Southern Will County Cooperative for Special Education

Southern Will County Cooperative for Special Education (SOWIC)

Social Worker Appraisal System

August 14, 2012 Page 1 Social Worker APPRAISAL SYSTEM

Section Table of Contents Page

1 Appraisal Committee Process and Members 4 2 Introduction, Overview of Danielson Framework 5 3 Appraisal System Beliefs –Commitments and Common Themes 6 4 Appraisal System Definitions 7-8 Roles of Administrators, Mentors andSocial Workers in Appraisal 5 9-10 Process 6 Appraisal Rating System 11-12 7 Overview of the Teacher Appraisal Process 13 8 Year 1 Non-Tenured Appraisal Process Chart 14 9 Year 2 Non-Tenured Appraisal Process Chart 15 10 Year 3 & 4 Non-Tenured Appraisal Process Chart 16 Tenured on or before 9/1/10, until an IGP,PDP, or Remediation Plan is 11A developed 17 Tenured Appraisal Process Chart- PROFICIENT & EXCELLENT 11 Tenured Evaluation Process Chart-PROFICIENT & EXCELLENT 18-19 12 Tenured Evaluation Process Chart- NEEDS IMPROVEMENT 20 13 Tenured Evaluation Process Chart- UNSATISFACTORY 21 APPENDIX A STANDARDS of PROFESSIONAL PRACTICE 22 Framework for Teaching (FfT): Chart 23 Form 1 Framework for Teaching (FfT): Rubrics for Social Workers 24-43 APPENDIX B FORMS and DOCUMENTS 44 Form 2 Observation Notes- Optional 45 Form 3 Year 1, Pre-Observation Conversation: Segments 1 & 2 46 Form 4 Year 1, Formative Feedback: Segments 1 & 2 47 Form 5 All Years, Post-Observation Conversation: All Segments 48 Form 6 Year 1, Pre-Observation Conversation: Segments 3 & 4 49 Form 7 Year 1, Formative Feedback: Segments 3 & 4 50 Form 8 All Years, Final Summative Evaluation 51 Form 9 All Years, Self Reflection for Professional Growth: Domains 1-4 52-53 Form 10 Year 2, Pre-Observation Conversation: Segments 1 & 2 54 Form 11 Year 2, Formative Feedback: Segments 1 & 2 55-56 Year 2, Pre-Observation Conversation: Segment 3 & 4 Form 12 57-58 Year 3+, Pre-Observation Conversation: All Segments Year 2, Formative Feedback: Segments 3 & 4 Form 13 59-60 Year 3+, Formative Feedback: All Segments Form 14 Individual Growth Plan Template 61 Form 15 Tenured Professional Development Plan (PDP) 62 Form 16 Tenured Mid-Plan Meeting Conversation Record 63

August 14, 2012 Page 2 Title Forms and Documents Page

Document 1 Guidelines for Developing an Individual Growth Plan (IGP) 64 Document 2 Guidelines for Developing a SMART Professional Growth Goals for IGP 65 Document 3 Sample Form 9 & Form 14 66-68 Guidelines for Creating a PDP Plan for Tenured Social Worker rated (Needs Document 4 69 Improvement)

August 14, 2012 Page 3 SECTION 1: APPRAISAL COMMITTEE PROCESS and MEMBERS

Roles and Responsibilities of the Teacher Appraisal Committee: Members of the Appraisal Committee included both certified staff and administrators representing SOWIC developed the Appraisal Plan. The development proves included ongoing communication with certified staff and professional development of both certified staff and administration in order to be able to implement the plan with fidelity and transparency. The SOWIC Governing Board approved the plan on August 14, 2012.

Members of the Appraisal Committee:

Julie Bankes

Kathy Birch

Erin Cozza

Jenny Dinelli

Rebecca Erickson

Vicki Leuck

Laura Pullara

Bridget North

Tiffany Rakes

Kate Regis

Bill Roseland

Mary Lou Salato

Jack Skole

August 14, 2012 Page 4 SECTION 2: INTRODUCTION AND OVERVIEW OF DANIELSON FRAMEWORK

Introduction

The SOWIC Social Worker Appraisal System currently focuses on evidence collected on the four domains of teaching as set forth in Enhancing Professional Practice: A Framework for Teaching, 2nd Edition, by Charlotte Danielson (see description below) and her discussion of appraisals of Counselors and Social Workers.

The Appraisal Committee recognizes the role student growth and teacher value added can play in the appraisal process, and reviewed recent legislation enacted in the State of Illinois calling for student growth to be included in teacher evaluation by 2016.

At this time, student growth is not part of the SOWIC Appraisal System. The Appraisal Committee will reexamine the system after rules and regulations surrounding student growth are set forth by the State Board of Education.

Danielson Framework

Enhancing Professional Practice: A Framework for Teaching, 2nd Edition, by Charlotte Danielson shall be the basis for the SOWIC Appraisal System. The framework for teaching is a research-based set of components of instruction that are grounded in a constructivist view of learning and teaching. The framework is an invaluable tool to be used as the foundation for professional conversations among practitioners as they seek to enhance their skill in the complex task of performance.

The framework will serve as the foundation of SOWIC’s recruitment and hiring, mentoring, coaching, professional development, and teacher appraisal processes, thus linking all these activities together and helping teachers become more thoughtful practitioners.

The actions teachers and professional staff members can take to improve student learning are clearly identified and fall under four domains of teaching responsibility: Planning and Preparation, the Classroom Environment, Instruction, and Professional Responsibilities. Within the domains are 22 components that further refine our understanding of what teaching is all about, with four levels of performance for each element.

The Framework for teaching is based on the Praxis III: Classroom Performance Assessment criteria developed by Educational Testing Service, National Board for Professional Teaching Standards (NBPTS) and is compatible with INTASC standards.

August 14, 2012 Page 5 SECTION 3: APPRAISAL PROCESS BELIEFS – COMMITMENTS AND COMMON THEMES Belief Aligned Commitments SOWIC believes that the Professional Appraisal process In order to embed this Professional Staff Appraisal must support… process belief into professional practice, SOWIC commits to… A Positive Professional Learning Environment where the teaching outcome is continuous improvement. O Developing a district and school culture that fosters trust among all staff members.

A Collaborative Culture that values honest and respectful dialogue with the ultimate goal of improving learning for O Ongoing dialogue focused on improving instruction centered students and staff members. upon commonly defined and understood learning goals.

Self-Reflection which contributes to the continuous growth and development of a professional’s ongoing practice. O Developing professional staff self-reflection skills through collegial conversations and review of artifacts of student learning/teaching practices that will be used to guide future instruction. O Embed reflective practices into professional learning processes in the district.

An Ongoing Process with clear language and consistent expectations for administrators and professional staff members. o Training for all administrators to obtain inter-rater reliability o Training for professional staff in order to understand the expectations of proficient teaching in correlation with their level of expertise o Scheduled conferences and formal/informal observations at reasonable times and frequencies throughout the year o Setting goals for future professional teaching growth through review of current progress o Create a professional growth plan to achieve agreed upon goals

Identified Teaching Behaviors and Skills needed to deliver high quality instruction. o Facilitating opportunities for staff to become familiar with expected professional behaviors and skills focused upon in The Framework for Teaching

o Assessing professional staff member’s use and success with research based strategies and processes

Structured, Predictable, Supportive Procedures to meet the specific needs of tenured and non-tenured professional staff O Creating and implementing appraisal procedures that members. differentiates between tenured and non-tenured professional staff members.

Consistency of measurement through an objective assessment that is evidence based and is implemented reliably and validly o Developing a professional learning process for all in every setting (i.e., unbiased and dependable methods in stakeholders throughout the ongoing implementation of The every building). Framework for Teaching priorities (i.e. focus upon the science The appraisal tool should be part of a connected system from and craft of education’s professional practice; common recruitment and hiring, to completion of probationary status and appraisal priorities and language; consistent levels of eventual continued success as a tenured professional staff performance expertise; and ongoing improvement based upon member. evidence collection and collaborative conversation)

o Providing appropriate training for all stakeholders

August 14, 2012 Page 6 SECTION 4: APPRAISAL SYSTEM DEFINITIONS

Best Practices – Research based methods that are effective in improving student achievement

Differentiated Process – An evaluation process that is responsive to different variations in job assignments, responsibilities and years of experience at SOWIC

Documentation – Evidence/information that supports or explains a position

Effective Systems – Quality assurance and continuous learning that lead to improved achievement

Effective Teaching – Instructional/Professional practices that result in increased student growth, as defined in the practices outlined at the proficient and excellent levels of the SOWIC Framework for Teaching

FfT– Danielson’s Framework for Teaching

Individual Growth Plan (IGP) - A plan jointly developed by the evaluator, teacher/professional staff member, and/or mentor (non-tenured only), which results in the continuous improvement of student learning. The evaluator and mentor shall be available to provide assistance to the teacher/professional staff in the development of a professional goal, but the responsibility for developing the steps necessary to achieve the goal shall rest with the teacher/professional staff member. In the unlikely event that the evaluator and the teacher/professional staff member do not reach mutual agreement, the evaluator shall be responsible for establishing the goals.

Observation (Formal) – Observing classroom instruction/professional performance is one of the most powerful practices in which evaluators engage to improve teaching/professional performance and student learning. Formal observations provide valuable opportunities for the teacher/professional staff member and evaluator to discuss the planning process, collect evidence on the teacher/professional staff member’s instruction and classroom environment, and dialogue with the teacher/professional staff member after the observation is complete.

Formal observations shall be at least 30 minutes in length. Formal observations shall be preceded by a planning conversation and followed by a wrap-up conversation. 1st and 2nd year non-tenured teachers/professional staff member will be formally observed at least two times during the school year. 3rd and 4th year non-tenured teachers/professional staff members will be formally observed at least one time, with additional observations at the discretion of the evaluator or a documented request by the non-tenured teacher.

Tenured certified staff with an overall rating of Proficient or Excellent will be formally observed within a two year Individual Growth Plan cycle, with an additional formal observation at the discretion of the evaluator. One documented request by the tenured teacher will be granted.

Tenured certified staff with an overall rating of Needs Improvement will be formally observed at least one time within a one year Professional Development Plan cycle, with additional formal observations at the discretion of the evaluator. Additional observations may be granted with a documented request by the tenured teacher/professional staff member pending agreement between the evaluator and teacher/professional staff member.

August 14, 2012 Page 7 Observation (Informal) –Informal observations provide the opportunity to reflect on the entire professional performance of a teacher/professional staff member both inside and outside of the classroom. Informal observations may include professional behavior in a variety of settings and/or between a variety of individuals: students, colleagues, parents, administrators or other school staff, as well as involvement in extra-curricular functions or community sponsored activities.

Observing classroom instruction/professional performance and teacher/staff member’s professional interactions is one of the most powerful practices in which evaluators engage to improve teaching and learning. Informal observations provide valuable opportunities for more frequent interaction between the evaluator and the teacher/professional staff member. Evidence of teaching, aligned with the Framework for Teaching, will be collected by the evaluator and shared in writing with the teacher/professional staff emmber. The informal observation and follow-up conversations are important job-embedded opportunities for individual professional development because the data collected provides fertile ground for ongoing discussions about teaching and learning, in addition to overall professional performance.

Informal observations that are included in an evaluation are to be documented and shared with the teacher/professional staff member. Examples of documentation include a written memo, e-mail or other writing that memorializes the observation and is shared with the teacher/professional staff member.

Performance Ratings (Domain) – Judgment of teacher/professional staff member job performance on each of the four domains based upon evidence collected during informal and formal observations. According to state requirements, teacher/professional staff member performance shall be rated as: excellent, proficient, needs improvement or unsatisfactory.

Performance Ratings (Summative) – Overall judgment of teacher/professional staff member job performance based on the ratings earned on each of the four domains. According to state requirements, teacher performance shall be rated as: excellent, proficient, needs improvement or unsatisfactory.

Professional Development Plan (PDP) – The Performance and Evaluation Reform Act includes the language regarding the creation of a Professional Development Plan for a teacher in contractual continued service (tenured) who is rated ―needs improvement. This Professional Development Plan (PDP):

 is to be created within 30 days after the completion of an evaluation resulting in the ―needs improvement rating  is to be developed by the evaluator in consultation with the teacher/professional staff member and take into account the tenured certified staff member’s on-going professional responsibilities including her/her regular teaching/performance assignments  is to be directed to the areas that need improvement and include supports that the district will provide to address the performance areas identified as needing improvement  does not have a required minimum or maximum length of time (the plan can last until the teacher/professional staff member is evaluated in the next school year)

August 14, 2012 Page 8 SECTION 5: ROLES OF ADMINISTRATORSAND SOCIAL WORKER IN APPRAISAL PROCESS

Evaluator’s Responsibilities O Communication with teacher including FfT aligned feedback O Meeting to discuss expectations based on the FfT, district and school goals O Review school improvement plan O Provide training in administering relevant standardized testing O Conduct informal observations and provide written feedback O Communicate with mentor to align support for teacher O Conduct formal observation (minimum of 30 minutes in classroom) including pre and post conferences O Continuously provide feedback to teacher regarding FfT O Conduct summative conference and notify teacher of continued employment

Professional Staff Member’s Responsibilities O Understand and implement the FfT O Meet with evaluator and mentor to ensure adherence to FfT O Take personal responsibility for attaining proficient performance

August 14, 2012 Page 9 Mentoring Program

6 Key Components of Mentor Program:

1. Contact Time

2. Quality of Interaction

3. Quality of Relationship

4. Focus on Student Outcomes

5. School Culture

6. Best Practice

Overview:

Target Group: All 1st year certified employees

Length of Program: One school year

Formal Meetings with Facilitator: Introduction Meet and Greet, then one per quarter

Informal Mentor/Mentee Meetings: Every other week with required documentation

Mentor Tips of the Week: Facilitator will provide Mentors with tips and suggestions based on the phases of first-year

Mentor/Mentee Journal Activities

Self-Assessment (focused on 6 key components)

Lessons: Pre-planning, observation, and feedback of lessons observed by Mentor using evaluation tools. Also provide Mentee opportunity to observe Mentor instructing.

August 14, 2012 Page 10 August 14, 2012 Page 11 SECTION 6: APPRAISAL RATING SYSTEM

Operating Principles

Domain Ratings in SOWIC Professional Appraisal System

 Excellent - Excellent ratings in at least half of the components of the domain, with the remaining components rated no lower than Proficient.  Proficient – No more than one component rated Needs Improvement, with the remaining components rated at Proficient or higher.  Needs Improvement – More than one component rated Needs Improvement, with the remaining components rated as Proficient or higher.  Unsatisfactory - Any component rated as Unsatisfactory.

Overall Ratings in SOWIC Professional Appraisal System

 Excellent - Excellent rating in at least two or more of the domains, with the remaining domains rated as Proficient.  Proficient – No more than one domain rated Needs Improvement, with the remaining domains rated at Proficient or higher.  Needs Improvement – More than one domain rated Needs Improvement, with the remaining domains rated as Proficient or higher.  Unsatisfactory - Any domain rated Unsatisfactory.

