Name: School Year: DOMAIN 1: PLANNING AND PREPARATION Component 1a Demonstrates knowledge and skill in the area of specialization; holds the Professional Educator License, IDFPR license, or DRS license/certification endorsed for specialization area Instructional Specialist displays little or no understanding of knowledge and skills associated with of area of practice, nor trends in professional development; does not hold the necessary license, experience, and/or endorsement for assignment (e.g., Teacher, SLP, LBSI, EIPA, Transition Specialist, CRC, Vocational Teacher, OT, COTA, PT, PTA, Other) Instructional Specialist displays beginning level knowledge of practice and trends in professional development but does not take a systems view of the student s needs in the context of the school s mission and does not understand the contributions of professionals from other disciplines; holds the necessary license, experience, and/or endorsement (e.g., see previous column) thorough knowledge and skills necessary for the effective practice and understands trends in professional development and takes a systems view of the students needs, inviting other professionals to participate in problem solving; holds basic, and possibly additional or advanced, licensure, endorsement or designations (e.g., LBS II, other) extensive expertise in the content, skills and trends necessary to practice, problem solves with teachers, administrators, parents and the community at large; holds basic and possibly additional or advanced, licensure, endorsement or designations Component 1b Demonstrates knowledge of students and of assessment procedures necessary to establish appropriate goals and/or coaching strategies for supporting individual students in all applicable educational setting(s) Instructional Specialist has few coaching strategies leading to appropriate or unclear goals for students and/or for supporting staff in the educational environment, alternately, the strategies and goals are inappropriate to either the setting or to students needs; Specialist displays very little understanding of assessment procedures and/or coaching strategies Instructional Specialist uses rudimentary coaching strategies and sets goals for students and staff in the educational environment that are inconsistently implemented and minimally effective for meeting the individualized needs of students Instructional Specialist uses effective coaching strategies and recommends or sets appropriate educational goals and/or interventions for students that are based on strong knowledge and consistent use of assessment procedures and each student s IEP, leading others in the educational environment to independent use the effective strategies in the absence of the Specialist. a deep understanding of students, interventions, coaching strategies, and assessment methods, leading others in the educational environment to independently use them with target students and to appropriately generalize them to other students in the educational environment. 061015).docx 1
DOMAIN 1: PLANNING AND PREPARATION Component 1c Demonstrates knowledge of LADSE, district, state, and federal requirements associated with practicing the applicable profession and uses this knowledge in the crafting of programs and services for students with disabilities little or no knowledge of special education and all other laws and procedures necessary to perform assignment; and/or how to apply them to program and service planning basic knowledge of special education and all other applicable laws and procedures necessary to perform assignment; and sometimes fails to ask for support or guidance when unfamiliar or unclear with them thorough knowledge and consistently implements all relevant special education and all other applicable laws and procedures; occasionally asks and/or offers information and support to others about these matters extensive knowledge of all applicable laws and procedures, consistently implementing them with fidelity, asking and offering information to others, and applying them to program evaluation and planning Component 1d Demonstrates knowledge of resources, both within and beyond the school, the district, and the cooperative Instructional Specialist is unaware of school, district, and community resources available either for themselves or for the students who need them Instructional Specialist displays limited knowledge of school, district, or community resources available either for themselves or for students who need them Instructional Specialist is fully aware of school, district, and community resources available for students needs; Specialist knows how to gain access to these resources for themselves and for students/families who need them Instructional Specialist is fully aware of school, district, and community resources available for educational and transition needs, and knows how to gain access to these resources for themselves and for students/families who need them; in addition, the Specialist actively attempts to build resources that support effective service delivery 061015).docx 2
DOMAIN 1: PLANNING AND PREPARATION Component 1e Designs individualized educational support services that can be integrated into school or community-based educational programs Instructional Specialist exhibits little or no ability to plan a cohesive set of effective individualized educational support services; current services consist of a random collection of unrelated activities, lacking coherence or overall structure, lacking sufficient individualization for students and meaningful engagement for teachers, other support service providers, students and families Instructional Specialist develops individualized educational support services that have a guiding principle and include a number of worthwhile activities, but some don t fit with the broader goals of the educational or community environment; only some of the selected performance objectives and interventions support important goals and engage teachers, other support service providers, students and/or families in a meaningful way Instructional Specialist develops individualized educational support services designed to support teacher and other support service providers in the improvement of their instructional skills; most of the interventions clearly