Counseling Evaluation. Domain 1: Planning and Preparation Component 1a: Demonstrating Knowledge of Content and Pedagogy

Counseling Evaluation Domain 1: Planning and Preparation Component 1a: Demonstrating Knowledge of Content and Pedagogy Indicators: speak at 5 th & 8 th grade meeting of students, speak at parent meetings, articulate in pre & post conference, provide assistance with post-secondary planning and proper course selection, utilize testing data, write 504, knowledgeable of student IEP, gather information from students/parents/staff, ms registration, ms organize multiple testing data Demonstrating Knowledge of Curriculum and District Programming Demonstrating Knowledge of Counselor Role in School Setting Demonstrating Knowledge of Students Counselor demonstrates minimal understanding and application of the curriculum and district programming. Counselor displays minimal understanding of his/her role and is not able to differentiate between the counselor s roles and the roles of others in the school. Counselor makes little or no attempt to acquire knowledge of students backgrounds, skills, or interests and does not use such information in communicating with or about the student. Counselor displays basic understanding of curriculum and district programming, but, however, does not apply them to student needs. Counselor displays basic understanding of the role but is not able to apply it. Counselor demonstrates partial knowledge of students backgrounds, skills, and interests and attempts to use this knowledge in communicating with or about the student. Counselor demonstrates solid understanding of curriculum and district programming and is able to employ these to meet individual student needs. Counselor understands his/her role and is able to employ it to meet student needs. Counselor demonstrates knowledge of students background, skills, and interests and uses this knowledge effectively to communicate with or about the student. Counselor s knowledge of curriculum and district programming is extensive, showing evidence of a continuing search for improved practice. Counselor actively builds on present knowledge to promote maximum opportunities for the student. Counselor s understanding of his/her role is extensive, showing evidence of a continuing search for improved practice. Counselor actively builds on present knowledge to promote maximum opportunities for the student. Counselor demonstrates knowledge of students backgrounds, skills, and interests, using this knowledge to proactively communicate with or about the student. 1

Planning and Preparation Component 1b: Demonstrating Knowledge of Students Developmental Stages and Needs Indicators: initiates community referrals, knowledgeable of cultural diversity, understands students needs, sensitive of students race, gender, culture and socioeconomic backgrounds Knowledge of Selection of Developmentally Appropriate Counseling Techniques Demonstrating Knowledge of and Access to Resources Counselor s knowledge and techniques are unsuitable and ineffective for students. Counselor is unaware of school, district, or community resources available to students and parents. Counselor s knowledge and techniques are of moderate value or suitability in meeting students needs. Counselor displays limited knowledge of school, district, or community resources available to students and parents. Counselor is able to select and employ techniques to meet the needs of most students. Counselor is aware of school, district, and community resources available and knows how to gain access to them to effectively share them with students and parents. Counselor s techniques are multidimensional enough to be able to differentiate the style based on student s individualized needs. Counselor actively seeks out resources through school, district, community, and professional organizations. Counselor effectively utilizes resources for students and parents who need them. Domain 2: Counseling Environment Component 2a: Creating a Climate of Respect, Rapport, and Confidentiality Indicators: provides social, emotional, academic & personal support, advocates for students, provides one-on-one guidance, initiates positive feedback, counselor maintains a log &/or notes, confidentiality is a priority Counselor Interactions with Students Student Interactions Confidentiality Counselor interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the student. Counselor seldom advocates for student respect and interaction. Counselor is not alert to issues of confidentiality. Counselor-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students culture. Counselor sometimes advocates for student respect and interaction. Counselor s efforts to maintain confidentiality are inconsistent. Counselor-student interactions are generally friendly and demonstrate warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Counselor frequently advocates for student respect and interaction. Counselor is moderately consistent in maintaining confidentiality. Counselor demonstrates genuine caring and respect for individual students. Counselor consistently advocates for student respect and interaction. Counselor is highly proactive in maintaining confidentiality. 2

