2015-16 Please delete this logo and replace with the ... · Form IEST-2015 Effective Date: _____...

Walton County School District Page 0 Instructional Evaluation System Template (IEST – 2015)

2015-16 School Year

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Instructional Evaluation System Template

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Rule 6A-5.030 Form IEST-2015 Effective Date: ______ 2015


Table of Contents

1. Performance of Students

2. Instructional Practice

3. Other Indicators of Performance

4. Summative Evaluation Score

5. Additional Requirements

6. District Evaluation Procedures

7. District Self-Monitoring

8. Appendix A – Checklist for Approval

Directions:

This document has been provided in Microsoft Word format for the convenience of

the district. The order of the template shall not be rearranged. Each section offers

specific directions, but does not limit the amount of space or information that can be

added to fit the needs of the district. All submitted documents shall be titled and

paginated. Where documentation or evidence is required, copies of the source

document(s) (for example, rubrics, policies and procedures, observation instruments)

shall be provided. Upon completion, the district shall email the template and required

supporting documentation for submission to the address

[email protected].

**Modifications to an approved evaluation system may be made by the district at any

time. A revised evaluation system shall be submitted for approval, in accordance with

Rule 6A-5.030(3), F.A.C. The entire template shall be sent for the approval process.

mailto:[email protected]


1. Performance of Students

Directions:

The district shall provide:

For all instructional personnel, the percentage of the evaluation that is based on the

performance of students criterion as outlined in s. 1012.34(3)(a)1., F.S., along with an

explanation of the scoring method, including how it is calculated and combined [Rule

6A-5.030(2)(a)1., F.A.C.].

For classroom teachers newly hired by the district, the student performance

measure and scoring method for each evaluation, including how it is calculated and

combined [Rule 6A-5.030(2)(a)2., F.A.C.].

For all instructional personnel, confirmation of including student performance data for

at least three years, including the current year and the two years immediately preceding

the current year, when available. If less than the three most recent years of data are

available, those years for which data are available must be used. If more than three

years of student performance data are used, specify the years that will be used [Rule

6A-5.030(2)(a)3., F.A.C.].

For classroom teachers of students for courses assessed by statewide, standardized

assessments under s. 1008.22, F.S., documentation that VAM results comprise at least

one-third of the evaluation [Rule 6A-5.030(2)(a)4., F.A.C.].

For classroom teachers of students for courses not assessed by statewide, standardized

assessments, the district-determined student performance measure(s) [Rule 6A-

5.030(2)(a)5., F.A.C.].

For instructional personnel who are not classroom teachers, the district-determined

student performance measure(s) [Rule 6A-5.030(2)(a)6., F.A.C.].

Summative Evaluation Calculations

All instructional personnel evaluations will be calculated based on the proportions in Table 1.

Evaluation Component Portion of Summative

Evaluation Administrative Evaluation One-Third Deliberate Practice One-Third

Student Performance Measure One-Third

Table 1

For all instructional personnel, at least three years, including the current year and the two years

immediately preceding the current year, will be included in the summative evaluation

calculations. If less than the three most recent years of data are available, those years for which

data are available will be used.


For teachers newly hired to the district, mid-year evaluations will consist only of the

administrative evaluation conducted by the Principal or designee. Beginning with the 2016-17

school year, the mid-year evaluation will consist of the administrative evaluation and the

classroom performance indicators determined by the Principal and teacher as the measure of

student performance data. The Administrative Evaluation will consist of 2/3 of the mid-year

evaluation and the classroom performance indicators will constitute the remaining 1/3.

Classroom performance mid-year criteria will be a site-based determination.


assessments under s. 1008.22, F.S., VAM results will constitute one-third of the summative

evaluation for all teachers, including teachers newly hired to the district.

A combination of the following tools will be used to measure student achievement for teachers

without a VAM. The combination will be appropriate to teacher assignment and student contact.

Percent of Pre-K students showing growth and/or proficiency on the Florida Voluntary

Pre-Kindergarten Assessment

STAR Enterprise Reading, Math, and Early Literacy

A chart with input from appropriate stakeholders to align the above tools to each teacher

according to their assignment of courses and students has been developed.

How Will We Assign Student Achievement Points to Teachers?

Teacher Student Growth Measurement

(One-Third of the Summative Evaluation)

Grades 4 – 10

Teaching

Math/Algebra I

and

Reading/ELA

Combined VAM for courses the teacher is assigned.

Grades 4 – 12

Teachers of

courses without

statewide,

standardized

assessments

Measureable learning targets based on STAR Enterprise Reading or

Math.

In the case that an SGP is not available, math and reading FSA

results will utilized.


Pre-K Percent of students showing growth and/or proficiency on the

Florida Voluntary Pre-Kindergarten Assessment

Kindergarten –

3rd Grade

STAR Enterprise

Combination of reading and math SGPs according to the included

documention.

Non-Classroom

Teachers (Teachers

with no specific

student

responsibilities)

Combined school wide or district wide aggregate of VAM for

statewide, standardized assessments in ELA and math. School and

district wide aggregates will only be used for instructional

personnel who provide services that impact all students in a school

or district, respectively.

Teachers of

students assessed

through the Florida

Alternative

Assessment(FAA)

Percent of students making growth – growth is defined as

maintaining or moving up a level on the FAA.

Teachers of Courses

with Statewide,

Standardized

Assessments with

no VAM

These cut scores will be based on achievement. These courses

include:

5th Grade Science FCAT 2.0 Science Median Scale

Score

8th Grade Science - RDG SGP + FCAT FCAT 2.0 Science Median Scale

Score + Median RDG SGP (50%

each)

Civics EOC Civics EOC Median Scale Score

Biology EOC Biology EOC Median Scale

Score

Geometry EOC Geometry EOC Median Scale

Score

US History EOC US History EOC Median Scale

Score

Algebra II EOC Algebra II EOC Median Scale

Score


Teachers of students that fall into multiple areas of the above rubric will receive a student

proficiency measure based on a combination of the respective categories listed above, weighted

appropriately based on the number of students in each category.

Determining Student Proficiency Scores

VAM ratings generated by FLDOE will receive scores based on Table 2.

Rating Score

HE 160

E 140

NI/D 113

U 55

Table 2

Student performance measures calculated based on the FAA or Florida Voluntary Pre-

Kindergarten Assessment will be determined by students showing growth. The

percentage of students showing growth for each teacher will be multiplied by 1.6 in order

to generate a score on a 160 point scale.

Student performance measure will be combined as one-third of the summative evaluation

by dividing the total performance measure score by 3 and adding the resulting quotient to

the deliberate practice and administrative evaluation components.


Teacher Conversion Scores: Teachers of Courses without Statewide, Standardized Assessments

Teacher conversion scores for teachers in grades K-12, without statewide, standardized assessments, will be generated utilizing the STAR Enterprise

Student Growth Percentile (SGP) in reading and math. Teacher conversion scores will be calculated based on recommendations made by

Renaissance Learning according to Table 1.

Table 1

SGP provides a ranking of each student’s growth compared with other students in the same grade level and with the same baseline assessment scale

score. This comparison is based on students taking the STAR Enterprise assessments in reading, math, and early literacy Nationwide. The purpose of

SGP is to only compare the growth of students with comparable academic performance within each grade level; the growth of high performing

students will not be compared to the growth of low performing students.

For teachers in grades K, teacher conversion scores will be based on their class’s median SGP for the STAR Early Literacy Enterprise assessment.

Table 2 on page two of this document provides the conversion from median class SGP to teacher conversion scores.

For teachers in grades 1 - 3, teacher conversion scores will be based on both the STAR Math Enterprise and STAR Reading Enterprise assessments.

Median SGP’s will be converted to teacher conversion scores based on Table 2 for reading and math, separately. Once the conversions have been

made for both reading and math, the teacher conversion scores will be added together and divided by two in order to determine a cumulative

teacher conversion score.

Median Class SGP Teacher Performance

1-20 Unsatisfactory

21-40 Needs Improvement

41-60 Effective

61-99 Highly Effective


For teachers of courses in grades 3-12 without a statewide, standardized assessments (including art, music, and PE for grades K-2), teacher

conversion scores will be based on the STAR Reading Enterprise assessment. Median SGP’s will be converted to teacher conversion scores based on

Table 2. Teachers of math courses without a statewide, standardized assessment will use the median SGP from the STAR Math Enterprise

assessment and converted using Table 2.

Note: Only students assessed during assessment periods one and four will be included in the class median SGP calculation

STAR Enterprise SGP to Teacher Conversion Scores

Unsatisfactory

Median SGP 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Conv. Score 3 5 8 11 14 17 20 23 27 30 33 35 37 40 43 46 49 51 53 55

Needs Improvement

Median SGP 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

Conv. Score 58 61 64 67 70 73 76 79 82 84 87 90 92 95 98 101 104 107 110 113

Effective

Median SGP 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60

Conv. Score 114 115 117 118 120 121 122 124 125 127 128 130 131 133 134 136 137 138 139 140

Highly Effective

Median SGP 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80+

Conv. Score 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160

Table 2


2. Instructional Practice

Directions:


For all instructional personnel, the percentage of the evaluation that is based on the

instructional practice criterion as outlined in s. 1012.34(3)(a)2., F.S., along with an

explanation of the scoring method, including how it is calculated and combined [Rule

6A-5.030(2)(b)1., F.A.C.].

Description of the district evaluation framework for instructional personnel and the

contemporary research basis in effective educational practices [Rule 6A-5.030(2)(b)2.,

F.A.C.].

For all instructional personnel, a crosswalk from the district's evaluation framework to

the Educator Accomplished Practices demonstrating that the district’s evaluation

system contains indicators based upon each of the Educator Accomplished Practices

[Rule 6A-5.030(2)(b)3., F.A.C.].

For classroom teachers, observation instrument(s) that include indicators based on each

of the Educator Accomplished Practices [Rule 6A-5.030(2)(b)4., F.A.C.].

For non-classroom instructional personnel, evaluation instrument(s) that include

indicators based on each of the Educator Accomplished Practices [Rule 6A-

5.030(2)(b)5., F.A.C.].

For all instructional personnel, procedures for conducting observations and collecting

data and other evidence of instructional practice [Rule 6A-5.030(2)(b)6., F.A.C.].

Evaluation Models

A. Specialized Exceptional Student Education Professionals (Administrative Evaluation)

1. Behavior Specialists

2. Occupational/Physical Therapist

3. Speech/Language Pathologist

4. ESE Staffing Specialists

B. Student Services Personnel (Administrative Evaluation)

1. Guidance Counselor

2. School Psychologist

3. Title I Support Teachers


C. Teacher Evaluation System (Administrative Evaluation)

1. Classroom Teacher

2. All TSA Positions

D. Media Specialist Evaluation System

1. Library Media Specialists

E. Deliberate Practice/Professional Learning Plan

1. All Instructional Personnel

Evaluation Calculations

The above listed components will consist of one-third of a teacher’s evaluation. The table below

details the percentage for each component.

Evaluation Component Percentage of Summative

Evaluation

Administrative Evaluation One-Third

Deliberate Practice One-Third

Student Performance

Measure

One-Third

Each component will be rated on the following scale, individually:

Evaluation Ratings

HE 141-160

E 114-140

NI 56-113

U 0-55

After rating each component individually and determining a separate rating, the following

formula will be used to determine a teacher’s summative score:

[(Admin. Evaluation Rating)/3] + [(Deliberate Practice Score)/3] + [(Student Performance Measure)/3]

This summative evaluation will be rated using the following scale:

Summative Evaluation

HE 141-160

E 114-140

NI 56-113

U 0-55


Teacher Evaluation Rubric


1.0 PLANNING/PREPARATION

1.1 Create long-range plans based on a review of state content standards, student needs, and district/school instructional priorities. 1.2 Learning goals and objectives (essential questions) are defined in lesson plans. 1.3 Lesson plans demonstrate knowledge of the content, relationships between important concepts, instructional strategies, and organizes

activities in an appropriate sequence. 1.4 Lesson plans are revised and/or differentiated based on student needs and student goals. 1.5 Uses data prior to planning instruction.

Area of Performance

Highly Effective Effective Needs Improvement/

Developing Unsatisfactory

1.1 Create long-range plans based on a review of state content standards, student needs, and district/school instructional priorities.

Design (Correlates with Domain Indicator 1.1)

- Analyzes student needs to develop long range plans. -Monitors and adjusts lesson plans throughout the semester/year based on data and progress monitoring. - Shares findings and conclusions with colleagues.

- Utilizes state standards consistently throughout the year. - Collaborate with colleagues on strategies that are effective.

U-Has some understanding of the district priorities and state content standards and sometimes addresses them lesson plans. -Lesson plans address state standards.

-District priorities and State content standards are not a part of the long range or daily planning process. -Lesson plans are incongruent with the state standards.

1.2 Learning goals and objectives (essential questions) are defined in lesson plans.

Pedagogy (Correlates with Domain Indicators 1.2)

Goals and objectives (essential questions) are based on content standards and needs of students. -Rubrics are utilized in lesson planning.

- Goals and objectives (essential questions) are aligned with the state curriculum standards. -Learning outcomes are clearly stated in lesson plans.

- Works with colleagues to plan lessons that align with district and state content standards. -Goals and objectives (essential questions) are not clearly defined. -Learning outcomes are sometimes included in lesson plans.

-Relies solely on textbook to plan and prepare for the lesson. -Goals and objectives (essential questions) are not stated.


Area of Performance



1.3 Lesson plans demonstrate knowledge of the content, relationships between important concepts, instructional strategies, and

organizes activities in an appropriate sequence.

Planning (Correlates with Domain Indicators 1.3)

-Sequences a variety of strategies and activities to create lessons that are rigorous, relevant, and meets the needs of diverse learners. -Students use essential questions and outcomes to direct their individual learning goals. -Lesson plans make connections to prior learning, student interests, real world situations or other content areas.

-Lesson plans consistently have rigor and content relevance. -Lesson plans link instruction to lesson outcomes. -Lesson plans include connections to prior learning.

- Lesson plans lack: strategies to engage

students relationships between

concepts appropriate sequencing

- Lesson objectives, outcomes, nor strategies are stated in lesson plans.

1.4 Lesson plans are revised and/or differentiated based on students’ needs and student goals.


Student Needs (Correlates with Domain Indicator 1.4)

- Lesson plans meet the needs of diverse learners. - Adapts materials and resources to meet the objectives and learning needs of all students. -Reviews and analyzes a variety of data to adjust instruction for the class and individual students. -Asks students to set

attainable individual goals

and an action plan to monitor

their plans so they are

knowledgeable about their

progress.

-Lesson plans are differentiated based on student needs. - Adapts materials and resources to meet the objectives and learning needs of most students. -Reviews available data including item analysis to adjust instruction for the class. - Creates opportunities for

learners to monitor and

analyze their own progress.

-Lesson plans lack strategies of differentiation for student needs. - Adapts materials and resources to meet the objectives and learning needs of some students. - Goals are not consistently

established by learners.

-Lesson plans are written and followed with little attention to student needs or outcomes. - Does not adapt and/or modify materials or resources to meet the objectives and learning needs of students. - Does not assist students in

goal setting.

Area of Performance



1.5 Uses data prior to planning instruction.

Assessments (Correlates with Domain Indicator 1.5)

-Confers with colleagues to gather data on individual student needs and progress and plans accordingly. - Revises lesson plans based on data for individual student needs.

