct difficult situations. |Dresses and communicates professionally. |Sometimes uses questionable judgment. |questionable manner and uses poor |
| |Consistently demonstrates exemplary |Acknowledges errors. | |judgment. |
| |attitude and conduct. |Is ethical and honest and uses good | | |
| |Is always ethical and honest and uses |judgment. | | |
| |good judgment. | | | |
|4.2 Perform assigned duties in an accurate and timely manner. |
|Reliability (Correlates with |Carries out all assignments. |Is punctual and reliable with paperwork, |Is late, misses deadlines, duties, or |Fails to complete assignments or |
|Domain Indicators 4.2) |Keeps records accurately. |duties and assignments. Keeps accurate |meetings and makes errors in records |keep records in a timely fashion as |
| |Is never late for duties or assignments. |records. |(attendance, grades, etc.). |required. |
| | |Completes assignments promptly and meets | | |
| | |deadlines. | | |
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|4.3 Maintain confidentiality of student records. |
|Confidentiality (Correlates |Always observes appropriate boundaries |Maintains appropriate boundaries and |Sometimes violates boundaries and |Violates appropriate boundaries and |
|with Domain Indicators 4.3) |and respects confidentially. |student confidentially. |occasionally discloses student |discloses student information. |
| | | |information. | |
|Area of Performance |
|Contributions (Correlates |Serves as a leader in at least one aspect|Is a positive team member and serves on |Rarely serves on committees or attends |Declines invitations to serve on |
|with Domain Indicator 4.4) |of the school, committees, and/or teacher|committees and attends school activities. |school activities. |committees or attend school |
| |teams. |Contributes ideas to accomplish the |Rarely contributes ideas to improve the|activities. |
| | |overall mission of the school. |school or support its mission. |Never contributes ideas to improve |
| | | | |the school or support its mission. |
| | | | |Actions are inconsistent with the |
| | | | |School Improvement Plan or school |
| | | | |mission. |
|4.5 Certify in assigned content area. |
|Certification |-Confident and competent in assigned |- State certified in assigned content |Is taking course work to become |Has little knowledge of subject area|
|(Correlates with Domain |content area/s and continues to seek ways|area. |certified in content area. |and is not working toward |
|Indicator 4.5) |to expand knowledge level. | | |certification. |
|4.6 Comply and assist in enforcement of school rules, administrative regulations, and Board policies. |
|Compliance |- School rules, administrative |- Administrative regulations, school |Administrative regulations, school |School and district rules and |
|(Correlates with Domain |regulations, and Board policies are |rules, and Board policies are followed and|rules, and Board policies are not |policies are not followed or |
|Indicator 4.6) |followed and enforced on a daily basis. |enforced. |consistently followed or enforced. |enforced. |
|4.7 Establish testing environment and administer tests in accordance with directions provided to ensure test security. |
|Protocol |-Motivates all students to do well on |- Fully adheres to all testing protocols. |- Adheres to testing protocol. |Does not adhere to testing protocol.|
|(Correlates with Domain |tests. |-Talks with students about testing and the| | |
|Indicator 4.7) |-Fully adheres to all testing protocols. |significance to the learning process. | | |
|Area of Performance |
|Students and Families |Deals immediately and successfully with |Communicates in a timely and consistent |Communications to parents are sporadic |Written and oral communications |
|(Correlates with Domain |parent concerns. |manner with parents for the benefit of |and inconsistent. |frequently contain errors and is |
|Indicator 4.8) |Written and oral communications are |students. |Written and oral communications contain|inconsistent. |
| |exemplary. |Written and oral communication is always |occasional errors. | |
| | |informative and expressed in standard | | |
| | |English. | | |
|4.9 Collaborates in a timely manner with students, parents, school staff, and other appropriate persons to meet students’ needs and maintain positive relationships. |