Domain 2: Counseling Environment Component 2b: Promoting a Culture for Learning Indicators: counselor displays positive attitude, goal setting is established with students, follow-up meetings with students are initiated as needed Importance of the Content Counselor conveys a negative attitude toward the content. Counselor minimally communicates importance of the content. Counselor adequately conveys genuine enthusiasm for the content. Counselor consistently conveys enthusiasm for the content. Expectations for Learning and Achievement Instructional goals and activities, interactions, and the counseling environment convey little or no expectations for student achievement. Instructional goals and activities, interactions, and the counseling environment convey minimal expectations for student achievement. Instructional goals and activities, interactions, and the counseling environment convey high expectations for student achievement. Domain 2: Counseling Environment Component 2c: Managing Guidance and Counseling Services Counselor establishes and maintains high expectations for the learning of all students. Indicators: serves as a resource to parents, students & staff, maintains a phone log, attends team meetings, builds relationships with students Counseling Counselor demonstrates little or no rapport with students to work together individually, or in small groups, on student issues and needs. Counselor demonstrates minimal rapport with students to work together individually, or in small groups, on student issues and needs. Counselor demonstrates adequate rapport with students to work together individually, or in small groups, on student issues and needs. Counselor demonstrates exceptional rapport with students to work together individually, or in small groups, on student issues and needs. Collaboration Consultation Counselor is a rudimentary resource for all students as the liaison between parents, staff and community members. Counselor rarely demonstrates skills in providing interventions for students, parents, staff and community members in meeting the needs of students. Counselor is a satisfactory resource for all students as the liaison between parents, staff and community members. Counselor occasionally demonstrates skills in providing interventions for students, parents, staff and community members in meeting the needs of students. Counselor is an effective resource for all students as the liaison between parents, staff and community members. Counselor frequently demonstrates skills in providing interventions for students, parents, staff and community members in meeting the needs of students. Counselor is an integral resource for all students as the liaison between parents, staff and community members. Counselor consistently demonstrates skills in providing interventions for students, parents, staff and community members in meeting the needs of students. 3

Domain 3: Guidance and Counseling Activities Component 3a: Demonstrating Clarity of Communication Indicators: writes letters of recommendations for students, submits articles for principal s newsletters, designs guidance resource bulletin, develops PowerPoint presentations, written and oral feedback is specific and timely, provide resources via website Communicating Clearly and Accurately Counselor s oral and written communication contains errors or is unclear or inappropriate. Counselor s oral and written communication may contain errors or may require further explanations to avoid confusion. Counselor communicates clearly and accurately both orally and in writing. Counselor s oral and written communication is clear, expressive, and empathic. It anticipates and addresses the possible reactions of its audience. Using Counseling Techniques Providing Formative Feedback and Responses Counselor makes poor use of theoretical techniques limiting participation and discussion. Counselor s feedback is inaccurate, nonspecific, and lacks timeliness. Counselor s use of theoretical techniques keeps moderate participation. Counselor s feedback is timely, but is nonspecific and inconsistent. Counselor s use of theoretical techniques elicits participation. Counselor s feedback is specific, timely, and consistent to the guidance/counseling task. Counselor s use of theoretical techniques elicits enhanced interaction and participation. Counselor s feedback is proactive and pertinent to the guidance/counseling task. Domain 4: Professional Responsibilities Component 4a: Providing Communication to Families Indicators: counselor communicates with families using options that are appropriate for the situation; these may include but are not limited to: parent phone log, web page, voice mail, e-mail, parent nights, guidance resource bulletin, parent letter regarding credit update &/or attendance Counselor record keeping Counseling Program Parent Awareness Counselor has no system for maintaining information and/or record keeping. Counselor does little communication to promote the counseling program with families. Counselor does not keep parents informed of necessary student concerns. Counselor s system for maintaining information is partially effective. Counselor sometimes promotes the counseling program with families. Counselor sometimes keeps parents informed of necessary student concerns. Counselor s system for maintaining information is complete. Counselor frequently promotes the counseling program with families. Counselor frequently keeps parents informed of necessary student concerns. Counselor s system for maintaining information is complete and fully effective. Counselor consistently promotes the counseling program with families. Counselor consistently keeps parents informed of necessary student concerns. 4

Domain 4: Professional Responsibilities Component 4b: Contributing to a Positive School and District Environment Indicators: participates in staff meetings, collaborates with staff and family, serves as a resource person and member on the TAT/SAT, Counselors will keep a log of professional activities in which they have been involved. Options may include but are not limited to: course instructor, seminar facilitator, professional development coursework, university/college course work, professional memberships, professional training, books read, articles written and/or published, certificates earned, mentor, department head Counselor infrequently Counselor sometimes Counselor frequently Counselor consistently demonstrates needed skills demonstrates needed skills demonstrates needed skills demonstrates needed skills in working as team in working as a team in working as a team in working as a team member with educators in member with educators in member with educators in member with educators in the building, within the the building, within the the building, within the the building, within the district, and the district, and with the district, and with the district, and with the community to meet the community to meet the community to meet the community to meet the needs of the students. needs of the students. needs of the students. needs of the students. Demonstrates skills in working with others to meet students needs Enhancement of Content Knowledge and Pedagogical Skill Counselor does not engage in professional development activities to enhance knowledge, skill, or application. Counselor participates in limited professional development activities to enhance knowledge, skill, or application. Counselor seeks out opportunities for professional development to enhance knowledge, skill, or application. Counselor seeks out opportunities for professional development to enhance knowledge, skills, and application and makes a systematic attempt to implement the program. 5

