Licensed Employee Professional Growth Handbook s1

Licensed Employee Professional Growth

Handbook

SPECIALIST

Brookings Harbor School District 2015-16

1 Introduction…………………………………………………………………………… 3 Timeline for Assessing Specialist Effectiveness………………………... 4 Clarification of Evaluation Cycle………………………………………………. 4 SMART Goal Setting Process/Evaluation Requirements …………… 5 Definitions……………………………………………………………………………… 11 Initial Professional Growth Conference……………………………………. 12 Levels of Performance Defined – Specialist Evaluation…………….. 13

Specialist Rubric………………………………..…………………………………… 14 Self-Assessment…………………………………………………………………...... 22 Individual Professional Growth Planning Form .……………………… 23 Pre-Observation Planning Form..……………………………………………. 25 Informal Observation ……………………………………………..……………… 26 Formal Observation………………………………..………………………………. 27 Self Assessment Guiding Questions…………………………………………... 28 Summative Evaluation……………………………………………………………... 29 Program for Assistance for Improvement……………………………….. 31

2 Philosophy of Specialist Evaluation

Brookings-Harbor School District is dedicated to identifying, locating and assessing all students within the district from birth through 21 years of age who may have disabilities, and providing appropriate support and/or related services to those students determined by an educational evaluation. The Philosophy of Brookings Harbor School District that all children can learn, including those with disabilities The District is committed to providing a positive educational experience through a continuum of services that promotes individual skills, interests, talents, and addresses educational needs. We believe that we have substantial influence over individual student learning and success. For this reason, the emphasis of the special education department is on providing specialized instructional and educationally related services that focus on individual strengths in an appropriate setting on the continuum of services, from the general education classroom to special education classrooms. Evaluation is a collaborative, continual improvement process based on clear expectations and objective data, in which competence is verified, strengths are assessed, and excellence is acknowledged. Emphasis of the evaluation system should be one where employees are empowered to be self-directed in their personal professional growth. Support and assistance are provided for individual teachers needing the opportunity to improve specific areas.

In addition to utilizing direct classroom observations, an evaluator may use a variety of student performance data, collaborative assignments, non- instructional duties, curricular responsibilities, and student input when formulating a final evaluation. Student feedback and/or performance data will not be used independently to formulate a specialist’s evaluation.

3 Timeline for Assessing Specialist Effectiveness

SUGGESTED TIMELINE ACTION Specialist reflects on last year, as well as evidence of incoming student September performance to assist in developing possible goals for the new school year. Individuals or teams meet with assigned administrator for a formal goal October conference, identifying at least two goals with multiple assessment End of month measures showing evidence of student progress. (Goal Conference #1) December Specialist reflects on goal progress. January Formal Goal Conference to review evidence of goal progress and revision (Goal Conference #2) of Student Learning Objective (SLO) plans if needed.

A recommendation by the assigned administrator is forwarded to the March School Board regarding status of future employment. Specialist reflects on current goals in order to identify evidence of April professional growth and provide documentation of student learning.

May Assigned administrator meets with specialist for goal conference to (Goal Conference) discuss the specialist’s reflections and review evidence of progress on goals. Assigned administrator presents final copy of performance summary. A June copy of the signed summary is sent to the district office in a summative year for a contract specialist and every year for probationary specialist.

4 Goal Setting Process

Student learning and growth are significant factors for specialist evaluation and are integral to the BHSD evaluation process. Goal setting for student learning is an important process for all BHSD specialists. Rigorous, measureable goals provide a clear path for specialists to measure student learning and growth.

SLG’s may be written as individual goals or team goals. They are written in collaboration with the assigned administrator. SLG’s drive the work of an individual or team toward improved student achievement.

SLG’s must be written in the SMART goal format. SMART goals have five critical components:

Specific – Descriptors are well defined and the outcome is clear. Measurable – Goals must be stated in quantifiable terms. Attainable – Goals must provide a stretch that inspires people to aim higher but is achievable. Results oriented/Relevant – Represents a worthwhile objective and focuses on important results. Time bound – Goals must include a timeline showing when goals should be completed.

Number of Goals

Specialists will establish at least two SLG’s (which at least one must be tied to a professional growth goal), reflecting student learning progress, including specific evidence used to document progress on each goal.

For example you may have two SLG’s that encompass two Professional Practice Goals (total of 2 SLG’s that include PPG’s), or two SLG’s and where only one of the Professional Practice Goals are tied to it while the other Professional Practice Goal is independent (total of three goals 2 SLG’s and 1 PPG)

Multiple Measures of Student Progress

Specialists are expected to utilize multiple measures of student learning when developing a SMART goal chosen from the following categories:

1. State and national measures 2. Regional or district measures 3. School-wide or classroom based measures

5 Steps for Setting Student Learning and Growth Goals

STEP 1: Determine Needs

To begin the process, specialists gather baseline data to better understand how to prepare students for the standards addressed by the class or course. This data could include end-of- year data from the previous year, baseline data from district assessments, pretests, or student work samples. Specialists conduct an analysis of the baseline data and set goals for all students based on that data.

