Domain 1: Planning and Preparation

For TOSAs, Resource Teachers, Literacy Coaches, Staff Training Specialists, Title I Resource Teachers Self Assessment 2011-2012

Name ______School ______Administrator(s) ______

Consider carefully your level of instructional practice, then circle the level of performance for each component. Evidence section is used to provide notes to yourself and your administrator as to why you made the rating selection you did. Your Self Assessment is due by September 29 th to your administrator.

DOMAIN 1: PLANNING AND PREPARATION FOR TOSAS, RESOURCE TEACHERS, LITERACY COACHES, STAFF TRAINING SPECIALISTS, TITLE I RESOURCE TEACHERS

COMPONENT L E V E L O F P E R F O R M A N C E EVIDENCE

UNSATISFACTORY NEEDS EFFECTIVE HIGHLY EFFECTIVE IMPROVEMENT/DEVELOPING 1a: Teacher demonstrates little Teacher demonstrates basic Teacher demonstrates Teacher’s knowledge of specialty Demonstrating knowledge of or no familiarity with familiarity with specialty area thorough knowledge of area and trends in professional current trends in specialty specialty area or trends in and trends in professional specialty area and trends in development is wide and deep; area and professional professional development. development. professional development. specialist is regarded as an development expert by colleagues. [FEAPs (a)1.a.; (a)3.e.] 1b: Teacher demonstrates little Teacher demonstrates basic Teacher demonstrates Teacher is deeply familiar with Demonstrating knowledge of or no knowledge of the knowledge of the school’s thorough knowledge of the the school’s program and works the school’s program and school’s program or of program and of teacher skill in school’s program and of to shape its future direction and levels of teacher skill in teacher skill in delivering that delivering that program. teacher skill in delivering that actively seeks information as to delivering that program program. program. teacher skill in that program. [FEAPs (a)1.e.; (a)2.a.h.; (a)3.e.h.; (a)4.a.] 1c: Teacher has no clear goals for Teacher’s goals for the Teacher’s goals for the Teacher’s goals for the Establishing goals for the the instructional support instructional support program instructional support instructional support program instructional support program, or they are are rudimentary and are partially program are clear and are are highly appropriate to the program appropriate to the inappropriate to either the suitable to the situation and the suitable to the situation and situation and the needs of the setting and the teachers situation or the needs of the needs of the staff. the needs of the staff. staff. They have been developed served staff. following consultations with [FEAPs (a)1.a.,b.; (a)3.e.] administrators and colleagues.

Non-Classroom Teacher Rubrics Page 1 DOMAIN 1: PLANNING AND PREPARATION FOR TOSAS, RESOURCE TEACHERS, LITERACY COACHES, STAFF TRAINING SPECIALISTS, TITLE I RESOURCE TEACHERS (CONTINUED)

UNSATISFACTORY NEEDS EFFECTIVE HIGHLY EFFECTIVE IMPROVEMENT/DEVELOPING 1d: Teacher demonstrates little Teacher demonstrates basic Teacher is fully aware of Teacher actively seeks out new Demonstrating knowledge of or no knowledge of resources knowledge of resources available resources available in the resources from a wide range of resources, both within and available in the school or in the school and district for school and district and in the sources to enrich teachers’ skills beyond the school and district for teachers to teachers to advance their skills. larger professional in implementing the school’s district advance their skills. community for teachers to program. [FEAPs (a)2.g.; (a)3.e.] advance their skills. 1e: Teacher’s plan consists of a Teacher’s plan has a guiding Teacher’s plan is well Teacher’s plan is highly coherent, Planning the instructional random collection of principle and includes a number designed to support teachers taking into account the support program, integrated unrelated activities, lacking of worthwhile activities, but in the improvement of their competing demands of making with the overall school coherence or an overall some of them don’t fit with the instructional skills. presentations and consulting program structure. broader goals. with teachers, and has been [FEAPs (a)1.b.c.f.; (a)3.e.g.] developed following consultation with administrators and teachers. 1f: Teacher has no plan to Teacher has a rudimentary plan Teacher’s plan to evaluate Teacher’s evaluation plan is Developing a plan to evaluate evaluate the program or to evaluate the instructional the program is organized highly sophisticated, with the instructional support resists suggestions that such support program. around clear goals and the imaginative sources of evidence program an evaluation is important. collection of evidence to and a clear path toward [FEAPs (a)1.d.; (a)3.e.; indicate the degree to which improving the program on an (a)4.b.c.d.f.] the goals have been met. ongoing basis.