Library Media Specialist Domain 1: Planning and Preparation Indicators: pre-conference discussion with peer coach, knowledge is articulated in pre & post conference, described in unit or lesson 1a: Demonstrating knowledge of literature and current trends in library/media practice 1b: Demonstrating knowledge of information technology and current trends in library /media practice 1c: Demonstrating knowledge of the school s program, and student information needs within that program demonstrates minimal knowledge of literature and of current trends in practice. demonstrates little or no knowledge of information technology and of current trends in practice. demonstrates little or no knowledge of the school s content standards, and of students needs for information skills within those standards. demonstrates basic knowledge of literature and of current trends in practice. demonstrates basic knowledge of information technology and of current trends in practice. demonstrates basic knowledge of the school s content standards, and of students needs for information skills within those standards. demonstrates solid knowledge of literature and of current trends in practice. demonstrates solid knowledge of information technology and of current trends in practice. demonstrates thorough knowledge of the school s content standards, and of students needs for information skills within those standards. Drawing on extensive professional resources, library/media specialist demonstrates thorough understanding of literature and current trends in practice. Drawing on extensive professional resources, library/media specialist demonstrates thorough understanding of information technology and of current trends in practice. takes a leadership role within the school and district to articulate the needs of students for information technology within the school s academic program. 1d: Establishing goals for the library/media program appropriate to the setting and the students served has no clear goals for the media program, or they are inappropriate to either the situation or the age of the students. s goals for the media program are rudimentary, and are partially suitable to the situation and the age of the students. s goals for the media program are clear and appropriate to the situation in the school and to the age of the students. s goals for the media program are highly appropriate to the situation in the school and to the age of the students, and respond to the needs of students and colleagues. 1e: Demonstrating knowledge of resources, both within and beyond the school and district demonstrates little or no knowledge of resources available for students and teachers in the school, other schools in the district, and in the larger community to advance program goals. demonstrates basic knowledge of resources available for students and teachers in the school, other schools in the district, and in the larger community to advance program goals. is fully aware of resources available for students and teachers in the school, other schools in the district, and in the larger community to advance program goals. is fully aware of resources available for students and teachers and actively seeks out new resources from a wide range of sources to enrich the school s program.

Domain 2: The Learning Environment Indicators: appropriate use of instructional groups, students follow rules & procedures, library has a set routine that is understood by the students, media specialist uses proactive measures (i.e. walking around library, providing one-on-one comments, positive feedback to students), students demonstrate self-control and respect, media specialist consistently and/or fairly applies management techniques, library is organized and conducive to learning 2a: Establishing and maintaining library procedures 2b: Managing student behavior: Expectations 2c: Monitoring of Student Behavior 2d: Response to Student Misbehavior 2e: Organizing physical space organized for smooth flow, adequate space for different activities, effective signage, attractive displays Media center routines and procedures, e.g. for circulation of materials, working on computers, independent work are either nonexistent or inefficient, resulting in general confusion. Library assistants are confused as to their role. No standards of conduct appear to have been established, or students are confused as to what the standards are. Student behavior is not monitored, and library/media specialist is unaware of what students are doing. does not respond to misbehavior, or the response is inconsistent, overly repressive, or does not respect the student s dignity. makes poor use of the physical environment, resulting in poor traffic flow, confusing signage, inadequate space devoted to work areas and computer use, and general confusion. Media center routines and procedures, e.g. for circulation of materials, working on computers, independent work have been established but function inconsistently. Efforts to establish guidelines for library assistants are partially successful. Standards of conduct appear to have been established for some situations, and some students seem to understand them. is generally aware of student behavior but may miss the activities of some students. responds to student misbehavior but with uneven results. s efforts to make use of the physical environment are inconsistent, resulting in occasional confusion. Media center routines and procedures, e.g. for circulation of materials, working on computers, independent work have been established and function consistently. Library assistants are clear as to their role. Standards of conduct are clear to most students. is alert to student behavior at all times response to misbehavior is appropriate and successful and respects the student s dignity. makes effective use of the physical environment, resulting in good traffic flow, clear signage, and space devoted to work areas and computer use. Media center routines and procedures, e.g. for circulation of materials, working on computers, independent work are smooth, with students assuming considerable responsibility for their operation. Library assistants work independently, and contribute to the success of the media center. Standards of conduct are clear to all students. Monitoring by library/media specialist is subtle and preventive. Students monitor their own and their peers behavior correcting one another respectfully. response to misbehavior is highly effective and addresses students individual needs/cultural differences. makes highly effective use of the physical environment, resulting in clear signage, excellent traffic flow, and space devoted to work areas and computer use. In addition, book displays are attractive and inviting.