-Uses data from ongoing formative and summative assessments to align lesson plans for the needs of students.

-Utilizes summative assessment data in lesson planning.

-Does not check for prior understanding before creating lesson plans.


2.0 CLASSROOM MANAGEMENT

2.1 Establish and maintain a student-centered learning environment that is a positive, safe, organized, equitable, flexible, inclusive, and

collaborative in which students are actively engaged from bell to bell.

2.2 Maintain academic focus by using a variety of motivational techniques. 2.3 Maintain instructional momentum with smooth and efficient transitions from one activity to another.

Area of Performance Highly Effective Effective Needs Improvement/ Developing

Unsatisfactory

2.1 Establish and maintain a student-centered learning environment that is positive, safe, organized, equitable, flexible, inclusive,

and collaborative in which students are actively engaged from bell to bell.

Learning Environment (Correlates with Domain

Indicator 2.1)

Facilitate students to collaborate and maintain a positive, respectful and non-threatening student-centered learning environment bell to bell.

A wide variety of effective behavior management techniques have been established and utilized.

Maximizes instructional time and minimizes interruptions by instilling classroom routines that are followed effortlessly by all students.

Students assist with managing, distributing, and collecting materials and equipment

Maintains a positive, respectful and non-threatening student-centered learning environment where students are engaged from bell to bell

Effective behavior management techniques have been established and utilized.

Establishes and posts routines but students require prompting to follow them.

Teacher manages the distribution and collection of materials and equipment without student assistance.

Factors necessary for a student- centered learning environment are not consistently implemented.

Students often not engaged from bell to bell.

Behavior management techniques are not consistently applied, resulting in behavior problems.

Establishes routines but they are not followed by all students or maintained by the teacher, resulting in the loss of instructional time.

Developing routines and procedures for managing, distributing, and collecting materials and equipment.

Interactions are often disrespectful, uncaring and negative.

Students not engaged from bell to bell.

Very few effective behavior management techniques are utilized, resulting in frequent behavior problems or demeaning of students.

Has not established routines and instructional time is lost for routine tasks and interruptions.

Has not established procedures for managing, distributing, and collecting materials and equipment.


2.2 Maintain academic focus by using a variety of motivational techniques.

Techniques (Correlates with Domain

Indicator 2.2)

Maintains academic focus through a variety of motivational techniques.

Students take responsibility for their learning.

Maintains academic focus through a motivational technique.

Does not consistently maintain academic focus.

Not all students are engaged in the learning process.

Lacks academic focus. Students are

frequently off-task and not engaged in the learning process.

Area of Performance Highly Effective Effective Needs Improvement/ Developing

Unsatisfactory

2.3 Maintain instructional momentum with smooth and efficient transitions from one activity to another.

Transitions (Correlates with Domain

Indicator 2.3)

Transitions are smooth with students assuming responsibility; no instructional time is lost.

Transitions are smooth; little instructional time is lost.

Smooth transitions do not always occur, resulting in a loss of instructional time.

Transitions result in lost instructional time and behavior problems.


Area of

Performance Highly Effective Effective Needs Improvement/


3.1 Demonstrate knowledge and understanding of curriculum content.

3.0 DIRECT INSTRUCTION

3.1 Demonstrate knowledge and understanding of curriculum content.

3.2 The teacher develops learning goals with expected outcomes accompanied by scales, exemplars or rubrics that describe levels of

performance relative to the learning goal and communicates high expectations for learning for all students.

3.3 Monitor learning activities, including the use of formative assessment, provide feedback, and adjust instruction to meet student

needs.

3.4 Use a variety of instructional strategies and/or modifications/accommodations for all students.

3.5 Organize the class and use appropriate strategies to enhance critical and creative thinking or problem solving and complex tasks

for all students.

3.6 Engage students in activities that link prior knowledge to new content, other subject areas, life experiences and/or careers for relevant

learning experiences.

3.8


Knowledge of

Content

(Correlates with

Domain Indicator

3. 1)

Displays extensive content knowledge with evidence of current information in the content area.

Fully explains concepts and connects content to other areas, student experiences and interests or to current events.

Sparks student excitement and interest in the content.

Demonstrates content knowledge and delivers content that is factually correct.

Content is clear and well-organized and key points or main ideas are emphasized.

Connects the content to other disciplines.

- Makes content errors

with correction.

Content is factually correct but explanations lack clarity and content is not well organized.

Does not make connections to other disciplines.

- Consistently makes

content errors without

correction.

Explanations are unclear and fail to build student understanding of key concepts.

Does not emphasize key points or make connections to other areas or disciplines.

Students are confused but instruction continues as planned.

Area of



3.2 The teacher develops learning goals with expected outcomes accompanied by scales, exemplars, or rubrics that describe levels of

performance relative to the learning goal and communicates high expectations of learning for all students.


Goal Focus

(Correlates with

Domain Indicator

3.2)

- Learning goals, objectives,

essential questions, or outcomes

are stated, displayed and

discussed.

-Clearly evident that rubrics,

anchor charts or exemplars are

being utilized.

- Outcomes are correlated with

state standards to deepen and

enrich students' understanding,

verbalization of thought and

application of the subject matter.

- Students value academic

success as evidenced by the

quality and pride in their work.

-Learning goals, objectives,

essential questions, or

outcomes are stated and

displayed and are correlated

with state standards.

-Consistently demonstrates

high expectations for learning

and achievement for all

students by clear

communications.

Stated or displayed learning objectives of each lesson are not always correlated with state standards.

Does not state or display learning goals, objectives, outcomes, or essential questions.

3.3 Monitor learning activities, including the use of formative assessment, provide feedback, and adjust instruction to meet

student needs.

Monitoring and

Feedback

(Correlates with Domain Indicator 3.3)

- Utilizes and/or administers two

or more formative assessments

to assess student understanding

and mastery of content.

Feedback is consistently provided in a timely manner and is of high quality.

Makes ongoing adjustments and reteaches as needed.

Provides learners timely and consistent high quality feedback.

Monitors classroom performance using formative assessment and adjusts teaching strategies.

Corrects and provides specific academic praise.

Inconsistently provides feedback in a timely manner.

Does not monitor student learning.

- Fails to provide

feedback.


Area of



3.4 Use a variety of instructional strategies and/or modifications/accommodations for all students.

Individual

Student Needs

(Correlates with

Domain Indicator

3.4)

- Meets the learning needs of

students by differentiating and

scaffolding so they can be

engaged in the content.

Differentiates and scaffolds instruction to meet most students’ learning needs.

Misses opportunities to differentiate instruction.

Fails to provide differentiated instruction for students with special needs and diverse backgrounds.

Displays little knowledge of student needs.

3.5 Organize the class and use appropriate strategies to enhance critical and creative thinking or problem solving and

complex tasks for all students.

Instructional

Strategies

(Correlates with

Domain Indicator

3.5)

Implements multiple teaching strategies, materials and groupings to involve and motivate all students.

Incorporates activities designed to foster higher level thinking and problem solving.

All students are involved in relevant work in which they are active learners and problem solvers.

Technology use enhances student learning.

Implements three or more teaching strategies, materials and classroom groupings to foster student learning.

Incorporates activities (which may include teacher or student use of appropriate technology) designed to foster higher level thinking or problem solving.

Most students are involved in relevant work in which they are active learners and problem solvers.

Uses one or two teaching strategies, materials and groupings.

Lessons do not actively involve all students in learning activities or incorporate higher level thinking.

Teaching strategies or types of materials fail to reach most students.

Most lessons consist of lectures to passive students, reading the textbook or completing worksheets.


Area of



3.6 Engage students in activities that link prior knowledge to new content, other subject areas, life experiences and/or careers

for relevant learning experiences.

Prior Knowledge

A(Correlates with

Domain Indicator

3.6)

- Fully explains concepts and

connects prior knowledge to

other subject areas, careers,

disciplines, and life

experiences.

- Connects prior knowledge

to other subject areas,

careers, life experiences or

disciplines.

Attempts to make some connections to other content areas, careers, disciplines, life experiences or prior knowledge

Does not make connections to other content areas, careers, disciplines, life experiences or prior knowledge.


4.0 PROFESSIONAL RESPONSIBILITIES

4.1 Acts in a professional and ethical manner; confidentiality, collaboration with peers and administrators, compliance with School

Board rules and school policies, adheres to test protocols, holds required certifications, communicates effectively, and fulfills required

duties in a timely and accurate manner, and adheres to The Code of Ethics and the Principles of Professional Conduct of the Education

Profession in Florida.

4.2 Support school and district initiatives by active participation in school and district activities, curriculum development, professional

development, MTSS/IEP meetings, parent conferences, other services and/or programs.

4.3 Communicate effectively with appropriate stakeholders in a timely manner.

4.4 Collaborate and assist others in acquiring new knowledge and understanding. 4.5 Attend trainings where new technologies and new uses for technology are explored and implement those into the classroom.

Area of



4.1 Acts in a professional and ethical manner; confidentiality, collaboration with peers and administrators, compliance with School

Board rules and school policies, adheres to test protocols, holds required certifications, communicates effectively, and fulfills

required duties in a timely and accurate manner, and adheres to The Code of Ethics and the Principles of Professional Conduct of the

Education Profession in Florida.


Ethical Behavior (Correlates with Domain Indicators 4.1)

-Always observes appropriate boundaries and respects confidentially.

-Carries out all assignments. Keeps records accurately. -Is never late for duties or

assignments. -Confident and competent

in assigned content area/s and continues to seek ways to expand knowledge level.

-School rules, administrative regulations, and Board policies are followed and enforced on a daily basis.

-Talks with students about the importance of outcomes of assessments and motivates them to do well.

-Is punctual and reliable with paperwork, duties and assignments.

-Keeps accurate records, including timely and consistent input of data into FOCUS.

-Completes assignments promptly and meets deadlines.

-Maintains appropriate boundaries and student confidentially.

-Licensed or certified in assigned content area.

- Administrative regulations, school rules, and Board policies are followed and enforced.

- Fully adheres to all testing protocols.

-Sometimes uses questionable judgment.

-Is late, misses deadlines, duties, or meetings and makes errors in records (attendance, grades, etc.).

-Sometimes violates boundaries and occasionally discloses student information.

Is taking course work to become certified or licensed.

-Administrative regulations, school rules, and Board policies are not consistently followed or enforced.

- Sometimes adheres to testing protocol.

Does not adhere to The Code of Ethics and the Principles of Professional Conduct.

-Acts in an unethical or ethically questionable manner and uses poor judgment.

-Fails to complete assignments or keep records in a timely fashion as required.

-Violates appropriate boundaries and discloses student information.

-Has little knowledge of subject area and is not working toward certification or licensure.

-School and district rules and policies are not followed or enforced.

-Does not adhere to testing protocol.

Area of




4.2 Support school and district initiatives by active participation in school and district activities, curriculum development,

professional development, MTSS/IEP meetings, parent conferences, other services and/or programs.

Contributions

(Correlates with

Domain Indicator

4.2)

-Provides leadership and

professional development

(mentoring, grade level chair,

department chair, SIT Chair,

PLF, etc…)

-Represents the faculty at

meetings and/or training

sessions and disseminates

information to the faculty.

Positively participates in the sharing of ideas and resources during meetings.

Works with colleagues to plan and present professional learning.

Rarely serves on committees or attends school activities.

Rarely contributes ideas to improve the school or support its mission.

-Works with school staff and other professionals to assist in meeting student needs and improving student performance only when directed to do so.

-Attends but does not participate in meetings and planning sessions.

-Attends professional development activities as required on individual professional development plan but does not implement strategies (follow-up, best practices).

Declines invitations to serve on committees or attend school activities.

Never contributes ideas to improve the school or support its mission.

Actions are inconsistent with the School Improvement Plan or school mission.

Frequently fails to work with school staff and other professionals to assist in meeting student needs and improving student performance.

Is absent often during meetings and planning sessions.

-Does not attend professional development meetings as required.

Area of




4.3 Communicate effectively, orally and in writing, with students, parents, and community.

Students and

Families

(Correlates with

Domain Indicator

4.3)

Deals immediately and successfully with parent concerns.

Written communications are exemplary.

Initiates and maintains a positive relationship with all stakeholders.

- Clearly articulates academic progress to individual students, parents, and appropriate colleagues.

-Communicates with stakeholders on a regular and timely basis and in a variety of formats.

Communicates in a timely, positive, and consistent manner with parents for the benefit of students.

Returns parent phone calls and emails promptly.

Articulates academic progress to individual students, their parents, and appropriate colleagues.

Attends parent conferences with student data and exemplars.

Communications to parents are sporadic and inconsistent.

Written and oral communications contain occasional errors.

Is slow to respond to parent concerns.

-Only provides academic data to students.

Meets with colleagues as required by administration, but does not consistently inform colleagues of student progress.

Fails to review portfolios of student work with students.

Written and oral communications frequently contain errors and is inconsistent.

Does not respond to parent concerns.

Does not inform parents when students are failing.


Area of



4.4 Collaborate and assist others in acquiring new knowledge and understanding.

Collaboration

(Correlates to

Domain Indicators

4.4)

-Meets with colleagues twice

a month to review student

work, design lessons or share

curriculum information.

- Regularly meets, and often

leads colleagues in the review

of data for planning purposes.

-Often leads and shares

pertinent information at

Professional Learning

Community meetings.

-Models effective techniques

and strategies for colleagues.

-Meets with colleagues

monthly to review data, lesson

plans, and student work.

-Actively participates at

Professional Learning

Community meetings as

evidenced by artifacts.

- Implements professional

learning and evaluates

effectiveness of learning

strategies.

-Attends PD aligned to

personal development goals

for assigned area and applies

new learning to instruction.

-Attends collaborative

meetings as required.

-Is beginning to see some

value in spending time

sharing personal reflections

and student work with

colleagues.

-Attends collaborative

meetings but rarely

contributes.

-Sees little value in

professional learning and

collaboration/PLC’s.


Area of



4.5 Attend trainings where new technologies and new uses for technology are explored and implement those into the

classroom.

Technology

(Correlates with

Domain Indicator

4.5)

-Seeks out new technologies

and shares information with

stakeholders.

- Attends trainings where new

technologies and new uses for

technology are explored.

-Often tries new ideas in the

classroom.

-Understands the need to

learn more about technology

and its use in the school

setting and will cooperate

when asked.

-Does not implement

technology strategies

learned in training.

-Does not attend

technology training.


Teacher Evaluation Rating System

Domain 1: Planning/Preparation Points Possible

HE 4 or more are HE and none are less than E 32

E 4 or more are E or higher, none are less than NI

NI Criteria for E not met and no more than 1 is U

U 2 or more are rated U

Domain 2: Classroom Management Points Possible




U Two or more are rated U

Domain 3: Direct Instruction Points Possible

HE 4 or more indicators are HE and none are less than E 56


NI Criteria for E not met and no more than 2 are U



Domain 4: Professional Responsibilities Points Possible





Final ratings in each domain will earn the following percentage of total possible points:

Percentage of Total Possible

Points

HE 100%

E 81%

NI 53%

U 20%


After rating each domain, determine the number of points received by each and add them together.

