Plainedge Public Schools Standards of Performance Pupil Personnel Professionals

Transcription

1 Domain 1: Program Planning and Evaluation Component a: Counseling and Mental Health Programs Element Knowledge of Existing Programs Planning for the Delivery of Programs Unsatisfactory Basic Proficient Distinguished Knowledge of Existing Programs has limited knowledge of the school s programs and resources. has basic knowledge of the school s programs and resources and seeks out information when needed. is knowledgeable about the school and community programs and services. Members of the school community feel confident in seeking information and advice from the pupil personnel professional. demonstrates extensive knowledge of school and community programs and resources and actively investigates additional resources as they become available or as they are needed. Members of the school community feel confident in seeking information and advice from the pupil personnel professional. Planning for the Delivery of Programs shows little or no planning and preparation in the delivery of mental health and counseling programs. shows planning and preparation in the delivery of mental health and counseling programs. shows good planning and preparation in the delivery of the mental health and counseling programs and makes changes to enhance these programs. demonstrates exceptional planning and preparation of counseling and mental health programs, thoughtfully assesses its effectiveness and modifies the programs, if necessary.

2 Domain 1: Program Planning and Evaluation Component b: Implementation of Programs Parental Involvement Initiatives Counseling or Mental Health Programs Element Unsatisfactory Basic Proficient Distinguished Parental involvement initiatives fails to follow up on parent involvement initiatives. sometimes follows up on parental involvement initiatives. consistently follows up and is successful at involving the parent in the parental involvement initiatives. Parent is willing to cooperatively participate. Parent seeks active involvement in parent programs, has confidence in the counseling initiative and is willing to open up to the pupil personnel professional. Counseling or mental health programs does not provide a counseling program. provides a relevant counseling program. Students are minimally engaged. provides a relevant program in which students are actively engaged. provides relevant programs in which students are actively engaged. Students see the importance of the issues presented, act on the concepts learned and demonstrate a desire to learn more about the issues.

3 Domain 1: Program Planning and Evaluation Component 1c: Use of Technology Technology for Student Information Technology for Program Information Technology for Communication Element Unsatisfactory Basic Proficient Distinguished Technology for student information uses student information systems only when directed and displays a lack of understanding when using it. uses student information system when necessary. demonstrates a good understanding of the student information system and uses the technology to organize information about their students in a cogent framework. The pupil personnel professional uses student information systems exceptionally well, and also takes the initiative to develop reports that can provide useful data in working with students. Technology for program information rarely uses technology to access program information. uses technology to access program information. uses technology frequently when working with parents, teachers and students. uses technology frequently when working with parents, teachers and students, shares technology expertise with colleagues and actively investigates new technologies for use in their program. Technology for communication with school and community rarely uses technology to communicate and collaborate with others. uses technology to communicate and collaborate with others. uses current technology to deliver information about programs and resources to the school community. uses technology for communication and provides assistance as a matter of course, to others who want to learn how to use technology in this manner.

4 Domain 2: Planning for Student Needs Component 2a: Assessment of Individual Needs Identification of Student Needs Administers and Scores Tests. Element Unsatisfactory Basic Proficient Distinguished Support staff assesses individual student needs. does not actively identify student needs. recognizes student needs when brought to their attention. actively identifies student needs and gathers appropriate information to begin to address the need. is skilled at identifying patterns of behavior that are indicative of student problems and as such expedite the identification/ assessment process. Administers and scores tests. does not accurately and appropriately administer and score tests. administers and scores tests accurately, interprets results and compiles a testing profile. administers and scores tests accurately, interprets results and compiles a testing profile to identify student needs. administers and scores tests accurately, interprets results and administers further assessments based on the testing profile to clarify student needs.