Domain 3: Delivery of Service Indicators: view collection report analysis, discussion with peer coach, observe media specialist 3a: Maintaining and extending the library collection in accordance with the school s needs within budget limitations, including a periodic inventory, repairs, weeding out, etc. fails to adhere to district or professional guidelines in selecting materials for the collection, and does not periodically purge the collection of outdated material. Collection is unbalanced among different areas. Attempts by the library/media specialist to adherer to district or professional guidelines in selecting materials, to weeding the collection, and to establishing balance, are partially successful. adheres to district or professional guidelines in selecting materials for the collection, and periodically purges the collection of outdated material. Collection is balanced among different areas. selects materials for the collection thoughtfully, and in consultation with teaching colleagues, and periodically purges the collection of outdated material. Collection is balanced among different areas. 3b: Collaborating with teachers in the design of instructional units and lessons collaborates minimally with classroom teachers in the design of instructional lessons and units. collaborates with classroom teachers in the design of instructional lessons and units when specifically asked to do so. initiates collaboration with classroom teachers in the design of instructional lessons and units. initiates collaboration with classroom teachers in the design of instructional lessons and units, locating additional resources. 3c: Assisting students and teachers in the use of technology in the library/media center declines to assist students and teachers in the use of technology in the library/media center. assists students and teachers in the use of technology in the library/media center when specifically asked to do so. initiates sessions to assist students and teachers in the use of technology in the library/media center. is proactive in initiating sessions to assist students and teachers in the use of technology in the library/media center. 3e: Demonstrating flexibility and responsiveness adheres to his or her plan, in spite of evidence of its inadequacy. makes modest changes in the library program when confronted with evidence of the need for change. makes revisions to the library program when it is needed. is continually seeking way to improve the media program, and makes changes as needed in response to current needs and trends.

Domain 4: Professional Responsibilities Indicators: view and discuss reports and budgets, media specialist communicates with staff and community using options that are appropriate-these may include but are not limited to: (news letters, web pages, voice mail system, e-mails, team meetings), actively involved on school committees (site base, team leader, student council, dances, sporting events), actively involved in District initiatives (curriculum review, district committee, professional development opportunities, union participation) Media specialist will keep a log of professional activities in which they have been involved. Options may include but are not limited to: course instructor, seminar facilitator, professional development coursework, university/college coursework, professional memberships, professional training, books read, articles written and/or published, certificates earned, TOSA position, mentor, team leader. 4a: Reflecting on practice does not reflect on practice, or the reflections are inaccurate or self-serving. 4b: Preparing and submitting reports and budgets ignores teacher requests when preparing requisitions and budgets, or does not follow established procedures. Inventories and reports are routinely late. 4c: Communicating makes no effort to inform staff and community of media program goals and learner outcomes. s reflection on practice is moderately accurate and objective without citing specific examples, and with only global suggestions as to how it might be improved. s efforts to prepare budgets are partially successful, responding sometimes to teacher requests and following procedures. Inventories and reports are sometimes submitted on time. makes sporadic efforts to inform staff and community of media program goals and learner outcomes. s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. makes some specific suggestions as to how the media program might be improved. honors teacher requests when preparing requisitions and budgets, and follows established procedures. Inventories and reports are submitted on time. engages in outreach efforts to inform staff and community of media program goals and learner outcomes. s reflection is highly accurate and perceptive, citing specific examples. Library/media specialist draws on an extensive repertoire to suggest alternative strategies and their likely success. anticipates teacher needs when preparing requisitions and budgets, follows established procedures, and suggests improvements to those procedures. Inventories and reports are submitted on time. is proactive in efforts to inform staff and community of media program goals and learner outcomes. 4d: Participating in school and district projects 4e: Engaging in professional development avoids becoming involved in school and district projects. does not participate in professional development activities, even when such activities are clearly needed for the enhancement of skill. participates in school and district projects/events and activities when specifically asked. participation in professional development activities is limited to those that are convenient or are required. volunteers to participates in school and district projects/events, and activities, making a contribution. seeks out opportunities for professional development based on an individual assessment of need. volunteers to participate in school and district projects/events and activities, making a substantial contribution, and assumes a leadership role in a major school or district project. actively pursues professional development opportunities, and makes a contribution to the profession through such activities as offering workshops to colleagues.