Non-Tenured Teacher/Professional Staff Member Contract Renewal - Each non-tenured teacher/professional staff member will receive a final summative rating and a recommendation for renewal or non-renewal of his/her contract. It is understood that non-tenured teachers/professional staff members in years 1 and 2 may receive a final summative rating of Needs Improvement as they are emerging towards proficiency. Non-tenured teachers in years 3 and 4 are expected to maintain a final summative rating of Proficient or higher.

Tenured Teachers/Professional Staff Members are expected to maintain an overall Summative Rating of Proficient or higher. If a Tenured Teacher/Professional Staff Member receives an overall Summative Rating of Needs Improvement, a Professional Development Plan will be developed as defined in Section 13. See, Section 13 for details.

If a Tenured Teacher/Professional Staff Member exhibits evidence of Unsatisfactory practice, an overall Summative Evaluation may be conducted at any time during the contractual school year. An overall Summative Rating of Unsatisfactory will result in the development of a Remediation Plan in accordance with the law. See, Section 14 for details.

An example of how to arrive at domain and summative ratings can be found on the following page.

August 14, 2012 Page 12 Examples of How to Arrive at a Domain and Final Summative Rating

Domain Ratings in SOWIC Professional Appraisal System  Excellent - Excellent ratings in at least half of the components of the domain, with the remaining components rated no lower than Proficient.  Proficient – No more than one component rated Needs Improvement, with the remaining components rated at Proficient or higher.  Needs Improvement – More than one component rated Needs Improvement, with the remaining components rated as Proficient or higher.  Unsatisfactory - Any component rated as Unsatisfactory.

Domain 2 for Teachers- Classroom Environment Component Unsatisfactory Needs Improvement Proficient Excellent (Unsatisfactory) (Emerging) (Proficient) (Distinguished) 2a X 2b X 2c X 2d X 2e X Final Domain Rating X

Overall Ratings in SOWIC Professional Appraisal System  Excellent - Excellent rating in at least two or more of the domains, with the remaining domains rated as Proficient.  Proficient – No more than one domain rated Needs Improvement, with the remaining domains rated at Proficient or higher.  Needs Improvement – More than one domain rated Needs Improvement, with the remaining domains rated as Proficient or higher.  Unsatisfactory - Any domain rated Unsatisfactory.

Final Summative Rating Domain Unsatisfactory Needs Improvement Proficient Excellent (Unsatisfactory) (Emerging) (Proficient) (Distinguished) Domain 1 X Domain 2 X Domain 3 X Domain 4 X Overall Rating X

August 14, 2012 Page 13 SECTION 7: OVERVIEW OF THE APPRAISAL PROCESS

CERTIFIED NON-TENURED TENURED STAFF PURPOSE -Promote student learning through the highest quality of -Promote student learning through the highest quality of teaching performance -Promote student learning through a commitment to -Promote student learning through a commitment to continuous professional learning, shared understanding of continuous professional learning, shared understanding of learning (professional growth) and collective inquiry learning (professional growth), and collective inquiry -Develop each individual’s capacity for professional -Develop each individual’s capacity for professional contribution to the team, building and district levels contribution to the team, building and District levels Induct new certified staff into the culture, mission, and -Support the SOWIC’s culture, vision, and mission vision of SOWIC -Support tenured professional staff members growth through a -Support new certified staffs’ growth through a formative formative process that promotes collective inquiry and process within clearly defined expectations examination of practice -Build relationships between administrator(s) and new -Foster collaborative relationships among colleagues and professional staff members administrators -Validate the hiring/selection process WHO Year 1 & 2 Non-tenured Year 3 & 4 Non-tenured Tenured – Proficient & Tenured – Needs All first and second year All third and fourth yea non- Excellent Improvement non-tenured certified tenured certified staff All tenured, certified staff who All tenured, certified staff who staff receive an overall rating of receive an overall rating of Proficient or Excellent (See Needs Improvement (See Section 6) Section 6) WHAT  Formative process  Formative process  Formative process  Formalized process focused on clearly focused upon a focused upon a focused upon improving defined expectations collaboratively developed collaboratively developed identified areas of as outlined in the Individual Growth Plan Individual Growth Plan professional practice evaluation plan and based on the Danielson based on the Danielson through a Professional Danielson Framework Framework for Teaching Framework for Teaching Development Plan (―PDP) for Teaching and school/ district goals and school/ district goals based upon the Danielson  Ongoing and priorities and priorities Framework. The PDP is to conversations based  Areas outside of the  Areas outside of the be created within 30 days upon evidence Individual Growth Plan Individual Growth Plan after the completion of an gathered by both may be addressed with may be addressed with evaluation resulting in the professional staff the professional staff the educator and if overall ―Needs member and member and if necessary, necessary, a more Improvement rating administrator (e.g. a more focused plan may focused plan may be  The PDP is developed by logs, teacher be developed by the developed by the the evaluator in reflection, lesson administrator for the administrator for the consultation with the planning, student benefit of the professional benefit of the professional professional staff member work, formal and staff member’s staff member’s and takes into account the informal observations) professional improvement professional improvement tenured professional staff  Identification of  Ongoing conversations  Ongoing conversations member’s on-going teaching practice based on evidence based on evidence professional responsibilities areas of celebrations gathered by both gathered by both including her/her regular and concentration professional staff professional staff member performance assignments based upon Formative members and and administrator  PDP includes evidence of Feedback Summaries, administrator  Professional staff member progress/achievement of formative  Teacher driven progress driven progress goal & supports that the conversations, and monitoring data collection monitoring data collection district will provide to Summative Evaluation and reflection in and reflection in address the performance collaboration with the collaboration with the areas identified as needing administrator administrator improvement  Evidence of growth in  Evidence of growth in  PDP will typically run for 1 professional contributions professional contributions year, but does not have a at team, building and/or at team, building and/or required minimum or district level district level maximum length of time  Identification of growth  Identification of growth focus for the following focus for the following year based on the year based on the Danielson Framework for Danielson Framework for Teaching Teaching  Individual Goal Plan may be developed in collaboration with other tenured certified staff

August 14, 2012 Page 14 SUMMATIVE Annual Annual Biennial Annual EVALUATION

SECTION 8: YEAR 1 NON-TENURED APPRAISAL PROCESS CHART (SEE APPENDIX FOR RELATED FORMS)

EVALUATION TIMELINE FOR YEAR 1 NON-TENURED TIME OF YEAR/ PURPOSE DOCUMENTS/FORMS (SEE APPENDIX) COMPONENTS (new in BOLD) SEGMENT 1  Review of the District Expectations of FfT of Year One  Form 1. FfT Rubrics August - September  Informal Observation(s)  Form 2. Informal Observation Notes COMPONENTS (optional form) 1a, 1b, 1c, 2a, 2d,  Other documentation of informal 3a, 4b observations. SEGMENT 2  Informal Observation(s)  Form 1. FfT Rubrics September -  Formal Observation  Form 2. Informal Observation Notes November  Review Professional Progress in Segment 1 & 2; Preview (optional form) Segment 3 & 4  Other documentation of informal COMPONENTS observations 1a, 1b, 1c, 2a, 2d,  Form 3. Pre-Observation Year 1, 3a, 4b Segment 1 & 2  Form 4. Formative Feedback Year 1, Segment 1 & 2  Form 5. Post-Observation Conversation

SEGMENT 3  Informal Observation(s)  Form 1. FfT Rubrics December  Form 2. Informal Observation Notes (optional form) COMPONENTS  Other documentation of informal 1a, 1b, 1c, 1e, 2a, observations. 2c, 2d, 2e, 3a, 3c, 4b, 4d SEGMENT 4  Informal Observation(s)  Form 1. FfT Rubrics January-February  Formal Observation  Form 2. Informal Observation Notes  Review Professional Progress in Segment 1-4 (optional form) COMPONENTS  Summative Evaluation that is the summation of informal/formal  Other documentation of informal 1a, 1b, 1c, 1e, 2a, observations of Domain 2 & 3 and ongoing conversations of observations. 2c, 2d, 2e, 3a, 3c, Domain 1 & 4 as well as other relevant information with  Form 6. Pre-Observation Year 1, 4b, 4d Component/Domain Ratings determining the Overall Rating in Segment 3 & 4 accordance with Section 6.  Form 7. Formative Feedback Year 1, Segment 3 & 4  Form 5. Post-Observation Conversation  Form 8. Final Summative Evaluation

SEGMENT 5  Informal Observation(s)  Form 1. FfT Rubrics January - June  Individual Self-Reflection of Domain Areas for Celebrations and  Form 2. Informal Observation Notes Concentration developed by Social Worker with support from (optional form) COMPONENTS Mentor and an Administrator  Other documentation of informal 1a, 1b, 1c, 1e, 2a, observations. 2c, 2d, 2e, 3a, 3c,  Form 9. Self-Reflection for Professional 4b, 4d Growth

August 14, 2012 Page 15 SECTION 9: YEAR 2 NON-TENURED APPRAISAL PROCESS CHART (SEE APPENDIX FOR RELATED FORMS)

EVALUATION TIMELINE FOR YEAR 2 NON-TENURED TIME OF YEAR/ PURPOSE DOCUMENTS/FORMS (SEE APPENDIX) COMPONENTS (new in BOLD) SEGMENT 1  Review of the District Expectations of FfT of Year Two  Form 1. FfT Rubrics August-September  Informal Observation(s)  Form 2. Informal Observation Notes COMPONENTS (optional form) 1a, 1b, 1c, 1d,1e,  Other documentation of informal 1f, 2a, 2b, 2c, 2d, observations. 2e, 3a, 3c, 3d, 3e, 4a, 4b, 4d, &4e SEGMENT 2  Informal Observation(s)  Form 1. FfT Rubrics September-  Formal Observation  Form 2. Informal Observation Notes November  Review Professional Progress in Segment 1 & 2; Preview (optional form) COMPONENTS Segment 3 & 4  Other documentation of informal 1a, 1b, 1c, 1d,1e, observations 1f, 2a, 2b, 2c, 2d,  Form 10. Pre-Observation Year 2, 2e, 3a, 3c, 3d, 3e, Segment 1 & 2 4a, 4b, 4d, &4e  Form 11. Formative Feedback Year 2, Segment 1 & 2  Form 5. Post-Observation Conversation

SEGMENT 3  Informal Observation(s)  Form 1. FfT Rubrics December  Form 2. Informal Observation Notes COMPONENTS (optional form) 1a, 1b, 1c, 1d,1e,  Other documentation of informal 1f, 2a, 2b, 2c, 2d, observations. 2e, 3a, 3c, 3d, 3e, 3f, 4a, 4b, 4d, &4e SEGMENT 4  Informal Observation(s)  Form 1. FfT Rubrics January-February  Formal Observation  Form 2. Informal Observation Notes COMPONENTS  Review Professional Progress in Segment 1-4 (optional form) 1a, 1b, 1c, 1d,1e,  Summative Evaluation that is the summation of informal/formal  Other documentation of informal 1f, 2a, 2b, 2c, 2d, observations of Domain 2 & 3 and ongoing conversations of observations. 2e, 3a, 3b, 3c, 3d, Domain 1 & 4 as well as other relevant information with  Form 12. Pre-Observation Year 2, 3e, 3f, 4a, 4b, 4c, Component/Domain Ratings determining the Overall Rating in Segment 3 & 4 4d, 4e, &4f accordance with Section 6.  Form 13. Formative Feedback Year 2, Segment 3 & 4  Form 5. Post-Observation Conversation  Form 8. Final Summative Evaluation

SEGMENT 5  Informal Observation(s)  Form 1. FfT Rubrics January-June  Individual Self-Reflection of Domain Areas for Celebrations and  Form 2. Informal Observation Notes COMPONENTS Concentration developed by Social Worker with support from (optional form) 1a, 1b, 1c, 1d,1e, Mentor and an Administrator  Other documentation of informal 1f, 2a, 2b, 2c, 2d, observations. 2e, 3a, 3b, 3c, 3d,  Form 9. Self-Reflection for Professional 3e, 3f, 4a, 4b, 4c, Growth 4d, 4e, &4f

August 14, 2012 Page 16 SECTION 10: YEAR 3 & 4 NON-TENURED APPRAISAL PROCESS CHART (SEE APPENDIX FOR RELATED FORMS)

EVALUATION TIMELINE FOR YEAR 3 & 4 NON-TENURED ALL 22 COMPONENTS APPLY TO ALL SEGMENTS TIME OF YEAR PURPOSE DOCUMENTS/FORMS (SEE APPENDIX) 22 COMPONENTS

SEGMENT 1  Review of the District Expectations of FfT of Year Three & Four  Form 1. FfT Rubrics August-September  Informal Observation(s)  Form 2. Informal Observation Notes (optional form)  Other documentation of informal observations. SEGMENT 2  Informal Observation(s)  Form 1. FfT Rubrics September-  Formal Observation  Form 2. Informal Observation Notes November  Review Professional Progress in Segment 1 & 2; Preview (optional form) Segment 3 and 4  Other documentation of informal observations.  Form 12. Pre-Observation All Segments  Form 13. Formative Feedback All Segments  Form 5. Post-Observation Conversation SEGMENT 3  Informal Observation(s)  Form 1. FfT Rubrics December  Form 2. Informal Observation Notes (optional form)  Other documentation of informal observations. SEGMENT 4  Informal Observation(s)  Form 1. FfT Rubrics January-February  Optional - Formal Observation (at discretion of the  Form 2. Informal Observation Notes administrator) (optional form)  Review Professional Progress in Segment 1-4  Other documentation of informal  Summative Evaluation that is the summation of informal/formal observations. observations of Domain 2 & 3 and ongoing conversations of  Form 12. Pre-Observation All Segments Domain 1 & 4 as well as other relevant information with  Form 13. Formative Feedback All Component/Domain Ratings determining the Overall Rating in Segments accordance with Section 6.  Form 5. Post-Observation Conversation  Form 8. Final Summative Evaluation SEGMENT 5  Informal Observation(s)  Form 1. FfT Rubrics January-June  Individual Self-Reflection on Domains 1-4 with Next Steps  Form 2. Informal Observation Notes developed by Social Worker with support from the (optional form) administration  Other documentation of informal  Individual Goal Plan developed by Social Worker with observations. support/approval of goal from an Administrator  Form 9. Self-Reflection for Professional Growth  Document 2. IGP SMART Goal Template Reference Document.  Form 14. IGP Plan Template

August 14, 2012 Page 17 SECTION 11A: TENURED APPRAISAL PROCESS CHART for PROFICIENT & EXCELLENT (SEE APPENDIX FOR RELATED FORMS)