Conduct a self-reflection. To set truly meaningful goals that enhance practice and support professional growth, specialists engage in self-reflection as part of the process in determining student needs. The self-reflection includes time for an specialist to look at student level data, reviewing student work from the previous year, reviewing past units of study, as well as information concerning their practice offered by their evaluator

STEP 2: Create Specific Learning and Growth Goals with a Professional Growth Goal

Determine the students and time period. The specialist sets two annual SLG goals between which all students in a classroom or course are included. A course is considered a content and/or grade-specific class. The instructional period will vary depending on staff assignment. For most secondary specialists (including middle school) goals must cover all the students instructed by the specialist in a particular course or class. For example, a high school math specialist who teaches four Algebra I courses, a Geometry course, and a Calculus course might set one goal for students in their Algebra I courses and another for students in their Geometry course. It is not necessary for a secondary specialist to set goals that cover all students they teach. This would also be true for other TSPC licensed personnel such as PE specialists, reading specialists, special education specialists, etc. For most elementary specialists goals must cover all the students in their class over the course of a year. For example, a third grade specialist might set a tiered goal for reading that describes the expected growth of all students.

Determine the specific standards and content addressed by the SLG goal. Identify specific state or national standards to which the SLG goal is aligned. The content or skills should be selected based on identified areas from the data analysis.

Set student learning growth goal (targets). Write a brief yet specific growth goal (target) for students that aligns to the standards. These growth targets should include specific indicators of growth; such as percentages or questions answered correctly that demonstrate learning between two points in time. The targets should be rigorous yet attainable. They can be tiered for specific students in the course/class to allow all students to demonstrate growth. The specialist provides a rationale for why the goal is important and achievable for this group of students.

6 Identify assessments. Identify the appropriate assessment that will be used to measure student learning and growth toward the goal(s).

SELECTING ASSESSMENTS FOR SLG GOALS

Selecting and/or developing assessments may be one of the most important steps in the SLG goal process. These measures enable specialists to determine growth toward and attainment of the SLG goal. There are two categories of measures for SLG goals outlined in Table 1. Category 1 is the Oregon state assessment for ELA and Math. Category 2 measures include both commercially developed and locally developed assessments. All assessments must be aligned to state or national standards and meet criteria to ensure quality. Valid assessments measure what they are designed to measure. Reliable assessments are those that produce accurate and consistent results. Assessment criteria and guidance for selecting and developing high quality assessments are found on the ODE website http://www.ode.state.or.us/search/page/?id=512.

Each district will determine if the assessments that are used to measure SLG goals need to be comparable across just a school or across all schools within the district.

Table 1. Categories of Measures for SLG Goals

Categor Types of Measures Guidance y  Oregon’s state assessments*  Same assessment and o SMARTER Balanced (formerly administration guidelines are used OAKS) statewide 1 o Extended Assessments1 *Required beginning in the 2015-16 school year

 Commercially developed assessments that  Same assessment and include pre- and post-measures administration guidelines are used  Locally developed assessments that include district-wide or school-wide pre- and post-measures  Assessments meet state criteria2  Results from proficiency-based assessment 2 systems  Locally-developed collections of evidence, i.e. portfolios of student work that include multiple types of performance

1Used by special education specialists who provide instruction in ELA or math for those students who take extended assessments 2ODE will provide state criteria by June 1, 2014

Specialists in Tested Grades and Subjects

7 As a requirement of the ESEA Waiver, specialists who teach in tested grades and subjects (ELA and Math, grades 3-8 and 11) must use a Category 1 state assessment for one of their SLG goals and measures from Category 2 or 1 for their second goal.

Specialists in Non-Tested Grades and Subjects Specialists in non-tested grades and subjects may use measures from Category 2 for both of their goals. They may also use Category 1 measures as an option.

Including an specialists Professional Practice Goal (PPG) with the Student Growth Goal

The Student Growth and Professional Goal Setting Template provides specialists with the ability of create a Professional Growth Goal that corresponds to the chosen Student Growth Goal (SLG) Review domains on the Specialist Evaluation Rubrics. Complete the self-assessment in all categories in the all domains by circling the appropriate level (Accomplished, Proficient, Minimally Effective, and Ineffective) on the document. Choose a Professional Growth Standard (1-6) from Domain 5 from the completed self- assessment that would corresponds with the chosen Student Growth Goal (SLG).

Step 3: Complete SLGs and PPG’s on the Goals Sheet. See page 31

Step 4: Meet with your administrator/evaluator to review your SLGs.

SLG Goal Quality Review Checklist Before SLG goals are used in specialist evaluations, this checklist should be used in order to approve them. For an SLG goal to be approved, all criteria must be met.

Baseline Data Yes No Is baseline data used to make data-driven decisions for the SLG goal, including student information from past assessments and/or pre-assessment results? Student Growth Goal (Targets) Is the SLG goal written as a “growth” goals v. “achievement” goal? (i.e. growth goals measure student learning between two or more points in time and achievement goals measure student learning at only one point in time.) Does the SLG goal describe a “target” or expected growth for all students, tiered or differentiated as needed based on baseline data? Rigor of Goals Does the goal address specific knowledge and skills aligned to the course curriculum and based on content standards? Is the SLG goal measurable and challenging, yet attainable?