District Nurse Domain 1: Planning and Preparation Indicators: team meeting agendas resolutions, health manual, district-offered presentations, paraprofessional meetings, participations on district-wide or community committees and meetings (metro meetings, SERT, epidemiology), district policy, IHPs. 1a. Demonstrating knowledge Nurse demonstrates insufficient Nurse demonstrates basic Nurse demonstrates adequate Nurse demonstrates extensive and skill in nursing practice knowledge of nursing practice. understanding of nursing knowledge of nursing. knowledge of nursing practice. 1b. Characteristics of age group Nurse displays minimal knowledge of developmental characteristics of age group. 1c. Establishing goals for the district health program appropriate to the setting and the students served 1d. Demonstrating knowledge of government regulations and resources, both within and beyond the school district 1e. Planning the district health program for both individuals and groups of students, integrated with the regular school program Nurse has no clear goals for the district health program or they are inappropriate to either the situation or the age of the students. Nurse demonstrates little or no knowledge of governmental regulations and resources for students available through the school or district. District health program consists of a random collection of unrelated activities, lacking coherence or an overall structure. practice. Nurse displays generally accurate knowledge of developmental characteristics of age group. Nurse s goals for the district health program are rudimentary and are only partially suitable to the situation and the age of the students. Nurse displays awareness of governmental regulations and resources for students available through the school or district, but no knowledge of resources available more broadly. District health program has a guiding principle and includes a number of worthwhile activities, but some of them don t fit with the broader goals. Nurse displays thorough understanding of typical developmental characteristics of age group as well as exceptions to general patterns. Nurse s goals for the district health program are clear and appropriate to the situation in the school and to the age of the students. Nurse displays awareness of governmental regulations and resources for students available through the school or district and some familiarity with resources external to the school. District health program has a guiding principle and includes a number of worthwhile activities, but most of them don t fit with the broader goals. Nurse displays thorough understanding of typical developmental characteristics of age group as well as exceptions to general patterns. Nurse s goals for the district health program are highly appropriate to the situation in the school and to the age of the students and have been developed following consultations with students, parents and colleagues. Nurse s knowledge of governmental regulations and resources for students is extensive, including those available through the school, district and in the community. District health plan is highly coherent and serves to support not only students individually and in groups, but also the broader educational program and there is a process for the evaluation of the program. 1

Domain 2: The Health Services Indicators: meetings with paras, procedures manual updates, directives, annual trainings/subs, delegation process, evaluation of paras looking at medical books. Nurse s interactions with at least Nurse s interactions with Nurse s interactions with some students are negative or students are a mix of positive students are positive and inappropriate. and negative. respectful. 2a. Creating an environment of respect, rapport and confidentiality 2b. Establishing a culture for health and wellness 2c. Managing health services procedures 2d. Supervising health paraprofessionals Nurse makes no attempt to establish a culture for health and wellness in the school as a whole, either among students or staff. Nurse practices without reference to policies/procedures for health services. No guidelines for delegated duties have been established, or the guidelines are unclear. Nurse does not supervise health para activities. 2e. Organizing health office The health office is in disarray or unsafe. Medications are not properly stored. Nurse s attempts to promote a culture throughout the school for health and wellness are partially successful. Nurse is aware of policies/procedures but uses them inconsistently. Nurse s efforts to establish guidelines for delegated duties are partially successful. Nurse supervises para activities sporadically. Nurse s attempts to create a wellorganized physical environment are partially successful. Medications are stored properly but are difficult to find. Nurse promotes a culture throughout the school for health and wellness. Nurse abides by policies/procedures for health services routinely. Nurse has established guidelines for delegated duties and supervises para activities. The health office is well organized and safe. Medications are properly stored and well organized. Students seek out the nurse, reflecting a high degree of comfort and trust in the relationship. The culture in the school for health and wellness, while guided by the nurse, is maintained by both staff and students. Nurse abides by policies/procedures. Nurse is also actively involved in policy development, revision and review. Health paras work independently, when appropriate, indicating clear guidelines for their work. Nurse s supervision is appropriate and professional. The health office is efficiently organized and is safe. Medications are properly stored and well organized. 2