support the achievement of important goals and engage students and/or families in meaningful ways in multiple settings Instructional Specialist leads other professionals in the design of individualized educational support services that are highly coherent, evidence-based, and preventative; all interventions support stated goals and engage students and/or families in meaningful ways in a variety of educational, family, and community settings Component 1f Develops a plan to evaluate individualized educational support services Instructional Specialist has no plan to evaluate student services, even to use data in order to monitor student growth and may resist the idea that program evaluation is important Instructional Specialist has a rudimentary plan to evaluate individualized educational support services; it includes inconsistent or ineffective measures of effectiveness and inconsistent use of formative evaluation methods Instructional Specialist develops a plan to evaluate individualized educational support services and that plan is organized around clear goals, the collection of evidence in order to indicate the degree to which goals have been met, and formative evaluation methods that guide intervention planning for the future Instructional Specialist has a highly sophisticated plan for program evaluation that includes multiple sources of evidence and a clear path toward improving student support services in a manner consistent with LADSE s mission; he/she communicates results to others and assists other professionals with evaluating their own programs and services DOMAIN 1: PLANNING AND PREPARATION OVERALL RATING DOMAIN 1 UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Name: School Year: Evaluator: Date: 061015).docx 3
DOMAIN 2: ENVIRONMENT Component 2a Establishes rapport with students and colleagues Instructional Specialist s interactions with students, school personnel and community agency personnel are negative or inappropriate and characterized by sarcasm, put downs, or conflicts; students and adults frequently appear uncomfortable in Specialist s presence and hesitate to ask him or her for support Instructional Specialist s interactions are generally appropriate and free from conflict but may be characterized by occasional displays of insensitivity; cooperates with and provides consultation to school personnel and community agency personnel; students and colleagues sometimes seem uncomfortable and/or hesitate to ask him or her for support Instructional Specialist s interactions reflect general warmth and caring and are respectful of cultural and individual differences; students and adults appear consistently comfortable in the Specialist s presence and occasionally seek out the Specialists support Instructional Specialist s interactions are highly respectful, reflecting genuine warmth and caring toward others; relationships are highly respectful and trusting with many contacts initiated by teachers and other service providers. Component 2b Establishes a culture for learning that includes effective time management and clear expectations Instructional Specialist conveys a negative attitude toward intervention services and conveys expectations for student learning and collegiality; exercises poor judgment when setting priorities; culture is characterized by confusion, missed deadlines and appointments Instructional Specialist communicates importance of intervention services; inconsistently conveys high expectations about students; Specialist inconsistently uses effective strategies for time management, co-planning, and/or communication Instructional Specialist conveys enthusiasm toward students participation in intervention services, consistently communicates high expectations for student achievement, and exercises good judgment when setting priorities; Specialist consistently uses effective strategies for time management, coplanning, and/or communication resulting in clear schedules and all individuals achieving important work in an efficient manner Instructional Specialist consistently expresses a positive attitude toward intervention services; culture is characterized by teachers and students who initiate goals for their own growth, who closely monitor their own progress, and who express pride in their own achievements 061015).docx 4
DOMAIN 2: ENVIRONMENT Component 2c Establishes and follows clear procedures for gaining access and for providing personalized support services in a collaborative manner Procedures for referral, intervention, reporting, and collaboration are either not established or are not clear to others in the educational environment; There is little to no evidence that applicable forms are used and maintained by the Specialist; Procedures are not regularly followed and timelines are not regularly met Procedures are established and available, but may be inconsistently followed and unclear to others in the educational environment; applicable forms and timelines are inconsistently used and/or met Procedures are established, available and consistently followed by Instructional Specialist and others in the educational environment; applicable forms and timelines are consistently used and/or met Procedures and forms are clear, easily accessed, and used by others in the educational environment; implementation occurs consistently and in a manner consistent with both the LADSE mission and with the practices and mission found in partner organizations; there is evidence of ongoing review and revision of forms and procedures in a manner that facilitates greater clarity, wider use, and closer alignment to mission Component 2d Facilitates positive, collaborative, and productive behavior within student and collegial groups Instructional Specialist interactions do not clearly communicate standards for effective communication and/or collaborative conduct to students and colleagues; Specialist does not effectively prevent conflict and/or disruption within a group setting nor does he or she respond to it in a positive and corrective manner Instructional Specialist inconsistently applies both communication and organizational strategies in order establish standards for conduct and to prevent or respond to conflict and disruption Instructional Specialist interactions clearly prompt, model, and reinforce preestablished standards for conduct and model effective responses to conflict and/or disruption; Specialists consistently leads productive activities Instructional Specialist models and teaches effective communication and organizational strategies needed to lead productive activities 061015).docx 5