EVALUATION TIMELINE FOR TENURED – PROFICIENT AND EXCELLENT ALL 22 COMPONENTS APPLY TO TENURED PROCESS FOR Social Workers TENURED ON OR BEFORE SEPT. 1, 2010, UNTIL AN INDIVIDUAL GROWTH PLAN IS DEVELOPED (or PDP, or Remediation Plan) TIME OF YEAR PURPOSE DOCUMENTS/FORMS (SEE APPENDIX) Applies all year.  Review of the Tenured District Priorities: FfT Rubrics, and  Form 1. FfT Rubrics Appraisal Operating Principles  Form 2. Informal Observation Notes  Formal Observation (at least 1) (optional form)  Informal Observation(s)  Other documentation of informal  Summative Evaluation that is the summation of observations. informal/formal observations and ongoing conversations  Form 12. Pre Observation All as well as other relevant information with Segments. Component/Domain Ratings determining the Overall  Form 13. Formative Feedback All Rating in accordance with Section 6 Segments.  Tenured Certified Next Steps  Form 5. Post-Observation o Overall Rating of Proficient or Excellent – develop Conversation Individual Growth Plan  Form 8. Final Summative Evaluation o Overall Rating of Needs Improvement – develop Professional Development Plan, see Section 12 IGP developed prior to leaving for the oOverall Rating of Unsatisfactory – develop summer: Remediation Plan, see Section 13.  Form 9. Self-Reflection for Professional Growth  Document 2. IGP SMART Goal Template Reference Document.  Form 14. IGP Plan Template

August 14, 2012 Page 18 SECTION 11: TENURED APPRAISAL PROCESS CHART for PROFICIENT & EXCELLENT (SEE APPENDIX FOR RELATED FORMS)

EVALUATION TIMELINE FOR TENURED – PROFICIENT AND EXCELLENT ALL 22 COMPONENTS APPLY TO TENURED PROCESS

FOR Social Worker TENURED AFTER SEPT. 1, 2010 & OTHER TENURED Social Workers WHO HAVE AN IGP IN PLACE TIME OF YEAR PURPOSE DOCUMENTS/FORMS (SEE APPENDIX) By Sept. 30th of the first year of 2 year  Review of the Tenured District Priorities: FfT Rubrics, and  Form 1. FfT Rubrics Individual Growth Appraisal  Form 9. Self-Reflection for Plan (IGP)  Individual Growth Plan developed, reviewed, and Professional Growth (optional) confirmed  Document 2. IGP SMART Goal Template Reference Document  Form 14. Individual Growth Plan developed in previous year; review action steps.

During Year 1 of 2  2 or more Informal Observation(s)  Form 1. FfT Rubrics year Individual  Optional- Formal Observation (at discretion of the  Form 2. Informal Observation Notes Growth Plan administrator) (optional form)  Other documentation of informal observations  Form 12. Pre-Observation All Segments**  Form 13. Formative Feedback All Segments**  Form 6. Post-Observation Conversation** **If Formal Observation performed

Before the end of  Mid-Plan Meeting to confirm Areas of Celebration and  Form 16. Tenured Mid-Plan Meeting Year 1 of 2 year Concentration; Identify additional support if needed Form Individual Growth  Optional-If continuing concerns exist in more than one  Form 9. Final Summative Evaluation, Plan domain at the end of the Year 1 of the Individual Growth if this option is exercised Plan, a Summative Evaluation would be conducted that includes a summation of informal/formal observations of Domain 2 & 3 and ongoing conversations of Domain 1 & 4 as well as other relevant information with Component/Domain Ratings determining the Overall Rating in accordance with Section 6  After a Summative Evaluation, Tenured Certified Next Steps  Overall Rating of Proficient or Excellent- develop Individual Growth Plan, see relevant parts of Section 11  Overall Rating of Needs Improvement- develop Professional Development Plan, see section 12.  Overall Rating of Unsatisfactory- develop Remediation Plan, see section 13

August 14, 2012 Page 19 TIME OF YEAR PURPOSE DOCUMENTS/FORMS (SEE APPENDIX) During Year 2 of 2  1 or more Informal Observation(s)  Form 1. FfTRubics year Individual  Optional- Formal Observation (at discretion of the  Form 2. Informal Observation Notes Growth Plan administrator) (Optional Form)  Other documentation of Informal Observations  Form 12. Pre-Observation All Segments**  Form 13. Formative Feedback All Segments**  Form 5. Post-Observation Conversation** *If Formal Observation performed

30 calendar days  Summative Evaluation that is the summation of  Form 8. Final Summative Evaluation before the end of informal/formal observations of Domain 2 & 3 and ongoing Year 2 of 2 year conversations of Domain 1 & 4 as well as other relevant Individual Growth information with Component/Domain Rating determining Plan the Overall Rating in accordance with Section 6  Tenured Certified Next Steps:  Overall Rating of Proficient of Excellent- develop Individual Growth Plan, see relevant parts of Section 11.  Overall Rating of Needs Improvement- develop Professional Development Plan, see section 12  Overall Rating of Unsatisfactory- develop Remediation Plan, see Section 13

August 14, 2012 Page 20 SECTION 12: TENURED APPRAISAL PROCESS CHART for NEEDS IMPROVEMENT (SEE APPENDIX FOR RELATED FORMS)

EVALUATION TIMELINE FOR TENURED – NEEDS IMPROVEMENT ALL 22 COMPONENTS APPLY TO TENURED PROCESS DEVELOPMENT OF A PROFESSIONAL DEVELOPMENT PLAN (PDP) TIME OF YEAR PURPOSE DOCUMENTS/FORMS (SEE APPENDIX) Within 30 calendar days  Review of the Tenured District Priorities: FfT Rubrics,  Form 1. FfT Rubrics of Teacher receiving an Appraisal Operating Principles and Summative Evaluation.  Form 15. Tenured Professional Overall Rating of Needs  Develop Professional Development Plan (PDP) with Development Goal Plan Form Improvement Psychologist By September 1st of  Confirm implementation of Professional Development Plan  Form 1. FfT Rubrics School Year with Social Worker, Evaluator, and any Certified Staff that  Form 15. Tenured Professional will be providing support for the plan Development Goal Plan Form

By Winter Break of the  One (1) or more Formal Observation(s)  Form 1. FfT Rubrics School Year  Informal Observation(s)  Form 2. Informal Observation Notes  Mid-Plan Meeting (optional form)  Other documentation of informal observations.  Form 12. Pre Observation All Segments.  Form 13. Formative Feedback All Segments.  Form 5. Post-Observation Conversation  Form 16. Tenured Mid-Plan Meeting Form. After Winter Break of  One (1) or more Informal Observation(s)  Form 1. FfT Rubrics School Year  Optional - Formal Observation (at discretion of the  Form 2. Informal Observation Notes administrator) (optional form)  Other documentation of informal observations.  Form 12. Pre Observation All Segments**  Form 13. Formative Feedback All Segments.**  Form 5. Post-Observation Conversation.** **If formal observation performed 30 calendar days before  Summative Evaluation that is the summation of  Form 8. Final Summative Evaluation the end of School Year informal/formal observations and ongoing conversations as of the Professional well as other relevant information with Component/Domain Development Plan Ratings determining the Overall Rating in accordance with Section 6  Tenured Certified Next Steps O Overall Rating of Proficient or Excellent – develop Individual Growth Plan, see relevant parts of Section 11. o Failure to attain the overall rating of Proficient or Excellent after completion of a PDP period, will result in the rating of Unsatisfactory o Overall Rating of Unsatisfactory – develop Remediation Plan, see Section 13.

August 14, 2012 Page 21 SECTION 13: TENURED APPRAISAL PROCESS CHART for UNSATISFACTORY

EVALUATION TIMELINE FOR TENURED – UNSATISFACTORY ALL 22 COMPONENTS APPLY TO TENURED PROCESS DEVELOPMENT OF A REMEDIATION PLAN in accordance with Chapter 105ILCS 5/24A et seq., TIME OF YEAR PURPOSE DOCUMENTS/FORMS (SEE APPENDIX) Within 30 calendar days  Review of the Tenured District Priorities: FfT Rubrics,  Form 1. FfT Rubrics of Teacher receiving an Appraisal Operating Principles and Summative Overall Rating of Evaluation. Unsatisfactory  Develop Remediation Plan with Social Worker to address deficiencies cited, provided that the deficiencies are remediable  Assign a Consulting Social Worker to support Remediation Plan

At the beginning of the  Confirm implementation of Remediation Plan with  Form 1. FfT Rubrics 90 day Remediation Teacher, Evaluator, and Consulting Social Worker Plan By the midpoint of the  One (1) or more Informal Observation(s)  Form 1. FfT Rubrics Remediation Plan, and  Formal Observations (at discretion of the administrator)  Form 2. Informal Observation Notes throughout the (optional form) remainder of the  Other documentation of informal Remediation Period observations.  Form 12. Pre Observation All Segments**  Form 13. Formative Feedback All Segments. **  Form 5. Post-Observation Conversation. **

**If formal observation performed At the midpoint of the  Summative Evaluation is conducted and reviewed with the  Form 8. Summative Evaluation Remediation Plan Social Worker

At the conclusion of the  Form 1. FfT Rubrics Remediation Plan  Summative Evaluation that is the summation of  Form 8. Final Summative Evaluation period informal/formal observations of Domain 2 & 3 and ongoing conversations of Domain 1 & 4 as well as other relevant information with Component/Domain Ratings determining the Overall Rating in accordance with Section 6  Tenured Certified Next Steps O Overall Rating of Proficient or Excellent – Individual Growth Plan through reinstatement to the district’s evaluation schedule. See Section 11. O Overall Rating of Needs Improvement or Unsatisfactory– Recommendation for Dismissal (Section 24-12).

Note: A Remediation Plan must be created in accordance with the requirements of the Illinois School Code. Should any provision of this document contradict statutory requirements, the statute will be followed. In that event, the remaining provision of this document that continue to be consistent with law will remain in full force and effect.

August 14, 2012 Page 22 Social Worker Appraisal System

Appendix A: Standards of Professional Practice

August 14, 2012 Page 23 The Framework for Teaching: Domains-Components-Elements (FfT)

Domain 1 - Planning and Preparation Domain 2 – The Environment

1a: Demonstrating knowledge of counseling theory and 2a: Establishing rapport with students, using interpersonal techniques skills, such as empathy to establish trust and reduce anxiety 1b: Demonstrating knowledge of child and adolescent development. 2b: Promote a culture of collaboration with other professionals in each building and throughout the 1c: Demonstrating knowledge of state and federal regulations district. (Colleagues and Administration) and of resources both within and beyond the school, district and cooperative 2c: Managing routines and procedures

1d: Establishing goals for the social work program 2d: Establishing standards of conduct and contributing to appropriate to the setting and the students served the culture for student behavior throughout the school 2e: Organizing physical space and storage of materials in 1e: Planning the counseling program, integrated with the each building across district regular school program

1f: Developing a plan to evaluate the counseling program

Domain 4 – Professional Responsibilities Domain 3 –Delivery of Service

4a: Reflecting on practice 3a: Responding Appropriately and Readily to Referrals, Consults with Teachers and Administrators, and 4b: Communicating with Problem Solving and IEP teams so Accurately Evaluating Students’ Needs. they understand the social emotional findings 3b: Assisting students and teachers in the formulation of 4c: Maintaining accurate records academic, personal/social, and transition plans (as 4d: Participating in a Professional Learning Community – applicable) based on knowledge of student needs emphasis on the positive and supportive interactions 3c: Facilitating students’ determination of eligibility for while demonstrating leadership. special education and subsequent development of the 4e: Engaging in professional development Individual Education Plan (I.E.P.) 4f: Showing Professionalism 3d: Supporting intervention planning and monitoring as part of the District’s Response to Intervention Plan;

3e: Collaborating, communicating, and acting as a liaison with outside service providers and community agencies to improve services and outcomes for students.

3f: Demonstrating flexibility and responsiveness

The Framework’s Common Themes: Equity, Cultural Competence, High Expectations, Developmental Appropriateness, Attention to Individual Students, Appropriate Use of Technology, and Student Assumption of Responsibility

August 14, 2012 Page 24 Form 1: FtT Rubrics

Social Worker Professional Practices for Domain 1: Planning and Preparation

Component Unsatisfactory Needs Improvement Proficient Excellent

(Unsatisfactory) (Emerging) (Proficient) (Distinguished)

1a: Demonstrating knowledge of Social Worker demonstrates little Social Worker demonstrates basic Social Worker demonstrates Social Worker demonstrates deep counseling theory and or no understanding of counseling understanding of counseling understanding of counseling theory and thorough understanding of techniques theory and techniques. theory and techniques. and techniques. counseling theory and techniques.

- Social worker has a beginning -Social worker has a beginning -Social worker has working - Social worker has thorough Critical Attributes understanding of theoretical understanding of theoretical understanding of theoretical models understanding of theoretical models and their relation to models and their relation to and their relation to student progress models and their relation to student progress but does not use student progress but does not and uses theory to create and plan student progress and uses theory theory to create and plan consistently use theory to create individual/group session. to create, plan, and adjust to individual/group sessions. and plan individual/group changing needs of sessions. -Social worker demonstrates a range individual/group sessions. -Social worker has no ideas for of ideas for individual/group individual/group activities -Social worker demonstrates a activities -Social worker demonstrates an limited range of ideas for extensive range of ideas for -Social worker does not gather individual/group activities - Social worker gathers information individual/group activities information regarding specific regarding specific students from a students - Social worker gathers number of sources -Social worker gathers information regarding specific information regarding specific students from a limited number of students from a variety of sources sources (ie. Staff that has the most (ie. Teachers, support staff, contact with student) parents, administrators, outside service providers).

August 14, 2012 Page 25 Component Unsatisfactory Needs Improvement Proficient Excellent

Social Worker displays little or no Social Worker displays partial Social Worker displays accurate Social Worker displays in addition 1b: Demonstrating knowledge of knowledge of child and adolescent knowledge of child and adolescent understanding of typical to accurate knowledge of the child and adolescent development. development. developmental characteristics of the typical development development. age group, as well as exceptions to characteristics of the age group the typical patterns of development. and exceptions to typical patterns, knowledge to the extent to which individual students follow the general patterns.

-Social Worker demonstrates little -Social Worker demonstrates a -Social Worker demonstrates -Social Worker demonstrates Critical Attributes or no knowledge of theories of beginning knowledge of theories knowledge of theories of normal and thorough knowledge of theories of normal and exceptional of normal and exceptional exceptional development in early normal and exceptional development in early childhood, development in early childhood, childhood, middle childhood, development in early childhood, middle childhood, adolescence, middle childhood, adolescence, adolescence, and early adulthood and middle childhood, adolescence, and early adulthood, he/she does and early adulthood however, their application to all students. and early adulthood and their not distinguish those he/she does not easily distinguish application to all students characteristics in individual those characteristics in individual - Social Worker demonstrates students students knowledge of the effects of biological, -Social Worker demonstrates psychological, family, social, health, thorough knowledge of the effects - Social Worker demonstrates - Social Worker demonstrates a and cultural factors on human of biological, psychological, family, little or no knowledge of the beginning knowledge of the development and functioning social, health, and cultural factors effects of biological, psychological, effects of biological, psychological, on human development and

August 14, 2012 Page 26 family, social, health, and cultural family, social, health, and cultural functioning factors on human development factors on human development and functioning and functioning -Social Worker informs other school staff on variations of typical and atypical child development

1c: Demonstrating knowledge of Social worker demonstrates little Social Worker displays awareness Social Worker displays awareness of Social Worker knowledge of state and federal regulations or no knowledge of governmental of governmental regulations and governmental regulations and governmental regulations and and of resources both within regulations and resources for resources for students available resources for students available resources for students is and beyond the school, district students available through the through the school, district or through the school, district or extensive, including those and cooperative school, district or cooperative. cooperative but no knowledge of cooperative and some familiarity available through the school, resources available more broadly. with resources external to the district or cooperative and in the school. community.