Non-Classroom Teacher Rubrics Page 2 DOMAIN 2: THE ENVIRONMENT FOR TOSAS, RESOURCE TEACHERS, LITERACY COACHES, STAFF TRAINING SPECIALISTS, TITLE I RESOURCE TEACHERS (CONTINUED)

UNSATISFACTORY NEEDS EFFECTIVE HIGHLY EFFECTIVE IMPROVEMENT/DEVELOPING 2a: Teachers are reluctant to Relationships with the Teacher Relationships with Teacher Relationships with Teacher are Creating an environment of request assistance from the are cordial; teachers don’t resist are respectful, with some highly respectful and trusting, trust and respect Teacher, fearing that such a initiatives established by the contacts initiated by with many contacts initiated by [FEAPs (a)2.d.f.h.; (a)3.e.] request will be treated as a instructional specialist. teachers. teachers. sign of deficiency. 2b: Teacher conveys the sense Teachers do not resist the Teacher promotes a culture Teacher has established a culture Establishing a culture for that the work of improving offerings of support from the of professional inquiry in of professional inquiry in which ongoing instructional instruction is externally Teacher which teachers seek teachers initiate projects to be improvement mandated assistance in improving their undertaken with the support of [FEAPs (a)2.c.d.f.h.; (a)3.e.] and is not important to instructional skills. the specialist. school improvement. 2c: When teachers want to Some procedures (for example, Teacher has established clear Procedures for access to Establishing clear access assistance from the registering for workshops) are procedures for teachers to Teacher’s instructional support procedures for teachers to Teacher, they are not sure clear to teachers, whereas others use in gaining access to are clear to all teachers and have gain access to instructional how (for example, receiving informal support. been developed following support to go about it. support) are not. consultation with administrators [FEAPs (a)2.a.h.; (a)3.e.] and teachers. 2d: No norms of professional Teacher’s efforts to establish Teacher has established clear Teacher has established clear Establishing and maintaining conduct have been norms of professional conduct norms of mutual respect for norms of mutual respect for norms of behavior for established; teachers are are partially successful. professional interaction. professional interaction. professional interactions frequently disrespectful in Teachers ensure that their [FEAPs (a)2.b.h.; (a)3.e.] their interactions with one colleagues adhere to these another. standards of conduct.

2e: Teacher makes poor use of The physical environment does Teacher makes good use of Teacher makes highly effective Organizing physical space for the physical environment, not impede workshop activities. the physical environment, use of the physical environment, workshops or training resulting in poor access by resulting in engagement of with teachers contributing to the [FEAPs (a)2.a.h.; (a)3.e.] some participants, time lost all participants in the physical arrangement. due to poor use of training workshop activities equipment, or little alignment between the physical arrangement and the workshop activities.

DOMAIN 3: DELIVERY OF SERVICE FOR TOSAS, RESOURCE TEACHERS, LITERACY COACHES, STAFF TRAINING SPECIALISTS, TITLE I RESOURCE TEACHERS

Non-Classroom Teacher Rubrics Page 3 (CONTINUED)

UNSATISFACTORY NEEDS EFFECTIVE HIGHLY EFFECTIVE IMPROVEMENT/DEVELOPING 3a: Teacher declines to Teacher collaborates with Teacher initiates Teacher initiates collaboration Collaborating with teachers collaborate with classroom classroom teachers in the design collaboration with classroom with classroom teachers in the in the design of instructional teachers in the design of of instructional lessons and units teachers in the design of design of instructional lessons units and lessons instructional lessons and when specifically asked to do so. instructional lessons and and units, locating additional [FEAPs (a)2.e.; units. units. resources from sources outside (a)3.a.b.c.d.e.i.; (a)4.a.] the school. 3b: Teachers decline Teacher’s efforts to engage All teachers are engaged in Teachers are highly engaged in Engaging teachers in opportunities to engage in teachers in professional learning acquiring new instructional acquiring new instructional skills learning new instructional professional learning. are partially successful, with skills. and take initiative in suggesting skills some participating. new areas for growth. [FEAPs (a)3.a.b.c.d.e.f.; (a)4.a.] 3c: Teacher’s model lessons and The quality of model lessons and The quality of the Teacher’s The quality of Teacher’s model Sharing expertise with staff workshops are of poor workshops is mixed, with some model lessons and lessons and workshops is [FEAPs (a)3.a.b.c.d.e.f.g; quality or are not appropriate of them being appropriate to the workshops is uniformly high uniformly high and appropriate (a)4.a.] to the needs of the teachers needs of the teachers being and appropriate to the needs to the needs of the teachers being served. served. of the teachers being served. being served. The Teacher conducts extensive follow-up work with teachers. 3d: Teacher fails to locate Teacher’s efforts to locate Teacher locates resources for Teacher is highly proactive in Locating resources for resources for instructional resources for instructional instructional improvement locating resources for teachers to support improvement for teachers, improvement for teachers are for teachers when asked to instructional improvement for instructional improvement even when specifically partially successful; reflecting do so. teachers, anticipating their [FEAPs (a)3.a.b.c.d.e.h.i.j; requested to do so. incomplete knowledge of what is needs. (a)4.a.c.de.] available. 3e: Teacher adheres to his plan, Teacher makes modest changes Teacher makes revisions to Teacher is continually seeking Demonstrating flexibility in spite of evidence of its in the support program when the support program when it ways to improve the support and inadequacy. confronted with evidence of the is needed. program and makes changes as responsiveness need for change. needed in response to student, [FEAPs (a)3.a.b.c.d.e.j.; parent, or teacher input. (a)4.a.d.]