Domain 3: Delivery of Service Indicators: Annual staff training, regular para meetings and training, delegation and supervision of appropriate para functions, first aid & CPR classes, implementing emergency health plans training development of IHPs, health status lists. 3a. Assessing individual students needs 3b. Administering medications to students 3c. Promoting wellness through education of staff and students 3d. Managing emergency situations Nurse does not assess individual student needs or the assessments result in inaccurate conclusions. Medications are administered with no regard to state or district policies. Health education presentations are poorly planned and often fall short of meeting program goals. Nurse has no contingency plans for emergency situations. Nurse s assessments of individual needs are perfunctory. Medications are administered by designated individuals, but signed release forms are incomplete or inaccessible. Health education presentations are well planned. The program purpose is apparent. Program goals are not always achieved. Instructional materials and resources are partially suitable to the health education goals. Nurse s plan for emergency situations have been developed for the most frequently occurring situations, but not others. Nurse assesses individual student needs and knows the range of student needs in the school Medications are administered by designated individuals and signed release forms are conveniently stored and available when needed. Health education programs are well planned. Program goals are generally achieved. Materials contain current information from credible sources. Instructional materials and resources are suitable to the health education goals and engage the individual. Nurse s plans for emergency situations have been developed for many situations. Nurse conducts detailed and individualized assessment of student needs to contribute to program planning. Medications are administered by designated individuals and signed release forms are conveniently stored. Students take an active role in medication compliance. Health education presentations are extremely well planned, purposeful, and meet or exceed the program objectives/goals/benchmarks. Instructional materials/resources are current, suitable to the health education goals and engage the individuals. Students and staff recognize nurse as a resource for health-related materials. Nurse s plans for emergency situations have been developed for many situations. Students and staff have learned their responsibilities in case of emergencies. Domain 4: Professional Responsibilities 3

Indicators: Attendance at professional conferences, newsletters, NSNS letters, reviewing IHP s with families, phone logs, telephone conferences with parents, reports done in a timely manner, appropriate attendance at multi-disciplinary team meetings, conferring with colleagues in and outside of district. 4a. Reflecting on professional practice 4b. Maintaining health records in accordance with policy and submitting reports in a timely fashion 4c. Communicating with families 4d. Participating in a professional community 4e. Engaging in professional development 4f. Showing professionalism including integrity, advocacy and maintaining confidentiality Nurse does not know if nursing process was effective or achieved its goals, or profoundly misjudges the success of the health plan. Nurse s reports, records and documentation are missing, late or inaccurate resulting in confusion. Nurse makes little effort to communicate, communicates insensitively or does not respond to parents and staff. Nurse s relationships with colleagues are negative. Nurse avoids being involved in school and district events and projects. Nurse does not participate in professional development activity even when such activities are clearly needed for the development of nursing skills. Nurse displays dishonesty in interactions with colleagues, students and the public and violates principles of confidentiality. Nurse has a generally accurate impression of nursing process effectiveness and the extent to which health plan goals were met. Nurse s reports, records and documentation are generally accurate, but are occasionally late. Nurse provides limited though accurate information to families about the district health program as a whole and about individual students. Nurse s relationships with colleagues are cordial. Nurse participates in school and district events and project when specifically requested. Nurse participation in professional development activities is limited to those that are convenient or are required. Nurse is dishonest in interactions with colleagues, students and the public. Does not violate confidentiality. Nurse makes an accurate assessment of nursing process effectiveness and the extent to which it achieved its goals and can cite outcomes to support judgment. Nurse s reports, records and documentation are accurate and are submitted in a timely manner. Nurse provides thorough and accurate information about the district health program as a whole and about individual students. Nurse participates actively in school and district events and projects. Maintains positive and productive relationships with colleagues. Nurse seeks out opportunities for professional development based on an individual assessment of need. Nurse displays honesty, integrity and confidentiality in interactions with colleagues, students and the public. Advocates for students when needed. Nurse makes a thoughtful and accurate assessment of nursing process effectiveness and the extent to which it achieved its goals, citing many specific examples from the health plan and weighing the outcomes of each. Nurse s approach to record keeping is highly systematic and efficient and serves as a model for colleagues across the school Nurse is proactive in providing information to families about the district health program and about individual students through a variety of means. Nurse makes a substantial contribution to school and district events and projects. Assumes leadership with colleagues. Nurse actively pursues professional development opportunities and makes substantial contribution to the profession through such activities as offering workshops to colleagues. Nurse can be counted on to hold the highest standards of honesty, integrity, confidentiality and advocating for students and takes a leadership role with colleagues. 4