STEP 5: Create and Implement Teaching and Learning Strategies Specialists identify specific instructional strategies that are appropriate for the learning content and students’ skill level, and continually examine and adjust those strategies based on data about student progress and student needs.

STEP 6: Collect and Monitor Student Progress through Ongoing Formative

8 Assessment Steps 5 and 6 are a continuous cycle throughout the life of the goal. Over the course of the school year, specialists implement the instructional strategies and professional goals that are appropriate for students to meet their targets as stated in the SLG goals. The specialist will collect student data and monitor student and professional growth progress through ongoing formative assessments.

The specialist and evaluator meet mid-course to check on progress towards the goals. They may determine that an adjustment in instructional strategies is warranted, or that there are immediate support/resources available to help the specialist with a particular need (e.g., observing another specialist or collaborating with a mentor). If the growth goal has already been met by the mid-course, the specialist and evaluator may determine the need to revise the goal for increased rigor.

STEP 7: Determine Whether Students Achieved the Goal At the end of the course or school year, specialists meet with their evaluators for a final review of the specialist s’ progress on the SLG goals and Professional Growth Goals. They will examine the end-of-year data, reflect on student learning results, discuss what worked and what did not, and identify professional learning needs and available resources to support the specialist’s continued professional growth.

Step 8: Meet mid-course (midyear) with your administrator/evaluator and make adjustments as necessary to meet your 2 SLG’S that includes 2 PPG’s.

Step 9: Continue assessing and collecting evidence supporting the Student and Professional goals.

Step 10: Meet with administrator/evaluator for summative review. Follow the guidelines on the matrix.

9 The following diagram illustrates the process for developing SMART goals.

Step-By-Step SMART Goal Process

10 Definitions

SPECIALIST 1. Contract Specialist Any specialist who has been regularly employed by the school district for a probationary period of three complete evaluation cycles and who has been retained for the next succeeding school year as defined by ORS 342 .850(3). 2. Probationary Specialist Any specialists employed by the district who is in their first 3 years of employment with the district as defined by ORS 342 .850(6).

OBSERVATIONS 1. Formal Observations: a. Pre-observation contact with assigned administrator b. Classroom observation (30 minutes or length of content lesson required to complete the formal observation) with summary report c. Post-observation conference with assigned administrator 2. Mini-Observations A brief 10-20 minute visit to a classroom by the assigned administrator. Written feedback given to the specialist following each mini-observation. Face-to-face feedback may be requested.

CONFERENCE AND FEEDBACK 1. Goals Conference A conversation between a specialist(s) and their assigned administrator(s)* to set goals, monitor progress on goals, evaluate and reflect. 2. Feedback a. Face-to-face: Post-observation discussion about the instruction observed between the specialist and assigned administrator. b. Written: Written or electronic correspondence given to the specialist about observed instruction.

SUMMATIVE EVALUATION OUTCOME

1. Facilitative Plan - Specialist leads development of Professional Growth Plan

2. Collegial Plan - Specialist and evaluator collaboratively develop Professional Growth Plan

3. Consulting Plan - Specialist consults with the specialist and guides development of Professional Growth Plan

4. Directed Plan - Specialist determines Professional Growth Plan

*With a team goal, more than one assigned administrator may be involved.

11 Initial Professional Growth Conference

Employee’s Name ______Job Title ______

Program ______Year ______

Status:  Probationary  Contract

Review /Discuss the Following:

 BHSD Licensed Employee Professional Growth Handbook  Job Description  Standards/Rubric  Self-Assessment  Development of Professional Growth Goals

Evaluation will occur on or before ______(Specify Date)

______Employee Signature Date

______Administrator Signature Date

Copy to:  Employee  Administrator

12 Levels of Performance Defined – BHSD Specials Evaluation

Ineffective Minimally Effective Proficient Accomplished The specialist does not The specialist appears to The specialist clearly Specialists at this level demonstrate an understanding understand the concepts understands the concepts demonstrate mastery and make of the concepts underlying the underlying the standards and underlying the components of contributions to the profession standards. Working on attempts to implement the the standards and implements both in and outside the learning fundamental practice associated elements. Implementation is them well. Most experienced, environment. with the elements of the sporadic, intermittent, or capable Specialists will regard standards will enable the otherwise not entirely themselves, and be regarded by The Specialist exceeds specialist to grow and develop in successful. others, as performing at this expectations for good this area. level. performance; demonstrates The specialist’s performance is highly effective practices and “Seldom” or “rarely” are often inconsistent and improvement “Regularly,” “independently” impact on student learning; and used to describe a specialist’s is likely to come with and “the majority of the time” continually expands expertise performance at this level. experience. Additional are words used to describe the through professional learning professional reading, specialist’s performance at this and leadership opportunities. discussion, specialist level. observations, and support by a The specialist consistently mentor will assist the specialist The goal of the Differentiated exceeds expectations for good to become proficient. Supervision for Professional performance under this standard; Growth and Evaluation is to demonstrates highly effective “Inconsistent,” “sometimes,” “at have all Specialists performing practices and impact on student times,” and “unevenly” are at the Proficient or learning; continued expansion of commonly used to describe a Accomplished level. expertise through professional specialist’s performance at this learning and leadership level. opportunities.