|Relationships |Initiates and maintains a positive |Returns parent phone calls and emails |Is slow to respond to parent concerns |Makes parents feel unwelcome at |
|(Correlates with Domain |relationship with all stakeholders. |promptly and makes parents feel welcome in|and does not try to make them feel |school. |
|Indicator 4.9) | |the school. |welcome at school. | |
|4.10 Work with other teachers in curriculum development, special activities, and sharing ideas and resources. |
|Leadership (Correlates with |- Provides leadership in working with |Works collaboratively with school staff |Works with school staff and other |Frequently fails to work with school|
|Domain Indicator 4.10) |school staff and other professionals to |and other professionals to assist in |professionals to assist in meeting |staff and other professionals to |
| |assist in meeting student needs and |meeting student needs and improving |student needs and improving student |assist in meeting student needs and |
| |improving student performance. |student performance. |performance only when directed to do |improving student performance. |
| |-Meets with colleagues to address |Participates actively in meetings. |so. |Is absent often during meetings and |
| |concerns, look for trends and celebrate |Positively participates in the sharing of |Attends but does not participate in |planning sessions. |
| |successes. |ideas and resources during meetings. |meetings and planning sessions. |Provides almost no ideas or |
| |Continually provides leadership in | |Rarely shares ideas or resources during|resources during meetings. |
| |meetings. | |meetings. | |
| |- Initiates the sharing of ideas and | | | |
| |resources in meetings. | | | |
|Area of Performance |
|Communication |- Clearly articulates academic progress |-Articulates academic progress to |-Provides academic data to students and|-Grades and test scores are posted |
|(Correlates with Domain |to individual students, parents, and |individual students, their parents, and |asks them to take it home to their |but it is the students’ |
|Indicator 4.11) |appropriate colleagues. |appropriate colleagues. |parents. |responsibility to review them and |
| |-Communicates with stakeholders on a |- Consistently makes entries in FOCUS. |-Meets with colleagues as required by |tell their parents about their |
| |regular and timely basis and in a variety|- Attends parent conferences with student |administration, but does not |academic progress. |
| |of formats. |data and exemplars |consistently inform colleagues of |- Does not require parent signature |
| | | |student progress. |on progress reports. |
| | | |- Fails to review portfolios of student|Attends PLC’s, but rarely discusses |
| | | |work with students. |student work. |
|4.12 Engage in continuing improvement of instructional practices, learning theories, curriculum standards, and subject area content through professional learning. |
|Continuing Improvement |-Provides leadership and professional |- Attends professional development |-Attends professional development |-Does not attend professional |
|(Correlates to Domain |development (mentoring, grade level |activities as required on individual |activities as required on individual |development meetings as required. |
|Indicators 4.12) |chair, department chair, SIT Chair, PLF, |professional development plan and |professional development plan but does | |
| |etc…) |implements strategies (follow-up, best |not implement strategies (follow-up, | |
| |- Provides professional development for |practices). |best practices). | |
| |colleagues. |-Serves on committees and shares | | |
| |-Represents the faculty at meetings |information with others. | | |
| |and/or training sessions and |- Works with colleagues to plan and | | |
| |disseminating information to the faculty |present professional learning. | | |
| |about professional learning. | | | |
| |-Serves on committees and shares | | | |
| |information with others and provides | | | |
| |leadership through mentoring. | | | |
|Area of Performance |
|Collaboration (Correlates to |-Meets with colleagues weekly to review |-Meets with colleagues monthly to review |-Attends collaborative meetings as |-Attends collaborative meetings but |
|Domain Indicators 4.13) |student work, design lessons or share |data, lesson plans, and student work. |required. |rarely contributes. |