5 Domain 2: Planning for Student Needs Component 2b: Planning in a Team Setting Facilitator of Communication Describes Test Interpretation Understands Diverse Needs Develops Individual Support Plan Implements and Assesses Individual Support Plan Element Unsatisfactory Basic Proficient Distinguished Facilitator of communication. does not use counseling skills to facilitate communication at conferences and meetings. establishes rapport with parents/guardians, and encourages positive communication in a team and conference setting. is skilled in establishing rapport with parents/guardians, developing partnerships in working for student interests. develops and promotes positive communication in a team and conference setting. Pupil Personnel Professional is highly skilled in establishing rapport with parents/guardians and developing partnerships in working for student interests. initiates and is pro-active in developing positive communication in a team and conference setting. Describes test interpretation does not provide accurate and appropriate test interpretation in a team setting. occasionally provides accurate and appropriate test interpretation in a team setting. provides accurate and appropriate test interpretation in a team setting. has a highly developed sense of appropriate use and application of a wide range of test information and serves as a resource for others in a team setting. Understands diverse needs does not understand the diverse educational needs of students and advocates for appropriate placement in a team setting. has limited understanding of the diverse educational needs of students and advocates for appropriate placement in a team setting. understands the diverse educational needs of students and advocates for appropriate placement in a team setting. demonstrates a highly developed understanding of the diverse educational needs of individual students and serves as a resource to others in a team setting.

6 Element Unsatisfactory Basic Proficient Distinguished Develops individual support plan is ineffective as a facilitator of services and has no knowledge of services for students in a team setting. is somewhat effective and has limited knowledge of services for students in a team setting. is an effective facilitator and demonstrates a thorough knowledge of services to assist the team in creating an instructional support plan for is highly effective in enabling team members to initiate and develop an individual support plan for the student which includes appropriate services. Implements and assesses individual support plan does not follow-up on the student s individual support plan. follows-up on the steps of the individual support plan, but does not assess student progress the student. assesses student progress of the student s individual support plan and follows up with the team. has inspired the team to take responsibility for the assessment and follow through on the student s individual support plan.

7 Domain 3: Responsive Counseling and Consulting Services Component 3a: Individual Counseling Identifies Goals and Objectives Rapport with Students Identifies Problems and Solutions Follows Up with Student Element Unsatisfactory Basic Proficient Distinguished Identifies goals and objectives of counseling sessions. does not adequately identify goals and objectives of counseling sessions. develops goals and objectives of counseling session. has established specific goals and objectives to meet student needs. Students understand the goals and objectives and are working toward the accomplishment of the goals and objectives. Students become active participants in the identification of goals and objectives for the counseling process and actively participate in the accomplishment of these goals. Establishes rapport with students. does not establish rapport with students. establishes rapport with most counselees. A high level of rapport and trust has been established which promotes active engagement within the counseling environment. Students seek out Pupil personnel professional because of a high level of rapport and trust has been established. Identifies problems and seeks solutions. identifies student problems, but does not follow up with appropriate counseling techniques uses appropriate counseling techniques uses appropriate counseling techniques that involve active participation and promote positive changes in the students. Students, parents and/or teachers acknowledge that counseling techniques have promoted positive changes in students. Follows up with students in a timely manner. follows up with students when requested. Pupil Personnel Professional follows up with students in an informal manner Pupil Personnel Professional formerly follows up with students. has a formal plan for follow up with students.

8 Domain 3: Responsive Counseling and Consulting Services Component 3b: Career and College Planning Knowledge of Student s Future Plans College Planning Element Unsatisfactory Basic Proficient Distinguished Knowledge of student s future plans does not know the student s future plans and only makes suggestions when asked. knows the student s future plans, and assists the student in choosing post secondary options. knows the student s future plans, assesses the student s strengths and weaknesses and guides the student in choosing appropriate post secondary options. assesses the student s strengths and weaknesses and pushes the student to explore the optimal post secondary plan. College planning has limited knowledge of post secondary options for students has basic knowledge of post secondary options for students and seeks out information when needed. knowledgeable about post secondary options for students. Parents, students and colleagues feel confident with the post secondary options provided by the pupil personnel professional. demonstrates extensive knowledge about post secondary options for students and consistently increases his/her knowledge base in order to remain current. Parents, students and colleagues feel confident with the post secondary options provided by the pupil personnel professional.