“Consistently” and “continually” are words commonly used when describing the specialist’s performance. There must be significant evidence for the specialist to be ranked Accomplished.

13 BHSD Specialist Rubric

Domain 1: Planning and Preparation

Component Ineffective Minimally Effective Proficient Accomplished 1a Specialist demonstrates little or no Specialist demonstrates Specialist demonstrates thorough Specialist demonstrates Demonstrating knowledge and skill in their specialty basic knowledge and skill knowledge and skill in their extensive knowledge and skill knowledge and skill area(s). Practices and/or in their specialty area. specialty area(s). Practices and in their specialty area(s). in the specialty area interventions are not specific to the Practices and interventions are specific to the Practices and interventions needs of the students. interventions are specific identified needs of the students. demonstrate expert to the identified needs of knowledge of evidence-based the students some of the practices. time. 1b Specialist has no clear goals, or they Specialist’s goals are Specialist’s goals are clear and Specialist’s goals are highly Establishing goals are inappropriate to the educational rudimentary and are appropriate to the educational appropriate to the educational appropriate to the setting or the age, cultural and/or partially suitable to the setting and to the age, cultural and setting and to the age, cultural setting and the developmental needs of the student. educational setting and developmental needs of the and developmental needs of students served the age, cultural and/or students. Goals are routinely the students. Goals are developmental needs of developed in collaboration with consistently developed the students. appropriate school personnel. following consultations with administrators and teachers. 1c Specialist demonstrates little or no Specialist demonstrates Specialists demonstrate thorough Specialist’s knowledge of Demonstrating knowledge of special education laws basic knowledge of special knowledge of special education special education laws and knowledge of district, and procedures as they pertain to the education laws and laws and procedures as they procedures is extensive; state, and federal application of the therapy within procedures as they pertain pertain to therapy within specialist takes a leadership regulations and educational settings. to therapy within educational settings. role in reviewing and revising guidelines as it educational settings. department, district, state applies to related and/or federal services policies/guidelines.

14 Domain 1: Planning and Preparation – Continued

Component Ineffective Minimally Effective Proficient Accomplished 1d Specialist demonstrates Specialist demonstrates basic Specialist demonstrates Specialist demonstrates extensive Demonstrating little or no knowledge of knowledge of resources for students thorough knowledge of knowledge of resources for students resources for students available through the school or district resources for students available through the school or district knowledge of resources, available through the and makes some effort to extend his or available through the and in the larger community. both within and beyond school or district and her knowledge. school or district and Specialist proactively seeks out the school and district makes no effort to learn has some familiarity necessary resources in order to meet about such. with resources outside the needs of students and their the district. families. 1e Learning activities are Only some of the learning activities All of the learning Learning activities are highly suitable Designing Coherent not suitable to learners are suitable to learners or to activities are suitable to to diverse learners and support the or to instructional instructional outcomes. Some learners or to the instructional outcomes. They are all Instruction outcomes and are not represent a moderate cognitive instructional outcomes, designed to engage learners in high- designed to engage challenge, but with no differentiation and most represent level cognitive activity and are learners in active for different learners. significant cognitive differentiated, as appropriate, for intellectual activity. challenge, with some individual learners. differentiation for different groups of learners. 1f Specialist has no plans Specialist has a rudimentary plan to Specialist’s plan to Specialist’s evaluation plan is fully Developing a plan to to evaluate the evaluate the intervention/therapy evaluate the aligned with outcomes, has clear intervention/therapy program. intervention/therapy criteria and standards; and is highly evaluate the program or resists program is organized developed, with clear sources of intervention/instructio suggestions that such an around clear goals and evidence and a path toward improving nal support program evaluation is important. the collection of the intervention/therapy program on evidence to indicate the an ongoing basis. degree to which the goals have been met.