| |curriculum information. |-Actively participates at Professional |-Is beginning to see some value in |-Sees little value in professional |
| |- Regularly meets, and often leads |Learning Community meetings as evidenced |spending time sharing personal |learning and collaboration/PLC’s. |
| |colleagues in the review of data for |by artifacts. |reflections and student work with | |
| |planning purposes. |- Implements professional learning and |colleagues. | |
| |-Often leads and shares pertinent |evaluates effectiveness of learning | | |
| |information at Professional Learning |strategies. | | |
| |Community meetings. |-Attends PD for assigned area and applies | | |
| |-Opens classroom doors and models |new learning to instruction. | | |
| |effective techniques and strategies for | | | |
| |colleagues. | | | |
| |- Continues to seek out ways to expand | | | |
| |knowledge level. | | | |
| |-Selects goals and objectives based on | | | |
| |content standards and needs of students. | | | |
|4.14 Conduct a personal assessment annually to determine professional development needs. |
|Self Assessment |-Conducts self assessment, seeks input |-Conducts a self assessment and meets with|-Recognizes the need to conduct a |-Fails to conduct a self assessment |
|(Correlates to Domain |from colleagues and writes a detailed |administrators, teachers, mentors, and/or |professional learning self assessment. |or to write goals as required. |
|Indicator 4.14) |improvement plan that focuses on improved|instructional coaches to get input and |-Writes personal goals that focus on | |
| |student outcomes. |develop strategies. |improving teaching. | |
| |- Monitors strategies as indicated in the|-Aligns learning opportunities to focus on|-Looks for evidence of goal attainment | |
| |PLP to ensure progress is made toward |selected goals. |at the end of the semester/year. | |
| |goal attainment. | | | |
| |-Gathers data and talks with colleagues | | | |
| |about findings. | | | |
|Area of Performance |
|Technology (Correlates with |-Is on the cutting edge of technology | - Attends trainings where new |-Understands the need to learn more |-Is overwhelmed at the fast pace |
|Domain Indicator 4.15) |exploration and implementation. |technologies and new uses for technology |about technology and its use in the |with which technology is changing. |
| |-Regularly seeks out new technologies and|are explored. |school setting and will cooperate when |-Does not attend technology |
| |shares information with stakeholders. |-Often tries new ideas in the classroom. |asked. |training. |
| | | |-Does not implement technology | |
| | | |strategies learned in training. | |
Proposed Teacher Evaluation Rating System
|Domain 1: Planning/Preparation |Points Possible |
|HE |4 or more are HE and none are less than E |32 |
|E |4 or more are E or higher, none are less than NI | |
|NI |Criteria for E not met and no more than 2 are U | |
|U |3 or more are rated U | |
|Domain 2: Classroom Management |Points Possible |
|HE |4 or more are HE and none are less than E |32 |
|E |4 or more are E or higher, none are less than NI | |
|NI |Criteria for E not met and no more than 1 is U | |
|U |Two or more are rated U | |
|Domain 3: Direct Instruction |Points Possible |
|HE |6 or more indicators are HE and none are less than E |56 |
|E |At least 6 indicators are E or higher; none are less than NI; no U | |
|NI |Criteria for E not met and no more than three are U | |
|U |4 or more are rated U | |
|Domain 4: Professional Responsibilities |Points Possible |
|HE |11 or more are HE and none are less than E |40 |
|E |11 or more are E or higher; none are less than NI; no U | |
|NI |Criteria for E not met and no more than 4 are U | |
|U |5 or more are rated U | |
Final ratings in each domain will earn the following percentage of total possible points:
|Percentage of Total Possible Points |
|HE |100% |
|E |81% |
|NI |53% |
|U |20% |
After rating each domain, determine the number of points received by each and add them together.
|Domain |Rating |Max Points |Points Earned |
|Domain 1: Planning/Preparation | |32 | |
|Domain 2: Classroom Management | |32 | |
|Domain 3: Direct Instruction | |56 | |
|Domain 4: Professional Responsibilities | |40 | |
|Sum of Total Points | |
Based on the sum of the total points, use the rating criteria below to determine the overall rating.