DOMAIN 2: ENVIRONMENT Component 2e Organizes physical space and maintains inventory of materials/equipment for providing effective educational services to students in multiple settings The room is unsafe for students and/or the furniture arrangement is not suited to the consultation/tasks at hand; the general condition of the environment is disorganized; materials/equipment are usually unavailable, difficult to find, and/or in poor condition The room is safe and the physical environment does not impede consultation activities; materials/equipment are available but may be outdated, inappropriate for consultation tasks, and/or in poor condition with insufficient input from the Specialist about how maintain an comprehensive inventory of tools The Instructional Specialist creates and/or adapts physical environments resulting in productivity and the consistent engagement by all participants in consultation activities; Specialist makes recommendations to teachers for adapting the learning environment in ways that meet both the common and individual needs of students; Specialist offers sufficient input into materials/equipment and maintains them in good working condition; appropriate materials/equipment are readily available The Instructional Specialist provides professional development, offers ongoing technical assistance, and is frequently approached by others to offer suggestions for improving the effectiveness of the learning environment DOMAIN 2: ENVIRONMENT OVERALL RATING DOMAIN 2 UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Name: School Year: Evaluator: Date: 061015).docx 6
DOMAIN 3: DELIVERY OF SERVICE Component 3a Communicates clearly and accurately with students and collaborates with teachers about integrating specific instructional strategies, materials, and equipment into classroom activities Instructional Specialist s approach is not collaborative; communication is not relevant, appropriate, clear, constructive, or specific; feedback is not timely Instructional Specialist s approach is sometimes collaborative; communication may be unclear or inappropriate; timelines are inconsistent; Specialist s oral/visual and written communication may require further explanation in order to avoid confusion Instructional Specialist s approach is consistently collaborative; communication is consistently relevant, constructive, specific, accurate, and timely; Specialist communicates clearly through both oral and written means about appropriately integrating personalized interventions into multiple activities Team members generalize the Instructional Specialist s ideas for integrating specific interventions/supports into the learning environment and uses them successfully with other students and/or in multiple location s Component 3b Uses questioning techniques in order to clearly understand problems, identify solutions, and personalize intervention plans in ways that maximize student success Instructional Specialist makes poor use of questioning and discussion techniques during intervention times; accepts input from others at face value without probing further Instructional Specialist inconsistently uses effective questioning and discussion techniques during consultations; intervention plans are sometimes unsuitable for individual students or impractical to implement as a result of gathering insufficient information in advance Instructional Specialist consistently and effectively uses questioning and discussion techniques during consultation times, facilitating open and appropriate discussion with full participation by all; intervention methods are suitable, practical, and address important student needs Instructional Specialist teaches questioning, discussion, and problem solving techniques in ways that foster generalization by others to novel situations 061015).docx 7
DOMAIN 3: DELIVERY OF SERVICE Component 3c Engages students and families in learning Instructional Specialist fails to provide or implement activities that engage students and content lacks relevance to students experiences and skills; there is no opportunity for most students to demonstrate strengths; Specialist fails to communicate with families in ways that could foster student growth Instructional Specialist provides activities that partially engage some students and actively engage others; there are opportunities for some students to demonstrate their strengths and learn new skills; Specialist communicates with parents about routine matters but inconsistently informs them about interventions and progress; parents minimally impact the design and implementation of interventions Instructional Specialist recommends/implements interventions that actively engage all students and provide them with opportunities to demonstrate their strengths; Specialist consistently provides students and families with opportunities to impact the design and implementation of interventions Instructional Specialist recommends/implements interventions that actively engage students and families in multiple environments including the home and community; Specialist provides the support services needed for families to adapt and implement selected interventions in novel situations and/or environments Component 3d Demonstrates flexibility and responsiveness Instructional Specialist rigidly adheres to intervention plan in spite of evidence that it is not effective; does not set appropriate service priorities; does not include the priorities of other members of each student s educational team, and assumes no responsibility for providing adequate resources needed to implement intervention plans moderate responsiveness to student s needs and interests, inconsistently sets appropriate service priorities given the diversity of priorities among members of each student s educational team and is somewhat flexible in providing services given the constraints of the school environment; demonstrates incomplete knowledge of available resources and little to no initiative to expand or improve them Instructional Specialist adjusts intervention plan in response to progress monitoring data and changing priorities among members of each child s intervention team; Specialist is willing to be both flexible and persistent when providing services that reflect the constraints of the school environment; locates resources for instructional improvement when asked to do so Instructional Specialist makes timely adjustments to intervention plans in response to either student progress monitoring data or changing priorities of each student s educational team; demonstrates creativity and integrity when designing multiple ways to achieve student goals within the constraints of the school environment; highly proactive in locating resources for instructional improvement and anticipates what teacher will need 061015).docx 8