15 Domain 2: The Environment

Component Ineffective Minimally Effective Proficient Accomplished 2a Interactions between Interactions between the specialist Interactions between Interactions between the specialist Establishing rapport the specialist and and students are generally the specialist and and individual students are highly students are negative, appropriate, but may be characterized students are polite, respectful, reflecting genuine caring with students and staff inappropriate, or by insensitivity, or lack of respectful and caring; and sensitivity to students’ age, insensitive to students’ responsiveness to cultural or and are sensitive to age, culture and levels of development. cultural backgrounds developmental differences. cultural and and students may developmental appear uncomfortable. differences. 2b Specialist exercises poor Specialist’s time-management skills Specialist exercises Specialist demonstrates excellent Organizing time judgment in setting are moderately well developed; good judgment in time-management skills, priorities, resulting in essential activities are carried out, but setting priorities, accomplishing all tasks in a timely and effectively confusion, missed not always in the most efficient and/or resulting in clear seamless manner; teachers and deadlines, and timely manner. schedules and students understand the specialist’s conflicting schedules. important work being Schedules. accomplished in a timely and efficient manner. 2c No procedures for Specialist has established procedures Procedures for referrals Procedures for all aspects of Establishing and referrals have been for referrals, but the details are not are clearly stated and Referrals and testing are clear to established; when always clear or the process is not routinely followed in everyone, have been developed in maintaining clear teachers want to refer a consistently followed. accordance with consultation with teachers and procedures for referrals student for special program, district, state administrators and are consistently services, they are not and federal guidelines. followed. sure how to go about it. 2d No standards of conduct It appears that the specialist has made Standards of conduct Standards of conduct for all students Establishing standards have been established, an effort to establish standards of have been established, have been established for all settings, and specialist conduct for students. The specialist are clear to students are clear to all students and are of conduct in the work disregards or fails to tries, with uneven results, to monitor and routinely followed. consistently reinforced. Specialist’s environment address negative and respond to student misbehavior. The specialist monitors monitoring of student behavior is student behavior. student behavior respectful, positive, subtle and Response to student against those standards, preventative. behavior may be providing an repressive or appropriate, carefully disrespectful. planned and respectful response. 2e The physical space is The specialist attempts to make The physical Specialist is proactive in effectively Organizing physical disorganized, unsafe or effective use of available space environment is well using available space; ensuring that some students don’t providing an environment that is fairly organized, safe and the physical environment is organized, space for assessing have access to learning. organized, safe and inviting. inviting and accessible safe and inviting. The environment students and providing Essential learning is accessible to to all students. The ensures the learning of all students,

16 intervention students in the setting. specialist makes including those with particular effective use of available learning issues that may be impacted space and ensures that by environmental components. the physical arrangement is appropriate for the learning activities and accommodates the special needs of the student

Domain 2: The Environment – Continued

Component Ineffective Minimally Effective Proficient Accomplished 2f Support Staff is not Support staff is underutilized to Specialist develops Program support staff are Management of Support used efficiently. support special education clear, detailed plans consistently scheduled and Staff Specialist provides students with holes in their that are effective in utilized effectively to support inadequate schedules or assigned to supporting student student needs. The specialist direction or support students where power needs. Support staff closely monitors the assistance to struggles or missed learning are monitored, with performance of the support assigned support time occurs. Monitoring of staff direction and staff, providing ongoing personnel. performance by the specialist is training provided, direction and training. sporadic. as needed.

17 Domain 3: Instruction/Delivery of Service

Component Ineffective Minimally Effective Proficient Accomplished 3a Specialist fails to Specialist responds to referrals Specialist responds Specialist is proactive in Responding to referrals respond within when pressed and makes to referrals within responding to referrals within and evaluating student referral timelines adequate assessments of the mandated time the mandated time frame and needs and/or makes student needs. Specialist may frame and makes makes comprehensive and incomplete not address all identified areas thorough and accurate assessment of student assessments of of concern or initiates only accurate needs. student needs. portions of assessments. assessment of student needs. 3b Specialist fails to Specialist’s plans for students Specialist typically Specialist consistently develops Developing and/or develop or are partially suitable for them develops and and implements comprehensive supporting plans to support plans that or sporadically aligned with implements therapy therapy plans for students. maximize students’ are suitable for identified needs. goals that are Goals are aligned with success students or aligned aligned with assessment findings, student with their identified assessment needs and developed in needs. findings, student collaboration with others. needs, and Progress is clearly documented developed in and used to update goals. collaboration with other team members. Student progress is clearly documented and used to update goals as appropriate. 3c Specialist fails to Specialist’s communication is Specialist Specialist communicates in a Communicating with communicate with partially successful, but there communicates in a manner that is highly sensitive families families or are occasional insensitivities to manner sensitive to to cultural and family diversity. communicates in an cultural and family diversity. cultural and Specialist reaches out to insensitive manner. Communication is linguistic traditions families of students to enhance Specialist does not intermittently documented in and/or diversity. trust. maintain accordance with program Communication is Communication is consistently documentation of requirements. regularly documented in accordance with parent contact. documented in program, school or district. accordance with 18 program, school or district requirements 3d Specialist neglects Specialist collects most of the Specialist collects all Specialist is proactive in Collecting information, to collect important important information, written the important collecting important written communication information reports communications are accurate information; information. Written are inaccurate or but lacking in clarity and not written communications are accurate, not appropriate to always appropriate to the communications are clearly written and tailored for the audience. audience. accurate and the audience. appropriate to the audience.

19 Domain 3: Instruction/Delivery of Service – Continued

Component Ineffective Minimally Effective Proficient Accomplished 3e Specialist adheres Specialist makes modest Specialist promotes Specialist alerts others to the Demonstrating to the plan or changes in the intervention the successful need for crisis prevention and flexibility and program, in spite of program when confronted with learning of all models intervention strategies responsiveness evidence of its evidence of the need for change. students, making by promptly conducting inadequacy. revisions in the thorough risk screenings, intervention developing collaborative plans program when they of action and making outside are needed. referrals. 3f Specialist regularly Specialist participates in crisis Specialist frequently Specialist alerts others to the Participating in crisis misses prevention and intervention by participates in crisis need for crisis prevention and prevention and opportunities to conducting risk screenings and prevention and models intervention strategies intervention participate in crisis developing plans of action. intervention by by promptly conducting (developing a plan of prevention and promptly conducing thorough risk screenings, action and referral to intervention. risk screenings developing collaborative plans outside providers) developing of action and making outside collaborative plans referrals. of action.