|Final Evaluation |
|HE |141-160 |
|E |114-140 |
|NI |56-113 |
|U |0-55 |
|Educator’s Professional Learning Plan |
|Deliberate Practice |
|2014-2015 |
|Educator Name: |School Name: |
|Student Data Driven Goals |
|SMART Goal for Increased Student Performance (include practices that will change as a result of this learning): |
|SMART Goal for Increased Student Performance (include practices that will change as a result of this learning): |
|SMART Goal for Increased Student Performance (include practices that will change as a result of this learning): |
|SMART Goal for Increased Student Performance (include practices that will change as a result of this learning): |
|What professional learning activities will you engage in to improve your knowledge and skills for the professional practices identified? Indicate and describe all evidence based activities you |
|will participate in to accomplish your goals. Place an ‘X’ to the left of each activity that applies and provide an explanation in the column on the right. For each activity, include the related|
|target. If an activity relates to more than one target, please include both. |
|Progress Points |
|Professional Learning Activities |Activity Explanation |Related Goal |
| |Action Research Project | | |
| |Lesson Study Group | | |
| |Peer Coaching | | |
| |School Coaching | | |
| |District Coaching | | |
| |Professional Learning Communities/Lesson Study | | |
| |PD360 | | |
| |Other Distance Learning | | |
| |Independent Study | | |
| |Face-to-Face Professional Learning | | |
| |College Courses | | |
| |Other | | |
| | | |
|____________ |_______________________________________________ |___________________________________________ |
|Initial Review Date |Educator Signature |Administrator Signature |
|PLP Mid-Year Review |
|Report your formative assessment data for each SMART goal. |
|Target of Goal 1 |Target of Goal 3 |
|Target of Goal 2 |Target of Goal 4 |
|Reflections and Feedback: Does the academic or behavioral evidence indicate your students have benefited from your professional learning? Reflect on the contributing factors for your answer. |
|Educator Mid-Year Reflections: | |
|Administrator Mid-Year Feedback: | |
| | | |
|__________________ |______________________________________ |_______________________________________________ |
|Mid-Year Review Date |Educator Signature |Administrator Signature |
|PLP End of Year Review |
|Report your summative assessment data for each SMART goal. |
|Target of Goal 1 |Target of Goal 3 |
|Target of Goal 2 |Target of Goal 4 |
|Reflections and Feedback: Does the academic or behavioral evidence indicate your students have benefited from your professional learning? Reflect on the contributing factors for your answer. |
|Educator End of Year Reflections: | |
|Administrator End of Year Feedback: | |
| | | |
|__________________ |________________________________ |___________________________________________ |
|End of Year Review Date |Educator Signature |Administrative Signature |
|End of Year Deliberate Goal Evaluation |
|DP goal |Rating |Max Points |Points Earned |
| | | | |
| | | | |
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| | | | |
|DP Score (goal scores added together: | |
Deliberate Practice
Deliberate Practice (DP) goals are specific, in depth and directly related to professional responsibilities that impact student learning. The DP learning processes establish career-long patterns of continuous improvement and lead to high quality instructional practices.
The teacher and administrator will identify 1 to 4 specific and measurable priority learning goals related to professional responsibilities that impact student learning growth. One or two goals are recommended. All goals must focus on student driven data. This data may include assessment performance, discipline, attendance, behavior, and any other relevant student oriented data. Goals will include the current level of performance, a SMART data driven target, and the practices that will change as a result of the new learning.
Goal Example: 49% of my students scored on grade level on their 2014 8th grade FCAT math assessment. By May of 2015, 54% of my students will score on grade level on the Algebra I EOC. In order to assist students with performing on grade level, small group instruction will be implemented in order to provide differentiated instruction at least once weekly.
After goals have been determined, teachers and administrators will agree upon professional learning activities in which teachers will participate in order to assist them in meeting their goals. These activities are referred to as Progress Points. For each Progress Point, teachers and administrators will agree upon a successful completion date. Completing progress points is vital to receiving an Effective or Highly Effective rating for each goal. Progress Points may include professional learning communities, PD360 courses, college courses, district provided professional development, etc...
The Deliberate Practice component will be rated based on the following criteria:
|Scoring a DP Goal |Rating Rubrics |Points Earned |
|Highly Effective |Target met and all progress points completed. |100% |
|Effective |At least 80% of target met and all progress points completed. |81% |
|Needs Improvement |At least 60% of target met and at least half of the progress points completed. |53% |
|Unsatisfactory |Less than 60% of target met and some progress points complete. |20% (If no progress points are |
| | |complete, the participant will |
| | |receive 0 points) |
|Number of Growth Goals |Maximum Points Per Goals |Maximum Point Range |
|One Goals |160 |160 |
|Two Goals |80 |160 (80 x 2) |
|Three Goals |53.33 |160 (53.33 x 3) |
|Four Goals |40 |160 (40 x 4) |
Scoring
Each goal will be scored separately based on the percentage of the target that was met and the number of completed progress points related to the respective goal. Below is an example of scoring with 2 goals.