Domain Rating Max Points Points Earned

Domain 1: Planning/Preparation 32

Domain 2: Classroom Management 32

Domain 3: Direct Instruction 56

Domain 4: Professional Responsibilities 40

Sum of Total Points

Based on the sum of the total points, use the rating criteria below to determine the overall rating.

Final Evaluation

HE 141-160

E 114-140

NI 56-113

U 0-55


The following optional chart is provided for your convenience to display the crosswalk of the

district’s evaluation framework to the Educator Accomplished Practices. Other methods to

display information are acceptable, as long as each standard and descriptor is addressed.

Alignment to the Florida Educator Accomplished Practices (FEAP)

Practice Evaluation Indicators

1. Instructional Design and Lesson Planning Applying concepts from human development and learning theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the appropriate level of rigor; 1.2, 1.3 b. Sequences lessons and concepts to ensure coherence and required prior knowledge; 1.3 c. Designs instruction for students to achieve mastery; 1.5, 1.4

d. Selects appropriate formative assessments to monitor learning; 1.5

e. Uses diagnostic student data to plan lessons; and, 1.5, 1.1 f. Develops learning experiences that require students to demonstrate a variety of applicable skills and

competencies. 1.3

2. The Learning Environment To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator

consistently: a. Organizes, allocates, and manages the resources of time, space, and attention; 2.1, 2.3 b. Manages individual and class behaviors through a well-planned management system; 2.1, 2.2 c. Conveys high expectations to all students; 3.2 d. Respects students’ cultural linguistic and family background; 3.4, 2.1 e. Models clear, acceptable oral and written communication skills; 4.3 f. Maintains a climate of openness, inquiry, fairness and support; 2.1 g. Integrates current information and communication technologies; 4.5 h. Adapts the learning environment to accommodate the differing needs and diversity of students; and 3.4, 2.1 i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality

communication interactions and achieve their educational goals. 3.4, 4.5

3. Instructional Delivery and Facilitation The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:

a. Deliver engaging and challenging lessons; 3.5 b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought,

and application of the subject matter; 3.6

c. Identify gaps in students’ subject matter knowledge; 3.3, 1.5 d. Modify instruction to respond to preconceptions or misconceptions; 3.3, 1.5, 1.1 e. Relate and integrate the subject matter with other disciplines and life experiences; 3.6, 3.1 f. Employ higher-order questioning techniques; 3.5 g. Apply varied instructional strategies and resources, including appropriate technology, to provide

comprehensible instruction, and to teach for student understanding; 3.4, 3.5 h. Differentiate instruction based on an assessment of student learning needs and recognition of individual

differences in students; 1.5

i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; 3.2, 2.1 j. Utilize student feedback to monitor instructional needs and to adjust instruction. 3.3, 1.5

4. Assessment The effective educator consistently:

a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs,

informs instruction based on those needs, and drives the learning process; 1.5, 1.1, 1.4

b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery; 3.3, 1.5 c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains; 1.4 d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge; 3.4 e. Shares the importance and outcomes of student assessment data with the student and the student’s

parent/caregiver(s); and, 4.3


f. Applies technology to organize and integrate assessment information. 3.5

5. Continuous Professional Improvement4.4 The effective educator consistently:

a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on st4.2, 4.3udents’ needs;4.4 4.4

b. Examines and uses data-informed research to improve instruction and student achievement; 4.4 c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes,

adjust planning and continuously improve the effectiveness of the lessons; 4.4, 4.3 d. Collaborates with the home, school and larger communities to foster communication and to support student

learning and continuous improvement; 4.2, 4.3

e. Engages in targeted professional growth opportunities and reflective practices; and, 4.4 f. Implements knowledge and skills learned in professional development in the teaching and learning process. 4.4

6. Professional Responsibility and Ethical Conduct Understanding that educators are held to a high moral standard in a community, the effective educator adheres to

the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to

Rules 6A-10.080 and 6A-10.081, F.A.C., and fulfills the expected obligations to students, the public and the education profession.

4.1


Florida’s Evaluation Model and Guide

for Specialized

Exceptional Student Education

Professionals

Student Support Services Project, University of South Florida Bureau of Exceptional Education and Student Services

Division of Public Schools, Florida Department of Education


Domain A: Data-Based Decision Making and Evaluation of Practices (Behavior Specialists)

Highly Effective Effective Needs Improvement Unsatisfactory

1. Collects and uses data to develop and implement interventions within a problem-solving framework.

In addition to the characteristics of

Effective: Uses and/or facilitates

collecting district data relevant to

informing problem identification,

problem analysis and intervention

design at the school and/or district

level.

Uses and/or facilitates collecting

available school data and facilitates

collection of additional student data

(e.g., screening, progress monitoring

and diagnostic assessment) relevant

to informing problem identification,

problem analysis and intervention

design.

Practice is emerging but requires

supervision, supports and training or

prompts to consistently demonstrate

the practice.

Does not demonstrate or ineffectively

demonstrates the practice.

2. Analyzes multiple sources of qualitative and quantitative data to inform decision making.


Effective: Analyzes, integrates and

interprets data from multiple sources

at the school or district level and uses

the data to facilitate informed school-

and/or district-level decisions.

Independently analyzes, integrates

and interprets data from multiple

sources at the individual and group

level and uses the data to facilitate

informed decisions.

Practice is emerging but requires supervision, support and/or training to be effective.

Does not demonstrate or ineffectively demonstrates the practice.

3. Uses data to monitor student progress (academic, social/emotional/behavioral) and health and evaluate the effectiveness of services on student

achievement.

In addition to the characteristics of Effective: Uses school or district data to monitor the effectiveness of MTSS supports and intervention program outcomes.

Independently uses individual and group data to monitor student progress, evaluate the effectiveness of academic and behavioral instruction/intervention and modify interventions based on student data.

Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice.


4. Shares student performance data in a relevant and understandable way with students, parents and administrators.


In addition to the characteristics of Effective: Trains or mentors others to provide feedback on student performance and other assessment data to stakeholders and to present data in a way that is understandable and relevant to stakeholder interest/needs.

Independently provides feedback on student performance and other assessment data to stakeholders (students, teachers, parents, administrators, school teams) and presents data in a way that is understandable and relevant to stakeholder interest/needs.

Practice is emerging but requires supervision, supports and training or prompts to consistently demonstrate the practice.



Domain B: Instruction/Intervention Planning and Design (Behavior Specialists)


1. Uses a collaborative problem-solving framework as the basis for identification and planning for academic, behavioral and health interventions and supports.

In addition to the characteristics of Effective: Provides a leadership role by training others and mentoring team members to identify, problem solve and plan academic and behavioral interventions.

Independently works with team members to identify, problem solve and plan academic, behavioral and health interventions.

Practice is emerging but requires supervision, supports, and training or prompts to consistently demonstrate the practice.


2. Plans and designs instruction/intervention based on data and aligns efforts with the school and district improvement plans and state and federal mandates.

In addition to the characteristics of Effective: Trains and mentors others in collecting and using multiple sources of data, including individual, classroom, district and state assessments, to design and plan instruction and interventions that are aligned with school improvement priorities and other mandates.

Independently facilitates the use of multiple sources of data, including individual classroom, district and state assessments, to design and plan instruction and interventions that are aligned with school improvement priorities and other mandates.



3. Applies evidence-based research and best practices to improve instruction/interventions.

In addition to the characteristics of Effective: Applies evidenced-based practices when developing and planning instruction and interventions across all levels of MTSS (individual, targeted group, school, district).

Independently applies EBPs when developing and planning instruction and intervention.

Practice is emerging but requires supervision, support and/or training to be effective.


4. Develops intervention support plans that help the student, family or other community agencies and systems of support reach a desired goal.


Effective: Facilitates collaboration at multiple levels to identify systems-level needs, resources and infrastructure to access services and supports.

Independently facilitates development of a support plan that reflects the goals of stakeholders and includes supports to obtain the goals.




5. Engages parents and community partners in the planning and design of instruction/interventions.

In addition to the characteristics of Effective: Develops systems-level strategies (e.g., validate participation, decision making, two-way communication) for engaging families and community when planning and designing instruction/interventions.

Independently engages families, community and educational stakeholders when planning and designing instruction/interventions. Parent input is valued and incorporated into plans.




Domain C: Instruction/Intervention Delivery and Facilitation (Behavior Specialists)


1. Collaborates with school-based and district-level teams to develop and maintain an MTSS to support the academic, social, emotional and behavioral success and

health of all students.


Effective: Facilitates the development of

MTSS at multiple levels by

implementing interventions that

address schoolwide and/or district

issues/concerns.

Facilitates the development of MTSS at the

school level by implementing interventions

that match the intensity of student, group or

school needs.



prompts to consistently demonstrate the

practice.

Does not demonstrate or

ineffectively demonstrates the

practice.

2. Consults and collaborates at the individual, family, group and systems levels to implement effective instruction and intervention services.


Effective: Consults and collaborates at

multiple levels to implement and

evaluate academic and social,

emotional/behavioral and health

interventions.

Consults and collaborates with individuals,

families and/or group levels to implement

and evaluate academic, social, emotional/

behavioral and health interventions.




practice.



practice.

3. Implements EBPs within a multi-tiered framework.


Effective: Assists in implementing

EBPs relevant at multiple levels of

interventions and supports.

Facilitates implementation of EBPs for

individual students and/or targeted

groups.




practice.



practice.

4. Identifies, provides and/or refers for supports designed to help students overcome barriers that impede learning.


Effective: Facilitates identification of

systemic barriers to social/emotional/

academic learning and facilitates the

development of broader support

Identifies barriers to

social/emotional/academic learning and

connects students with resources that

support positive student outcomes/goals.




practice.



practice.


systems for students and families.

5. Promotes student outcomes related to career and college readiness.


Effective: Assists in the development/

planning of district level or school

level policies/interventions/supports

that address behavioral outcomes

related to student postsecondary goal

attainment.

Develops/plans interventions or programs

to increase student engagement (e.g.,

attendance, on-task behavior,

rigorous/relevant instruction, participation

in school activities) and other behavioral

outcomes to support attainment of post-

secondary goals.




practice.



practice.

6. Provides relevant information regarding child and adolescent development, barriers to learning and student risk factors.


Effective: Develops/provides trainings

that include EBPs related to

developmental issues, barriers to

learning and risk factors related to

healthy social/emotional growth.

Provides students, staff and parents with

information, research and EBPs related to

developmental issues, barriers to learning

and risk factors related to healthy

social/emotional growth.




practice.



practice.


Domain D: Learning Environment (Behavior Specialists)


1. Collaborates with teachers and administrators to develop and implement schoolwide PBS.


Effective: Interacts with school,

district, parents and community

partners to sustain and promote

effective system-wide

programs/services that result in a

healthy school climate.

Interacts with school personnel to

promote and implement schoolwide

PBS.


supervision, support and/or training

to be effective.



2. Collaborates with school personnel and students to foster student engagement (e.g., involvement, motivation, persistence, resilience, ownership).


Effective: Examines need and

feasibility for systemic intervention to

support and increase student

engagement districtwide.

Consults with school staff and

students to identify strengths and

weaknesses as part of problem

solving and intervention planning to

increase student engagement.




the practice.



3. Promotes safe school environments.


Effective: Collaborates with learning

community to enhance, support

and/or create safe and violence-free

school climates through provision of

training and advancement of state,

school and/or district initiatives that

relate to healthy and violence-free

schools.

Collaborates with school personnel to

promote and assist in implementing

effective programs/services that

result in safe and violence-free school

climates (i.e., readiness, school

failure, attendance, dropout,

bullying, child abuse, youth suicide,

school violence).




the practice.



4. Integrates relevant cultural issues and contexts that impact family–school partnerships.


Effective: Promotes multicultural

Identifies relevant cultural issues and

contexts that impact family–school






understanding and dialogue through

provision of training and information

dissemination to examine the broader

context of cultural issues that impact

family–school partnerships.

partnerships and uses this knowledge

as the basis for problem solving

related to prevention and

intervention.


the practice.


Domain E: Professional Learning, Responsibility and Ethical Practice (Behavior Specialists)


1. Develops a personal, professional growth plan that enhances professional knowledge, skills and practice and addresses areas of need on the evaluation.


Effective: solicits feedback from

supervisors and colleagues and

initiates activities or modifies plan

based on performance outcomes.

Maintains a plan for continuous

professional growth and skill

development aligned with

performance evaluation outcomes and

personal/professional goals.




the practice.



2. Engages in targeted professional growth opportunities and reflective practices (e.g., professional learning community [PLC]).


Effective: Facilitates professional

learning activities and initiates

activities that contribute to

professional growth of self and others.

Participates in professional learning

opportunities and reflective practices

consistent with the professional

growth plan.




the practice.



3. Implements knowledge and skills learned in professional development activities.


Effective: Integrates and applies

acquired knowledge and training into

professional practice in order to

mentor and/or train others.

Implements knowledge and skills

learned in professional development

activities into professional practice.




the practice.



4. Demonstrates effective recordkeeping skills.


Effective: Tracks treatment dosage,

tracks the impact of services on

student outcomes and uses records to

make decisions about the service

delivery system.

Maintains complete and accurate

records including documentation of

planning, implementation and

evaluation of services.




the practice.



5. Demonstrates effective oral and written communication skills.


Effective: Facilitates communication,

Demonstrates coherent and

professional written and oral






adapts communication style and

content to a variety of audiences.

communication skills. prompts to consistently demonstrate

the practice.

6. Complies with national and state laws, district policies and guidelines and ethical educational and professional standards.


Effective: Serves as a model for

colleagues in displaying high

standards of professionalism and

ethics in accordance with laws,

policies, guidelines and standards.

Complies with applicable federal,

state and local laws, rules and policies.

Adheres to professional standards,

ethics and practices.




the practice.




EMSESEP for Occupational/Physical

Therapist (OT/PT)


Domain A: Data-Based Decision Making and Evaluation of Practices (OT/PT)




Effective: Initiates and supports others

to ensure collaboration with student

teams to use available student data

relevant to analysis of current

capacity and barriers and the design

of interventions. Plans interventions

that will support function in future

environments.

In collaboration with the student

team, uses available student data

(e.g., screening, assessment,

evaluation, progress monitoring)

relevant to analysis of current

capacity and barriers and the design

of interventions and therapy.




the practice.





Effective: Identifies patterns in data

across multiple students and settings,

brings to the attention of

administration and advocates for

responsive change.

Analyzes, assimilates and interprets

data from multiple sources at the

individual level and uses this data to

guide and inform decisions

concerning interventions and

delivery of therapy.




the practice.




achievement.


Effective: Interprets data to the

student team in an understandable

way and serves as a resource to

colleagues regarding data-based

modification of interventions.

Uses individual data to monitor

student progress and, in

collaboration with the student team,

evaluate the effectiveness of the

intervention and modifies the

intervention as indicated.




the practice.



4. Shares student performance data in a relevant and understandable way with students, parents and and administrators.



Effective: Facilitates an ongoing

exchange of information regarding

student performance and the

effectiveness of the interventions.

Actively participates in an ongoing


student performance and the

effectiveness of the interventions and

therapy.


supervision supports and training or


the practice.