3g Specialist Specialist participates in the Specialist actively Specialist takes a leadership Developing and inconsistently development and participates in a role in collaborating with implementing behavior participates in the implementation of behavior collaborative effort parents and appropriate school interventions plans to development and support plans. to develop and staff to complete a Functional maximize success implementation of implement effective Behavior behavior support and realistic Assessment and to facilitate the plans when behavior support development of an effective and required. plans. realistic behavior support plan. Specialist assists school staff Specialist assists with developing efficient data school staff with collection strategies to measure developing data the success of Behavior support collection strategies plans. to measure the Specialist initiates and trains success of Behavior others in the development and support plans. implementation of effective, 20 realistic behavior support plans.

21 Domain 4: Professional Responsibilities Component Ineffective Minimally Effective Proficient Accomplished 4a Specialist does not Specialist’s reflection on practice is Specialist’s reflection Specialist’s reflection is highly Reflecting on practice reflect on practice, or moderately accurate and objective provides an accurate accurate and perceptive, citing specific the reflections are without citing specific examples, and and objective examples that were not fully inaccurate or self- with only global suggestions as to how description of practice, successful for at least some students. serving. it might be improved. citing specific positive Specialist draws on an extensive and negative repertoire to suggest alternative characteristics. strategies. Specialist makes some specific suggestions as to how the therapy program might be improved. 4b The specialist The specialist adheres to school The specialist The specialist communication with Communicating and communication with procedures for communicating with communication with stakeholders is highly accurate and relevant stakeholders stakeholders about the program or the stakeholders is accurate conveys relevant information Collaborating with about the therapy progress of individual students. and conveys relevant regarding student programming. Stakeholders (teachers, program or about Communications are one-way and not information about the Response to stakeholders’ concerns is related services staff, individual students is always appropriate to the cultural program and student handled with professionalism and educational assistants, sporadic or culturally norms of the stakeholders. progress. Information to cultural sensitivity. administrators and inappropriate. The The specialist makes some effort to stakeholders is The specialist is highly successful in families) specialist makes no engage stakeholders in the conveyed in a culturally collaborating with stakeholders in attempt to engage educational program. appropriate manner. determining student learning needs, stakeholders in the The specialist discussing the educational program educational program. successfully engages and student progress, and planning for stakeholders in the future. determining student learning needs, discussing the educational program and student progress, and planning for the future. 4c Specialist demonstrates Specialist has basic knowledge of and Specialist has Specialist has knowledge of and Maintaining accurate little or no knowledge adheres to applicable laws, policies, knowledge of and adheres to applicable laws, policies, or ability to adhere to regulations and procedures by adheres to applicable regulations and procedures by records the district/state sometimes maintaining records or laws, policies, maintaining accurate records and policies or job professional responsibilities as regulations and fulfills professional role consistent description. outlined in district guidelines and job procedures in with district, state, federal guidelines description. And in maintaining maintaining accurate and expectations. Specialist takes accurate record. records and fulfilling leadership role in reviewing professional role guidelines. 22 consistent with district guidelines and job description.

23 Domain 4: Professional Responsibilities – Continued

Component Ineffective Minimally Effective Proficient Accomplished 4d Specialist’s data- Specialist has developed a Specialist has Specialist has developed a Maintaining an effective management rudimentary data-management developed an highly effective data- data-management system is either system for monitoring student effective data- management system for system nonexistent or in progress and occasionally uses management monitoring student progress disarray; it cannot it to adjust intervention when system for and uses it to adjust be used to monitor needed. monitoring student intervention when needed. student progress or progress and uses it Specialist uses the system to to adjust to adjust communicate with teachers and intervention when intervention when parents. needed. needed. 4e Specialist’s Specialist’s relationships with Specialist Specialist makes a substantial Participating in a relationships with colleagues are cordial, and participates actively contribution to school and/or professional community colleagues are specialist participates in school in school and district events and projects and negative and and/or district events and district events assumes a leadership role with specialist avoids projects when specifically asked and/or projects and colleagues. being involved in to do so. maintains positive school and/or and productive district events and relationships with projects. colleagues. 4f Specialist does not Specialists’ participation in Specialist seeks out Specialist actively pursues Engaging in participate in professional development opportunities for professional development professional professional activities is limited to those that professional opportunities and makes a development development are convenient or are required. development based substantial contribution to the activities, even Specialist accepts, with some on an individual profession through such when such activities reluctance, feedback on assessment of need. activities as offering workshops are clearly needed teaching performance from Specialist welcomes to colleagues. Specialist seeks for the development both supervisors and feedback from out feedback on teaching from of skills. professional colleagues. colleagues when both supervisors and Specialist resists made by colleagues. feedback on supervisors or teaching when opportunities performance from arise through either supervisors professional or more collaboration. 24 experienced colleagues. 4g Specialist displays Specialist is honest in Specialist displays Specialist can be counted on to Showing dishonesty in interactions with colleagues, high standards of hold the highest standards of professionalism, interactions with students, and the public, plays a honesty, integrity, honesty, integrity, and including integrity, colleagues, moderate advocacy role for and confidentiality confidentiality and to advocate advocacy, and students, and the students, and does not violate in interactions with for students, taking a leadership maintaining public and violates norms of confidentiality. colleagues, role with colleagues. confidentiality principles of students, and the confidentiality. public and advocates for students when needed.

