Washington Elementary School District CCB Intervention Specialist Evaluation Rubrics Based on InTASC Model Core Teaching Standards (April 2011) and adapted from Kansas Educator Evaluation Protocol (August 2011) REVISED September 3, 2013 CCB Intervention Specialists Rubrics DOMAIN I - THE LEARNER AND LEARNING: To ensure that each student learns new knowledge and skills, CCB Intervention Specialists must understand that learning and developmental patterns vary individually, that students bring unique individual differences to the learning process and that students need supportive and safe learning environments to thrive. Standard 1 - Learner Development: understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. and effectively supports the teacher in planning behavioral and crisis intervention that closely aligns with students' development levels and learning needs. and effectively supports the teacher in using a variety of resources, as well as strategies and/or techniques. supports the teacher in planning behavioral and crisis intervention that aligns with students developmental levels and learning needs. supports the teacher in using a variety of resources, as well as strategies and/or techniques. partially supports the teacher in planning behavioral and crisis intervention that aligns with students developmental levels and learning needs. incorporates some support of the teacher in using resources, as well as strategies and/or techniques. Page 1 of 8 As of September 3, 2013 inconsistent and ineffective in supporting the teacher in planning behavioral and crisis intervention that aligns with students developmental levels and learning needs. the teacher in incorporating resources, as well as strategies and/or techniques. Standard 2 - Learner Differences: uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. with the teacher to learn about students as individuals and as learners. with the teacher to incorporate knowledge of student diversity to create a positive culture of respect and rapport that meets the needs of all students. to learn about students as individuals and as learners. to incorporate knowledge of student diversity to create a positive culture of respect and rapport that meets the needs of all students. partially to learn about students as individuals and as learners. demonstrates limited or less effective support and collaboration with the teacher in incorporating knowledge about individual students for the purpose of creating a positive culture that meets the needs of all students. and collaborating with the teacher to learn about students as individuals and as learners. and collaborating with the teacher in incorporating knowledge of individual students for the purpose of creating a classroom culture of respect and rapport that meets the needs of all students.
(c) with the teacher to engage in behaviors that demonstrate a commitment to the education of all students. to engage in behaviors that demonstrate a commitment to the education of all students. provides limited or less effective support and collaboration with the teacher to engage in behaviors that demonstrate a commitment to the education of all students. inconsistent and ineffective in supporting and collaborating with the teacher to engage in behaviors that demonstrate a commitment to the education of all students. Standard 3 - Learning Environments: works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning and self motivation. (c) with the teacher to promote student ownership of the learning. with the teacher to establish a respectful and academically engaging environment for students. with the teacher to organize the classroom, students, procedures and materials for safety and maximum use of instructional time. to promote student ownership of the learning. to establish a respectful and academically engaging environment for students. to organize the classroom, students, procedures and materials for safety and maximum use of instructional time. demonstrates limited or less effective support and collaboration with the teacher to promote student ownership of the learning. 's support and collaboration with the teacher to establish a respectful and academically engaging environment for students is limited or less effective. has demonstrated limited or less effective support and collaboration with the teacher to organize the classroom, students, procedures and materials for safety and maximum use of instructional time. and collaborating with the teacher to promote student ownership of the learning. and collaborating with the teacher in establishing a respectful and academically engaging environment for students. and collaborating with the teacher to organize the classroom, students, procedures and materials for safety and maximum use of instructional time. DOMAIN II - CONTENT: CCB Intervention Specialists must have a deep and flexible understanding of their content areas and be able to draw upon content knowledge as they work with learners to access information, apply knowledge in real world settings and address meaningful issues to assure learner mastery of the content. Standard 4 - Content Knowledge: understands the central concepts, tools of inquiry and structures of the disciplines(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. demonstrates extensive knowledge of the social, emotional and behavioral aspects of students by consistently and effectively using multiple representations and explanations, and identifying student misconceptions. and effectively uses strategies and/or techniques to build a deep understanding of the social, emotional and behavioral aspects of students. demonstrates knowledge of the social, emotional and behavioral aspects of students by effectively using multiple representations and explanations, and identifying student misconceptions. uses strategies and/or techniques to build a deep understanding of the social, emotional and behavioral aspects of students. demonstrates limited knowledge of the social, emotional and behavioral aspects of students by using limited representations and explanations, and identifying limited student misconceptions. demonstrates limited or less effective strategies and/or techniques to build understanding of the social, emotional and behavioral aspects of students. Page 2 of 8 As of September 3, 2013 demonstrating knowledge of the social, emotional and behavioral aspects of students and identifying possible student misconceptions. using strategies and/or techniques to build understanding of the social, emotional and behavioral aspects of students.