Domain B: Instruction/Intervention Planning and Design (OT/PT)




Effective: Initiates, develops and

implements systems to ensure

collaboration with student and team

to identify, problem solve and plan

for academic, behavioral,

communication, health and

independent functioning


Works in collaboration with student

and team to identify, problem solve

and plan for academic, behavioral,

communication, health and

independent functioning





the practice.





Effective: Initiates using multiple

sources of data. Designs, trains,

implements and modifies

interventions aligned with school

improvement efforts and other

mandates.

Uses multiple sources of data.

Designs, implements and modifies

interventions aligned with school

improvement efforts and other

mandates.




the practice.





Effective: Participates evidence-based

research or services as a resource

regarding knowledge and skills

needed for EBP.

Demonstrates use of evidence-based

practices and sound clinical and

professional reasoning in planning

interventions and therapy.




the practice.






Effective: Engages agencies and other

systems of support with student and

family to develop plans to achieve

student goals.

Develops plans, interventions and

therapy that reflect student goals and

priorities and are supportive of or

aligned with other interventions in

the educational environment.




the practice.

Does not engage or ineffectively

develops plans that reflect student

goals and priorities.



Effective: Develops system-level

strategies to design and implement

instruction/interventions to reach a

desired goal.

Works in alignment with others to

design and implement instruction/

interventions and therapy to reach a

desired goal.




the practice.




Domain C: Instruction/Intervention Delivery and Facilitation (OT/PT)


1. Collaborates with school-based and district-level teams to develop and maintain a MTSS to support the academic, social, emotional and behavioral success and


In addition to the characteristics of Effective:

Initiates and supports colleagues with

problem solving in planning, facilitating

or delivering interventions that match

intensity to need.

Functions as part of school team in

planning, facilitating or delivering

interventions whose intensity matches

student, group or school needs.




the practice.



practice.

2. Consults and collaborates at the individual, family, group and systems levels to implement effective instruction and intervention services.


Mentors and leads other professionals in the

design and implementation of therapeutic

interventions that support effective

instruction.

Consults and collaborates with

student, family and members of

school environment to design and

implement therapeutic interventions

that support effective student

instruction.




the practice.



practice.



Provides professional development in

the selection and use of EBPs that

support effective instruction.

Seeks out and incorporates best

available evidence-based practices in

the implementation of interventions

for students.




the practice.



practice.



Initiates, develops and implements

systems to ensure learning barriers are

addressed across multiple students and

environments.

Identifies barriers to learning and

connects students to appropriate

resources or refers to other

professionals.




the practice.



practice.




Advocates for opportunities to support

postsecondary goals and engage students

and their families to further explore

goals, develop self-determination skills

and promote independence.

Selects and implements interventions

that support the attainment of

postsecondary goals or community

readiness, including supporting

increased student engagement and

promotion of independence.




the practice.



practice.



Develops and /or provides professional

development opportunities on research

and best practices related to human

development, learning barriers and risk

factors.

Provides students, families and

educational personnel with

information, research and best

practices related to human

development, learning barriers and

risk factors.




the practice.



practice.


Domain D: Learning Environment (OT/PT)




Effective: Coordinates the

development and implementation of

therapeutic interventions within a

positive behavior support system.

Collaborates with school staff/team

to develop and implement

therapeutic interventions within a

positive behavior support system.




the practice.





Effective: Identifies barriers to equal

access and initiates collaborative

action for systemic interventions.

Collaborates with school personnel

and students to identify and

implement therapeutic strategies

and/or assistive technology to

encourage student engagement.




the practice.





Effective: Initiates, develops and

implements systems to support safe

and accessible environments.

Interacts with students, educators

and other school personnel to

support safe and accessible

environments.




the practice.

Fails to interact with students,

educators/school personnel to

support safe and accessible

environments.



Effective: Creates and promotes

materials and supports relevant to

cultural, social and societal issues

Identifies relevant cultural, social and

societal issues that impact family–

school relationships and uses the

knowledge to problem solve possible




the practice.




that impact family–school

relationships.

prevention and intervention

strategies.

D

Domain E: Professional Learning, Responsibility and Ethical Practice (OT/PT)


1. Develops a personal, professional growth plan that enhances professional knowledge, skills and practice and addresses areas of need on the evaluation.


Solicits feedback from supervisors and

colleagues and initiates activities or

modifies plan based on performance

outcomes.

Maintains a plan for continuous

professional growth and skill

development aligned with performance

evaluation outcomes and





the practice.



practice.

2. Engages in targeted professional growth opportunities and reflective practices (e.g., PLC).


Facilitates professional learning activities

and initiates activities that contribute to

professional growth of self and others.

Participates in professional learning

opportunities and reflective practices

consistent with the professional growth

plan.




the practice.



practice.


Integrates and applies acquired

knowledge and training into professional

practice in order to mentor and/or train

others.

Implements knowledge and skills

learned in professional development

activities into professional practice.




the practice.



practice.



Tracks treatment dosage, tracks the

impact of services on student outcomes

and uses records to make decisions about

Maintains complete and accurate

records, including documentation of

planning, implementation and






practice.


the service delivery system. evaluation of services. the practice.



Facilitates communication and adapts

communication style and content to a

variety of audiences.



communication skills.




the practice.



practice.



Serves as a model for colleagues in

displaying high standards of

professionalism and ethics in accordance

with laws, policies, guidelines and

standards.

Complies with applicable federal, state

and local laws, rules and policies.

Adheres to professional standards,





the practice.



practice.


EMSESEP for Speech/Language Pathologist (SLP)


Domain A: Data-Based Decision Making and Evaluation of Practices (SLP)




Effective: Collects and uses data to

identify patterns in data across

multiple students and settings and

brings to the attention of team

members to inform problem analysis

and intervention and therapy design.

Collects and uses available data

relevant to informing problem

identification, problem analysis,

intervention and therapy design for

individual students




the practice.





Effective: Identifies patterns in data

across multiple students and settings,

brings to the attention of team

members and advocates for

responsive change based on relevant

data.

Analyzes, integrates and interprets

qualitative and quantitative data

from multiple sources at the

individual and group level and uses

data to inform decision making for

individual students.




the practice.




achievement.


Effective: Serves as a resource to

colleagues regarding use of data.

Uses individual and group data to

monitor student progress and

evaluate the effectiveness of

interventions and therapies.




the practice.






Effective: Clearly interprets and shares

data in multiple ways to help

students, families, educators and

administrators understand the

implications on student performance

and conveys the rationale for

professional decisions.

Actively participates in an ongoing


student performance, the

effectiveness of the interventions and

the rationale for professional

decisions.




the practice.



Domain B: Instruction/Intervention Planning & Design (SLP)




Effective: Thorough and extensive

knowledge of the specialty area is

evident and actively initiates and

promotes collaboration.

Collaborates with members of the

educational team and students to

target the skills, concepts and

strategies critical for meeting student

needs by using an array of effective

therapy and intervention approaches

and evaluation tools.




the practice.





Effective: Initiates, designs and

implements, or trains other

professionals, in the use of multiple

sources of data collection.

Uses multiple sources of data

collection, including therapy,

classroom, district and state

assessments to design and plan

student interventions and therapies

that align with school improvement

efforts and other mandates.




the practice.





Effective: Identifies resources,

Demonstrates knowledge of EBP and

the ability to select and apply those






collaborates and supports use of EBP

for planning.

practices to improve instruction

and/or interventions.


the practice.



Effective: Initiates contacts with

agencies and other systems of

support in developing plans that

reflect student goals and priorities.

Develops plans that reflect student

goals, priorities and support

connected with other agencies or

community resources.




the practice.





Effective: Develops system-level

strategies in planning/designing

instruction and intervention.

Engages family, community and

educational stakeholders as

appropriate when planning and

designing instructions and

intervention with clear outcomes that

are appropriate to the disorder, age,

developmental level and needs of

students.




the practice.




Domain C: Instruction/Intervention Delivery and Facilitation (SLP)


1. Collaborates with school-based and district level teams to develop and maintain a multi-tiered continuum of services

(MTSS) to support the academic, social, emotional, behavioral success and health of all students.


Effective: Contributes innovative

ideas and/or takes a leadership

role in planning, facilitating or

delivering interventions and

therapies.

Functions on and contributes to

school team in planning,

facilitating or delivering

interventions and therapies whose

intensity matches student, group

or school needs.

Practice is emerging but

requires supervision,

supports and training or

prompts to consistently

demonstrate the practice.

Does not

demonstrate or

ineffectively

demonstrates the

practice.

2. Consults and collaborates at the individual, family, group and systems levels to implement effective instruction and

intervention services.


Effective: Mentors and leads other

professionals in the design and

implementation of interventions

and therapies that support effective

instruction.

Consults and collaborates with

student, family and educators to

design and implement

interventions and therapies that

support effective student

instruction.






Does not

demonstrate or

ineffectively

demonstrates the

practice.



Effective: Mentors or provides

professional development in the

selection and use of EBPs in a

continuum of service delivery

models.

Seeks out and EBPs in the

implementation of interventions

and therapies within a continuum

of service delivery models that are

dynamic and appropriate for

students.






Does not

demonstrate or

ineffectively

demonstrates the

practice.



Effective: Continuously evaluates,

monitors and/or adjusts supports

identified to help students

overcome barriers to learning.


provides support or connects

students to appropriate resources

and/or other professionals.






Does not

demonstrate or

ineffectively

demonstrates the

practice.



Effective: Advocates for

opportunities that support goal

attainment and engage students to

further explore goals, develop self-

determination skills and promote

independence.

Identifies and promotes strategies

that support the attainment of

community readiness or

postsecondary goals, including

supporting increased student

engagement and promotion of

independence.






Does not

demonstrate or

ineffectively

demonstrates the

practice.




Effective: Promotes professional

development opportunities or

mentors on practices related to

child and/or adolescent language

development, barriers to learning

and risk factors.

Provides students, families and

educators with information on

EBPs related to child and/or

adolescent language development,

barriers to learning and awareness

and prevention of communication

disorders.






Does not

demonstrate or

ineffectively

demonstrates the

practice.


Domain D: Learning Environment (SLP)



In addition to the characteristics

of Effective: Collaborates with

educators and/or families to

generalize positive behavior

supports across settings.

Consistently implements

and maintains PBS in order

to effectively manage

student behavior in the

therapeutic environment.








practice.

2. Collaborates with school personnel and students to foster student engagement (e.g., involvement, motivation, persistence,

resilience, ownership).


of Effective: Solicits other

stakeholders’ perspectives on

behalf of students and, when

appropriate, engages the

involvement of families in

therapeutic intervention.

Consistently optimizes

service delivery time to

actively engage students

throughout the therapeutic

environment to ensure

student participation.








practice.



of Effective: Interacts with

school community to support

a safe and accessible

environment conducive to

student engagement and

learning throughout the

school setting.

Consistently establishes a

therapeutic environment

conducive to student

engagement and learning.








practice.



of Effective: Promotes

understanding of cultural

issues and knowledge of

language differences versus

language disorders among

stakeholders.

Consistently reflects

sensitivity to cultural issues

and knowledge of language

differences versus language

disorders when interacting

with students and families

and when making

intervention decisions.








practice.


Domain E: Professional Learning, Responsibility and Ethical Practice (SLP)


1. Develops a personal, professional growth plan that enhances professional knowledge, skills and practice and addresses

areas of need on the evaluation.

In addition to the

characteristics of Effective;

Solicits feedback from

supervisors and colleagues

and initiates activities or

modifies plan based on

performance outcomes.

Maintains a plan for

continuous professional

growth and skill development

aligned with performance

evaluation outcomes and








ineffectively demonstrates

the practice.


In addition to the

characteristics of Effective:

Facilitates professional

learning activities and

initiates activities that

contribute to professional

growth of self and others.

Participates in professional

learning opportunities and

reflective practices consistent

with the professional growth

plan.








the practice.


Integrates and applies

acquired knowledge and

training into professional

practice in order to mentor

and/or train others.

Implements knowledge and

skills learned in professional

development activities in

professional practice.








the practice.


In addition to the


Tracks treatment dosage,

tracks the impact of services

on student outcomes and

uses records to make

decisions about the service

delivery system.

Maintains complete and

accurate records, including

documentation of planning,

implementation and evaluation

of services.








the practice.


In addition to the


Facilitates communication,

and adapts communication

style and content to a variety











the practice.


of audiences.


In addition to the


Serves as a model for

colleagues in displaying

high standards of

professionalism and ethics in

accordance with laws,

policies, guidelines and

standards.

Complies with applicable laws,

rules, guidelines and policies at

the federal, state and local

levels. Adheres to professional

standards, ethics and practices.








the practice.


EMSESEP for Staffing Specialists


Domain A: Data-based Decision Making and Evaluation of Practices (Staffing Specialists)




Effective: Reviews and collects

school or district data relevant

to the application and problem

solving approach in the

implementation and

development of a school wide

plan.

Reviews and collects school

based data relevant to the

implementation and

development of students’

individualized plans through

the collaboration with other

interrelated individuals and

professionals that support the

student needs.


requires supervision, supports

and training or prompts to

consistently demonstrate the

practice.



practice.

2. Analyzes multiple sources of qualitative and quantitative data to inform decision-making.


Effective: Provides leadership

and facilitation in analyzing,

integrating and interpreting

data.

Assists relevant individuals with analyzing, integrating and interpreting data from multiple sources including assessments and uses comparisons among previous data collected to determine the student learning needs and instruction, which will drive the learning process





practice.



practice.

3. Uses data to monitor student progress (academic, social/emotional/behavioral) and health and evaluate the effectiveness of services

on student achievement.


Effective: Uses grade-level,

school or district-wide student

data to facilitate the monitoring

of student progress to evaluate

the effectiveness of academic,

behavioral and/or health needs

and modify interventions and

services based on the data

collected.

Uses student data to monitor

student progress to evaluate

the effectiveness of academic,

behavioral and/or health needs

and create interventions based

on the data collected.





practice.



practice.




Effective: Provides feedback that

creates a clear vision of the

priority instructional goals for

the school and can discuss in a

way that is understandable and

relevant to the cause and effect

relationship between practice

and student achievement

Provides feedback on the

assessed areas of concern with

other data collected on student

performance to stakeholders

(students, teachers, parents,

administrators and school

teams) and presents this

information in a way that is

understandable and relevant to

stakeholder interest/needs.





practice.



practice.

Domain B: Instruction/Intervention Planning & Design


1. Uses a collaborative problem-solving framework as the basis for identification and planning for academic, behavioral and health



Effective: Uses school or district

level data in a problem-solving

framework.

Collaborates with appropriate

school or district level

professionals in a problem

solving framework to plan the

academic, behavioral and/or

health interventions and

supports to assist in individual

student’s needs





practice.



practice.

2. Plans and designs instruction/intervention based on data and aligns efforts with the school and district improvement plans and state

and federal mandates.


Effective: Uses grade-level,

school or district-wide data to

improve student outcomes.

Uses multiple sources of data

to facilitate the planning and

design of instruction and

interventions that promote

student achievement and are

aligned with school and district

improvement plans and state

and federal mandates.





practice.



practice.




Effective: Provides leadership

and training in the use of

evidence- based and best

practices to improve student

instruction and interventions.

Applies evidence-based and

best practices when facilitating

the development and planning

of student instruction and

interventions.





practice.



practice.

4. Develops intervention support plans that help the student, family or other community agencies and systems of support reach a

desired goal.