25 Self – Assessment: Specialist

Carefully reflect on your teaching performance in all four domains. Complete the Self – Assessment by using the Domains of Professional Practice in this handbook. Prepare to discuss your performance in all domains during the goals conference with your administrator.

Key: 1 – Ineffective 2 – Minimally 3 – Proficient 4 - Accomplished Effective

Domain 1 Pl Delivery of Service an ni ng an d Pr ep ar ati on 1 2 4 1 2 3 1a. Demonstrating 3a. Responding to referrals knowledge and and evaluating student skill in specialty needs. area. 1b. Establishing 3b. Developing and/or goals supporting plans to maximize appropriate for success. setting. 1c. Demonstrating 3c. Communicating with knowledge of families regulations. 1d. Demonstrating 3d. Collecting information, knowledge of written communication resources. 1e. Designing 3e. Demonstrates flexibility coherent and responsiveness 26 instruction 1f. Developing a 3f. Participating in crisis plan to evaluate prevention and intervention the program 3g. Developing and implementing behavior intervention plans.

Domain 2 T Professional Responsibilities he E nv ir on m en t 1 2 4 1 2 3 2a. Establishing rapport with 4a. Reflecting on practice. students and staff. 2b. Organizing 4b. Communicating and time effectively. collaborating. 2c. Establishing/mai 4c. Maintaining accurate ntaining referral records. procedures. 2d. Establishing 4d. Maintaining an effective standards of data management system. conduct. 2e. Organizing 4e. Participating in a physical space. professional community. 2f. Management 4f. Engaging in professional of support staff development. 4g. Showing professionalism including integrity and confidentiality.

27 ______Employee Signature Date

28 INDIVIDUAL PROFESSIONAL GROWTH PLAN FORM

This Professional Growth Plan identifies the goal and activities that each specialist shall develop at the beginning of each supervision cycle for the evaluation process. This goal and activities may also be used to document the requirements for Continuing Professional Development as required for license renewal.

Specialist: Program: ______Administrator: School Year: ______

Related to the following Domain(s) and Standard(s)

Planning, Preparation and Curriculum ______Classroom Environment and Student ______Management Instruction and Assessment ______Professional Responsibilities and ______Relationships

Domain/Components:  Student Learning and Growth Activities / Resources Criteria/Timeline/Status Goal Goal:

Mid – Year Status: Date:

Revisions:

29 ______Specialist Signature Date Administrators Signature Date INDIVIDUAL PROFESSIONAL GROWTH PLAN FORM Page 2 (if required) This Professional Growth Plan identifies the goal and activities that each specialist shall develop at the beginning of each supervision cycle for the evaluation process. This goal and activities may also be used to document the requirements for Continuing Professional Development as required for license renewal.

Specialist: Program: ______Administrator: School Year: ______

Related to the following Domain(s) and Standard(s)

Planning, Preparation and Curriculum ______Classroom Environment and Student ______Management Instruction and Assessment ______Professional Responsibilities and ______Relationships

Revisions:

30 Revisions:

______Specialist Signature Date Administrators Signature Date

31 PRE-OBSERVATION PLANNING FORM Specialist: ______Date:______Administrator: ______Observation Date/Time: ______Program: ______Proposed Length of Observation: ______

Please provide the following information in preparation for the observation:

1. Lesson Objective(s): What do you want the student to learn?

2. Lesson Format: Explain or describe the sequence of instruction and activities for the lesson.

3. Assessment: Explain how you will assess student achievement of the objective(s).

Data Collection: What do you want observed? Check no more than three options. Domain 1: Planning and Preparation Domain 2: The Environment  Demonstrating knowledge/skill in specialty area  Establishing rapport with students and staff  Establishing goals for intervention program  Organizing time efficiently  Demonstrating knowledge of regulations/guidelines  Establishing/maintaining referral procedures  Demonstrating knowledge of resources  Establishing standards of conduct  Designing coherent instruction  Organizing physical space  Developing plan to evaluate the program  Management of support staff Domain 3: Instruction/Delivery of Service Domain 4: Professional Responsibilities  Responding to referrals and evaluating student needs  Reflecting on practice  Developing/implementing intervention plans  Communicating and collaborating with stakeholders  Communicating and collaborating with families  Maintaining accurate records  Collecting information; written information  Maintaining an effective data-management system  Demonstrating flexibility and responsiveness  Participating in a professional community  Participating in crisis prevention and intervention  Engaging in professional development  Developing and implementing behavior intervention plans  Showing professionalism, including integrity, advocacy

This verifies that we have mutually reviewed and agreed upon this plan.