9 Domain 4: Professional Responsibilities Component 4a: Reflecting on Student Interventions Accuracy Use in Future Teaching Element L e v e l o f p e r f o r m a n c e Unsatisfactory Basic Proficient Distinguished Accuracy does not know if an intervention was effective or achieved its goals, or profoundly misjudges the success of the intervention. has a generally accurate impression of an intervention s effectiveness and the extent to which it met its goal. makes an accurate assessment of an intervention s effectiveness and the extent to which it achieved its goals and can cite general references to support the judgment. makes a thoughtful and accurate assessment of an intervention s effectiveness, citing many specific examples of the student s progress Use in future Interventions is not open to suggestions for how an intervention may be improved another time. makes general suggestions about how an intervention may be improved. makes specific suggestions of what may be tried another time. Drawing on an extensive repertoire of skills, the pupil personnel professional offers specific alternative actions, complete with probable successes of different approaches.

10 Domain 4: Professional Responsibilities Component 4b: Maintaining Accurate Records and Establishing a Culture for Learning Element Student Progress in Learning Expectations for Student Achievement L e v e l o f p e r f o r m a n c e Unsatisfactory Basic Proficient Distinguished Student progress in learning Expectations for student achievement has no system for maintaining information on student academic progress, or the system is in disarray. s interactions convey only modest expectations for student achievement. s system for maintaining information on student academic progress is rudimentary and partially effective. s interactions convey inconsistent expectations for student achievement. s system for maintaining information on student academic progress is effective. s interactions convey high expectations for student achievement. s system for maintaining information on student academic progress is effective. This information is used to follow up with students in a timely manner to ensure that they are progressing appropriately. s interactions establish and maintain high expectations for student achievement for all students.

11 Domain 4: Professional Responsibilities Component 4c: Growing and Developing Professionally Element Enhancement of content knowledge and pedagogical skill service to the professions L e v e l o f p e r f o r m a n c e Unsatisfactory Basic Proficient Distinguished Enhancement of professional knowledge is not engaged in professional development. is engaged in professional activities only when required. seeks opportunities for professional development to enhance knowledge of services and pedagogical skill. seeks opportunities for professional development, implements what he/she has learned and systematically assesses the impact on student achievement. Service to the profession makes no effort to participate in his/her professional community. finds limited ways to participate in his/her professional community. actively participates in his/her professional community. makes important contribution to his/her professional community.

12 Domain 4: Professional Responsibilities Component 4d: Showing Professionalism Element Advocacy Relationships with colleagues Relationships with other adults Decision making Advocacy Relationship with Colleagues Relationships with Other Adults Decision Making L e v e l o f p e r f o r m a n c e Unsatisfactory Basic Proficient Distinguished contributes to school practices that result in some students being ill served by the school is not open to establishing relationships with colleagues. s interactions with some adults are negative, sarcastic, demeaning or inappropriate. makes decisions based on self-serving interests. is inconsistent in ensuring that students have respect, protection and the opportunity to succeed. maintains relationships with colleagues to fulfill the duties that the school or district require. s interactions with others are generally appropriate but may reflect occasional inconsistencies. s decisions are based on limited professional considerations. works to ensure that all students are protected, respected and have the opportunity to succeed. generously shares expertise, materials and insights with colleagues. s interactions with others are generally caring, and respectful. maintains an open mind and participates in team or departmental decisionmaking. makes a particular effort to challenge negative attitudes and helps ensure that all students are respected, protected and have the opportunity to succeed. generously shares expertise, materials and insights with colleagues. Pupil personnel professional takes initiative in assuming leadership among the faculty. s interactions with others are genuinely caring, and respectful takes a leadership role in team or departmental decisionmaking and helps ensure that such decisions are based on the highest professional standards.

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