Effective: Collaborates with

community agencies (e.g.,

Vocational Rehabilitation,

Agency for Persons with

Disabilities, etc.) to develop

systems of support.

Facilitates the development of

plans with the collaboration of

a team that may involve

community agencies (e.g.,

Vocational Rehabilitation,

Agency for Persons with

Disabilities, etc.) and other

systems of support in an effort

to support the student and

their family with specific

needs.





practice.



practice.



Effective: Facilitates strategies

and engages in the planning

and design of student

instruction and interventions

with input from the parent and

community partners.

Engages and collaborates with

parents and community

partners to ensure their input

in the planning and design of






practice.



practice.

Evaluation Rubric Scoring Protocol


Domain C: Instruction/Intervention Delivery and Facilitation

Highly Effective

Effective Needs Improvement Unsatisfactory

1. Collaborates with school-based and district level teams to develop and maintain a multi-tiered

continuum of services (MTSS) to support the academic, social, emotional, behavioral success and


In addition to the

characteristics of

Effective: Coordinates

and facilitates the

collaboration of

school-based or

district level teams.

Collaborates with a team

of school-based

personnel to implement

multi-tiered supports

that address academic,

social/emotional

behavioral and health

success of students.

Practice is emerging

but requires

supervision, supports

and training or


demonstrate the

practice.


ineffectively

demonstrates the

practice.

2. Consults and collaborates at the individual, family, group and systems levels to implement effective

instruction and intervention services.

In addition to the

characteristics of


and facilitates

students, their families

and the appropriate

team members.

Consults and

collaborates with

students, their families

and the appropriate

team members to

support the

development and

implementation of

effective instruction and

intervention services that

will support the

student’s needs.


but requires


and training or


demonstrate the

practice.


ineffectively

demonstrates the

practice.

3. Implements evidence-based practices within a multi-tiered framework.

In addition to the

characteristics of


and facilitates the

collaboration of

appropriate team

members.

Collaborates with the

appropriate team

members to facilitate the

implementation of

evidence- based

practices that are proven

to achieve positive

student outcomes within

a multi- tiered

framework.


but requires


and training or


demonstrate the

practice.


ineffectively

demonstrates the

practice.

4. Identifies, provides and/or refers for supports designed to help students overcome barriers that

impede learning.

In addition to the

characteristics of

Effective: Provides

training and

mentoring of

professionals of the

process.

Assists in the planning

and collaboration of

professionals through

the referral process of a

student to determine and

adjust supports after

student data has been


but requires


and training or


demonstrate the

practice.


ineffectively

demonstrates the

practice.



collected and interpreted

to develop an effective

individualized plan for

student


In addition to the

characteristics of

Effective: Implements

activities that promote

self-advocacy and

transitional needs.

Coordinates

collaboration with the

student, teachers,

guidance counselors and

other appropriate team

members to promote in

the self-advocacy and

transitional needs

related to career and

college readiness

through self

determination which

will prepare the student

with post school

outcome goals.


but requires


and training or


demonstrate the

practice.


ineffectively

demonstrates the

practice.


Highly Effective

Effective Needs Improvement Unsatisfactory

6. Provides relevant information regarding child and adolescent development, barriers to learning and

student risk factors.

In addition to the

characteristics of

Effective: Selects,

develops, modifies

and/or adapts

materials and resources

which support learning

objectives by

addressing student

development, student

risk factors, varying

student learning styles

and special needs of

the student.

Coordinates and

supports collaboration

between the school

psychologist, [delete

“assigned”] teachers

and other relevant

professionals to help a

student’s team

understand any

relevant information

regarding the student’s

risk factors and

student development

that may be causing

barriers to learning.





demonstrate the

practice.


ineffectively

demonstrates the

practice.



Domain D: Learning Environment


1. Collaborates with teachers and administrators to develop and implement school-wide positive

behavior supports.

In addition to the

characteristics of


and facilitates

collaboration.

Collaborates with

educators and

administrators to

develop and/or

implement a school-

wide positive behavior

support system that

includes high

expectations for all

students



supports and training

or prompts to

consistently

demonstrate the

practice.


ineffectively

demonstrates the

practice.

2. Collaborates with school personnel and students to foster student engagement (e.g., involvement,

motivation, persistence, resilience, ownership).

In addition to the

characteristics of

Effective: Coordinates a

process with

educators, students

and families about

school level activities

that will encourage

student engagement to

reflect an outcome of

student achievement

and success

Collaborates and

consults with

educators, students and

families to identify the

strengths and needs of

the student as part of

the problem solving

and intervention

planning process to

increase student

engagement.




or prompts to

consistently

demonstrate the

practice.


ineffectively

demonstrates the

practice.


In addition to the

characteristics of


on the development of

classroom

management systems.

Consults on the

development of

classroom management

systems that promote

healthy, safe and

accessible school

environments.




or prompts to

consistently

demonstrate the

practice.


ineffectively

demonstrates the

practice.




In addition to the

characteristics of

Effective: Assists in

collaboration among

individuals and

organizations to

improve cultural,

social and societal

issues that impact

family school

relationships through

planning activities

considering individual

student’s culture,

learning styles, special

needs and socio-

economical

background.

Identifies relevant

cultural, social and

societal issues that

impact family school

relationships and uses

the knowledge to

problem solve possible

prevention and

intervention strategies.




or prompts to

consistently

demonstrate the

practice.


ineffectively

demonstrates the

practice.



Domain E: Professional Learning, Responsibility and Ethical Practice

Highly Effective

Effective

Needs Improvement Unsatisfactory

1. Develops a personal, professional growth plan that enhances professional knowledge, skills and

practice; and addresses areas of need on the evaluation.

In addition to the

characteristics of

Effective: solicits

feedback from

supervisors and

colleagues and initiates

activities or modifies

plan based on

performance

outcomes.



growth and skill


performance evaluation

outcomes and

personal/professional

goals.


but requires


and training or

prompts to

consistently

demonstrate the

practice.

Does not demonstrate

or ineffectively

demonstrates the

practice.


In addition to the

characteristics of

Effective: Facilitates

professional learning

activities and initiates

activities that

contribute to

professional growth of

self and others.


learning opportunities and

reflective practices

consistent with the

professional growth plan.


but requires


and training or

prompts to

consistently

demonstrate the

practice.


or ineffectively

demonstrates the

practice.



acquired knowledge

and training into

professional practice in

order to mentor

and/or train others.

Implements knowledge

and skills learned in


activities into professional

practice.


but requires


and training or

prompts to

consistently

demonstrate the

practice.


or ineffectively

demonstrates the

practice.


In addition to the Demonstrates reliable Practice is emerging Does not demonstrate



characteristics of


communication,

adapts communication

style and content to a


recordkeeping and

coherent and professional

written and oral


but requires


and training or

prompts to

consistently

demonstrate the

practice.

or ineffectively

demonstrates the

practice.


In addition to the

characteristics of


communication,

adapts communication

style and content to a



professional written and

oral communication skills.


but requires


and training or

prompts to

consistently

demonstrate the

practice.


or ineffectively

demonstrates the

practice.

6. Complies with national and state laws, district policies and guidelines and ethical educational and

professional standards.

In addition to the

characteristics of

Effective: Serves as a

model for colleagues in

displaying high

standards of

professionalism and

ethics in accordance

with laws, policies,

guidelines and

standards.

Complies with applicable

laws, rules, guidelines and

policies at the federal, state

and local levels. Adheres to

professional standards,



but requires


and training or

prompts to

consistently

demonstrate the

practice.


or ineffectively

demonstrates the

practice.



Name: Employee ID#:

Position: Assignment:

Evaluator: Date:

Domain A: Data-Based Decision Making and Evaluation of Practices Rating Scores

HE E NI U

A-1. Collects and uses data to develop and implement interventions within a

problem-solving framework.

Evidence:

A-2. Analyzes multiple sources of qualitative and quantitative data to inform

decision making.

Evidence:

A-3. Uses data to monitor student progress (academic and

social/emotional/behavioral) and evaluate the effectiveness of services on student

achievement.

Evidence:

A-4. Shares student performance data in a relevant and understandable way with

students, parents andadministrators.

Evidence:

Domain A Section Comments:

Domain B: Instruction/Intervention Planning and Design Rating Scores

HE E NI U

B-1. Uses a collaborative problem-solving framework as the basis for identification

and planning for academic, behavioral and health interventions and supports.

Evidence:

B-2. Plans and designs instruction/intervention based on data and aligns efforts with

the school and district improvement plans and state and federal mandates.

Evidence:

B-3. Applies evidence-based research and best practices to improve

instruction/interventions.

Evidence:

B-4. Develops intervention support plans that help the student, family or other

community agencies and systems of support reach a desired goal.

Evidence:

B-5. Engages parents and community partners in the planning and design of


Evidence:

Domain B Section Comments:



Domain C: Instruction/Intervention Delivery and Facilitation Rating Scores

HE E NI U

C-1. Collaborates with school-based and district-level teams to develop and

maintain a multi-tiered system of supports (MTSS) to support the academic, social,

emotional and behavioral success and health of all students.

Evidence:

C-2. Consults and collaborates at the individual, family, group and systems levels to

implement effective instruction and intervention services.

Evidence:

C-3. Implements evidence-based practices within a multi-tiered framework.

Evidence:

C-4. Identifies, provides and/or refers for supports designed to help students

overcome barriers that impede learning.

Evidence:

C-5. Promotes student outcomes related to career and college readiness.

Evidence:

C-6. Provides relevant information regarding child and adolescent development,

barriers to learning and student risk factors.

Evidence:

Domain C Section Comments:

Domain D: Learning Environment Rating Scores

HE E NI U

D-1. Collaborates with teachers and administrators to develop and implement

schoolwide positive behavior supports.

Evidence:

D-2. Collaborates with school personnel and students to foster student engagement

(e.g., involvement, motivation, persistence, resilience, ownership).

Evidence:

D-3. Promotes safe school environments.

Evidence:

D-4. Integrates relevant cultural issues and contexts that impact family–school

partnerships.

Evidence:

Domain D Section Comments:



Domain E: Professional Learning, Responsibility and Ethical Practice Rating Scores

HE E NI U

E-1. Develops a personal, professional growth plan that enhances professional

knowledge, skills and practice and addresses areas of need on the evaluation.

Evidence:

E-2. Engages in targeted professional growth opportunities and reflective practices

(e.g., professional learning community).

Evidence:

E-3. Implements knowledge and skills learned in professional development

activities.

Evidence:

E-4. Demonstrates effective recordkeeping skills.

Evidence:

E-5. Demonstrates effective oral and written communication skills.

Evidence:

E-6. Complies with national and state laws, district policies and guidelines and

ethical educational and professional standards.

Evidence:

Domain E Section Comments:

EVALUATION RUBRIC TOTAL SCORE:

Highly Effective Effective Needs

Improvement Unsatisfactory

Total Score (range) Performance Level Rating

141–160 Highly Effective

114–140 Effective

56–113 Needs Improvement

< 56 Unsatisfactory



Rating Criteria

Domain A: Data-Based Decision Making and Evaluation of Practices Points Possible

HE 3 or more indicators are HE and none are less than E

32 E At least three are E or higher and no more than one are NI, none are U

NI Criteria for E not met and no more than one is U

U 2 or more are U

Domain B: Instruction/Intervention Planning and Design Points Possible


32 E At least 4 are E or higher and no more than 1 is NI, none are U


U 2 or more are U

Domain C: Instruction/Intervention Delivery and Facilitation Points Possible


32 E At least 4 are E or higher and no more than two are NI, none are U

NI Criteria for E not met and no more than two are U

U Two or more are U

Domain D: Learning Environment Points Possible




U 2 or more are U

Domain E: Professional Learning, Responsibility and Ethical Practice Points Possible




U Two or more are U





Points

HE 100%

E 81%

NI 53%

U 20%



Domain A: Data-Based Decision Making and

Evaluation of Practices

32

Domain B: Instruction/Intervention

Planning and Design

32

Domain C: Instruction/Intervention Delivery

and Facilitation

32

Domain D: Learning Environment 32

Domain E: Professional Learning,

Responsibility, and Ethical Practice

32

Sum of Total Points


Final Evaluation

HE 141-160

E 114-140

NI 56-113

U 0-55



Florida’s Student Services Personnel

Evaluation Model and Guide

Student Support Services Project, University of South Florida Bureau of Exceptional Education and Student Services

Division of Public Schools, Florida Department of Education

Evaluation Rubric for Student Services Professional Practices in a Multi-Tiered System of Support


Domain A: Data-Based Decision Making and Evaluation of Practices



Uses and/or facilitates collecting district

data relevant to informing problem

identification, problem analysis, and

intervention design at the systems level.

Uses available school data and collects

additional student data (e.g., screening,

progress monitoring, and diagnostic

assessment) relevant to informing

problem identification, problem analysis,

and intervention design.


supervision, support, and/or training to

be effective independently.

Does not collect or use data to inform

interventions within a problem-solving

framework OR ineffectively

demonstrates the practice/skill required.


Analyzes, integrates, and interprets data

from multiple sources at the school or

district level, and uses the data to inform

systems-level decisions.

Analyzes, integrates, and interprets data

from multiple sources at the individual

and group level, and uses the data to

inform decisions.




Does not analyze, integrate, and

interpret data from multiple sources or

use data to inform decisions OR


practice/skill required.


achievement.

Uses school or district data to monitor

the effectiveness of MTSS supports and

district intervention program outcomes.

Uses individual and group data to

monitor student progress, evaluate the

effectiveness of academic and behavioral

instruction/intervention, and modify

interventions based on student data.




Does not monitor student progress or

evaluate the effectiveness of academic

and behavioral instruction/ intervention

OR ineffectively demonstrates the


4. Shares student performance data in a relevant and understandable way with students, parents, and administrators.



Trains or mentors others to provide

feedback on student performance and

other assessment data to stakeholders

and to present data in a way that is



Provides feedback on student

performance and other assessment data

to stakeholders (students, teachers,

parents, administrators, school teams)

and presents data in a way that is






Does not provide feedback on student

performance and other assessment data;

does not present data in a way that is

understandable and relevant OR





Domain B: Instruction/Intervention Planning and Design


1. Uses a collaborative problem-solving framework as the basis for identification and planning for academic, behavioral, and health interventions and

supports.

Provides a leadership role by training

others and facilitating team members’

ability to identify, problem solve, and

plan academic and behavioral

interventions.

Works with team and team members

to identify, problem solve, and plan

academic, behavioral, and health

interventions.


supervision, support, and/or training

to be effective independently.

Does not work with team to identify,

problem solve, and plan academic

and behavioral interventions OR




Trains or mentors others in collecting

and using multiple sources of data,

including classroom, district, and

state assessments, to design and plan

instruction and interventions that are

aligned with school improvement

priorities and other mandates.

Uses multiple sources of data,

including classroom, district, and

state assessments, to design and plan

instruction and interventions that are

aligned with school improvement

priorities and other mandates.




Instruction and interventions are not

aligned OR are poorly aligned with

school improvement priorities and

other mandates.


Applies evidenced-based best

practices when developing and

planning instruction and

interventions across all levels of

MTSS (individual, targeted group,

school, systems).

Applies evidence-based and best

practices when developing and

planning instruction and

intervention.