Standard 5 - Application of Content: understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity and collaborative problem solving related to authentic local and global issues. and effectively uses problem solving, critical thinking skills and communication strategies to explore and resolve intrapersonal and interpersonal conflict. and effectively uses teachable moments that provide opportunities to demonstrate problem solving, critical thinking skills and communication strategies. uses problem solving, critical thinking skills and communication strategies to explore and resolve intrapersonal and interpersonal conflict. uses teachable moments that provide opportunities to demonstrate problem solving, critical thinking skills and communication strategies. uses limited problem solving, critical thinking skills and communication strategies to explore and resolve intrapersonal and interpersonal conflict. makes limited use of teachable moments that provide opportunities to demonstrate problem solving, critical thinking skills and communication strategies. Page 3 of 8 As of September 3, 2013 using problem solving, critical thinking skills and communication strategies to explore and resolve intrapersonal and interpersonal conflict. using teachable moments that provide opportunities to demonstrate problem solving, critical thinking skills and communication strategies. DOMAIN III - INSTRUCTIONAL PRACTICE: Effective instructional practice requires that CCB Intervention Specialists understand and integrate assessment, planning and instructional strategies in coordinated and engaging ways. Standard 6 - Assessment: understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress and to guide the CCB Intervention Specialists' and the learners' decision making. and effectively supports teachers in evaluating student behavior and determining patterns by using program data, anecdotal information and direct observation. with teachers to provide timely student feedback that encourages students to take responsibility for their own learning. supports teachers in evaluating student behavior and determining patterns by using program data, anecdotal information and direct observation. supports and collaborates with teachers to provide timely student feedback that encourages students to take responsibility for their own learning. provides limited support to teachers in evaluating student behavior and determining patterns by using program data, anecdotal information and direct observation. provides some support and collaboration to teachers to provide timely student feedback that encourages students to take responsibility for their own learning. and collaborating with teachers in evaluating student behavior and determining patterns by using program data, anecdotal information and direct observation. inconsistent and ineffective in supporting and collaborating with teachers to provide timely student feedback that encourages students to take responsibility for their own learning. Standard 7 - Planning for Instruction: plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills and pedagogy, as well as knowledge of learners and the community context. with the teacher in designing and implementing behavioral interventions to meet the needs of individual and/or groups of students. in designing and implementing behavioral interventions to meet the needs of individual and/or groups of students. partially in designing and implementing behavioral interventions to meet the needs of individual and/or groups of students. and collaborating with the teacher in designing and implementing behavioral interventions to meet the needs of individual and/or groups of students.
(c) (d) with teachers to use student behavioral data to guide future interventions. and effectively supports the teacher in adapting behavioral and crisis interventions, when appropriate, to meet all students learning needs. and effectively collaborates with colleagues to assist students in generalizing problem solving, critical thinking and communication strategies across settings. supports and collaborates with teachers to use student behavioral data to guide future interventions. supports the teacher in adapting behavioral and crisis interventions, when appropriate, to meet all students learning needs. collaborates with colleagues to assist students in generalizing problem solving, critical thinking and communication strategies across settings. 's support and collaboration with teachers to use student behavioral data to guide future interventions is limited or less effective. provides some support of the teacher in adapting behavioral and crisis interventions that meet some of the students learning needs. has begun to collaborate with colleagues to assist students in generalizing problem solving, critical thinking and communication strategies across settings. and collaborating with teachers to use student behavioral data to guide future interventions. the teacher in adapting behavioral and crisis interventions. collaborating with colleagues to assist students in generalizing problem solving, critical thinking and communication strategies across settings. Standard 8 - Instructional Strategies: understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. (c) and effectively introduces a variety of behavioral strategies and/or techniques to engage students in effective behavior change. with teachers to incorporate and modify behavioral strategies and/or techniques to engage in effective behavior change. and effectively supports students in using a variety of behavior strategies and/or techniques to independently change behavior. introduces a variety of behavioral strategies and/or techniques to engage students in effective behavior change. supports and collaborates with teachers to incorporate and modify behavioral strategies and/or techniques to engage in effective behavior change. supports students in using a variety of behavior strategies and/or techniques to independently change behavior. uses some introduction of behavioral strategies and/or techniques to engage students in effective behavior change. incorporates limited support and collaboration with teachers to modify behavioral strategies and/or techniques to engage in effective behavior change. 