Example
|DP Goal |DP Rating |Max Points Possible |Points Earned |
|Goal 1 |E |80 |80 x 0.81 = 64.8 |
|Goal 2 |HE |80 |80 |
|Total Points Earned |64.8 + 80 = 144.8 (HE)|
|Rating |Point Range |
|HE |141-160 |
|E |114-140 |
|NI |56-113 |
|U |0-55 |
Pedagogy Bibliography
"College of Education Student Teacher Evaluation Form and Rubrics." The University of Nebraska Kearney . University of Nebraska Kearney, 2010. Web. 25 June 2011. .
Danielson, Charlotte. “Enhancing Professional Practice: a Framework for Teaching”. ASCD. 1996. Web. 25 June 2011.
Marshall, Kim. “Teacher Evaluation Rubrics”. Ecology of . Revised May 16, 2009. Web. 25 June 2011.
“North Carolina Teacher Evaluation Process”. Public Schools of North Carolina. State Board of Education, Department of Public Instruction. August 2008. Web. 25 June 2011.
“RISE Evaluation and Development System, Indiana Teacher Effectiveness Rubric”, Draft Version. Indiana Department of Education. June 7, 2011. Web. 25 June 2011.
“Teacher Evaluation”. Utah Education Network. (Adapted from Effective Professional Practice: A Framework for Teaching by Charlotte Danielson, and published by ASCD), 2010. Web. 25 June 2011.
5. Other Documentation Sources
The supervisor and employee will collect data regarding each job service context category. This data collection will reflect current status and the progress made by the employee toward goal and/or context category accomplishment. The data will be collected by paying particular attention to the source codes identified on the assessment instrument.
A. Behavioral Event Interview - A validated process of data collection using the Targeted Selection Interview Process.
B. Direct Documentation - Written material that follows a direct line of communication between the employee and the supervisor. This section also contains information which should flow from a comprehensive 360° feedback type system which may include
1. Self Evaluation
2. School Improvement Plan
3. Student Assessment Data
• Classroom based assessment
• Performance tests such as Florida Writes, Florida Comprehensive Assessment Test, standardized achievement tests
• High School Competency Test
• Formal and informal program reviews
4. Southern Association Accreditation Reports
5. School Climate Survey Instruments from parents and students.
6. Collect parent input by including the following statement on the Annual School Climate Survey: “If an educator at this school has had a significant impact on your child’s education during this school year, please explain in the space provided or contact the appropriate school district administrator.”
7. All duties required of the position (job descriptions)
8. School Performance Grade
These items are not all-inclusive, the emphasis is on multiple data sources.
C. Indirect Documentation - Other written materials to which the supervisor has access which typically follow a communication line between the employee and the school-district level function.
D. Training Programs Competency Acquisition - Verified acquisition of specific competencies obtained through designated training programs within Walton County through the master inservice plan.
E. Evaluatee Provided - Data provided by the employee receiving the appraisal that supports the concept that this appraisal procedure is participatory. Examples may include communications between the employee and supervisor that document parent interaction, evidence of student growth, and/or discussions of system-wide problems that inhibit school effectiveness.
F. Confirmed Observation - Direct observation by the supervisor of an instructional employee-exhibiting behavior relating to a job context service category or performance expectations that may be confirmed.
Confidentiality of all data collected in the performance appraisal process will be maintained to the extent allowed under Florida law. All people responsible for data collection, storage and retrieval will be trained in the legal requirements of personnel record keeping.