Peer Coach Evaluation Domain 1: Planning and Preparation Indicators: knowledge is articulated in pre and post conference, knowledgeable about resources, gathers material as needed, assesses colleagues through questioning and listening, recognizes that colleagues are at various career stage Peer Coach does not have a Peer Coach demonstrates Peer Coach demonstrates Peer Coach demonstrates clear understanding of the basic understanding of solid understanding of extensive knowledge, with alternative compensation alternative compensation alternative compensation evidence of continuing plan, coaching & evaluation plan, coaching & evaluation plan, coaching & evaluation pursuit of such knowledge. components. components. components. 1a: Demonstrating Knowledge of Content 1b: Establishing Differentiation: Support & enrichment 1c: Demonstrating Knowledge of Resources Peer Coach does not recognize differences within the teacher population and makes minimal attempt to provide enrichment or support. Peer Coach is unaware of resources available through the school, district, or community. Peer Coach recognizes the most noticeable differences within the teacher population and begins to address those needs by providing enrichment and support. Peer Coach displays limited awareness of resources available through the school, district, or community. Peer Coach recognizes differences within the teacher population that goes beyond what is most noticeable and responds by varying kinds of enrichment or support. Peer Coach is aware of resources available through the school, district or community. Peer coach provides some resources for teachers. Peer Coach recognizes multiple kinds of teacher differences and consistently provides varying kinds of enrichment or support. Peer Coach actively seeks out resources through the school, district, community and professional organizations. Peer Coach effectively provides resources for teachers. 1

Domain 2: Collegial Relationships Indicators: demonstrates confidentiality, provides support, builds & maintains working relationship with colleagues, submits weekly log to supervisor, returns all e-mails & voice mails within 24 hours 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Coaching 2c: Managing Schedule & Peer Interactions Peer Coach interactions with some teachers are negative, demeaning, sarcastic, or inappropriate. Staff exhibits disrespect for Peer Coach. Peer Coach conveys a negative attitude toward the coaching concept. Peer Coach is not responsive to the needs of the teachers. Peer Coach colleague interactions are generally appropriate but may reflect occasional inconsistencies, favoritism or disregard for staff cultures. Staff shows only minimal respect for Peer Coach. Peer Coach communicates the importance of the coaching concept, but with little conviction. Interactions convey inconsistent expectations for staff. Peer Coach is sometimes not responsive to the needs of the teachers. Interactions are not done in a timely manner. Peer Coach colleague interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to professional and cultural norms. Staff shows respect for Peer Coach. Peer Coach conveys genuine enthusiasm for the coaching concept and staff demonstrates a commitment to its value. Interactions convey consistent expectations for staff. Peer Coach is available and responsive to the needs of the teachers. Interactions are achieved in a timely manner. Peer Coach demonstrates genuine caring and respect for individual teachers. Staff exhibit respect for Peer Coach as an individual Peer Coach and staff demonstrate through their active participation, curiosity, and attention to detail that they value the coaching concept. Interactions convey high expectations for staff. Peer Coach is always responsive to the needs of the teachers and initiates interactions when time permits. 2

Domain 3: Peer Engagement Indicators: peer coach follows and implements conferencing techniques during pre and post conference session this may include but are not limited to; remaining open, building trust, listening, gathering input, encouraging reflection through questioning, following the lead of the teacher, demonstrating the ability to monitor and adjust when colleague needs time to clarify and talk. Feedback at post conference meeting is well planned and articulated. Evidence is gathered during observation sessions and clearly articulated on evaluation form. 3a: Communicating: Oral and Written Language Peer Coach s oral and written language may be inappropriate, vague and/or judgmental. Evidence and comment section on forms are incomplete. Peer Coach s oral and written language is vague and/or evidence is not clearly defined and specific. Evidence and comment section on forms are inconsistent and lack clarity. Peer Coach s oral and written language is clear and correct. Evidence and comment section on all forms are specific and consistently completed. Peer Coach s oral and written language is correct and expressive, with well-chosen vocabulary that enriches the conversation. Evidence and comment section on all forms are of high quality and 3b: Providing Feedback to Participants 3c: Implementing Coaching Model 3e: Demonstrating Flexibility and Responsiveness Feedback is either not provided or is of uniformly poor quality. Feedback is not provided in a timely manner. Peer Coach s conferencing techniques are ineffective. Peer Coach demonstrates limited flexibility and is not responsive to participant s needs and interests during a session. Feedback is inconsistent in quality. Some elements of high quality are present; others are not. Timeliness of feedback is inconsistent. Peer Coach s conferencing techniques and procedures are inconsistent. Peer Coach demonstrates moderate flexibility and responsiveness to participant s needs and interests during a session. Feedback is consistently high quality and provided in a timely manner. Peer Coach s conferencing techniques and procedures are consistent. Peer Coach consistently demonstrates flexibility and responsiveness to participant s needs and interests during a session. complete. Feedback is consistently high quality and provided in a timely manner. Staff utilizes feedback in their setting. Peer Coach s conferencing techniques and procedures are high quality and consistently encourage the participant to reflect on current practice. Peer Coach seeks ways to ensure successful learning for all participants, making adjustment as needed to sessions and responding to participants interests and questions. 3