Fails to apply OR poorly applies

evidence-based and best practices

when developing and planning

instruction and intervention.

4. Develops intervention support plans that help the student, family, or other community agencies and systems of support to reach a desired goal.

Collaborates to identify systems-level

needs, resources, and infrastructure

to access services and supports.

Develops a support plan that reflects

the goals of student/client systems

and supports the goal.




Support plans are ineffectively

developed (i.e., plans do not reflect



goals or systems coordination and

support to obtain stated goal).



Domain B: Instruction/Intervention Planning and Design



Develops systems-level strategies

(e.g., validate participation, decision

making, two-way communication)

for engaging families and community

when planning and designing


Engages families, community, and

educational stakeholders when

planning and designing instruction

and interventions. Parent input is

valued and incorporated into plans.




Does not engage OR ineffectively

engages families and community

when planning and designing

instruction/intervention.





1. Collaborates with school-based and district-level teams to develop and maintain a multi-tiered continuum of services (MTSS) to support the academic,

social, emotional, and behavioral success and health of all students.

Facilitates the development of MTSS

at the district level by planning and

implementing interventions that

address systemic issues/concerns.

Facilitates the development of MTSS

at the school level by planning and

implementing interventions whose

intensity matches student, group, or

school needs.


supervision, support, and/or

training to be independently

effective.

Does not contribute to the

development and implementation of

MTSS at the school level OR



2. Consults and collaborates at the individual, family, group, and systems levels to implement effective instruction and intervention services.

Consults and collaborates at the

school/systems level to plan,

implement, and evaluate academic

and social-emotional/behavioral

services.

Consults and collaborates at the

individual, family, and group levels

to plan, implement, and evaluate

academic, social-emotional/

behavioral, and health services.




effective.

Does not consult/collaborate OR

demonstrates practice/skill

ineffectively when planning,

implementing, or evaluating

academic and social-

emotional/behavioral services.

3. Implements evidence-based practices within a multi-tiered framework.

Assists in identifying and

implementing evidence-based

practices relevant to system-wide

(school or district) interventions and

supports.

Incorporates evidence-based

practices in the implementation of

interventions for individual students

and targeted groups.




effective.

Does not incorporate OR ineffectively

demonstrates evidence-based

practices when implementing

interventions for individual students

and targeted groups.

4. Identifies, provides, and/or refers for supports designed to help students overcome barriers that impede learning.

Identifies the systemic barriers to

learning and facilitates the

development of broader support

systems for students and families.


connects students with resources that

support positive student outcomes/

goals.




effective.

Does not identify barriers to learning

or connect students with resources

that support positive outcomes/goals



OR ineffectively demonstrates the







Develops/plans district-level or

school-level policies/interventions/

supports that address student

postsecondary goal attainment.

Develops/plans interventions or

programs to increase student

engagement (e.g., attendance, on-task

behavior, rigorous/relevant

instruction, participation in school

activities) and support attainment of

post-secondary goals.



to be independently effective.

Does not develop interventions that

increase student engagement or

support attainment of postsecondary

goals OR ineffectively demonstrates


6. Provides relevant information regarding child and adolescent development, barriers to learning, and student risk factors.

Develops/provides trainings that

include best practices related to


learning, and risk factors.

Provides students, staff, and parents

with information, research, and best

practices related to developmental

issues, barriers to learning, and risk

factors.




Does not inform students, staff, or

parents about best practices related to


learning, or risk factors OR

demonstrates practice/skill

ineffectively.





1. Collaborates with teachers and administrators to develop and implement school-wide positive behavior supports.

Interacts with school, district,

parents, and community partners to

sustain and promote effective system-

wide programs/services that result in

a healthy school climate.


promote and implement school-wide

positive behavior supports.




Does not interact with school

personnel to promote and implement

school-wide positive behavior

supports OR poorly demonstrates the



Examines need and feasibility for

systemic intervention to support and

increase student engagement district-

wide.

Consults with school staff and

students to identify strengths and

weaknesses as part of problem

solving and intervention planning to

increase student engagement.




Does not consult with school

personnel to support and/or increase

student engagement OR ineffectively

demonstrates the practice/skill

required.


Interacts with learning community to

enhance, support, and/or create safe

and violence-free school climates

through training and advancement of

initiatives that relate to healthy and

violence-free schools.


promote and implement effective

programs/services that result in a

healthy and violence-free school

climate (i.e., readiness, school failure,

attendance, dropout, bullying, child

abuse, youth suicide, school

violence).




Fails to demonstrate OR ineffectively

demonstrates understanding,

advocacy, and implementation of

services/programs that address risk

and protective factors among

students/staff.


Creates and promotes multicultural

understanding and dialogue through

training and information

dissemination to examine the broader

context of cultural issues that impact

family–school partnerships.

Identifies relevant cultural issues and

contexts that impact family–school

partnerships and uses this knowledge

as the basis for problem solving

related to prevention and

intervention.




Does not OR ineffectively

demonstrates knowledge of cultural

influences on students, teachers,

communication styles, techniques,

and practices.





5. Provides a continuum of crisis intervention services.

Engages the learning community in

strengthening crisis preparedness

and response by organization,

training, and information

dissemination.

Collaborates in crisis planning,

prevention, response, and recovery

and/or collaborates in

implementing/ evaluating programs.




Does not OR ineffectively

demonstrates skills related to

collaboration for crisis intervention

along the continuum of services.


Domain E: Professional Learning, Responsibility, and Ethical Practice


1. Develops a personal, professional growth plan that enhances professional knowledge, skills, and practice

and addresses areas of need on the evaluation.

Establishes continuous

improvement strategy

to identify and self-

monitor areas for skill

and professional

growth based on

performance outcomes.



growth and skill


performance evaluation

outcomes and




support, and/or

training to be

independently effective.

Does not develop a

personal professional

growth plan with goals

related to performance

evaluation outcomes OR

shows ineffective effort

in this practice/skill.

2. Engages in targeted professional growth opportunities and reflective practices (e.g., professional learning

community [PLC]).

Facilitates professional

learning communities’

review of practices and

response to feedback

from supervisor

and/or coworkers.


learning opportunities

consistent with the

professional growth plan

and uses feedback from

supervisor and/or

colleagues for skill

enhancement.



support, and/or

training to be


Does not participate in

professional

development

opportunities OR

demonstrates poor

acceptance and/or use

of constructive feedback

to enhance skills.


Integrates acquired

knowledge and

training into practice

for professional

community.


acquired knowledge and

training into professional

practice.



support, and/or

training to be


Demonstrates little or no

interest in altering

practices and delivery of

services to accommodate

new knowledge and

skills.

4. Demonstrates effective recordkeeping and communication skills.

Supports record/data

management system

impact on practice and

facilitates active

listening among

professional learning

community members.

Demonstrates reliable

recordkeeping skills;

demonstrates coherent,

professional written/oral

communication; adapts

communication style and

content to a variety of

audiences; establishes

rapport and is an active

listener.



support, and/or

training to be


Does not OR

ineffectively maintains

reliable system of

recordkeeping; fails to

or poorly demonstrates

active listening, written,

and/or verbal



Domain E: Professional Learning, Responsibility, and Ethical Practice


5. Complies with national and state laws, district policies and guidelines, and ethical educational and

professional standards.

Demonstrates a clear

understanding of

professional practice

standards and ethics.

Operationalizes standards

in day-to-day practice as a

model for professional

community members.

Adheres to professional

standards, ethics and

practices; maintains

accurate, timely, and

confidential records;

and complies with

relevant laws, rules,

guidelines, and policies

at the national, state,

and local levels.



support, and/or training

to be independently

effective.

Does not adhere to

standards of

professional practice,

national and state laws,

and/or local policy and

procedures in the

professional arena.


Name: Employee ID#:

Position: Assignment:

Evaluator: Date:

Domain A: Data-Based Decision Making and Evaluation of Practices Rating Scores

HE E NI U

A-1. Collects and uses data to develop and implement interventions within a

problem-solving framework.

Evidence:

A-2. Analyzes multiple sources of qualitative and quantitative data to inform

decision making.

Evidence:

A-3. Uses data to monitor student progress (academic and

social/emotional/behavioral) and evaluate the effectiveness of services on student

achievement.

Evidence:

A-4. Shares student performance data in a relevant and understandable way with

students, parents, and administrators.

Evidence:

Domain A Section Comments:

Domain B: Instruction/Intervention Planning and Design Rating Scores

HE E NI U

B-1. Uses a collaborative problem-solving framework as the basis for identification

and planning for academic and behavioral interventions and supports.

Evidence:

B-2. Plans and designs instruction/intervention based on data and aligns efforts with

the school and district improvement plans and state and federal mandates.

Evidence:

B-3. Applies evidence-based research and best practices to improve


Evidence:

B-4. Develops intervention support plans that help the student, family, or other

community agencies and systems of support reach a desired goal.

Evidence:

B-5. Engages parents and community partners in the planning and design of


Evidence:

Domain B Section Comments:


Domain C: Instruction/Intervention Delivery and Facilitation Rating Scores

HE E NI U

C-1. Collaborates with school-based and district-level teams to develop and

maintain a multi-tiered continuum of services (MTSS) to support the academic,

social, emotional, and behavioral success and health of all students.

Evidence:

C-2. Consults and collaborates at the individual, family, group, and systems levels to

implement effective instruction and intervention services.

Evidence:

C-3. Implements evidence-based practices within a multi-tiered framework.

Evidence:

C-4. Identifies, provides, and/or refers for supports designed to help students

overcome barriers that impede learning.

Evidence:

C-5. Promotes student outcomes related to career and college readiness.

Evidence:

C-6. Provides relevant information regarding child and adolescent development,

barriers to learning, and student risk factors.

Evidence:

Domain C Section Comments:

Domain D: Learning Environment Rating Scores

HE E NI U

D-1. Collaborates with teachers and administrators to develop and implement

school-wide positive behavior supports.

Evidence:

D-2. Collaborates with school personnel and students to foster student engagement

(e.g., involvement, motivation, persistence, resilience, ownership).

Evidence:

D-3. Promotes safe school environments.

Evidence:

D-4. Integrates relevant cultural issues and contexts that impact family–school

partnerships.

Evidence:

D-5. Provides a continuum of crisis intervention services.

Evidence:

Domain D Section Comments:


Domain E: Professional Learning, Responsibility, and Ethical Practice Rating Scores

HE E NI U

E-1. Develops a personal, professional growth plan that enhances professional

knowledge, skills, and practice and addresses areas of need on the evaluation.

Evidence:

E-2. Engages in targeted professional growth opportunities and reflective practices

(e.g., PLC).

Evidence:

E-3. Implements knowledge and skills learned in professional development

activities.

Evidence:

E-4. Demonstrates effective recordkeeping and communication skills.

Evidence:

E-5. Complies with national and state laws, district policies and guidelines, and

ethical educational and professional standards.

Evidence:

Domain E Section Comments:

OVERALL RATING for the EVALUATION RUBRIC:

Highly Effective Effective Needs

Improvement Unsatisfactory

Total Score (range)* Performance Level Rating

141–160 Highly Effective

114–140 Effective

56–113 Needs Improvement

< 56 Unsatisfactory


Rating Criteria

Domain A: Data-Based Decision Making and Evaluation of Practices Points Possible




U 2 or more are U

Domain B: Instruction/Intervention Planning and Design Points Possible




U 2 or more are U

Domain C: Instruction/Intervention Delivery and Facilitation Points Possible




U Two or more are U

Domain D: Learning Environment Points Possible




U 2 or more are U

Domain E: Professional Learning, Responsibility, and Ethical Practice Points Possible




U 2 or more are U




Points

HE 100%

E 81%

NI 53%

U 20%



Domain A: Data-Based Decision Making and

Evaluation of Practices

32

Domain B: Instruction/Intervention

Planning and Design

32

Domain C: Instruction/Intervention Delivery

and Facilitation

32

Domain D: Learning Environment 32

Domain E: Professional Learning,

Responsibility, and Ethical Practice

32

Sum of Total Points


Final Evaluation

HE 141-160

E 114-140

NI 56-113

U 0-55


Formal Observation/Evaluation Rubric – Media Specialists

Media Specialist_________________________________________ School ____________________________ Participants________________

Activity _________________________________________________ Observer _______________________________ Date _______________

Summary of the Activity________________________________________________________________________________________________

Evidence of Professional Activity Domain 1: Planning and Preparation

Component Unsatisfactory Improvement

Needed/Developing

Effective Highly Effective

1.1

Demonstrating

Knowledge of

Literature,

Information

Technology, and 21st

Century Learner

Standards

Media specialist demonstrates

little or no knowledge of

literature, information

technology, and 21st Century

Learner Standards.


limited knowledge or literature,

information technology, and 21st

Century Learner Standards.


thorough knowledge of

literature, information


Learner Standards.

Media specialist draws on

extensive professional

resources, demonstrates rich

knowledge and understanding

of literature, information


Learner Standards.

Evidence


Needed/Developing


1.2

Demonstrating

Knowledge of the

School’s Perfor-


little or no knowledge of the

school improvement plan (SIP)

and little or no knowledge of


basic knowledge of the SIP and

little or no knowledge of student


thorough knowledge of the SIP

and knowledge of student

Media specialist takes a

leadership role with the school

to advocate the information

skills needed by students


mance Plan and

Student Needs Within

the Academic

Program

student needs for information

skills within the academic

standards.

needs for information skills

within the academic standards.

needs for information skills

within the academic standards.

within the SIP and academic

program.

Evidence


Needed/Developing


1.3

Establishing Goals for

the Library/ Media

Program Appropriate

to the Age Level of

Students Served and

the SIP

Media specialist has no clear

goals, or goals are not appropriate

to the age of students and the SIP

Media specialist’s goals are

rudimentary and are partially

suitable to the age of students

and the SIP

Media specialist’s goals are clear

and appropriate to the age of

students and the SIP

Media specialist’s goals for the

media program are highly

appropriate to the situation in the

school, to the age of the students,

to the SIP, and have been

developed following consultations

with students and colleagues.

Evidence



Needed/Developing


1.4

Demonstrating

Knowledge of

Resources and

Technology within the

School, District, and

Community


little or no familiarity with

resources and technology to

enhance own knowledge, to use

in teaching, or for students who

need them.


basic knowledge of resources and

technology available for students

and teachers in the school, the

district and the community.

Media specialist is fully aware of

resources and technology

available for students and

teachers in the school, the district

and the community.

Media specialist is fully aware of

resources and technology

available for students and

teachers in the school, the district

and the community, and actively

seeks out new resources from a

wide range of sources to enrich

the school’s program.

Evidence



Needed/Developing


1.5

Developing and

Implementing a Plan to

Integrate the Media

Program into the

School Perfor-

mance Plan

Media specialist’s program

consists of a random collection of

unrelated activities, lacking

coherence or an overall structure.

Media specialist’s program has a

guiding principle and includes a

number of worthwhile activities,

but some do not fit with the

broader goal.

Media specialist’s program is well

designed to support both teachers

and students with their

information needs.

Media specialist’s plan is highly

coherent, taking into account

scheduled time in the library,

consultative work with teachers,

and work in maintaining and

extending the collection. The plan

has been developed after

consultation with teachers and

administrators.

Evidence


Needed/Developing


1.6

Developing a Plan to

Evaluate the Media

Program

Media specialist has no plan to

evaluate the media program or

resists suggestions that such a

plan is important.