August 14, 2012 Page 28 -Social Worker is not aware of -Social Worker is aware of school -Social Worker has an understanding -Social Worker advocates for Critical Attributes existing resources and does not and district resources, however, of both in school district and outside students and/or families using know how to advocate for does not utilize outside resources services available to students and available resources and programs students practice of school social work families. both internal and outside district

- Social Worker does not -Social Worker demonstrates a -Social Worker recognizes the role of -Social Worker always recognizes recognize the importance of beginning knowledge of the legal school personnel as mandated the role of school personnel as understanding and abiding by issues in education (e.g., persons reporter of child abuse and neglect mandated reporter of child abuse current state/federal regulations with disabilities, child welfare, and provides assistance for and takes on a leadership role to (ie. Ethical practice and principles mental health, juvenile justice, mandated reporters as needed provide strategies for assisting of confidentiality) and school children’s and adolescents’ mandated reporters policies and procedures. rights), the importance of -Social Worker recognizes the promoting the rights of students, importance of understanding and - Social Worker always recognizes and current federal and state laws abiding by current state/federal the importance of understanding and regulations regulations (ie. Ethical practice and and abiding by current principles of confidentiality) and state/federal regulations (ie. -Social Worker sometimes school policies and procedures. Ethical practice and principles of recognizes the role of school confidentiality) and school personnel as mandated reporter policies and procedures and takes of child abuse and neglect on a leadership role to assist other staff members understanding - Social Worker inconsistently recognizes the importance of understanding and abiding by current state/federal regulations (ie. Ethical practice and principles of confidentiality) and school policies and procedures.

1d: Establishing goals for the Social worker has no clear goals Social worker goals for the Social worker goals for the Social worker goals for the social work program for the counseling program or counseling program are counseling program are clear and counseling program are highly appropriate to the setting and they are inappropriate to either rudimentary and are partially appropriate to the situation in the appropriate to the situation in the the students served the situation or the age of the suitable to the situation and the school and to the age of the students. school and to the age of the students. age of the students. students and have been developed following consultations with students, parents, and colleagues.

August 14, 2012 Page 29 - Social Worker is unable to - Social Worker inconsistently -Social Worker identifies strategies - Social Worker identifies Critical Attributes identify strategies for developing identifies strategies for for developing needs assessments numerous strategies for needs assessments and working developing needs assessments and working as a change agent to developing needs assessments as a change agent to create and working as a change agent to create identified services and working as a change agent to identified services create identified services create identified services -Social Worker seeks out additional -Social Worker provides little or -Social Worker has knowledge of therapeutic programs and/or -Social Worker takes initiative to no input on intervention intervention strategies/programs, training based on the need of the secure additional intervention programs/strategies but makes no effort to obtain or students and staff programs and/or training based implement them on the need of the students and -Social Worker provides training to staff staff and parents on intervention implementation - Social Worker provides training to staff and parents on -Social Worker strives to maintain the intervention implementation most current knowledge on intervention programs and best -Social Worker strives to maintain practices in implementation the most current knowledge on intervention programs and best practices in implementation administrators, and school staff regarding current and future interventions

-Social Worker gathers input from students, parents, and staff.

1e: Planning the counseling Counseling program consists of a Social worker plan has a guiding Social worker has developed a plan Social worker plan is highly program, integrated with the random collection of unrelated principle and includes a number that includes the important aspects of coherent and serves to support regular school program activities, lacking coherence or an of worthwhile activities, but some counseling in the setting. not only the students individually overall structure. of them don’t fit with the broader and in groups, but also the goals. broader educational program.

August 14, 2012 Page 30 - Social Worker is not involved at in school- - Social Worker is inconsistently involved in - Social Worker is involved in school-wide - Social Worker takes on a leadership role in Critical Attributes wide prevention programs and practices school-wide prevention programs and prevention programs and practices that teach school-wide prevention programs and that teach positive behaviors, promote practices that teach positive behaviors, positive behaviors, promote social-emotional practices that teach positive behaviors, social-emotional development, and ensure a promote social-emotional development, and development, and ensure a school climate promote social-emotional development, and school climate conducive to learning ensure a school climate conducive to conducive to learning ensure a school climate conducive to learning learning - Social Worker is not involved in small - Social Worker is involved in small group, and group, and short-term interventions focused - Social Worker is inconsistently involved in short-term interventions focused on improving - Social Worker takes on a leadership role in on improving early academics and social- small group, and short-term interventions early academics and social-emotional small group, and short-term interventions emotional engagement to reduce problem focused on improving early academics and engagement to reduce problem behavior focused on improving early academics and behavior social-emotional engagement to reduce social-emotional engagement to reduce problem behavior -Social Worker is pro-active in involving problem behavior -Social Worker makes no effort to involve identified/at-risk students within the regular identified/at-risk students within the -Social Worker inconsistently involves education population where appropriate and -Social Worker is very pro-active in regular education population where identified/at-risk students within the feasible. involving identified/at-risk students within appropriate and feasible. regular education population where the regular education population where appropriate and feasible. appropriate and feasible.

1f: Developing a plan to Social worker has no plan to Social worker has a rudimentary Social worker plan to evaluate the Social worker evaluation is highly evaluate the counseling evaluate the program or resists plan to evaluate the counseling program is organized around clear sophisticated, with imaginative program suggestions that such an program. goals and the collection of evidence to sources of evidence and a clear evaluation is important. indicate the degree to which the goals path toward improving the have been met. program on an ongoing basis.

-Social worker does not develop -Goals are not measurable - Clear, concise, and measurable goals - Clear, concise, and measurable Critical Attributes an evaluation plan after being have been developed goals have been developed asked to do so. -Data collection strategies are insufficient to measure goal -Data collection strategies effectively -Data collection strategies -Social Worker can demonstrate progress measure goal progress effectively measure goal progress no plan to evaluate counseling program effectiveness -Follow up occurs at irregular -Follow up occurs at regularly -Social Worker uses a wide variety intervals scheduled intervals of resources to monitor progress -Social Worker does not on goals and implement changes demonstrate knowledge of - Social Worker demonstrates a -Social Worker demonstrates based data multiple assessment techniques, beginning knowledge of multiple knowledge of multiple assessment such as observation, assessment techniques, such as techniques, such as observation, Social Worker demonstrates structured/clinical interviews observation, structured/clinical structured/clinical interviews thorough knowledge of multiple archival records, performance- interviews archival records, archival records, performance-based assessment techniques, such as based assessments, and performance-based assessments, assessments, and standardized observation, structured/clinical standardized assessments, and and standardized assessments, assessments, and their purposes, interviews archival records, their purposes, characteristics, and their purposes, characteristics, and limitations performance-based assessments, and limitations characteristics, and limitations and standardized assessments, - Social Worker demonstrates an and their purposes, - Social Worker does not - Social Worker demonstrates a understanding of evidence-based characteristics, and limitations demonstrate an understanding of beginning understanding of practice resources available for evidence-based practice resources evidence-based practice resources intervention and program - Social Worker demonstrates a available for intervention and available for intervention and development thorough understanding of program development program development evidence-based practice resources - Social Worker demonstrates an available for intervention and - Social Worker does not - Social Worker demonstrates a understanding of ways to integrate program development demonstrate an understanding of beginning understanding of ways and use technology for assessments, ways to integrate and use to integrate and use technology interventions, and information - Social Worker demonstrates a technology for assessments, for assessments, interventions, management thorough understanding of ways interventions, and information and information management to integrate and use technology management for assessments, interventions, and information managemen

August 14, 2012 Page 32 Social Worker Professional Practices for Domain 2: The Environment Component Unsatisfactory Needs Improvement Proficient Excellent

2a: Establishing rapport with Social worker’s interactions with Social worker’s interactions are a Social worker’s interactions with Students seek out the social students, using interpersonal students are negative or mix of positive and negative; the students are positive and worker, reflecting a high degree of skills, such as empathy to inappropriate; students appear social worker’s efforts at respectful; students appear comfort and trust in the establish trust and reduce uncomfortable in the social worker developing rapport are partially comfortable in the social worker relationship. anxiety work space. successful. work space.

-Social Worker’s interaction with -Social Workers effort to establish -Social Worker uses positive and -Social Worker’s interaction Critical Attributes some students is negative rapport is partially successful by consistent language in interactions demonstrate genuine caring and -Social Worker is demeaning, demonstrating a mix of positive with students respect for individual students sarcastic or inappropriate and negative interactions with -Social Worker establishes rapport -Students will seek out Social students by demonstrating general warmth, Worker to share information with caring and respect for all students them -Social Worker establishes and maintains rapport by demonstrating knowledge of the student’s interests in and out of the school environment. Social Worker makes no attempt to Social Worker’s is inconsistent in Social worker consistently promotes a Social Worker consistently promotes 2b: Promote a culture of promote a culture of collaboration in his/her attempts to promote a culture culture of collaboration in the school. culture of collaboration in the school collaboration with other the school. of collaboration throughout the school. and develops strategies for professionals in each building and improvement which is shared with staff throughout the district. (Colleagues and administration. and Administration) -Social Worker completes work in -Social Worker makes some attempt to -Social Worker frequently collaborates with -Social Worker promotes an open-door Critical Attributes a solitary way with no input from collaborate with teachers and/or teachers, administrators, and other school policy, making himself/herself available to administrators, but does so at inconvenient staff staff and students on a regular basis or consultation with others times or in an ineffective way -Social Worker meets with teachers and -Social Worker meets and/or offers times to -Social Worker does not attempt to -Teachers and administration appear administrators when the need arises meet with teachers and administrators at initiate interaction with students , apprehensive or uncomfortable seeking help regularly scheduled times to maintain from Social Worker -Teachers and administration appear consistent collaboration

August 14, 2012 Page 33 teachers, or administrators comfortable interacting with Social Worker -Teachers and administration seek out input from the Social Worker

2c: Managing routines and Social worker routines for the Social worker has rudimentary and Social worker routines for the Social worker routines for the procedures counseling center or classroom partially successful routines for counseling center or classroom counseling center or classroom work are non-existent or in the counseling center or work effectively. work are seamless, and students disarray. classroom. assist in maintaining them as age appropriate.

-Social Worker does not -Social Worker does not -Social Worker consistently -Social Worker is pro-active in Critical Attributes communicate to staff how to consistently communicate to staff communicates to staff the identifying staff for which referral obtain assistance from the school procedures for problem solving, procedure for problem solving, procedures are unclear Social Worker regarding student referral, and consultation referral, and consultation concerns -Procedures for problem solving, -Social Worker at times does not -Social Worker consistently referral, and testing were -Social Worker consistently does complete reports, evaluations, completes any paperwork and/or established in consultation with not complete reports, evaluations, and/or paperwork in a timely reports that he/she is responsible teachers and administration and and/or paperwork in a timely fashion for in a timely manner are clearly defined for staff fashion utilization -Social Worker at times -Social Worker does not -Social Worker consistently reschedules meetings due to reschedule meeting due to -Social Worker schedules meetings reschedules meetings due to conflicts arising from conflicts arising from consistent with procedures and/or conflicts arising from disorganization and/or incomplete disorganization and/or incomplete regulations disorganization and/or incomplete work work work -Social Worker does not reschedule meeting due to conflicts arising from disorganization and/or incomplete work

-Social Worker proactively monitors staff completion of tasks related to problem solving

Social worker has established and Social worker efforts to establish Social worker has established and Social worker has established and 2d: Establishing standards of communicated no standards of and communicate to students communicated to students clear communicated to students very conduct and contributing to the conduct for students during standards of conduct for standards of conduct for clear standards of conduct for culture for student behavior counseling sessions and makes no counseling sessions are partially counseling sessions and makes a counseling sessions, and students throughout the school contribution to maintaining an successful. Social worker significant contribution to the contribute to maintaining them (as environment of civility in the attempts, with limited success, to environment of civility in the age appropriate). Social worker school. contribute to the level of civility in school. takes a leadership role in the school as a whole. maintaining the environment of civility in the school.

-There is no evidence of -Behavior expectations during -Behavior expectations during -Behavior expectations during Critical Attributes established behavior expectations interactions with the Social interactions with the Social interactions with the Social in student interactions with the Worker are sometimes clear Worker are clear Worker are clear and students are Social Worker responsive -Social Worker inconsistently -Social Worker consistently -Social Worker does not attempts to redirect negative attempts to redirect negative -Students monitor their own demonstrate control of student student behavior student behavior appropriately behavior with minimal redirection behavior and respectfully. from the Social Worker -Social Worker too often defers to -Students behave negatively with other school staff to address -Social Worker seeks additional the Social Worker without negative behaviors assistance when needed, after consequence attempting to address negative student behavior independently.

2e: Organizing physical space The physical environment is Social worker attempts to create Social worker center or classroom Social worker center or classroom and storage of materials in each uninviting or inappropriate to an inviting and safe physical arrangements are inviting and arrangements are inviting and building across district planned activities. Materials are environment are partially conducive to the planned activities. conducive to the planned activities. not stored in a secure location, and successful. Materials in Social The social worker’s work spaces Students have contributed ideas to are difficult to find when needed. worker’s work spaces are stored are well organized; materials are the physical arrangements. The securely, but rooms are not stored in a secure location and are social worker’s work spaces are completely well organized, and available when needed. highly organized and inviting to materials are difficult to find when students. Materials are stored in a needed. secure location and are convenient when needed.

- Social Worker does not utilize a - Social Worker sometimes utilizes - Social Worker utilizes a work - Social Worker always utilizes a Critical Attributes work space that ensures privacy a work space that ensures privacy space that ensures privacy and work space that ensures privacy and confidentiality for students and confidentiality for students confidentiality for students and and confidentiality for students and families and families families and families

- Social Worker files are not stored - Social Worker files are sometimes - Social Worker files are stored - Social Worker files are always securely stored securely securely stored securely

- Social Worker resource materials - Social Worker resource materials - Social Worker resource materials - Social Worker resource materials are not well organized are sometimes organized and are well organized and easily are always well organized accessible accessible -Student input is promoted regarding physical arrangement

August 14, 2012 Page 36 Social Worker Professional Practices for Domain 3: Delivery of Service Component Unsatisfactory Needs Improvement Proficient Excellent

3a: Responding Appropriately Social worker does not assess Social worker assessments of the Social worker assesses students’ Social worker conducts detailed and Readily to Referrals, students’ needs, or the students’ needs are perfunctory. needs and knows the range of and individualized assessment of Consults with Teachers and assessments result in inaccurate Social worker consults on a student needs in the school. Social student needs to contribute to Administrators, and Accurately conclusions. Social worker fails to sporadic basis with colleagues, worker consults frequently with program planning. Social worker Evaluating Students’ Needs. consult with colleagues or to tailor making partially successful colleagues, tailoring evaluations to consults frequently with evaluations to the questions raised attempts to tailor evaluations to the questions raised in the referral. colleagues, contributing own in the referral. the questions raised in the referral. insights and tailoring evaluations to the questions raised in the referral.