Domain 4: Professional Responsibilities Indicators: completes personal self-reflection after coaching session, shares insight of session at post-conference discussion, record keeping system may include but is not limited to checklists, data base, spreadsheet, portfolios, phone log, weekly log, day planner, Peer coach will keep a log of professional activities in which they have been involved. Options may include but are not limited to: course instructor, seminar facilitator, professional development coursework, university/college coursework, professional memberships, professional training, books read, certificates earned, 4a: Reflecting on Coaching 4b: Maintaining Accurate records 4c: Engaging in Professional Development Peer Coach does not know if a session was effective or achieved its goals, or profoundly misjudges the success of a session. Peer Coach has no system for maintaining information on teacher evaluation, or the system is ineffective. Peer Coach engages in no professional development activities to enhance knowledge or skill. Peer Coach has a generally accurate impression of a coaching session s effectiveness. Peer Coach s system for maintaining information on teacher evaluation is rudimentary and partially effective. Peer Coach participates in professional activities to a limited extent when they are convenient. Peer Coach makes an accurate assessment of a coaching session s effectiveness by citing general reference to the session. Peer Coach uses an organized system for maintaining information on teacher evaluation that supports a clear summary of teacher s professional growth and development. Peer Coach seeks out opportunities for professional development to enhance coaching, content knowledge and/or instructional strategies Peer Coach makes a thoughtful and accurate assessment of a session s effectiveness and the extent to which it achieved it goals, citing many specific examples from the session. Peer Coach uses multiple effective systems for maintaining information on teacher evaluation that supports a clear summary of teacher s professional growth and development. Peer Coach seeks out opportunities for professional development and finds ways to integrate and share new knowledge and processes with other peer coaches. 4

Special Education Licensed Professional: School Psychologist and Social Worker 1: Planning and Preparation 1a: Demonstrating Knowledge of Students Indicators: pre-conference discussion focuses on make-up of students, utilizing testing data; knowledgeable of student with an IEP, gathers information from students/parents, outside providers Licensed Staff displays little Licensed Staff displays basic Licensed Staff displays solid understanding of child understanding of child understanding of child development and age-appropriate development, age-appropriate development and age-appropriate behaviors. behaviors and the influence this behaviors. has upon student learning. Knowledge of students varied backgrounds, child development and age appropriate behaviors and their impact upon student learning Knowledge of disabilities and their impact upon learning Cultural Competence: Addressing Demographic Inequities Licensed Staff does not recognize differences between students with disabilities and differing approaches required for working with students. Licensed Staff has no knowledge of demographic groups, and makes no attempt to address inequities. Licensed Staff recognizes basic differences between students with disabilities and begins to address those needs by providing limited support to staff, parents and/or students. Licensed Staff demonstrates awareness of cultural diversity and uses data on a limited basis to inform interventions. Licensed Staff recognizes differences between students with disabilities and responds by providing support to staff, parents, and students. Licensed Staff uses data to make intervention decisions. Demonstrates knowledge of cultural diversity and provides appropriate support and interventions for students and staff. Licensed Staff displays extensive knowledge of child development and age-appropriate behaviors as demonstrated through consultation with staff. Licensed Staff recognizes the multiple differences between students with disabilities and consistently provides consultation and strategies to address specific student needs. Licensed Staff applies knowledge of cultural diversity and serves as a resource to the learning community. Planning and Preparation 1b: Demonstrating Knowledge of Content and Pedagogy Indicators: knowledge is articulated in pre- and post-conference, accurate information is evident in assessment or service plan and/or team meeting, assessment and/or service plan directly and indirectly relate to student concerns and student s goals and/or IEP related needs Knowledge of Content Licensed Staff displays minimal Licensed Staff displays basic Licensed Staff displays solid knowledge of content and cannot knowledge of content and content knowledge and use of identify assessment tools needed assessment tools. assessment tools. to evaluate student performance. Recommendations are basic and Recommendations for program The licensed staff cannot provide minimally effect the planning are based on recommendations for service development of the student s IEP appropriate assessment results. delivery. or program plan. Licensed Staff displays extensive content knowledge. Recommendations for program planning are based on appropriate assessment results and include the input and recommendations from child study team. 1