Media specialist has a

rudimentary plan to evaluate the

media program.

Media specialist’s plan to evaluate

the media program states clear

goals and shows a collection of

evidence to prove the goals have

been met.

Media specialist’s evaluation plan

is highly sophisticated, with a

variety of sources of evidence and

a clear vision of how the media

program can be improved year

after year.

Evidence


Domain 2: The Environment


Needed/Developing


2.1

Creating an

Environment of

Respect and Rapport

Interactions, both between the

media specialist and students and

among students are negative,

inappropriate, or insensitive to

students’ cultural backgrounds

and are characterized by sarcasm,

put-downs, or conflict.



among students, are generally

appropriate and free from conflict

but may be characterized by

occasional displays of insensitivity

or lack of responsiveness to

cultural or developmental

differences among students.



among students, are polite and

respectful, reflecting general

warmth and caring, and are

appropriate to the cultural and

developmental differences among

groups of students.

Interactions among the media

specialist, individual students, and

the classroom teachers are highly

respectful, reflecting genuine

warmth and caring and sensitivity

to students’ cultures and levels of

development. Students

themselves ensure high levels of

civility among students in the

media center.

Evidence


Needed/Developing


2.2

Establishing a Culture

for Investi-

gation and Love of

Literature

Media specialist conveys a sense

that the work of seeking

information and reading literature

is not worth the time and energy

required.

Media specialist goes through the

motions of performing the work

of the position, but without any

real commitment to it.

Media specialist, in interactions

with both students and

colleagues, conveys a sense of

importance of seeking

information and reading

literature.

Media specialist, in interactions

with both students and

colleagues, conveys a sense of the

essential nature of seeking

information and reading


literature. Students appear to

have internalized these values.

Evidence


Needed/Developing


2.3

Establishing and

Maintaining Media

Center Procedures

Media center routines and

procedures (for example,

circulation of materials, working

on computers, independent work)

are either nonexistent or

inefficient, resulting in general

confusion. Media assistants are

confused as to their role.





have been established but

function sporadically. Efforts to

establish guidelines for media

assistants are partially successful.





have been established and

function smoothly. Media

assistants are clear as to their

role.





are seamless in their operation,

with students assuming

considerable responsibility for

their smooth operation. Media

assistants work independently

and contribute to the success of

the media center.

Evidence



Needed/Developing


2.4

Managing Student

Behavior

There is no evidence that

standards of conduct have been

established, and there is little or

no monitoring of student

behavior. Response to student

misbehavior is repressive or

disrespectful of student dignity.

It appears that the media

specialist has made an effort to

establish standards of conduct for

students and tries to monitor

student behavior and respond to

student misbehavior, but these

efforts are not always successful.

Standards of conduct appear to

be clear to students, and the

media specialist monitors student

behavior against those standards.

Media specialist’s response to

student misbehavior is

appropriate and respectful to

students.

Standards of conduct are clear,

with evidence of student

participation in setting them.

Media specialist’s monitoring of

student behavior is subtle and

preventive, and response to

student misbehavior is sensitive

to individual student needs.

Students take an active role in

monitoring the standards of

behavior.

Evidence


Needed/Developing


2.5 Media specialist makes poor

use of the physical

Media specialist’s efforts to

make use of the physical

Media specialist makes

effective use of the physical

Media specialist makes highly effective use

of the physical environment, resulting in


Organizing

Physical Space

to Enable

Smooth Flow

environment, resulting in

poor traffic flow, confusing

signage, inadequate space

devoted to work areas and

computer use, and general

confusion.

environment are uneven,

resulting in occasional

confusion.

environment, resulting in

good traffic flow, clear

signage, and adequate space

devoted to work areas and

computer use.

clear signage, excellent traffic flow, and

adequate space devoted to work areas

and computer use. In addition, book

displays are attractive and inviting.

Evidence


Domain 3: Delivery of Service


Needed/Developing


3.1

Maintaining and

Extending the Library

Collection in

Accordance with the

School’s Needs and

Within the Budget

Limitations

Media specialist fails to adhere to

district or professional guidelines

in selecting materials for the

collection and does not

periodically weed the collection of

outdated material. Collection is

unbalanced among different

areas.

Media specialist is partially

successful in attempts to adhere

to district or professional

guidelines in selecting materials,

to weed the collection, and to

establish balance.

Media specialist adheres to

district or professional guidelines

in selecting materials for the

collection and periodically weeds

the collection of outdated

material. Collection is balanced

among different areas.

Media specialist selects materials

for the collection thoughtfully and

in consultation with stakeholders,

and periodically weeds the

collection of outdated material.

Collection is balanced among

different areas.

Evidence


Needed/Developing


3.2

Collaborating with

Teachers in the Design

of Instructional Units

and Lessons

Media specialist declines to

collaborate with classroom

teachers in the design of

instructional lessons and units.

Media specialist collaborates with

classroom teachers in the design

of instructional lessons and units

when specifically asked to do so.

Media specialist initiates

collaboration with classroom


instructional lessons and units.

Media specialist initiates

collaboration with classroom


instructional lessons and units,

locating additional resources from

sources outside the school.


Evidence


Needed/Developing


3.3

Engaging Students in

Enjoying Literature and

in Learning

Information Skills

Students are not engaged in

enjoying literature and in learning

information skills because of poor

design of activities, poor grouping

strategies, or inappropriate

materials.

Only some students are engaged

in enjoying literature and in

learning information skills due to

uneven design of activities,

grouping strategies, or partially

appropriate materials.

Students are engaged in enjoying

literature and in learning

information skills because of

effective design of activities,

grouping strategies, and

appropriate materials.

Students are highly engaged in

enjoying literature and in learning

information skills and take

initiative in ensuring the

engagement of their peers.

Evidence


Needed/Developing


3.4

Assisting Students and

Teachers in the Use of

Media specialist declines to assist

students and teachers in the use

of technology in the media center.

Media specialist assists students

and teachers in the use of

Media specialist initiates sessions

to assist students and teachers in

Media specialist is proactive in

initiating sessions to assist

students and teachers in the use


Technology in the

Media Center

technology in the media center

when specifically asked to do so.

the use of technology in the

media center.

of technology in the media center

and throughout the educational

environment.

Evidence


Needed/Developing


3.5

Demonstrating

Flexibility and

Responsiveness

Media specialist adheres to the

media program, in spite of

evidence of its inadequacy.

Media specialist makes modest

changes in the media program

when confronted with evidence of

the need for change.

Media specialist makes revisions

to the media program when they

are needed.

Media specialist is continually

seeking ways to improve the

media program and makes

changes as needed in response to

student, parent, or teacher input.

Evidence

Domain 4: Professional Responsibilities


Needed/Developing


4.1

Reflecting on Practice

Media specialist does not

reflect on practice, or the

Media specialist’s reflection on

practice is moderately accurate

Media specialist’s reflection

provides an accurate and

Media specialist’s reflection is

highly accurate and perceptive,


reflections are inaccurate or

self-serving.

and objective, without citing

specific examples and with only

global suggestions as to how it

might be improved.

objective description of

practice, citing specific positive

and negative characteristics.

Media specialist makes some

specific suggestions as to how

the media program might be

improved.

citing specific examples. Media

specialist draws on an extensive

repertoire to suggest alternative

strategies.

Evidence


Needed/Developing


4.2

Preparing and

Submitting Reports

Media specialist ignores

teacher requests when

preparing requisitions and

does not follow proper

procedures for inventories and

reports.

Media specialist sometimes

listens to teacher requests

when preparing requisitions and

sometimes completes

inventories and reports in a

timely manner.

Media specialist honors

teacher requests when

preparing requisitions and

follows established procedures

to complete inventories and

reports in a timely manner.

Media specialist anticipates

teacher needs when preparing

requisitions, follows established

procedures and suggests

improvements. Inventories and

reports are completed in a

timely manner.

Evidence



Needed/Developing


4.3

Communicating with

Parents and

Community

Media specialist makes no

effort to engage in outreach

efforts to parents or the larger

community.

Media specialist makes sporadic

efforts to engage in outreach

efforts to parents or the larger

community.

Media specialist routinely

engages in outreach efforts to

parents and the larger

community.

Media specialist is proactive in

reaching out to parents and

establishing contacts with

outside libraries, coordinating

efforts for mutual benefits.

Evidence

4.4

Participating in a

Professional

Community

Media specialist’s relationships

with colleagues are negative or

self-serving, and the specialist

avoids being involved in

school/district events and

initiatives.

Media specialist’s relationships

with colleagues are cordial, and

the specialist participates in


initiatives when specifically

requested.

Media specialist participates

actively in school/district

events and initiatives. Media

specialist maintains positive

and productive relationships

with colleagues.

Media specialist makes a

substantial contribution to


initiatives. Media specialist

assumes a leadership role with

colleagues.


Evidence


Needed/Developing


4.5

Engaging in

Professional

Development

Media specialist does not

participate in professional

development activities, even

when such activities are

clearly needed for the

enhancement of skills.

Media specialist’s participation

in professional development

activities is limited to those

that are convenient or are

required.

Media specialist seeks out

opportunities for


based on an individual

assessment of need.

Media specialist actively pursues

professional development opportunities

and makes a substantial contribution to

the profession through offering

professional learning activities to

colleagues.

Evidence



Needed/Developing


4.6

Showing

Professionalism

Media specialist displays

dishonesty in interactions

with colleagues, students,

and the public; violates

copyright laws.

Media specialist is honest in

interactions with colleagues,

students, and the public;

respects copyright laws.

Media specialist displays

high standards of honesty

and

integrity in interactions with

colleagues, students, and the

public; adheres carefully to

copyright laws.

Media specialist can be counted on to

hold the highest standards of honesty

and integrity. Media specialist takes a

leadership role within the school to

ensure there is no plagiarism or violation

of copyright laws.

Evidence


Media Specialist Evaluation Rating System

Domain 1: Planning/Preparation Points Possible





Domain 2: The Environment Points Possible





Domain 3: Delivery of Service Points Possible





Domain 4: Professional Responsibilities Points Possible









Domain 1: Planning/Preparation 40

Domain 2: The Environment 40

Domain 3: Delivery Of Service 40

Domain 4: Professional Responsibilities 40

Sum of Total Points



Points

HE 100%

E 81%

NI 53%

U 20%

Final Evaluation

HE 141-160

E 114-140

NI 56-113

U 0-55


Media Specialist Alignment to the Florida Educator Accomplished Practices (FEAP)

Practice Evaluation Indicators

1. Instructional Design and Lesson Planning Applying concepts from human development and learning theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the appropriate level of rigor; 1.1 b. Sequences lessons and concepts to ensure coherence and required prior knowledge; 3.3 c. Designs instruction for students to achieve mastery; 1.3

d. Selects appropriate formative assessments to monitor learning; 3.5

e. Uses diagnostic student data to plan lessons; and, 1.2 f. Develops learning experiences that require students to demonstrate a variety of applicable skills and

competencies. 3.3

2. The Learning Environment To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator

consistently: a. Organizes, allocates, and manages the resources of time, space, and attention; 2.5 b. Manages individual and class behaviors through a well-planned management system; 2.4 c. Conveys high expectations to all students; 2.2 d. Respects students’ cultural linguistic and family background; 2.1 e. Models clear, acceptable oral and written communication skills; 2.3 f. Maintains a climate of openness, inquiry, fairness and support; 2.2 g. Integrates current information and communication technologies; 1.4, 3.4 h. Adapts the learning environment to accommodate the differing needs and diversity of students; and 2.1 i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality

communication interactions and achieve their educational goals. 1.5, 3.5

3. Instructional Delivery and Facilitation The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:

a. Deliver engaging and challenging lessons; 3.3 b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought,

and application of the subject matter; 3.2

c. Identify gaps in students’ subject matter knowledge; 3.5 d. Modify instruction to respond to preconceptions or misconceptions; 3.5 e. Relate and integrate the subject matter with other disciplines and life experiences; 3.2 f. Employ higher-order questioning techniques; 3.3 g. Apply varied instructional strategies and resources, including appropriate technology, to provide

comprehensible instruction, and to teach for student understanding; 3.1, 3.4 h. Differentiate instruction based on an assessment of student learning needs and recognition of individual

differences in students; 3.5, 2.1

i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; 2.2 j. Utilize student feedback to monitor instructional needs and to adjust instruction. 1.6

4. Assessment The effective educator consistently:

a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process; 1.2, 1.6

b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery; 1.2 c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains; 1.5 d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge; 1.5, 1.6 e. Shares the importance and outcomes of student assessment data with the student and the student’s

parent/caregiver(s); and, 4.3

f. Applies technology to organize and integrate assessment information. 1.4, 1.5, 1.6

5. Continuous Professional Improvement The effective educator consistently:


a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs; 1.6, 4.1 b. Examines and uses data-informed research to improve instruction and student achievement; 1.6 c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes,

adjust planning and continuously improve the effectiveness of the lessons; 2.2, 3.2, 4.2 d. Collaborates with the home, school and larger communities to foster communication and to support student

learning and continuous improvement; 4.3, 4.4

e. Engages in targeted professional growth opportunities and reflective practices; and, 4.1, 4.5 f. Implements knowledge and skills learned in professional development in the teaching and learning process. 4.1, 4.5

6. Professional Responsibility and Ethical Conduct Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to

Rules 6A-10.080 and 6A-10.081, F.A.C., and fulfills the expected obligations to students, the public and the

education profession.

4.6


Pedagogy Bibliography

"College of Education Student Teacher Evaluation Form and Rubrics." The University of Nebraska

Kearney . University of Nebraska Kearney, 2010. Web. 25 June 2011.

<http://www.unk.edu/academicaffairs/assessment.aspx?id=4827>.

Danielson, Charlotte. “Enhancing Professional Practice: a Framework for Teaching”. ASCD. 1996.

Web. 25 June 2011.

<http://www.pekin.net/pekin108/human_resources/tips/documents/DanielsonRubric.pdf>

Marshall, Kim. “Teacher Evaluation Rubrics”. Ecology of Education.net. Revised May 16, 2009. Web.

25 June 2011. <http://ecologyofeducation.net/wsite/wp-content/uploads/2009/09/teacher-eval-

rubrics-may-16-09.pdf>

“North Carolina Teacher Evaluation Process”. Public Schools of North Carolina. State Board of

Education, Department of Public Instruction. August 2008. Web. 25 June

2011.<http://www.ncpublicschools.org/docs/profdev/training/teacher/required/rubricassessmentf

orm.pdf>

“RISE Evaluation and Development System, Indiana Teacher Effectiveness Rubric”, Draft Version.

Indiana Department of Education. June 7, 2011. Web. 25 June 2011.