- Social Worker does not respond -Social Worker does not respond --Social Worker responds to -Social Worker responds to Critical Attributes to referrals to referrals within mandated referrals within mandated referrals within mandated timelines timelines and communicates with timelines and ensures that parents -Social Worker does not consult parents and staff members and staff members have a thorough with colleagues regarding an -Social Worker consults with involved understanding of the process evaluation colleagues regarding an evaluation at times -Social Worker demonstrates -Social Worker consults with -Social Worker does not tailor knowledge of methods for colleagues regarding an evaluation evaluations to address questions -Social Worker tailors evaluations conducting formal and informal presented with the referral to address questions presented assessments of adaptive and -Social Worker addresses with the referral at times maladaptive behavior, self-esteem, questions raised in the referral and -Social Worker does not social skills, attitudes, interests, seeks to address any other demonstrate knowledge of -Social Worker demonstrates a emotional and medical factors that information deficiencies that may methods for conducting formal beginning knowledge of methods affect students’ learning and present themselves and informal assessments of for conducting formal and informal questions raised in the referral adaptive and maladaptive assessments of adaptive and -Social Worker thoroughly behavior, self-esteem, social skills, maladaptive behavior, self-esteem, -Social Worker consults with demonstrates knowledge of attitudes, interests, emotional and social skills, attitudes, interests, colleagues regarding an evaluation methods for conducting formal and medical factors that affect emotional and medical factors that informal assessments of adaptive students’ learning and questions affect students’ learning and -Social Worker addresses and maladaptive behavior, self- raised in the referral questions raised in the referral at questions raised in the referral esteem, social skills, attitudes, times interests, emotional and medical

August 14, 2012 Page 37 factors that affect students’ learning and questions raised in the referral

3b: Assisting students and Social worker formulates plans Social worker attempts to help Social worker helps students and Social worker helps students and teachers in the formulation of that are independent of student students and teachers formulate teachers formulate academic, teachers formulate academic, academic, personal/social, and needs. academic, person/social and person/social and transition plans person/social and transition plans transition plans (as applicable) transition plans (as applicable) (as applicable) for groups of (as applicable) for groups of based on knowledge of student that are partially successful. students. students. Social Worker needs collaborates with staff to ensure understanding and follow through of plan for students.

- Social Worker does not assist - Social Worker sometimes assists - Social Worker assists teachers - Social Worker thoroughly assists Critical Attributes teachers and students by lacking teachers and students by and students by demonstrating teachers and students by knowledge of ways to create and demonstrating knowledge of ways to knowledge of ways to create and demonstrating knowledge of ways to create and adapt learning create and adapt learning opportunities adapt learning opportunities and adapt learning opportunities and opportunities and materials, establish and materials, establish expectations materials, to establish expectations materials, establish expectations expectations for student learning for student learning consistent with for student learning consistent consistent with students’ strengths and for student learning consistent students’ strengths and needs, and with students’ strengths and needs, and select and apply the most with students’ strengths and select and apply the most appropriate needs, and to select and apply the appropriate methods of intervention to needs, and select and apply the methods of intervention to enhance most appropriate methods of enhance students’ educational most appropriate methods of

August 14, 2012 Page 38 intervention to enhance students’ experience intervention to enhance students’ students’ educational experience educational experience educational experience - Social Worker sometimes - Social Worker thoroughly - Social Worker does not demonstrates knowledge of ways to - Social Worker demonstrates demonstrates knowledge of ways to develop long and short-term plans demonstrate knowledge of ways to knowledge of ways to develop long develop long and short-term plans consistent with curriculum and consistent with curriculum and develop long and short-term plans and short-term plans consistent students’ diversity and strengths life students’ diversity and strengths life consistent with curriculum and with curriculum and students’ experiences, and social-emotional experiences, and social-emotional students’ diversity and strengths, factors diversity and strengths life factors life experiences, and social- experiences, and social-emotional emotional factors -Social Worker sometimes factors -Social Worker thoroughly demonstrates knowledge of ways to demonstrates knowledge of ways to -Social Worker does not consider environmental factors (e.g., -Social Worker demonstrates consider environmental factors (e.g., demonstrate knowledge of ways to poverty, abuse, transiency) when knowledge of ways to consider poverty, abuse, transiency) when consider environmental factors planning interventions to create an environmental factors (e.g., planning interventions to create an effective bridge between students’ (e.g., poverty, abuse, transiency) poverty, abuse, transiency) when effective bridge between students’ experiences and educational goals experiences and educational goals when planning interventions to planning interventions to create an create an effective bridge between effective bridge between students’ -Social Worker will facilitate meetings students’ experiences and experiences and educational goals for specific students to review/clarify educational goals plans for staff

3c: Facilitating students’ Social Worker declines to actively Social Worker actively participates Social Worker actively participates Social Worker actively participates determination of eligibility for participate on the evaluation team. on the evaluation team when on the evaluation team as a on the evaluation team and takes special education and directed to do so, preparing standard expectation; prepares initiative in assembling materials subsequent development of the adequate evaluation reports and detailed evaluation reports and for meetings. Reports are prepared Individual Education Plan (I.E.P.) limited facilitation of the IEP actively participates in team in an exemplary manner and are process. development of IEP. directly facilitates IEP goal development.

-Social Worker does not -Social Worker only participates -Social Worker always -Social Worker is an integral Critical Attributes participate on the evaluation team on the evaluation team when participates on the evaluation participant on the evaluation team requested team and takes responsibility for -Social Worker delivers inaccurate necessary paperwork components information to the evaluation team -Social Worker prepares -Social Worker prepares evaluation reports that contain evaluation reports that thoroughly -Social Worker’s reports are -Social Worker does not prepare minimum information to address outline information sought out in consistently without errors, evaluation reports referral question the referral questions thoroughly address referral questions, and provide new insight -Social Worker does not contribute -Social Worker does not make -Social Worker shares evaluation to problems to IEP goal development consistent effort to share information with staff members to evaluation information with staff contribute to IEP goal August 14, 2012 Page 39 members to contribute to IEP goal development -Staff members routinely utilize development Social Worker’s reports to facilitate IEP goal development

3d: Supporting intervention Social Worker fails to support the Social Worker’s support for the Social Worker’s plans for students Social Worker develops planning and monitoring as part planning of interventions suitable plan indicates limited knowledge are suitable for them, and are comprehensive plans for students, of the District’s Response to to students, or supports a planning of academic and behavioral aligned with identified needs. finding ways to creatively meet Intervention Plan; process that is mismatched with interventions to improve student Demonstrates knowledge of and student needs and incorporate the findings of the assessments. learning. Limited facilitation of application of academic and many related elements. Data data driven decision making behavioral interventions for driven decision making is fully processes. improving student learning based integrated into practice with on data driven decision making. fidelity. Facilitates modification of practices in response to student data.

-Social Worker does not -Social Worker shows neutral -Social Worker shows positive -Social Worker has thorough Critical Attributes demonstrate support regarding support for the intervention plan support for the intervention plan understanding of academic the intervention plan interventions -Social Worker does not share -Social Worker offers alternative -Social Worker supports an alternative thoughts for an suggestions for intervention plans -Social Worker has thorough intervention plan that does not intervention plan when it does not that align with students’ needs understanding of behavioral take into account students’ needs align with students’ needs interventions -Social Worker has adequate -Social Worker has no knowledge -Social Worker has minimal knowledge of academic -Social Worker utilizes data in of academic interventions knowledge of academic August 14, 2012 Page 40 -Social Worker has no knowledge interventions interventions developing intervention plans of behavioral interventions -Social Worker has minimal -Social Worker has adequate -Social Worker is creative with -Social Worker does not utilize knowledge of behavioral knowledge of behavioral alternative suggestions for data for decision-making interventions interventions intervention plans that do not meet students’ needs -Social Worker does not utilize -Social Worker utilizes data in data in developing intervention developing intervention plans plans -Social Worker advocates for modifications to intervention plans, when necessary, based on data-based decision making practices

3e: Collaborating, Social Worker declines to maintain Social Worker maintains Social Worker maintains ongoing Social Worker maintains ongoing communicating, and acting as a contact with outside service inconsistent contact with outside contact with outside service contact with outside service liaison with outside service providers and community service providers and community providers and community providers and community agencies providers and community agencies. agencies. agencies. and initiates contacts when agencies to improve services and needed. outcomes for students.

-Social Worker does not accept or -Social Worker sometimes accepts -Social Worker regularly accepts -Social Workers regularly accepts Critical Attributes make contacts with outside service and/or makes contact with outside and/or makes contact with outside and/or makes contact with outside providers and community agencies service providers and community service providers and community service providers and community agencies agencies agencies -Social Worker does not take necessary measures to ensure that -Social Worker does not always -Social Worker takes necessary -Social Worker always ensures that contact with outside service take necessary measures to ensure measures to ensure that contact the necessary measures are taken providers and community agencies that contact with outside service with outside service providers and to ensure compliance with sharing is in compliance utilizing consent providers and community agencies community agencies is in information to/with outside for release of information is in compliance utilizing consent compliance utilizing consent for service providers and community documents for release of information release of information documents agencies documents -Social Worker shares information

August 14, 2012 Page 41 obtained from outside service providers and community agencies with the necessary involved individuals

3f: Demonstrating flexibility and Social Worker adheres to his or Social Worker makes modest Social Worker makes revisions in Social Worker is continually responsiveness her methods of service delivery in changes in the service delivery the service delivery when it is seeking way to improve service spite of evidence of its inadequacy. when confronted with evidence of needed. delivery, and makes changes as the need for change. needed in response to student, parent, teacher or administrative input.

-Social Worker does not change -Social Worker sometimes makes -Social Worker makes changes in -Social Worker seeks out ways to Critical Attributes methodology of service delivery changes in the methodology of the methodology of service make improvement in the when proven to be inadequate service delivery when posed with a delivery when posed with a need methodology of service delivery need for change for change even when the current method -Social Worker ignores indications seems to be effective and ensures of inadequate service delivery -Changes made to service delivery -Social Worker ensures changes that the changes are successful are only partially successful made to service delivery are successful -Social Worker takes into account input from other involved parties regarding feedback of service delivery methodology

August 14, 2012 Page 42 Social Worker Professional Practices for Domain 4: Professional Responsibilities

4a: Reflecting on practice Social Worker does not reflect on Social Worker’s reflection on Social Worker’s reflection provides Social Worker’s reflection is highly practice, or the reflections are practice is moderately accurate an accurate and objective accurate and perceptive, citing inaccurate or self-serving. and objective without citing description of practice, citing specific examples that were not specific examples, and with only specific positive and negative fully successful, for at least some global suggestions as to how it characteristics. Social Worker students. Social Worker draws on might be improved. makes some specific suggestions an extensive repertoire to suggest as to how the service delivery alternative strategies. program might be improved.

-Social Worker does not self-reflect -Social Worker does not identify -Social Worker accurately assesses -Social Worker accurately assesses Critical Attributes on his/her current practices specific suggestions for self- his/her practice and takes into his/her practices utilizing both improvement account both positive and negative positive and negative -Social Worker only takes into characteristics characteristics in a thoughtful account reflections that are self- -Social Worker self-reflects on manner serving or that include inaccurate current practices, but does not -Social Worker identifies specific information always utilize accurate information suggestions for self-improvement -Social Worker identifies specific or use meaningful examples suggestions for self-improvement utilizing an extensive repertoire

Social Worker fails to Social Worker inconsistently Social Worker communicates with Social Worker communicates with 4b: Communicating with communicate to the Problem communicates with the Problem the Problem Solving and IEP teams Problem Solving and IEP teams in a Problem Solving and IEP teams Solving and IEP teams or Solving and IEP Teams by asking and does so in a manner that manner highly supportive of August 14, 2012 Page 43 communicates in an insensitive insensitive questions or by supports shared communication, collaborative sharing and problem- so they understand the social and/or ineffective manner. demonstrating a lack of follow ongoing questions and information solving. Social Worker reaches out emotional findings through for requests for additional sharing. to families of students to enhance or clarifying information. trust between the service team and the family members.

-Social Worker does not -Social Worker sometimes -Social Worker effectively -Social Worker effectively Critical Attributes communicate with the Problem communicates with the Problem communicates with the Problem communicates with the Problem Solving and IEP teams Solving and IEP teams Solving and IEP teams in an on-going Solving and IEP teams in a manner collaborative manner -Social Worker uses insensitive -Social Worker sometimes follows - Social Worker consistently follows -Social Worker regularly initiates and/or ineffective means to through with requests for through with requests for additional or interaction with families to establish communicate with the Problem additional or clarifying clarifying information and maintain positive relationships Solving and IEP team information

4c: Maintaining accurate records Social Worker’s records are in Social Worker’s records are Social Worker’s records are Social Worker’s records are disarray; they may be missing, accurate and legible, and stored in accurate and legible, well accurate and legible, well insecure, or illegible. a secure location. organized, and stored in a secure organized, and stored in a secure location. location. They are written to be understandable to another qualified professional and/or parents.

- Social Worker does not have a - Social Worker has a system for -Social Worker has an effective - Social Worker has a highly Critical Attributes system for maintaining records maintaining accurate records system for maintaining accurate effective system for maintaining accurate, legible, well-organized, -Social Worker’s system for - Social Worker’s has a designated - Records are easily found through and secure records -maintaining accurate records is in place for records that is secure an organizational system that is disarray and records are not secured -Social Work records are written secured - Social Worker’s records are so that they are understandable by legible and accurate - Social Work records are legible other qualified professional in the and accurate field and can be interpreted to parents when needed

4d: Participating in a Social Worker’s relationships with Social Worker’s relationships with Social Worker participates actively Social Worker makes a substantial Professional Learning colleagues are negative or self- colleagues are cordial, and Social in school and district events and contribution to school and district Community – emphasis on the serving, and social worker avoids Worker participates in school and projects, and maintains positive events and projects, and assumes being involved in school and positive and supportive district events and projects when and productive relationships with leadership with colleagues. district events and projects. interactions while specifically requested. colleagues. demonstrating leadership.