DOMAIN 3: DELIVERY OF SERVICE Component 3e Applies the problem-solving process and offers consultation services at many levels, student through system-wide, resulting high quality plans for instruction, intervention, and/or evaluation No evidence Instructional Specialist can participate in applying the problemsolving process to solving systems-level problems; Limited knowledge and skill whether leading or participating in student-focused problem-solving; Specialist often fails to focus on critical issues, to use data, to identify and incorporate evidence-based practices, to foster implementation integrity and/or to monitor and report results Limited evidence that Instructional Specialist understands how to apply the problem-solving process to systems-level problems; Specialist demonstrates inconsistent skills when leading and participating in student-focused problem solving; Specialist inconsistently (a) focuses on critical issues,(b) uses data, (c) identifies evidence-based practices, (d) fosters implementation integrity and (e) monitors/reports results Consistent evidence that Instructional Specialist makes meaningful contributions to problem-solving at all levels, student through system-wide; Specialist leads and contributes to student-focused problem-solving with ease; Specialist appropriately focuses on critical issues and contributes to the use of data, to the development of evidencebased practices, to fostering implementation integrity, and to monitoring and reporting results Demonstrates advanced understanding/involvement in problem solving activities at all levels; teach and/or coaches others to do the same; Instructional Specialist appropriately focuses on issues that are considered most important to each team, interprets data, teaches others to implement evidence-based practices whenever necessary, fosters and monitors implementation integrity, and reports results in a timely manner and for a variety of purposes DOMAIN 3: DELIVERY OF SERVICE OVERALL RATING DOMAIN 3 UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Name: School Year: Evaluator: Date: 061015).docx 9
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component 4a Reflects on practice; that is services provided to others on behalf of students, how one s own services impact student outcomes, and the variety of specific factors that influence student success in multiple settings Instructional Specialist does not reflect on practice or his/her reflections are inaccurate and/or self-serving; Specialist does not propose ideas as to how practice might be improved; Specialist does not demonstrate understanding of how the student s environment and/or disability-related conditions influence outcomes; Specialist does not reflect on overall integrity of practice and procedures, nor does he or she attempt any program evaluation Instructional Specialist s reflections on the intervention are moderately accurate and child-focused; Specialist makes global suggestions as to how services might be improved, but does not attempt to cite specific examples or ways to implement those suggestions; Specialist displays limited knowledge of environmental and disability-related influences and very limited evidence of program evaluation Instructional Specialist reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics and describing the potential impact of environmental and/or disability-related influences on student success; Specialist makes some specific suggestions as to how to evaluate the effectiveness of services and to improve both implementation integrity and service outcomes Instructional Specialist s reflections on interventions are highly accurate and perceptive; Specialist draws on extensive clinical knowledge and experience to assess and suggest alternative interventions matched to environmental and disability-related needs, to predict the likely consequences of each, and to monitor/report the integrity of implementation and the accuracy of measured outcomes; Specialist demonstrates advanced use of program evaluation methods Component 4b Maintains accurate records and ensuring reliable implementation of standards for professional practice Instructional Specialist has no system for maintaining accurate records and reports, resulting in confusion and poor case management; Specialist displays very limited understanding and/or adherence to professional ethics, timelines, procedures, guidelines, and/or rules and regulations Instructional Specialist s system for maintaining accurate records and reports is rudimentary and only partially effective; Specialist displays limited understanding and/or inconsistent adherence to professional ethics, timelines, procedures, guidelines, and/or rules and regulations Instructional Specialist s system for maintaining records and reports is efficient, effective, and timely; Specialist demonstrates a strong understanding and consistent adherence to professional ethics, timelines, procedures, guidelines, and/or rules and regulations Instructional Specialist s system for maintaining accurate records is efficient and effective; Specialist demonstrates understanding and leadership related to adherence to professional ethics, timelines, procedures, guidelines, and/or rules and regulations 061015).docx 10