6. Professional Development Assistance Plan
At any time in the performance assessment cycle that performance is considered to need improvement, a professional development assistance plan, complete with assistance and time frame for correction, will be established. If at the time of the summative evaluation conference these deficiencies have not been corrected, a specific objective must be included in the next planning cycle to provide for this correction.
7. Beginning Teacher and Out-of-Field Support
Each beginning teacher will be assigned a mentor or peer assistant advocate. These assignments will meet the requirements of Florida Statutes and State Board of Education rules. Teachers that are assigned to teach out-of–field will likewise be assigned a subject area mentor and perhaps, as necessary, a performance coach. The likewise, as necessary, will be giving opportunities to confer and observe subject area specialist teaching in their assigned field. Particular emphasis for professional learning activities, during the school year, will be provided. These initiatives will continue until the professional is reassigned to their certified area or until they achieve appropriate certification status.
8. Career Development
Career development is considered a critical component of this appraisal system. It is an on-going component that does not include any prescribed forms, but rather may be characterized as a continuing discussion between the supervisor and the instructional employee. This discussion is to consider the long-term goals and developmental needs. For additional reference, see Item 11, Professional Learning.
9. Coaching and Assistance
The supervisor is to provide the employee with coaching and assistance throughout each yearly cycle in meeting any performance expectations where difficulty is encountered. The supervisor also may suggest other forms of assistance such as advice from a colleague, inservice training, observing a master teacher.
For employees whose performance is rated Highly Effective or Effective, the supervisor is encouraged to assist them in building on their strengths and further developing their skills. These effective employees should be encouraged to share their experiences or mentor beginners.
When performance is rated as Needs Improvement or Unsatisfactory during the interim performance review or the final annual review, the coaching and assistance plan is documented on the Professional Development Assistance Form.
10. Performance Assessment Tasks and Timelines
(Please refer to pages 101 and 102)
The performance appraisal system is cyclical in nature, a process, not an event. Based on a timeline that requires summative evaluation instruments to be submitted to the Human Resources Office on or about June 1st of each consecutive fiscal year, the following events should occur:
1. Each instructional employee will participate with his/her supervisor, in an initial performance assessment session to discuss and define performance expectations for the specific position. It is anticipated that this planning session will occur following the discussion of the previous year’s evaluation cycle and prior to the forthcoming year.
2. The supervisor and employee will schedule interim performance evaluations(s). The specific number of reviews may depend on several factors including the nature of the performance objectives, the previous performance experiences of the employee and the individual needs. These interim reviews will be based on formal and informal observations. A minimum of two formal evaluations are required for employees in year 1 defined as new teacher or new to the district. A minimum of one is required for veteran employees. It is also expected that numerous informal interactions and observations will occur throughout the school year. A formal observation is defined as observing a classroom teacher for one full period. Informal observations are defined as those interactions which occur during walk-throughs, committee meetings, staff meetings, three-way parent conferences and others.
3. During the formal and informal interim reviews, the supervisor will collect data regarding each performance area. A deliberate focal point of this discussion will include student growth and achievement. Data from a variety of sources, including parents, should be used.
4. The formal interim review should be conducted midpoint of the yearly cycle consistent with the employee work year.
5. At any time in the performance assessment cycle that performance is considered to need improvement, a professional development assistance plan, complete with assistance and time frame for correction will be established. If at the time of the summative evaluation conference these deficiencies have not been corrected, a specific objective must be included in the next planning to provide for this correction.
6. The supervisor will provide coaching and assistance, as needed, throughout the yearly cycle. The supervisor will demonstrate support for the appraisee in feedback conferences by asking for suggestions on how to improve his/her own performance; probing for alternative solutions and/or opportunities; demonstrating empathy for the appraisee’s feelings; and maintaining the appraisee’s self esteem.
7. The normal due date for summative evaluations is June 1st of each fiscal year. This date may be continued with approval of the Human Resources Department for individuals who started late in the school year or in situations where the completion of a professional development assistance plan would impact the ratings. Summative assessments may be amended based on data from state test scores.
8. The supervisor will conduct the annual summative performance evaluation conference in which the employee receives the final ratings on each job context service category. The written summative performance appraisal report must be submitted to the superintendent or designee by the supervisor.