______32 Specialist Signature Date Administrator Signature Date

33 Informal Observation – Specialist

Specialist: Date: Domain:

Observation notes:

Reviewed/Discussed with Staff on:

Domain 1: Planning and Preparation Domain 2: The Environment  Demonstrating knowledge/skill in specialty area  Establishing rapport with students and staff  Establishing goals for intervention program  Organizing time efficiently  Demonstrating knowledge of regulations/guidelines  Establishing/maintaining referral procedures  Demonstrating knowledge of resources  Establishing standards of conduct  Designing coherent instruction  Organizing physical space  Developing plan to evaluate the program  Management of support staff Domain 3: Instruction/Delivery of Service Domain 4: Professional Responsibilities  Responding to referrals and evaluating student needs  Reflecting on practice  Developing/implementing intervention plans  Communicating and collaborating with stakeholders  Communicating and collaborating with families  Maintaining accurate records  Collecting information; written information  Maintaining an effective data-management system  Demonstrating flexibility and responsiveness  Participating in a professional community  Participating in crisis prevention and intervention  Engaging in professional development  Developing and implementing behavior intervention plans  Showing professionalism, including integrity, advocacy

______Specialist Signature Date Administrator Signature Date 34 Formal Observation Form – Specialist Specialist: ______Program:______Administrator: ______Observation Date/Time: ______Intended Observation Focus: ______

Observation Evidence Aligned Indicator

Comments

Domain 1: Planning and Preparation Domain 2: The Environment  Demonstrating knowledge/skill in specialty area  Establishing rapport with students and staff  Establishing goals for intervention program  Organizing time efficiently  Demonstrating knowledge of regulations/guidelines  Establishing/maintaining referral procedures  Demonstrating knowledge of resources  Establishing standards of conduct  Designing coherent instruction  Organizing physical space  Developing plan to evaluate the program  Management of support staff Domain 3: Instruction/Delivery of Service Domain 4: Professional Responsibilities  Responding to referrals and evaluating student needs  Reflecting on practice  Developing/implementing intervention plans  Communicating and collaborating with stakeholders  Communicating and collaborating with families  Maintaining accurate records  Collecting information; written information  Maintaining an effective data-management system  Demonstrating flexibility and responsiveness  Participating in a professional community  Participating in crisis prevention and intervention  Engaging in professional development  Developing and implementing behavior intervention plans  Showing professionalism, including integrity, advocacy

We have participated in a conversation on the above items.

______35 Specialist Signature Date Administrator Signature Date End of Year Self-Reflection Questions

Specialist: ______Program: ______

1. List your goals and describe your progress toward accomplishing them.

2. What do you see as your strongest area of performance this year?

3. What were some of your major successes this year?

4. Is there an area of performance you found challenging that you would like to improve on next year?

5. What are ways your supervisor can best support you in your work?

6. Are there any concerns you would like to share?

36 BROOKINGS HARBOR SCHOOL DISTRICT SUMMATIVE EVALUATION – SPECIALIST Specialist: ______Program:______Administrator: ______Observation Date/Time: ______

Domain 1: Planning and Preparation 1 2 3 4 N/A Demonstrating knowledge/skill in specialty area Establishing goals for intervention program Demonstrating knowledge of district, state/federal regulations/guidelines Demonstrating knowledge of resources, both within and beyond district Designing coherent instruction Planning the instructional support program Developing plan to evaluate the intervention/instruction program Comments:

Domain 2: The Environment 1 2 3 4 N/A Establishing rapport with students and staff Organizing time efficiently Establishing/maintaining referral procedures Standards of conduct in testing/intervention space Organizing physical space Management of support staff Comments:

Domain 3: Instruction/Delivery of Service 1 2 3 4 N/A Responding to referrals and evaluating student needs Developing/implementing intervention plans Communicating and collaborating with families Collecting information; written information Demonstrating flexibility and responsiveness Participating in crisis prevention and intervention Developing and implementing behavior intervention plans Comments:

37 38 BROOKINGS HARBOR SCHOOL DISTRICT SUMMATIVE EVALUATION – SPECIALIST Page 2

Domain 4: Professional Responsibilities 1 2 3 4 N/A Reflecting on practice Communicating and collaborating with stakeholders Maintaining accurate records Maintaining an effective data-management system Participating in a professional community Engaging in professional development Showing professionalism, including integrity, advocacy Comments:

Employee has attached comments. Yes  No 

Signature of Employee ______Date ______

Signature of Administrator ______Date______

Copy to:  Employee  Administrator  HR

39 Program for Assistance for Improvement

Employee ______Position ______

Performance Deficiencies Performance Standards Employee Corrective Action District Assistance/Monitoring The following must be met in order to bring your performance to a satisfactory level:

Timelines: The above plan will be accomplished on or before ______. A progress conference will be held at that time to review the requirements written above and progress made or not made to that date. Failure to accomplish the expectations listed above will result in an extended plan or a recommendation to dismiss.

If you successfully complete the plan, the plan may be continued on a “maintenance” basis to monitor whether you continue to meet the expectations listed above thereafter. Consistent compliance with the expectations listed above shall be expected as long as you remain a District employee, and you may be dismissed without a new plan of assistance if you do not maintain compliance with these expectations.

______Signature of Employee Date Signature of Administrator Date

(Does not necessarily indicate agreement, but acknowledges the plan has been read and discussed.)

Copy to:  Employee  Administrator  HR