August 14, 2012 Page 44 - Social Worker’s relationships -Social Worker has pleasant - Social Worker has supportive and - Social Worker has supportive and Critical Attributes with colleagues are characterized relationships with colleagues collaborative relationships with collaborative relationships with by negativity or combativeness colleagues colleagues - When asked/requested, the - Social Worker purposely avoids Social Worker participates in - Social Worker regularly - Social Worker takes a leadership contributing to activities within cooperative and/or district events participates in district events and role in cooperative and/or district the cooperative and/ or district projects events and projects

- Social Worker regularly contributes to cooperative and/or district events and projects

4e: Engaging in professional Social Worker does not participate Social Worker participation in Social Worker seeks out Social Worker actively pursues development in professional development professional development opportunities for professional professional development activities, even when such activities is limited to those that development based on an opportunities, and makes a activities are clearly needed for the are convenient or are required. individual assessment of need. substantial contribution to the ongoing development of skills. school, district and cooperative by implementing and/or training colleagues on learned information.

-Social Worker does not -Social Worker participates in - Social Worker seeks out -Social Worker seeks out Critical Attributes participate in professional professional development opportunities for professional opportunities for professional development activities activities when they are required development to enhance his/her development to enhance his/her knowledge base and/or address knowledge base and/or address -Social Worker purposely resists -Social Worker professional deficiencies deficiencies participating in any needed development does not always development of skills address specific deficiencies. -Social Worker engages in -Social Worker takes an active professional development leadership role in implementing -Social Worker is not engaged in -Social Worker sometimes engages activities that support school social and/or training colleagues in professional development in professional development work practice and continued professional development activities that support school social activities that support school social licensure activities work practice and continued work practice and continued licensure licensure - Social Worker always engages in

August 14, 2012 Page 45 professional development activities that support school social work practice and continued licensure

4f: Showing Professionalism Social Worker displays dishonesty Social Worker is honest in Social Worker displays high Social Worker can be counted on to in interactions with colleagues, interactions with colleagues, standards of honesty, integrity, and hold the highest standards of students, and the public. Social students, and the public. Social confidentiality in interactions with honesty, integrity, and Worker is not alert to students’ Workers’ attempts to serve colleagues, students, and the public. confidentiality and takes a needs and contributes to school students are inconsistent and Social Worker is active in serving leadership role with colleagues. practices that result in some knowingly contribute to some students, working to ensure that Social Worker is highly proactive in students being ill served by the students being ill served by the all students receive a fair serving students, seeking out school. Social Worker makes school. Social Workers’ decisions opportunity to succeed. Social resources when needed. Social decisions and recommendations and recommendations are based on Worker maintains an open mind in Worker makes a concerted effort based on self-serving interests. limited though genuinely team or departmental decision to challenge negative attitudes or Social Worker does not comply with professional considerations. Social making. Social Worker complies practices to ensure that all school, district and/or cooperative Worker complies minimally with fully with school, district and/or students, particularly those regulations. school, district and/or cooperative cooperative regulations. traditionally underserved, are regulations, doing just enough to honored in the school. Social get by. Worker takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Social Worker complies fully with school, district and/or cooperative regulations, taking a leadership role with colleagues.

August 14, 2012 Page 46 -Social Worker is dishonest -Social Worker is honest -Social Worker is honest and known for -Social Worker is considered a leader in terms Critical Attributes having high standards of integrity of honesty, integrity and confidentiality -Social Worker does not notice the -Social Worker notices the needs of students but is inconsistent in -Social Worker actively addresses -Social Worker is highly proactive in serving needs of students students addressing them student needs -Social Worker engages in practices -Social Worker makes a concerted effort to -Social Worker does not notice that -Social Worker actively works to that are self-serving ensure opportunities are available for all some school practices result in poor provide opportunities for student students to be successful conditions for students success -Social Worker willfully rejects -Social Worker takes a leadership role in team school, district and/or cooperative -Social Worker makes decisions -Social Worker willingly participates in and departmental decision making regulations professionally, but on a limited basis team and departmental decision making -Social Worker takes a leadership role -Social Worker complies with school, -Social Worker complies completely regarding school, district and/or cooperative regulations district and/or cooperative regulations. with school, district and/or cooperative regulations

August 14, 2012 Page 47 Social Worker Appraisal System SOWIC

Appendix B: Forms and Documents

August 14, 2012 Page 48 FORM 2: SOWIC Social Worker Appraisal System Observation Notes

Social Worker: Date / Time:

Evaluator: Observation Area:

Domain 2: Environment Domain 3: Delivery of Service

2a: Establishing rapport with students, using interpersonal skills, 3a: Responding Appropriately and Readily to Referrals, Consults such as empathy to establish trust and reduce anxiety with Teachers and Administrators, and Accurately Evaluating Students’ Needs. 2b: Promote a culture of collaboration with other professionals in each building and throughout the district. (Colleagues and 3b: Assisting students and teachers in the formulation of academic, Administration) personal/social, and transition plans (as applicable) based on knowledge of student needs 2c: Managing routines and procedures 3c: Facilitating students’ determination of eligibility for special 2d: Establishing standards of conduct and contributing to the education and subsequent development of the Individual Education culture for student behavior throughout the school Plan (I.E.P.) 2e: Organizing physical space and storage of materials in each 3d: Supporting intervention planning and monitoring as part of the building across district District’s Response to Intervention Plan;

3e: Collaborating, communicating, and acting as a liaison with outside service providers and community agencies to improve services and outcomes for students.

Time Actions & Statements/Questions by Teacher & Students Component

August 14, 2012 Page 49 August 14, 2012 Page 50 FORM 3: SOWIC Social Worker Appraisal System Pre-Observation Conversation: Year 1, Segments 1 & 2

Social Worker: School: Grade Level(s): Subject(s): Observer: Date:

Conversation Components Observable Components Domain 1 Domain 4 Domain 2 Domain 3 Planning and Preparation Professional Environment Delivery of Service Responsibilities 1a: Demonstrating 2a: Establishing rapport with 3a: Responding Appropriately 4b: Communicating with knowledge of counseling students, using interpersonal and Readily to Referrals, Problem Solving and IEP theory and techniques skills, such as empathy to Consults with Teachers and teams so they understand the establish trust and reduce Administrators, and Accurately 1b: Demonstrating social emotional findings anxiety Evaluating Students’ Needs. knowledge of child and adolescent development. 2d: Establishing standards of conduct and contributing to the 1c: Demonstrating culture for student behavior knowledge of state and throughout the school federal regulations and of resources both within and beyond the school, district and cooperative

Questions for Discussion between Social Worker and Evaluator:

1. Briefly describe the students in your class or small group. What have you learned about your students this year that has gone into planning for this session? (1b)

2. Discuss how you planned and prepared for this session. What are the specific learning targets of the lesson? (1a & 1c)

3. The learning environment is key to helping students be successful learners. How have you organized the classroom to promote a respectful learning environment? How do your procedures and the physical arrangement help students be successful? (Links to 2a, 2d, & 3e)

4. Question related to classroom/small group sessions: During the observation I will be collecting evidence about your teaching directions, procedures, explanations, and learning expectations. What specific information would you like me to collect about your instructional communication? (Links to 3a)

5. Thinking beyond meetings/sessions, how have you communicated and connected with the students’ families to help build a link between home and school? How does family information influence your management and instructional decisions with individual students? (Links to 4b)

6. Beyond what we have already discussed, what else would you like to share with me about the session that I will be observing?

August 14, 2012 Page 51 FORM 4: SOWIC Social Worker Appraisal System Year 1, Segments 1 & 2 Formative Feedback

Conversation Components Observable Components Domain 1 Domain 4 Domain 2 Domain 3 Planning and Preparation Professional Environment Delivery of Service Responsibilities 1a: Demonstrating 2a: Establishing rapport with 3a: Responding Appropriately 4b: Communicating with knowledge of counseling students, using interpersonal and Readily to Referrals, Problem Solving and IEP teams theory and techniques skills, such as empathy to Consults with Teachers and so they understand the social establish trust and reduce Administrators, and Accurately 1b: Demonstrating emotional findings anxiety Evaluating Students’ Needs. knowledge of child and adolescent development. 2d: Establishing standards of conduct and contributing to the 1c: Demonstrating culture for student behavior knowledge of state and throughout the school federal regulations and of resources both within and beyond the school, district and cooperative

Conversation should focus on celebrations and areas needing further concentration.

Domain 1 (Planning and Preparation) Feedback

2a: Establishing rapport with students, using interpersonal skills, such as empathy to establish trust and reduce anxiety

2d: Establishing standards of conduct and contributing to the culture for student behavior throughout the school

3a: Responding Appropriately and Readily to Referrals, Consults with Teachers and Administrators, and Accurately Evaluating Students’ Needs

Domain 4 (Professional Responsibilities) Feedback

Other Areas for Further Development

Date of post conversation:

Social Worker Signature:______

Signature indicates only that the social worker has received the formative feedback

August 14, 2012 Page 52 Administrator Signature:______

FORM 5: SOWIC Social Worker Appraisal System Post-Observation Conversation: All Years and Segments Social Worker: School: Grade Level(s): Subject(s): Observer: Date: Attendance: Conversation Components Observable Components Domain 1 Domain 4 Domain 2 Domain 3 Planning and Preparation Professional Responsibilities Environment Delivery of Service 1a: Demonstrating knowledge of 4a: Reflecting on practice 2a: Establishing rapport with 3a: Responding Appropriately and counseling theory and students, using interpersonal skills, Readily to Referrals, Consults with 4b: Communicating with Problem techniques such as empathy to establish trust Teachers and Administrators, and Solving and IEP teams so they and reduce anxiety Accurately Evaluating Students’ 1b: Demonstrating knowledge of understand the social emotional Needs. child and adolescent findings 2b: Promote a culture of development. collaboration with other 3b: Assisting students and teachers 4c: Maintaining accurate records professionals in each building and in the formulation of academic, 1c: Demonstrating knowledge of 4d: Participating in a Professional throughout the district. (Colleagues personal/social, and transition plans state and federal regulations and Learning Community – emphasis and Administration) (as applicable) based on knowledge of resources both within and on the positive and supportive of student needs beyond the school, district and 2c: Managing routines and interactions while demonstrating cooperative procedures 3c: Facilitating students’ leadership. determination of eligibility for 1d: Establishing goals for the 4e: Engaging in professional 2d: Establishing standards of special education and subsequent social work program appropriate development conduct and contributing to the development of the Individual to the setting and the students culture for student behavior Education Plan (I.E.P.) served 4f: Showing Professionalism throughout the school 3d: Supporting intervention planning 1e: Planning the counseling 2e: Organizing physical space and and monitoring as part of the program, integrated with the storage of materials in each District’s Response to Intervention regular school program building across district Plan;

1f: Developing a plan to evaluate 3e: Collaborating, communicating, the counseling program and acting as a liaison with outside service providers and community agencies to improve services and outcomes for students.

After reflecting upon the lesson, the Social Worker will respond to the following questions and bring this form to the Post-Observation Conversation between the Social Worker and the Evaluator. 1. In general, how successful was the session?

a. Describe the key components of your session that helped or hindered your students’ overall engagement (i.e. communication, discussion, questions, student grouping, materials/resources, pacing, instructional flexibility etc)? (Domain 3: Delivery of Service)

b. What evidence do you have that the student learning targets were met during small group or classroom setting? (Domain 3: Delivery of Service) 2. How did the environment you established facilitate or hinder student learning? (Domain 2: The Classroom Environment)

3. After reflecting on this session:

August 14, 2012 Page 53 a. What went well in this session that you will incorporate into future sessions? What did not go well that you do not plan to incorporate into future sessions? (Component 4a: Professional Responsibilities)

b. What did you learn from this session that will help you improve your teaching in the future? (Component 4a: Professional Responsibilities) c. What do you hope to be able to share with your colleagues after this teaching session?

August 14, 2012 Page 54 Form 6: SOWIC Social Worker Appraisal System Pre-Observation Conversation: Year 1, Segments 3 & 4 Social Worker: School: Grade Level(s): Subject(s): Observer: Date: Conversation Components Observable Components Domain 1 Domain 4 Domain 2 Domain 3 Planning and Preparation Professional Responsibilities Environment Delivery of Service 1a: Demonstrating knowledge of 2a: Establishing rapport with 3a: Responding Appropriately and 4b: Communicating with Problem counseling theory and students, using interpersonal skills, Readily to Referrals, Consults with Solving and IEP teams so they techniques such as empathy to establish trust Teachers and Administrators, and understand the social emotional and reduce anxiety Accurately Evaluating Students’ 1b: Demonstrating knowledge of findings Needs. child and adolescent 2c: Managing routines and 4d: Participating in a Professional development. procedures 3c: Facilitating students’ Learning Community – emphasis determination of eligibility for 1c: Demonstrating knowledge of on the positive and supportive 2d: Establishing standards of special education and subsequent state and federal regulations and interactions while demonstrating conduct and contributing to the development of the Individual of resources both within and leadership. culture for student behavior Education Plan (I.E.P.) beyond the school, district and . throughout the school cooperative 2e: Organizing physical space and 1e: Planning the counseling storage of materials in each program, integrated with the building across district regular school program .

Questions for Discussion between Teacher and Social Worker: 1. Briefly describe the students in your class or small group. What have you learned about your students this year that has gone into planning for this session? (1b)

2. Discuss how you planned and prepared for this session. What are the specific learning targets of the lesson? (1a & 1c)

3. Discuss how have you have organized the overall structure, pacing, and materials within this session to engage students in the learning process? (1e, links to 3c)

4. The learning environment is key to helping students be successful learners. How have you organized the setting to promote a respectful learning environment? How do your classroom procedures and the physical arrangement help students be successful? How have you changed your organizational procedures/ arrangement based on previous feedback? (Links to 2a, 2d, & 2e)

5. Question relates to classroom/small group sessions: During the observation I will be collecting evidence about your teaching directions, procedures, explanations, and learning expectations. What specific information would you like me to collect about your instructional communication? (Links to 3a)

6. How has this lesson been influenced by collaboration with other colleagues or parents? (4d)

7. Thinking beyond the meeting/session, how have you continued to communicate and connect with the students’ families to help build a link between home and school? How has family information continued to influence your classroom management and instructional decisions with individual students? (Links to 4b)

August 14, 2012 Page 55 8. Beyond what we have already discussed, what else would you like to share with me about the session that I will be observing?