9. The initial planning meeting is scheduled to repeat the cycle.
11. Professional Learning
This component is to be used by supervisors working with the appropriate staff members. This requirement passed by the 1999 Legislature requires supervisors to establish and maintain an individual professional development plans for each instructional employee. The instructional professional development plans must be linked to student performance and have clearly defined training activities that result in better student performance. Please refer to the Professional Development Program form.
▪ Each school district shall design a system, approved by the Department of Education, for the professional growth of instructional personnel that links and aligns inservice activities with needs of student and instructional personnel as determined by school improvement plans, annual school reports, student achievement data, and performance appraisal data of teachers and administrators.
▪ Inservice activities shall primarily focus on subject content and teaching methods, including technology, as related to the Sunshine State Standards; assessment and data analysis; classroom management; and school safety.
▪ The supervisor and the instructional employee being knowledgeable of district and school improvement plans and the students’ performance data, should conduct a comprehensive inventory of personal skills, talents, strengths and interests with reference to the district/school’s ever changing job responsibilities and organizational demands from the environment, technology, current research, sound educational principals and best practices.
▪ From this inventory, the supervisor and the instructional employee will develop an individual professional development plan that is linked to student performance and contains clearly defined training activities that result in better performance for the students assigned to the teacher.
▪ Plans must include clearly defined training objectives and specific and measurable improvement in student performance that is expected to result from the training activity.
▪ Supervisors must measure the extent to which each training activity did accomplish the student performance gains that were predicted to result from the training activity.
▪ Conversations between the supervisor and the employee regarding this plan should be continuous. Likewise, the plan should be flexible, fluid and adjustable based on the changing needs of the school and the employee.
12. Performance Appraisal Summary
A one page summary form was designed to record the ratings included on the comprehensive assessment instrument. This allows the filing of one page with the Human Resources Office as opposed to filing multiple pages on each assessment.
13. Other Summary Considerations
This appraisal system has been developed giving consideration to the philosophical concept that the system is nonthreatening and developmental. This implies a continuing dialogue between the supervisor and the employee. Accordingly, it ensures a system of no surprises. The summative evaluation in this context, therefore, becomes a document that summarizes a yearlong sequence of planned activity. The focus of this planned activity is developing more effective instructional personnel and increasing student growth and achievement.
This assessment system, being data driven, is specifically designed to identify consistent high level performance. This quality performance will be continually rewarded and held in high esteem.
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Performance Appraisal Tasks
Comprehensive or Annual Summative Review
▪ Completing the assessment - a review of the data
▪ Performance Development - the year in review
▪ Notable strengths and significant contributions - celebrating success
▪ Leadership growth - direct organizational impact discussion
▪ Work site and job context focus areas - no surprises!
Planning Session
▪ Planning growth opportunities
▪ Negotiation of goals
▪ Scheduling reviews
▪ Identifying focus areas
▪ Direct coaching
▪ Planning employee participation and contribution to appraisal system
▪ Identifying connectivity to School Improvement Plan
▪ Establishing comprehensive feedback circle
▪ Clarify standards of measurement
On-going Performance Development Activities
▪ Collecting data
▪ Building capacity by participating in growth opportunities with a direct focus on work site and specific essential job functions
▪ Coaching and career development from planned interaction
▪ Learning from experience through reflection and planned interaction with leadership team
▪ Professional learning with correlation from “PD360” or other similar systems
Interim - Formative Reviews
▪ Review progress on goals; renegotiate developmental strategies and outcomes as necessary
▪ Review data collection - informal portfolio, share and receive preliminary feedback
▪ Clarify standards of measurements
▪ Discuss noteworthy achievements
▪ Provide coaching and encouragement in focus areas
Critical Incident Interactions
▪ Ongoing interactions to capture learning from experience.
▪ The discussions should be guided by an analysis of the event, identifying specifically what occurred as well as the anticipated outcomes. Review actions and reactions. Specifically focus on the new learnings through reflection.