's support of students in using a variety of behavior strategies and/or techniques to independently change behavior is limited or less effective. introducing behavioral strategies and/or techniques to engage students in effective behavior change. and collaborating with teachers to modify behavioral strategies and/or techniques to engage in effective behavior change. students in using a variety of behavior strategies and/or techniques to independently change behavior. Page 4 of 8 As of September 3, 2013
DOMAIN IV - PROFESSIONAL RESPONSIBILITY: In order for CCB Intervention Specialists to create and support safe, productive learning environments that result in learners achieving at the highest levels, CCB Intervention Specialists must engage in meaningful and intensive professional learning and self-renewal by regularly examining practice through ongoing study, self-reflection and collaboration. Standard 9 - Professional Learning and Ethical Practice: engages in ongoing professional learning and uses evidence to continually evaluate his or her practice, particularly the effects of his or her choices and actions on others (learners, families, other professionals and the community), and adapts practice to meet the needs of each learner. (c) and effectively assesses and reflects on his or her behaviors, practices and disaggregated student data through formal and informal processes, individually and collaboratively; uses the self-assessment information to drive professional development choices and daily instructional decisions that impact student learning. and effectively articulates behaviors in his or her professional growth plan that are supportive of systemic missions and goals; seeks and participates in professional growth opportunities offered by the site and District as well as other agencies and organizations; collaborates with peers utilizing various job-embedded strategies and/ or techniques such as peer coaching, book study groups, student work critiques, lesson planning and action research. and effectively exhibits deep understanding of new content knowledge, as well as strategies and/or techniques; adapts new strategies and/or techniques to match classroom circumstances; participates in planning, feedback and problem-solving with the learning community until new practices are used consistently, effectively and masterfully; initiates and participates in multiple experiences with his or her peers, coaches self-assesses his or her behaviors, practices and student data that direct professional growth decisions; utilizes informal individual and collaborative reflection practices. seeks and participates in site-based and District-sponsored professional development opportunities that are systemic and focused on the mission and goals; utilizes professional development strategies and/or techniques within the work setting that foster collaborative conversations that are focused on student learning, as evidenced by the teacher's professional growth plan. exhibits understanding of new content knowledge and effectively uses new strategies and/or techniques; participates in multiple experiences with his or her peers, coaches and administrators in which the use of new practices is the goal; applies compliance training pertaining to District policies, procedures and regulations, as well as state statutes and federal guidelines. self-assesses his or her behaviors and practices that direct professional growth decisions. The CCB Intervention Specialist is aware of the impact of ongoing reflective practice but does not show a full understanding or appreciation of its purpose. frequently participates in site-based and Districtsponsored professional development. The CCB Intervention Specialist s professional growth plan is based on personal interests versus systemic or student-based needs. has knowledge of the purpose of ongoing, jobembedded professional development activities. gains an understanding of new content knowledge, as well as strategies and/or techniques, but struggles to translate that understanding into new practices. The CCB Intervention Specialist experiments with new practices in the classroom on an infrequent basis. It is recommended by the CCB Intervention Specialist's administrator that the CCB Intervention Specialist participate in multiple experiences with his or her peers, coaches and administrators in which the use of new practices is the goal. Page 5 of 8 As of September 3, 2013 self-assessing his or her behaviors and practices. participating in site-based or District-sponsored professional development activities. The CCB Intervention Specialist views professional development as single, stand alone events. gaining an understanding of new content knowledge, as well as strategies and/or techniques, and at transferring knowledge gained in professional development to the classroom. It is mandated by the CCB Intervention Specialist's administrator that the CCB Intervention Specialist participate in multiple experiences with his or her peers, coaches and administrators in which the use of new practices is the goal.