Non-Classroom Teacher Rubrics Page 4 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES FOR TOSAS, RESOURCE TEACHERS, LITERACY COACHES, STAFF TRAINING SPECIALISTS, TITLE I RESOURCE TEACHERS (CONTINUED)

UNSATISFACTORY NEEDS EFFECTIVE HIGHLY EFFECTIVE IMPROVEMENT/DEVELOPING 4a: Teacher does not reflect on Teacher’s reflection on practice is Teacher’s reflection provides Teacher’s reflection is highly Reflecting on practice practice, or the reflections moderately accurate and an accurate and objective accurate and perceptive, citing [FEAPs (a)1.e.; are inaccurate or self-serving. objective without citing specific description of practice, citing specific examples. Instructional (b)1.a.b.c.d.e.] examples and with only global specific positive and negative specialist draws on an extensive suggestions as to how it might be characteristics. Instructional repertoire to suggest alternative improved. specialist makes some strategies, accompanied by a specific suggestions as to prediction of the likely how the support program consequences of each. might be improved. 4b: Teacher does not follow Teacher’s efforts to prepare Teacher’s budgets are Teacher anticipates and Preparing and submitting established procedures for budgets are partially successful, complete, anticipating all responds to teacher needs when budgets and reports preparing budgets and anticipating most expenditures expenditures and following preparing budgets, following [FEAPs (a)1.e.; submitting reports. Reports and following established established procedures. established procedures and (b)1.a.b.c.d.e.] are routinely late. procedures. Reports are Reports are always suggesting improvements to sometimes submitted on time. submitted on time. those procedures. Reports are submitted on time. 4c: Teacher makes no effort to Teacher responds positively to Teacher initiates efforts to Teacher takes a leadership role in Coordinating work with collaborate with other the efforts of other instructional collaborate with other coordinating projects with other other instructional instructional specialists specialists within the district to instructional specialists instructional specialists within specialists within the district. collaborate. within the district. and beyond the district. [FEAPs (a)1.e.; (b)1.a.b.c.d.e. (a)4.e.]

Non-Classroom Teacher Rubrics Page 5 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES FOR TOSAS, RESOURCE TEACHERS, LITERACY COACHES, STAFF TRAINING SPECIALISTS, TITLE I RESOURCE TEACHERS (CONTINUED)

UNSATISFACTORY NEEDS EFFECTIVE HIGHLY EFFECTIVE IMPROVEMENT/DEVELOPING 4d: Teacher’s relationships with Teacher’s relationships with Teacher participates actively Teacher makes a substantial Participating in a colleagues are negative or colleagues are cordial, and the in school and district events contribution to school and professional community self-serving, and the specialist participates in school and projects and maintains district events and projects and [FEAPs (a)1.e.; specialist avoids being and district events and projects positive and productive assumes a leadership role with (b)1.a.b.c.d.e.] involved in school and district when specifically requested. relationships with colleagues. colleagues. events and projects. 4e: Teacher does not participate Teacher’s participation in Teacher seeks out Teacher actively pursues Engaging in professional in professional development professional development opportunities for professional development development activities, even when such activities is limited to those that professional development opportunities and makes a [FEAPs (a)1.e.; (b)1.a.b.c.d.e. activities are clearly needed are convenient or are required. based on an individual substantial contribution to the – weak relationship] for the enhancement of skills. assessment of need. profession through such activities as participating in state or national conferences for other specialists. 4f: Teacher displays dishonesty Teacher is honest in interactions Teacher displays high Teacher can be counted on to Showing professionalism, in interactions with with colleagues and respects standards of honesty and hold the highest standards of including integrity and colleagues and violates norms of confidentiality. integrity in interactions with honesty and integrity and takes a confidentiality norms of confidentiality. colleagues and respects leadership role with colleagues in [FEAPs (a)1.e.; (b)2] norms of confidentiality. respecting the norms of confidentiality.

Non-Classroom Teacher Rubrics Page 6