Appendix A
Teacher Conversion Scores: Teachers of Courses without Statewide, Standardized Assessments
Teacher conversion scores for teachers in grades K-12, without statewide, standardized assessments, will be generated utilizing the STAR Enterprise Student Growth Percentile (SGP) in reading and math. Teacher conversion scores will be calculated based on recommendations made by Renaissance Learning according to Table 1.
|Median Class SGP |Teacher Performance |
|1-20 |Unsatisfactory |
|21-40 |Needs Improvement |
|41-60 |Effective |
|61-99 |Highly Effective |
Table 1
SGP provides a ranking of each student’s growth compared with other students in the same grade level and with the same baseline assessment scale score. This comparison is based on students taking the STAR Enterprise assessments in reading, math, and early literacy Nationwide. The purpose of SGP is to only compare the growth of students with comparable academic performance within each grade level; the growth of high performing students will not be compared to the growth of low performing students.
For teachers in grades K teacher conversion scores will be based on their class’s median SGP for the STAR Early Literacy Enterprise assessment. Table 2 on page two of this document provides the conversion from median class SGP to teacher conversion scores.
For teachers in grades 1 - 2, teacher conversion scores will be based on both the STAR Math Enterprise and STAR Reading Enterprise assessments. Median SGP’s will be converted to teacher conversion scores based on Table 2 for reading and math, separately. Once the conversions have been made for both reading and math, the teacher conversion scores will be added together and divided by two in order to determine a cumulative teacher conversion score.
For teachers of courses in grades 3-12 without a statewide, standardized assessment, teacher conversion scores will be based on the STAR Reading Enterprise assessment. Median SGP’s will be converted to teacher conversion scores based on Table 2. Teachers of math courses without a statewide, standardized assessment will use the median SGP from the STAR Math Enterprise assessment and converted using Table 2.
Note: Only students assessed during assessment periods one and four will be included in the class median SGP calculation
|STAR Enterprise SGP to Teacher Conversion Scores |
| | |
|Median SGP |1 |
|Median SGP |21 |
|Median SGP |41 |
Median SGP |61 |62 |63 |64 |65 |67 |68 |69 |70 |71 |72 |73 |74 |75 |76 |77 |78 |79 |80 |81+ | |Conv. Score |141 |142 |143 |144 |145 |146 |147 |148 |149 |150 |151 |152 |153 |154 |155 |156 |157 |158 |159 |160 | |
Table 2
Additional References on Effective Teaching
Anderson, L.W, et. al. (2001) A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, New York: Longman.
Carleton, L., & Marzano, R. J. (2010). Vocabulary games for the classroom. Bloomington IN: Marzano Research Laboratory
Cooper, H. (2009). Research synthesis and meta-analysis: A step-by-step approach (4th ed.). Thousand Oaks, CA: SAGE Publications.
Danielson, C. (2007) Enhancing Professional Practice; 2nd edition, Alexandria, VA: Association for Supervision and Curriculum Development, Englewood, CO
Danielson, C. (2009) Talk About Teaching: Leading Professional Conversations, Corwin Press
Danielson, C. (2009) The Handbook for Enhancing Professional Practice: Using the framework for Teaching in Your School. Association for Supervision and Curriculum Development, Englewood, CO
DuFour, R., & Marzano, R. J. (2011). Leaders of learning: how district, school, and classroom leaders improve student achievement. Bloomington, IN: Solution Tree
Haystead, M. W. & Marzano, R.J. (2010). Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on instructional Strategies. Englewood, CO: Marzano Research Laboratory ()
Marzano Research Laboratory (2009). Meta-analysis database. Retrieved August 24, 2009 from . Marzano Research Laboratory ()
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. J. & Brown, J.L ,(2009). Handbook for art and science of teaching: Alexandria, VA: Association for Supervision and Curriculum Development
Marzano, R. J., & Pickering, D. J., with Heflebower, T. (2010). The highly engaged classroom. Bloomington, IN: Marzano Research Laboratory
Marzano, R.J (2009) Designing and Teaching Learning Goals, Alexandria, VA: Association for Supervision and Curriculum Development
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