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component 4c Communicates with diverse audiences, including families Instructional Specialist provides little or no information to families; Specialist makes no attempt to engage families in a relationship and does not respond to or responds insensitively to family concerns; examples of ineffective communication include excessive use of jargon, disrespectful manner, and a lack of clarity Instructional Specialist complies with school procedures and practices for communicating with families; Specialist demonstrates some sensitivity to diverse populations, difficult situations, and disability-related issues, but is inconsistently effective in his or her communication in novel, potentially confusing, or contentious situations Instructional Specialist communicates frequently and sensitively with most families regardless of race, ethnicity, language, SES, disability status, or any other trait; Specialist provides families with accurate and sufficient information about community and school-based resources in a way that complies with individual communication needs; Specialist consistently displays effective communication in multiples settings with multiple audiences Instructional Specialist communicates frequently and sensitively with all families, even during times of stress, conflict and/or confusion; Specialist empowers and supports families to function as advocates for themselves and for their children; Specialist provides extensive information to families allowing them to access relevant resources in the community and/or school environment. Component 4d Participates in a professional community Instructional Specialist s relationships with colleagues are negative or selfserving. Makes no attempt to be involved in the educational community and little effort to participate in problem solving or planning; when participation is required, Specialist undermines team process and/or climate Instructional Specialist s relationships are cordial; Specialist participates in school or district events, teams, and projects when specifically requested to do so and requires support from colleagues Instructional Specialist maintains positive relationships with colleagues, community members, and/families when actively participating on problems-solving teams, school or district committees, and in community events designed to achieve meaningful goals; Specialist sometimes assumes a leadership position, typically can explain his or her contributions to the team s success Instructional Specialist assumes leadership role with colleagues; Specialist makes substantial contributions to school or district and participates in team decision making; Specialist often leads (organizes, facilitates, and provides follow-up) team or committee meetings efforts and obviously contributes toward the regular achievement of meaningful goals 061015).docx 11
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component 4e Grows and develops professionally Instructional Specialist does not participate in professional development activities even when such activities are clearly needed for the development of skills and makes no effort to share knowledge with colleagues; Specialist is resistant to feedback from supervisors or colleagues Instructional Specialist shows limited participation in professional development activities, participates in professional development activities when they are convenient or required, and makes limited contributions to the profession; Accepts, with some reluctance, feedback from supervisors and colleagues Instructional Specialist actively seeks out and participates in professional development for the purpose of developing specific skills needed to support local students, enriching their professional skills needed for continuous growth, and contributing to the learning of other professionals; Specialist responds positively to feedback from supervisors and colleagues Instructional Specialist makes a substantial contribution to the profession through research, mentoring, coaching, and/or leading professional development activities for others; Specialist actively pursues growth experiences that enhance his or her own skills and the learning of students; Specialist seeks out and responds to feedback from others Component 4f Shows professionalism, including integrity, advocacy, and confidentiality Instructional Specialist s sense of professionalism is low, practice decisions are questionable and show little regard for student and family need; Specialist displays dishonesty and/or violates principles relating to confidentiality and/or student safety; Specialist fails to contribute, even with direct prompting, and fails to work effectively with administration and/or colleagues. Instructional Specialist s efforts are genuine and consistent; practice decisions generally, but may not always, show good judgment; Specialist safeguards confidentiality and recognizes basic human rights; Specialist is not a self starter and does not seek input or assistance from others, but will accept and attempt to respond to requests from others. Instructional Specialist makes genuine and successful efforts to serve students, remaining current by continuously scrutinizing and improving practice; practice decisions consistently show good judgment and reflect all applicable professional standards, including confidentiality; Specialist demonstrates a willingness to advocate on behalf of students and families; Specialist asks questions and responds positively to requests from others highly ethical decision making excellent professional judgment; Specialist advocates for students and families and often assumes a leadership role when working with colleagues, community members, and families; Specialist takes initiative and finds ways to positively integrate the input and requests of others into his or her service to students. DOMAIN 4: PROFESSIONAL RESPONSIBILITIES OVERALL RATING DOMAIN 4 UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Name: School Year: Evaluator: Date: 061015).docx 12
ATTENDANCE A. Attach attendance printout to evaluation. B. Follows attendance procedure. COMMENTS: Summative Evaluation Unsatisfactory Needs Improvement Proficient Excellent My signature indicates that my supervisor has had a conference with me regarding this evaluation and I have received a copy. I may submit a written rebuttal within 30 days, which will also be added to my personnel file. Signature of Staff Member Date Signature of Supervisor Date Copy to Personnel File Rev: 08/14 061015).docx 13