(d) (e) and administrators in which the use of new practices is the goal; applies compliance training pertaining to District policies, procedures and regulations, as well as state statutes and federal guidelines. and effectively promotes the professional development of others by assisting in the planning, delivery and follow-up of school-based and Districtsponsored professional development activities; coaches and mentors beginning and veteran teachers and/or serves as a cooperating teacher for student teachers; serves as a demonstration classroom teacher, modeling specific instructional or management practices, as well as strategies and/or techniques; shares information about successful practices so that others may learn. promotes the importance of professional development with PTA/PTO, community members, other key decision makers, peers, principals and District office;. is able to explain how professional learning has improved or can improve school-wide instructional practices that impact student learning. and effectively understands, promotes and complies with all District policies, procedures and regulations, as well as state statutes and federal guidelines, when fulfilling his or her professional duties and responsibilities. contributes to the professional development of others and assists with the planning and/or delivery of site-based and District-sponsored professional development; mentors, or is qualified to mentor, new teachers and/or peers and serve as a cooperating teacher for interns and/or student teachers. promotes the importance of professional development with colleagues, principals and District office; cites the benefits of professional learning in terms of individual growth opportunities. complies with District policies, procedures and regulations, as well as state statutes and federal guidelines, when fulfilling his or her professional duties and responsibilities. aware of the importance of participating in activities that promote the professional growth of other teachers. shares professional development opportunities but describes the benefit of professional development as advancement on the salary schedule. complies with District policies, procedures and regulations, as well as state statutes and federal guidelines, when fulfilling his or her professional duties and responsibilities. When notified of a compliance violation, the CCB Intervention Specialist takes necessary steps to appropriately modify his or her behavior. participating in activities that promote the professional development of others. professional development, and he or she expresses that professional development has little or no personal or professional benefit. inconsistent and ineffective in complying with District policies, procedures and regulations, as well as state statutes and federal guidelines, when fulfilling his or her professional duties and responsibilities. Page 6 of 8 As of September 3, 2013
Standard 10 - Leadership and Collaboration: seeks appropriate leadership roles and opportunities to take responsibility for student learning; to collaborate with District stakeholders, e.g., learners, families, colleagues, other school professionals, community members; to ensure learner growth; and to advance the profession. Ownership Collaboration Cooperation and effectively demonstrates ownership of and advocates for the school/district outcomes to promote success for all District stakeholders. and effectively demonstrates and promotes collaborative planning with others. and effectively cooperates to accomplish and promote team/school/district goals. demonstrates ownership to promote the success of the school/district. demonstrates collaborative planning with others. cooperates to accomplish school and team goals. demonstrates ownership to promote the success of the school/district, but is generally disengaged. demonstrates collaborative planning with others, but prefers to work in isolation. cooperates to accomplish team goals, but is generally self-focused. demonstrating ownership to promote the success of the school/district. demonstrating collaborative planning with others, and he or she chooses to work in isolation instead. cooperating with others to accomplish team/school/district goals. Communication and effectively demonstrates and promotes consistent and effective communication in an open, honest and respectful manner. communicates openly, honestly and respectfully. communicates with teammates, but is not always honest or respectful. communicating openly, honestly and respectfully. Positive Attitude and effectively demonstrates and promotes supportive and positive attitudes. demonstrates supportive and positive attitudes. demonstrates supportive and positive attitudes. demonstrating supportive and positive attitudes. Trust Shared Leadership and effectively builds and encourages trust with District stakeholders as evidenced by listening and by respectful, responsible and dependable behaviors. and effectively promotes shared leadership and accepts a variety of team/school/district roles. builds trust with District stakeholders as evidenced by listening and by respectful, responsible and dependable behaviors. supports shared leadership and is willing to serve in a variety of team/school/district roles. builds trust with District stakeholders, but occasionally sabotages and/or retaliates against District stakeholders. supports shared leadership. building trust with District stakeholders; the CCB Intervention Specialist continually sabotages and/or retaliates against District stakeholders. shared leadership. Compromise and effectively facilitates consensus or compromises in order to support the needs of the team/school/district. supports consensus building and is willing to compromise in order to support the needs of the team/ school/district. sometimes willing to compromise in order to support the needs of the team and school. compromising in order to support the needs of the team and school. Page 7 of 8 As of September 3, 2013
Conflict Resolution and effectively identifies concerns and strives to resolve conflict at the lowest level of intervention. surfaces concerns and works toward resolving the conflict at the lowest level of intervention. acknowledges concerns and works toward resolving conflict. acknowledging concerns and resolving conflict. generally exacerbates the problem. respecting opinions of others. Respect and effectively respects and encourages opinions and feedback of others. respects opinions and feedback of others. respects opinions of others. Active Participation and effectively participates and contributes during meetings, professional learning opportunities and functions. participates in meetings, professional learning opportunities and functions. participates in and/or attends meetings, professional learning opportunities and functions. participating in and/or attending meetings, professional learning opportunities and functions. Relationship and effectively builds, maintains and fosters productive working relationships. builds and maintains productive working relationships. has difficulty maintaining working relationships. maintaining working relationships, and/or the CCB Intervention Specialist sabotages working relationships. Page 8 of 8 As of September 3, 2013