August 14, 2012 Page 56 FORM 7: SOWIC Social Worker Appraisal System Year 1, Segments 3 & 4 Formative Feedback

Social Worker: School: Grade Level(s): Subject(s): Observer: Date: Conversation Components Observable Components Domain 1 Domain 4 Domain 2 Domain 3 Planning and Preparation Professional Environment Delivery of Service Responsibilities 1a: Demonstrating knowledge of 2a: Establishing rapport with 3a: Responding Appropriately and 4b: Communicating with Problem counseling theory and students, using interpersonal skills, Readily to Referrals, Consults with Solving and IEP teams so they techniques such as empathy to establish trust Teachers and Administrators, and understand the social emotional and reduce anxiety Accurately Evaluating Students’ 1b: Demonstrating knowledge of findings Needs. child and adolescent 2c: Managing routines and 4d: Participating in a Professional development. procedures 3c: Facilitating students’ Learning Community – emphasis determination of eligibility for 1c: Demonstrating knowledge of on the positive and supportive 2d: Establishing standards of special education and subsequent state and federal regulations and interactions while demonstrating conduct and contributing to the development of the Individual of resources both within and leadership. culture for student behavior Education Plan (I.E.P.) beyond the school, district and throughout the school cooperative 2e: Organizing physical space and 1e: Planning the counseling storage of materials in each program, integrated with the building across district regular school program

Conversation should focus on celebrations and areas needing further concentration. Domain 1 (Planning and Preparation) Feedback

2a. Establishing rapport with students, using interpersonal skills, such as empathy to establish trust and reduce anxiety

2c. Managing routines and procedures.

2d. Establishing standards of conduct and contributing to the culture for student behavior throughout the school

2e. Organizing physical space for testing of students and storage of materials in each building across the district

3a. Responding Appropriately and Readily to Referrals, Consults with Teachers and Administrators, and Accurately Evaluating Students’ Needs.

3c. Facilitating students’ determination of eligibility for special education and subsequent development of the Individual Education Plan (I.E.P.)

Date of post conversation: ______

August 14, 2012 Page 57 Social Worker Signature: ______Signature indicates only that the social worker has received the formative feedback. Administrator Signature: ______

August 14, 2012 Page 58 FORM 8: Final Summative Evaluation Social Worker Name: Location: School Year: Evaluator: Years of Service in SOWIC:

Observation dates included in the basis of this summative evaluation: Formal Observation Dates: Informal Observation Dates: Teacher’s Attendance:

Unsatisfactory Needs Improvement Proficient Excellent Domain 1 – Planning and Preparation (Unsatisfactory) (Basic) (Proficient) (Distinguished) Unsatisfactory Needs Improvement Proficient Excellent Domain 2 –Environment (Unsatisfactory) (Basic) (Proficient) (Distinguished) Unsatisfactory Needs Improvement Proficient Excellent Domain 3 – Delivery of Service (Unsatisfactory) (Basic) (Proficient) (Distinguished) Unsatisfactory Needs Improvement Proficient Excellent Domain 4 – Professional Responsibilities (Unsatisfactory) (Basic) (Proficient) (Distinguished)

Unsatisfactory Needs Improvement Proficient Excellent Overall Rating (Unsatisfactory) (Basic) (Proficient) (Distinguished) We have conducted a conversation on the rubrics. The Social Worker has the right to attach written comments within (10) school days of completion of this form for inclusion in their personnel file maintained in the Human Resources Department. Social Worker Signature: ______Date: ______Signature indicates only that the teacher has read and understands the evaluation.

Evaluator Signature: ______Date: ______

August 14, 2012 Page 59 FORM 9: Self-Reflection for Professional Growth: Domains 1-4 Name: ______Based upon feedback and data from administrator, coach/mentor, professional peers, and your own needs and interest, reflect on the strengths and areas of growth within your professional practices: Strengths Domains/Components Growth Opportunities Domain 1 Planning and Preparation 1a: Demonstrating knowledge of counseling theory and techniques 1b: Demonstrating knowledge of child and adolescent development.

1c: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school, district and cooperative

1d: Establishing goals for the social work program appropriate to the setting and the students served

1e: Planning the counseling program, integrated with the regular school program

1f: Developing a plan to evaluate the counseling program

Next Steps:

Domain 2: Environment 2a: Establishing rapport with students, using interpersonal skills, such as empathy to establish trust and reduce anxiety

2b: Promote a culture of collaboration with other professionals in each building and throughout the district. (Colleagues and Administration)

2c: Managing routines and procedures

2d: Establishing standards of conduct and contributing to the culture for student behavior throughout the school 2e: Organizing physical space and storage of materials in each building across district

August 14, 2012 Page 60 Next Steps:

August 14, 2012 Page 61 Strengths Domains/Components Growth Opportunities Domain 3: Delivery of Service 3a: Responding Appropriately and Readily to Referrals, Consults with Teachers and Administrators, and Accurately Evaluating Students’ Needs. 3b: Assisting students and teachers in the formulation of academic, personal/social, and transition plans (as applicable) based on knowledge of student needs 3c: Facilitating students’ determination of eligibility for special education and subsequent development of the Individual Education Plan (I.E.P.) 3d: Supporting intervention planning and monitoring as part of the District’s Response to Intervention Plan;

3e: Collaborating, communicating, and acting as a liaison with outside service providers and community agencies to

improve services and outcomes for students.

3f: Demonstrating flexibility and responsiveness Next Steps:

Domain 4:Professional Responsibilities 4a: Reflecting on practice

4b: Communicating with Problem Solving and IEP teams so they understand the social emotional findings

4c: Maintaining accurate records

4d: Participating in a Professional Learning Community – emphasis on the positive and supportive interactions while demonstrating leadership.

4e: Engaging in professional development

August 14, 2012 Page 62 4f: Showing Professionalism

Next Steps:

August 14, 2012 Page 63 FORM 10: SOWIC Social Worker Appraisal System Pre-Observation Conversation: Year 2, Segments 1 & 2

Conversation Components Observable Components Domain 1 Domain 4 Domain 2 Domain 3 Planning and Preparation Professional Environment Delivery of Service Responsibilities 1a: Demonstrating knowledge of 4a: Reflecting on practice 2a: Establishing rapport with 3a: Responding Appropriately and counseling theory and techniques students, using interpersonal skills, Readily to Referrals, Consults with 4b: Communicating with Problem such as empathy to establish trust Teachers and Administrators, and 1b: Demonstrating knowledge of child Solving and IEP teams so they and reduce anxiety Accurately Evaluating Students’ and adolescent development. understand the social emotional Needs. findings 2b: Promote a culture of 1c: Demonstrating knowledge of state collaboration with other 3c: Facilitating students’ and federal regulations and of resources 4d: Participating in a Professional professionals in each building and determination of eligibility for both within and beyond the school, Learning Community – emphasis throughout the district. (Colleagues special education and subsequent district and cooperative on the positive and supportive and Administration) development of the Individual interactions while demonstrating Education Plan (I.E.P.) 1d: Establishing goals for the social leadership. 2c: Managing routines and work program appropriate to the setting procedures 3d: Supporting intervention planning 4e: Engaging in professional and the students served and monitoring as part of the development 2d: Establishing standards of District’s Response to Intervention 1e: Planning the counseling program, conduct and contributing to the Plan; integrated with the regular school culture for student behavior program throughout the school 3e: Collaborating, communicating, and acting as a liaison with outside 2e: Organizing physical space and 1f: Developing a plan to evaluate the service providers and community storage of materials in each counseling program agencies to improve services and building across district outcomes for students.

Questions for Discussion between Social Worker and Evaluator: 1. Briefly describe the students in your class or small group. What have you learned about your students this year that has gone into planning for this session? (1b) 2. Discuss how you planned and prepared for this session. What are the specific learning targets of the session? (1a & 1c) 3. Discuss how have you have organized the overall structure, pacing, and materials within this session to engage students in the learning process? (1e, links to 3c) 4. The learning environment is key to helping students be successful learners. How have you organized the setting to promote a respectful learning environment? How do your classroom procedures and the physical arrangement to help students be successful? How have you changed your organizational procedures / arrangement based on previous feedback? (Links to 2a, 2d, and 2e) 5. Question relates to classroom/small group sessions: During the observation I will be collecting evidence about your teaching directions, procedures, explanations, and learning expectations. What specific information would you like me to collect about your instructional communication? (Links to 3a) 6. How do you plan to formatively assess your students’ progress towards mastery of the identified learningtargets? (1f, Links to 3d)

7. How has this lesson been influenced by collaboration with other colleagues? How has involvement in different professional activities helped you to develop this lesson? (Links to 4a, 4d, 4e) 8. How have you differentiated and adjusted your teaching through questions, discussion, and activities? (Links to 3e)

August 14, 2012 Page 64 9. Thinking beyond the meeting/session, how have you continued to communicate and connect with the students’ families to help build a link between home and school? How has family information continued to influence your classroom management and instructional decisions with individual students? (Links to 4b) 10. Beyond what we have already discussed, what else would you like to share with me about the session that I will be observing?

FORM 11: SOWIC Social Worker Appraisal System Year 2 Segments 1 & 2 Formative Feedback

Conversation Components Observable Components Domain 1 Domain 4 Domain 2 Domain 3 Planning and Preparation Professional Environment Delivery of Service Responsibilities 1a: Demonstrating knowledge of 4a: Reflecting on practice 2a: Establishing rapport with students, 3a: Responding Appropriately and counseling theory and techniques using interpersonal skills, such as Readily to Referrals, Consults with 4b: Communicating with Problem empathy to establish trust and reduce Teachers and Administrators, and 1b: Demonstrating knowledge of Solving and IEP teams so they anxiety Accurately Evaluating Students’ child and adolescent development. understand the social emotional Needs. findings 2b: Promote a culture of collaboration 1c: Demonstrating knowledge of with other professionals in each 3c: Facilitating students’ state and federal regulations and of 4d: Participating in a Professional building and throughout the district. determination of eligibility for special resources both within and beyond Learning Community – emphasis (Colleagues and Administration) education and subsequent the school, district and cooperative on the positive and supportive development of the Individual interactions while demonstrating 2c: Managing routines and procedures Education Plan (I.E.P.) 1d: Establishing goals for the social leadership. work program appropriate to the 2d: Establishing standards of conduct 3d: Supporting intervention planning 4e: Engaging in professional setting and the students served and contributing to the culture for and monitoring as part of the development student behavior throughout the school District’s Response to Intervention 1e: Planning the counseling Plan; program, integrated with the regular 2e: Organizing physical space and storage of materials in each building school program 3e: Collaborating, communicating, across district and acting as a liaison with outside 1f: Developing a plan to evaluate the service providers and community counseling program agencies to improve services and outcomes for students.

Conversation should focus on celebrations and areas needing further concentration.

Domain 1 (Planning and Preparation) Feedback

2b. Promote a culture of collaboration with other professionals in each building and throughout the district. (Colleagues and Administration)

2d: Establishing standards of conduct and contributing to the culture for student behavior throughout the school

August 14, 2012 Page 65

2e. Organizing physical space for testing of students and storage of materials in each building across the district

3c. Facilitating students’ determination of eligibility for special education and subsequent development of the Individual Education Plan (I.E.P.)

3d. Supporting intervention planning and monitoring as part of the District’s Response to Intervention Plan

3e. Collaborating, communicating, and acting as a liaison with outside service providers and community agencies to improve services and outcomes for students.

Social Worker Signature:______

Signature indicates only that the social worker has received the formative feedback

Administrator Signature:______

August 14, 2012 Page 66 FORM 12: SOWIC Social Worker Appraisal System Pre-Observation Conversation: Year 2, Segments 3 & 4; OR Year 3+, All Segments Social Worker: School: Grade Level(s): Subject(s): Observer: Date:

Conversation Components Observable Components Domain 1 Domain 4 Domain 2 Domain 3 Planning and Preparation Professional Environment Delivery of Service Responsibilities 1a: Demonstrating knowledge of 4a: Reflecting on practice 2a: Establishing rapport with 3a: Responding Appropriately and counseling theory and students, using interpersonal skills, Readily to Referrals, Consults with 4b: Communicating with Problem techniques such as empathy to establish trust Teachers and Administrators, and Solving and IEP teams so they and reduce anxiety Accurately Evaluating Students’ 1b: Demonstrating knowledge of understand the social emotional Needs. child and adolescent findings 2b: Promote a culture of development. collaboration with other 3b: Assisting students and teachers 4c: Maintaining accurate records professionals in each building and in the formulation of academic, 1c: Demonstrating knowledge of 4d: Participating in a Professional throughout the district. (Colleagues personal/social, and transition plans state and federal regulations and Learning Community – emphasis and Administration) (as applicable) based on knowledge of resources both within and on the positive and supportive of student needs beyond the school, district and 2c: Managing routines and interactions while demonstrating cooperative procedures 3c: Facilitating students’ leadership. determination of eligibility for 1d: Establishing goals for the 4e: Engaging in professional 2d: Establishing standards of special education and subsequent social work program appropriate development conduct and contributing to the development of the Individual to the setting and the students culture for student behavior Education Plan (I.E.P.) served 4f: Showing Professionalism throughout the school 3d: Supporting intervention planning 1e: Planning the counseling 2e: Organizing physical space and and monitoring as part of the program, integrated with the storage of materials in each District’s Response to Intervention regular school program building across district Plan;

Questions for Discussion between Social Worker and Evaluator: 1. Briefly describe the students in your class or small group. What have you learned about your students this year that has gone into planning for this session? (1b)

August 14, 2012 Page 67 2. Discuss how you planned and prepared for this session. What are the specific learning targets of the session? (1a & 1c)

3. Discuss how have you have organized the overall structure, pacing, and materials within this lesson to engage students in the learning process? (1e, links to 3c)

4. The learning environment is key to helping students be successful learners. How have you organized the setting to promote a respectful learning environment? How do your classroom procedures and the physical arrangement help students be successful? How have you changed your organizational procedures / arrangement based on previous feedback? (Links to 2a, 2d, and 2e)

5. Question relates to classroom/small group session: During the observation I will be collecting evidence about your teaching directions, procedures, explanations, discussion process and learning expectations. What specific information would you like me to collect about your instructional communication? (Links to 3a, 3b)

6. How have you differentiated and adjusted your teaching through questions, discussion, and activities? (Links to 3e)

7. How do you plan to formatively assess your students’ progress towards mastery of the identified learning targets? (1f, Links to 3d)

8. How has this lesson been influenced by collaboration with other colleagues? How has involvement in different professional activities helped you to develop this lesson? (Links to 4a, 4d, 4e)

9. Thinking beyond the meeting/session, how have you continued to communicate and connect with the students’ families to help build a link between home and school? How has family information continued to influence your management and instructional decisions with individual students? (Links to 4b)

10. Beyond what we have already discussed, what else would you like to share with me about the lesson that I will be observing?

August 14, 2012 Page 68

FORM 13: SOWIC Social Worker Appraisal System Year 2 Segments 3 & 4/Year 3+ Formative Feedback

Conversation Components Observable Components Domain 1 Domain 4 Domain 2 Domain 3 Planning and Preparation Professional Environment Delivery of Service Responsibilities 1a: Demonstrating knowledge of 4a: Reflecting on practice 2a: Establishing rapport with 3a: Responding Appropriately and counseling theory and students, using interpersonal skills, Readily to Referrals, Consults with 4b: Communicating with Problem techniques such as empathy to establish trust Teachers and Administrators, and Solving and IEP teams so they and reduce anxiety Accurately Evaluating Students’ 1b: Demonstrating knowledge of understand the social emotional Needs. child and adolescent findings 2b: Promote a culture of development. collaboration with other 3b: Assisting students and teachers 4c: Maintaining accurate records professionals in each building and in the formulation of academic, 1c: Demonstrating knowledge of 4d: Participating in a Professional throughout the district. (Colleagues personal/social, and transition state and federal regulations and Learning Community – emphasis and Administration) plans (as applicable) based on of resources both within and on the positive and supportive knowledge of student needs beyond the school, district and 2c: Managing routines and interactions while demonstrating cooperative procedures 3c: Facilitating students’ leadership. determination of eligibility for 1d: Establishing goals for the 4e: Engaging in professional 2d: Establishing standards of special education and subsequent social work program appropriate development conduct and contributing to the development of the Individual to the setting and the students culture for student behavior Education Plan (I.E.P.) served 4f: Showing Professionalism throughout the school 3d: Supporting intervention 1e: Planning the counseling 2e: Organizing physical space and planning and monitoring as part of program, integrated with the storage of materials in each the District’s Response to regular school program building across district Intervention Plan;

Conversation should focus on celebrations and areas needing further concentration. Domain 1 (Planning and Preparation) Feedback

2b. Promote a culture of collaboration with other professionals in each building and throughout the district. (Colleagues and Administration)

August 14, 2012 Page 69 2d. Establishing standards of conduct for all Interactions with Students

2e. Organizing physical space for testing of students and storage of materials in each building across the district.

3b. Evaluating student needs in compliance with best practices guidelines that are appropriate and available 3c. Facilitating students’ determination of eligibility for special education and subsequent development of the Individual Education Plan (I.E.P.)

3d. Supporting intervention planning and monitoring as part of the District’s Response to Intervention Plan

3e. Collaborating, communicating, and acting as a liaison with outside service providers and community agencies to improve services and outcomes for students.

3f. Demonstrating flexibility and responsiveness Domain 4 (Professional Responsibilities) Feedback

Social Worker Signature: ______Signature indicates only that the social worker has received the formative feedback. Administrator Signature: ______

August 14, 2012 Page 70 Year: School: *FORM 14: Individual Growth Plan (IGP)

Social Worker Name: Certified Position:

SMART Individual Growth Goal Statement (refer to IGP Document 2): What Framework for Teaching Domains/ Component(s) are addressed in this IGP:

Which School and/or District Improvement Goal(s) are addressed by this IGP?

Indicators of Success (What evidence will demonstrate that this goal has changed your practice? What evidence will demonstrate that this goal has improved student learning?):

Action Steps/Activities Timelines Resources (Specific Teacher or Specialist Professional (Timeframe that Action (Staff, Professional Activities that are part of your plan.) Steps/Activities will be Development, or Materials) completed)

I have reviewed the above Individual Growth Plan:

Social Worker’s Name: ______Social Worker’s Signature: ______

August 14, 2012 Page 71 Administrator’s Signature: ______Date: ______

*If Tenured, mark if this is a Collaborative Plan: Yes No If yes, list colleagues

FORM 15: Professional Development Plan

Name: Supervisor/Evaluator:

Date of PDP: Within 30 Days of above rating

Areas of Improvement: Rationale for Area(s) of Improvement:

Domain/Component: Expectations for Effective Teaching: Limit to 3 components Taken from a review of the Framework for Teaching and District Indicators of effective practice

Target Date of Improvement Strategies: Tasks to complete: Supports and Resources: Date: Completion: Specific and directed actions Human/Material/ Time/Prof taken to address the areas Development/other identified as needing improvement

*Note: This plan does not have a minimum or maximum length of time. The plan can last until the social worker is evaluated in the next school year. Domain/Component: Indicator of Progress: Taken and repeated from above Data/artifacts/observation records/other sources appropriate to the improvement area

Evaluator: Teacher:

Date: Date:

*Signatures above indicate the plan above was developed by the evaluator in consultation with the social worker. ------Social Worker completion of Professional Development Plan: Yes No

Evaluator: Teacher:

Date: Date:

*The Social Worker’s signature does not necessarily indicate agreement with the contents, but does acknowledge that the evaluation meeting occurred and that I received a copy of this professional development plan.

August 14, 2012 Page 72 FORM 16: Tenured Mid-Plan Meeting Conversation Record

Certified Staff Member(s):

School Year:

Building:

Administrator:

Conversation Date:

Topics from Certified Staff Member(s):

Topics from Administrator:

Notes from meeting:

What’s working:

Identified areas for growth:

Challenges/Concerns (if any): Follow-up (if any):

Certified Staff Signature: Date:

August 14, 2012 Page 73 Administrator Signature: Date:

Document 1: Guidelines for Developing an Individual Growth Plan (IGP) Individual Growth Plans should be developed to address an identified need related to student learning and teacher skill improvement. Professional goals should represent new learning for the teacher and go beyond implementation of district curriculum or initiatives. Each form in the Individual Growth Plan (IGP) represents a critical component for developing new learning skills and supporting student learning improvement.

FORM 9: To develop a SMART professional goal, certified staff are encouraged to reflect on data regarding past professional skills and student needs, i.e., past evaluations, self-assessment based on Framework for Teacher, SIP goals, District Goals, grade level data wall, classroom assessments (both formative and summative) and feedback from others. Using the FfT Rubrics Form 1 will support certified staff to determine an area of new learning to be used in Document 2 IGP SMART Goal Template.

Document 2: Based upon the Form 1 FfT Rubrics, develop a SMART Professional Growth Goal using the following word formula:

O When: Provide time frame for goal process. O Who: List the students or staff that will be involved in the goal. O What: List specific area of teaching/learning that needs to be improved O Data Source: List data tool(s) that will measure progress of goal. Data tools include rubrics, check- sheets, tests, etc.

Example focused upon 2c – Managing Classroom Procedure and 3c – Engaging Students in Learning: During 2009-10 (WHEN), the 6th Grade Cross-Disciplinary Team (WHO) will increase instructional learning time and student engagement at the beginning of class through 1) improved student transitions between core classes and 2) ―high interest‖ Core Content bell work (WHAT), as measured by number of 25 or less tardy yellow slips and 90% student bell work completion (DATA SOURCE).

FORM 14: Based upon Self Reflection FORM 9& Document 2, develop IGP SMART Action Plan for implementing the SMART goal. Complete the following parts of the action plan:

O SMART Professional Goal: Transfer from Document 2 IGP SMART Goal Template O District or School Improvement Goal: List any district and/or school goal that links to your

Individual Growth Plan goal in ―District/School Improvement Goal‖ Box.

August 14, 2012 Page 74 O Indicators of Success: Please describe or list what will change in your professional practice because of this goal. Describe how this goal will improve student learning. Example: Student's Monitoring other student's transition behaviors; shifts in Individual Classroom and Professional Team Monthly Reflections of What Works/What Needs to Improve with Transitions, Teacher Records of Bell Work Completed O Action Steps/Activities: Describe specific, aligned action steps that will be implemented to support the Goal; Example: Complete Rules in School book study as a professional development team. Draft 6th Grade Transitions Rules of the 6th Grade Transition Highway, share with individual classrooms to get student input, finalize Transition rules at team meeting, determine transition training drills each Monday during the first 6 weeks of school and on a monthly basis starting in October. O Timelines: Align timelines to the specific actions listed in Action Steps O Resources: Brainstorm resources that align to the activities; Example: Rules in School book; 6th Grade Team Rules of the 6th Grade Transition Highway Student Made Hall Posters; 6th Grade Yellow Tardy Slip Tally Sheet O Signatures: An Administrator should review and sign IGP to confirm that they have read and have conferenced with the individual teacher about the plan. If Tenured, please mark yes or no if this is a Collaborative plan. If it is a Collaborative Plan, please list the names of the colleagues.

Document 2: Developing Components of a SMART Professional Growth Goal

SMART Goal Template

Directions: Based upon the FfT Rubrics-Form 1, use Form 9 Self Reflection form, to determine and develop a SMART Goal Individual Professional Growth Plan (IGP) Goal by using SMART Goal Criteria and the Word Formula.

SMART Goal Template SMART Professional Growth Goal Criteria S Specific o Clearly focused on what is to be accomplished and why this is important Standards- o Based on the Framework for Teaching (or Framework for Specialist Practice) Based M Measurable o Can this goal be measured? o Will I be able to collect evidence of achievement? o Is this goal based upon multiple sources of data?

A Aligned and o Is this goal aligned to district and school improvement goals? Attainable o Will resources be available to achieve this goal?

R Relevant o How will this goal enhance teaching/professional practice/craft? o How will this goal enhance learning opportunities for students?

T Time Bound o Can this goal be attained within the required timeframe?

Use the SMART Professional Growth Goal criteria to guide the development of your Individual Professional Growth goal using the following word formula: O When: Provide time frame for goal process. O Who: List the students or staff that will be involved in the goal. O What: List specific area of teaching/student learning that needs to be improved O Data Source: List data tool(s) that will measure progress of goal. Data tools include rubrics, check sheets, tests, etc. Example focused upon 2c – Managing Classroom Procedure and 3c – Engaging Students in Learning: During 2009-10 (WHEN), the 6th Grade Cross-Disciplinary Team (WHO) will increase instructional learning time and student engagement at the beginning of class through 1) improved student transitions between core classes

August 14, 2012 Page 75 and 2) ―high interest‖ Core Content bell work (WHAT), as measured by number of 25 or less tardy yellow

slips and 90% student bell work completion (DATA SOURCE).

My Individual Growth Plan’s SMART Goal (include when, what, who, data source):

Document 3: Elementary Sample of Self Reflection

FORM 9: Self-Reflection for Professional Growth: Domains 1-4 Based upon feedback and data from administrator, coach/mentor, professional peers, and your own needs and interest, reflect on the strengths and areas of growth within your professional practices:

Strengths Domains/Components Growth Opportunities Basic Knowledge of writing Domain 1: Planning and Identify essential grade level process Preparation outcomes for writing process 1a. Knowledge of content/ pedagogy Exploration of Daily 5 and Café 1b. Knowledge of students Become more aware of 1c. Setting instructional outcomes students‟ instructional levels Realistic and student friendly 1d. Knowledge of resources learning targets 1e. Designing coherent instruction 1f. Designing student assessments

Next Steps: Develop formative assessments to guide instruction and determine mastery level of writing outcomes

Use MAP data to guide differentiated instruction

Implement morning meeting Domain 2: Classroom Improve the management Environment and content of center Collaborate with students to 2a. Creating an environment of activities formulate class rules and respect/ rapport procedures 2b. Establishing a culture for learning 2c. Managing classroom procedures August 14, 2012 Page 76 Manage transitions 2d. Managing student behavior 2e. Arrangement of furniture and use of physical space

Next Steps:

Partner with the DI Coaches to improve center activities

Observe a teacher who facilitates the Daily 5 efficiently and effectively

August 14, 2012 Page 77 Strengths Domains/Components Growth Opportunities technology for student Domain 3: Instruction Use questioning techniques engagement 3a. Communication with students that promote higher level 3b. Using questioning and thinking Web-based parent & student discussion techniques communication to enhance 3c. Engaging students in learning Create and implement instruction and access 3d. Using assessment in assessments that are resources instruction aligned to instructional 3e. Demonstrating flexibility and targets responsiveness

Next Steps: Use Bloom’s Taxonomy Question chart on a daily basis to promote deeper student thinking.

Develop aligned formative assessments that guide instruction.

Utilize MAP data for targeted and specific instruction.

Participate in PLC and ongoing Domain 4: Professional How do I track student professional development Responsibilities writing progress (e.g. record 4a. Reflecting on teaching keeping in addition to a Reflective tools for improving 4b. Maintaining accurate records portfolio)? teaching and learning 4c. Communicating with families 4d. Participating in a professional Teach parent volunteers community how to coach student 4e. Growing and developing thinking-instead of providing professionally the answers 4f. Showing professionalism

Next Steps:

Research different models of student portfolios Work with BLT to design and organize parent volunteer training

August 14, 2012 Page 78 Year: School: * FORM 14: 2010-11 SAMPLE: SOWIC GRADE SCHOOL Individual Growth Plan (IGP)

Teacher Name: Certified Position:

SAM SAMPLE 3RD Grade Teacher SMART Professional Growth Goal Statement (refer to IGP Form 2): What Framework for Teaching Domains/ Component(s) are addressed in this IGP:

During 2010-11, I will improve my classroom procedures by reducing 2b. Establishing a culture for learning transitional times by 2 minutes, as measured by a 5% increase in 2c. Managing classroom procedures Instructional minutes. 2d. Managing student behavior

Which School and/or District Improvement Goal(s) are addressed by this IGP?

There is a climate of high academic and social expectations for student success.

Indicators of Success (What evidence will demonstrate that this goal has changed your practice? What evidence will demonstrate that this goal has improved student learning?):

Student scores will increase by 5% due to increase of instruction time. Documentation from peer observer who records transition times by using the Observational Tool Kit.

Action Steps/Activities Timelines Resources (Specific Teacher or Specialist (Timeframe that Action Steps/Activities will (Staff, Professional Professional Activities that are part be completed) Development, or Materials) of your plan.) Pre-observation to record current Within first 6 weeks of school Observation Book transition times. Within a week of the observation Staff member/mentor/peer Brainstorm strategies to reduce observer who conducted transition times with peer observer Within a week of brainstorming session observation and Observation Tool Kit Implement 1 strategy Within 3-4 weeks of implementation of strategy 1 Tools associated with strategy Follow up observation Staff member/mentor/peer If strategy worked, goal met. observer who conducted If strategy did not decrease observation and Observation Tool transitional times, try strategy 2 and Kit repeat.

I have reviewed the above Individual Growth Plan: Teacher’s Name: ______Teacher’s Signature: ______

August 14, 2012 Page 79 Administrator’s Signature: ______Date: ______*If Tenured, mark if this is a Collaborative Plan: _____ Yes _____ No If yes, list colleagues

Document 4: Guide Sheet for Creating a Professional Development Plan for a Tenured Social Worker Rated “Needs Improvement”

The Performance and Evaluation Reform Act includes the language regarding the creation of a Professional Development Plan for a Social Worker in contractual continued service (tenured) who is rated ―”needs improvement”.

This Professional Development Plan (PDP):  is to be created within 30 days after the completion of an evaluation resulting in the ―needs

improvement‖ rating

 is to be developed by the evaluator in consultation with the teacher and take into account the tenured teacher’s on-going professional responsibilities including her/her regular teaching assignments  is to be directed to the areas that need improvement and include supports that the district will provide to address the performance areas identified as needing improvement  does not have a required minimum or maximum length of time (the plan can last until the teacher is evaluated in the next school year)

Tenured Social Worker must be evaluated at least once in the school year following the Professional

Development Plan. Tenured Social Worker who are evaluated equal to or better than “satisfactory” or

“proficient” must be reinstated to the regular tenured teacher evaluation cycle.

For tenured Social Workers who are evaluated less than “satisfactory” or “proficient”, the school district

may rate the Social Worker’s performance as “unsatisfactory” and start a remediation plan period.

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