<http://www.doe.in.gov/puttingstudentsfirst/documents/2011-06-

07_teacher_effectiveness_rubric_draft.pdf>

“Teacher Evaluation”. Utah Education Network. (Adapted from Effective Professional Practice: A

Framework for Teaching by Charlotte Danielson, and published by ASCD), 2010. Web. 25 June

2011. <http://www.uen.org/Rubric/rubric.cgi?rubric_id=1512>

*This bibliography includes the contemporary research basis for the teacher and media specialist

evaluation systems. Other evaluation systems (ESE and Guidance) were developed and approved

by FLDOE.

http://www.pekin.net/pekin108/human_resources/tips/documents/DanielsonRubric.pdf

http://ecologyofeducation.net/wsite/wp-content/uploads/2009/09/teacher-eval-rubrics-may-16-09.pdf

http://ecologyofeducation.net/wsite/wp-content/uploads/2009/09/teacher-eval-rubrics-may-16-09.pdf

http://www.ncpublicschools.org/docs/profdev/training/teacher/required/rubricassessmentform.pdf

http://www.ncpublicschools.org/docs/profdev/training/teacher/required/rubricassessmentform.pdf

http://www.doe.in.gov/puttingstudentsfirst/documents/2011-06-07_teacher_effectiveness_rubric_draft.pdf

http://www.doe.in.gov/puttingstudentsfirst/documents/2011-06-07_teacher_effectiveness_rubric_draft.pdf

http://www.uen.org/Rubric/rubric.cgi?rubric_id=1512


Performance Assessment Tasks and Timelines

The performance appraisal system is cyclical in nature, a process, not an event. Based on a timeline

that requires summative evaluation instruments to be submitted to the Human Resources Office on

or about June 1st of each consecutive fiscal year, the following events should occur:

1. Each instructional employee will participate with his/her supervisor, in an initial performance assessment session to discuss and define performance expectations for the specific position. It is anticipated that this planning session will occur following the discussion of the previous year’s evaluation cycle and prior to the forthcoming year.

2. The supervisor and employee will schedule interim performance evaluations(s). The specific number of reviews may depend on several factors including the nature of the performance objectives, the previous performance experiences of the employee and the individual needs. These interim reviews will be based on formal and informal observations. A minimum of two formal evaluations are required for employees in year 1 defined as new teacher or new to the district. A minimum of one is required for veteran employees. Supervisors will schedule feedback sessions with employees no more than 15 days after an observation has taken place or the final evaluation has been completed. It is also expected that numerous informal interactions and observations will occur throughout the school year. A formal observation is defined as observing a classroom teacher for one full period. Informal observations are defined as those interactions which occur during walk-throughs, committee meetings, staff meetings, three-way parent conferences and others. At least one formal observation is required for each formal evaluation.

3. During the formal and informal interim reviews, the supervisor will collect data regarding each performance area. A deliberate focal point of this discussion will include student growth and achievement. Data from a variety of sources, including parents, should be used.

4. The formal interim review should be conducted midpoint of the yearly cycle consistent with the employee work year.

5. At any time in the performance assessment cycle that performance is considered to need improvement, a professional development assistance plan, complete with assistance and time frame for correction will be established. If at the time of the summative evaluation conference these deficiencies have not been corrected, a specific objective must be included in the next planning to provide for this correction.

6. The supervisor will provide coaching and assistance, as needed, throughout the yearly cycle. The supervisor will demonstrate support for the appraisee in feedback conferences by asking for suggestions on how to improve his/her own performance; probing for alternative solutions and/or opportunities; demonstrating empathy for the appraisee’s feelings; and maintaining the appraisee’s self esteem.

7. The normal due date for summative evaluations will be contingent upon the receipt of VAM data each year. Summative Evaluations may be extended with approval of the Human Resources Department for individuals who started late in the school year or in situations where the completion of a professional development assistance plan would impact the ratings. Summative assessments may be amended based on data from state test scores.

8. The supervisor will conduct the annual summative performance evaluation conference in which the employee receives the final ratings on each job context service category. The written summative performance appraisal report must be submitted to the superintendent or designee by the supervisor.

9. The initial planning meeting is scheduled to repeat the cycle.


Documentation Sources

The supervisor and employee will collect data regarding each job service context category. This data

collection will reflect current status and the progress made by the employee toward goal and/or

context category accomplishment. The data will be collected by paying particular attention to the

source codes identified on the assessment instrument.

A. Behavioral Event Interview - A validated process of data collection using the Targeted Selection Interview Process.

B. Direct Documentation - Written material that follows a direct line of communication between the employee and the supervisor. This section also contains information which should flow from a comprehensive 360° feedback type system which may include

1. Self Evaluation 2. School Improvement Plan 3. Student Assessment Data

• Classroom based assessment

• Performance tests such as Florida Writes, Florida Comprehensive Assessment Test,

standardized achievement tests

• High School Competency Test

• Formal and informal program reviews

4. Southern Association Accreditation Reports 5. School Climate Survey Instruments from parents and students. 6. Collect parent input through annual Climate Surveys. Each school administers a parent,

teacher and student survey each year to assist in planning processes. Teacher feedback generated by parents will be considered in teacher evaluations.

7. All duties required of the position (job descriptions) 8. School Performance Grade These items are not all-inclusive, the emphasis is on multiple data sources.

C. Indirect Documentation - Other written materials to which the supervisor has access which typically follow a communication line between the employee and the school-district level function.

D. Training Programs Competency Acquisition - Verified acquisition of specific competencies obtained through designated training programs within Walton County through the master inservice plan.

E. Evaluatee Provided - Data provided by the employee receiving the appraisal that supports the concept that this appraisal procedure is participatory. Examples may include communications between the employee and supervisor that document parent interaction, evidence of student growth, and/or discussions of system-wide problems that inhibit school effectiveness.

F. Confirmed Observation - Direct observation by the supervisor of an instructional employee-exhibiting behavior relating to a job context service category or performance expectations that may be confirmed.


Confidentiality of all data collected in the performance appraisal process will be maintained to the

extent allowed under Florida law. All people responsible for data collection, storage and retrieval

will be trained in the legal requirements of personnel record keeping.


3. Other Indicators of Performance

Directions:


The additional performance indicators, if the district chooses to include such additional

indicators pursuant to s. 1012.34(3)(a)4., F.S.;

The percentage of the final evaluation that is based upon the additional indicators; and

The scoring method, including how it is calculated and combined [Rule 6A-5.030(2)(d),

F.A.C.].

Examples include the following:

Deliberate Practice - the selection of indicators or practices, improvement on which is

measured during an evaluation period

Peer Reviews

Objectively reliable survey information from students and parents based on teaching

practices that are consistently associated with higher student achievement

Individual Professional Development Plan

Other indicators, as selected by the district


EDUCATOR’S PROFESSIONAL LEARNING PLAN DELIBERATE PRACTICE

2015-2016

Educator Name: School Name:

Student Data Driven Goals

1. SMART Goal for Increased Student Performance (include practices that will change as a result of this learning):




What professional learning activities will you engage in to improve your knowledge and skills for the professional practices identified? Indicate and describe all evidence based activities you will participate in to accomplish your goals. Place an ‘X’ to the left of each activity that applies and provide an explanation in the column on the right. For each activity, include the related target. If an activity relates to more than one target, please include both.

Progress Points Professional Learning Activities Activity Explanation Related Goal

Action Research Project

Lesson Study Group

Peer Coaching

School Coaching

District Coaching

Professional Learning Communities/Lesson Study

PD360

Other Distance Learning

Independent Study

Face-to-Face Professional Learning

College Courses


Other

______________

__ Initial Review

Date

__________________________________________________

Educator Signature

_______________________________________________________

Administrator Signature

PLP Mid-Year Review

Report your formative assessment data for each SMART goal.

Target of Goal 1 Target of Goal 3


Reflections and Feedback: Does the academic or behavioral evidence indicate your students have benefited from your professional learning? Reflect on the contributing factors for your answer.

Educator Mid-Year Reflections:

Administrator Mid-Year Feedback:

__________________ Mid-Year Review Date

_________________________________________________

Educator Signature

______________________________________________________

Administrator Signature

PLP End of Year Review Report your summative assessment data for each SMART goal.



Reflections and Feedback: Does the academic or behavioral evidence indicate your students have benefited from your professional learning? Reflect on the contributing factors for your answer.

Educator End of Year Reflections:

Administrator End of Year Feedback:

__________________

End of Year Review Date

______________________________________

_____ Educator Signature

___________________________________________

Administrative Signature

End of Year Deliberate Goal Evaluation

DP goal Rating Max Points Points Earned


DP Score (goal scores added together:

Deliberate Practice

Deliberate Practice (DP) goals are specific, in depth and directly related to professional responsibilities that impact student learning. The DP learning processes

establish career-long patterns of continuous improvement and lead to high quality instructional practices.

The teacher and administrator will identify 1 to 4 specific and measurable priority learning goals related to professional responsibilities that impact student

learning growth. One or two goals are recommended. All goals must focus on student driven data. This data may include assessment performance, discipline,

attendance, behavior, and any other relevant student oriented data. Goals will include the current level of performance, a SMART data driven target, and the

practices that will change as a result of the new learning.

Goal Example: 49% of my students scored above the 40th percentile on the STAR Enterprise Math Assessment in August of 2015. By May of 2016, 54% of my

students will score above the 40th percentile on the STAR Enterprise Math Assessment. In order to assist students with performing on grade level, small

group instruction will be implemented in order to provide differentiated instruction at least once weekly.

After goals have been determined, teachers and administrators will agree upon professional learning activities in which teachers will participate in order to assist

them in meeting their goals. These activities are referred to as Progress Points. For each Progress Point, teachers and administrators will agree upon a successful

completion date. Completing progress points is vital to receiving an Effective or Highly Effective rating for each goal. Progress Points may include professional

learning communities, PD360 courses, college courses, district provided professional development, etc...

The Deliberate Practice component will be rated based on the following criteria:


Scoring a DP Goal Rating Rubrics Points Earned

Highly Effective Target met and all progress points completed. 100%

Effective At least 80% of target met and all progress points completed. 81%

Needs Improvement

At least 60% of target met and at least half of the progress points completed. 53%

Unsatisfactory Less than 60% of target met and some progress points complete. 20% (If no progress points are complete, the participant will receive 0 points)

Number of Growth Goals Maximum Points Per Goals Maximum Point Range

One Goals 160 160

Two Goals 80 160 (80 x 2)

Three Goals 53.33 160 (53.33 x 3)

Four Goals 40 160 (40 x 4)


Scoring

Each goal will be scored separately based on the percentage of the target that was met and the number of completed progress points related to the respective

goal. Below is an example of scoring with 2 goals.

Example

DP Goal DP Rating Max Points Possible

Points Earned

Goal 1 E 80 80 x 0.81 = 64.8

Goal 2 HE 80 80

Total Points Earned 64.8 + 80 = 144.8 (HE)

Rating Point Range

HE 141-160

E 114-140

NI 56-113

U 0-55


4. Summative Evaluation Score

Directions:


The summative evaluation form(s); and

The scoring method, including how it is calculated and combined; and

The performance standards used to determine the summative evaluation rating.

Districts shall use the four performance levels provided in s. 1012.34(2)(e), F.S.

[Rule 6A-5.030(2)(e), F.A.C.].

Evaluation Calculations

The above listed components will consist of one-third of a teacher’s evaluation. The table below

details the percentage for each component.

Evaluation Component Percentage of Summative

Evaluation

Administrative Evaluation One-Third

Deliberate Practice One-Third

Student Performance

Measure

One-Third

Each component will be rated on the following scale, individually:

Evaluation Ratings

HE 141-160

E 114-140

NI 56-113

U 0-55

State VAM score ratings will be converted to the Walton County performance rating scale using

the following table:

State VAM Conversions

VAM Rating Walton County

Conversion Score

HE 160

E 140

NI 113

U 55


After rating each component individually and determining a separate rating, the following

formula will be used to determine a teacher’s summative score:

[(Admin. Evaluation Rating)/3] + [(Deliberate Practice Score)/3] + [(Student Performance Measure)/3]

This summative evaluation will be rated using the following scale:

Summative Evaluation

HE 141-160

E 114-140

NI 56-113

U 0-55

Rating Scale Definitions

The district expects its employees to provide competent and professional work that should improve

over time. The employee and supervisor should discuss the level of performance that is expected for

each dimension in the planning session. In determining the expected performance levels, the

requirements of the position and the employee experience are to be considered.

Highly Effective*

Indicates performance that consistently meets an extremely high quality standard. This service

exceeds the typical standard of normal level service and is held in high regard by supervision and

colleagues. Specific comments and examples of high quality work must be included in the assessment

Effective*

Indicates performance that consistently meets a high quality standard. This is professional level

service that meets the district expectations and is consistent with the experience level of the

employee.

Needs Improvement/Developing*

Indicates performance that requires additional attention to ensure an acceptable level of proficiency.

Further, this performance is not consistently characteristic of the requirements for the position and

experience of the employee. If this category is used, there must be written support regarding how

performance is to be improved. The rating of Developing may be used for instructional personnel in

the first three years of employment who need improvement.


Unsatisfactory*

Indicates performance that does not meet the minimum requirements of the position and the level

of performance commensurate with the experience of the employee. If this category is used, there

must be written support regarding how performance is to be improved. The rating of Unsatisfactory

indicates performance that is not acceptable for continued employment provided that level of service

continues. An employee receiving this rating should be notified that future performance assessments

will be conducted according to the Department of Education Professional Practices Services Section

NEAT procedures. Continued performance at this level should result in notice of termination when

the rights of due process and just cause are evident. School districts should remain particularly

sensitive to the appeal rights of employees identified in 1012.34, F.S.


5. Additional Requirements

Directions:


Confirmation that the district provides instructional personnel the opportunity to

review their class rosters for accuracy and to correct any mistakes [Rule 6A-

5.030(2)(f)1., F.A.C.]

Documentation that the evaluator is the individual who is responsible for supervising

the employee. An evaluator may consider input from other personnel trained in

evaluation practices. If input is provided by other personnel, identify the additional

positions or persons. Examples include assistant principals, peers, district staff,

department heads, grade level chairpersons, or team leaders [Rule 6A-5.030(2)(f)2.,

F.A.C.].

Description of training programs and processes to ensure that all employees subject to

an evaluation system are informed on evaluation criteria, data sources,

methodologies, and procedures associated with the evaluation before the evaluation

takes place, and that all individuals with evaluation responsibilities and those who

provide input toward evaluation understand the proper use of the evaluation criteria

and procedures [Rule 6A-5.030(2)(f)3., F.A.C.].

Description of processes for providing timely feedback to the individual being

evaluated [Rule 6A-5.030(2)(f)4., F.A.C.].

Description of how results from the evaluation system will be used for professional

development [Rule 6A-5.030(2)(f)5., F.A.C.].

Confirmation that the district will require participation in specific professional

development programs by those who have been evaluated as less than effective as

required by s. 1012.98(10), F.S. [Rule 6A-5.030(2)(f)6., F.A.C.].

Documentation that all instructional personnel must be evaluated at least once a year

[Rule 6A-5.030(2)(f)7., F.A.C.].

Documentation that classroom teachers are observed and evaluated at least once a year

[Rule 6A-5.030(2)(f)8., F.A.C.].

Documentation that classroom teachers newly hired by the district are observed

and evaluated at least twice in the first year of teaching in the district pursuant to

s. 1012.34(3)(a), F.S. [Rule 6A-5.030(2)(f)8., F.A.C.].

Documentation that the evaluation system for instructional personnel includes

opportunities for parents to provide input into performance evaluations when the

district determines such input is appropriate, and a description of the criteria for

inclusion, and the manner of inclusion of parental input [Rule 6A-5.030(2)(f)9., F.A.C.].

Identification of teaching fields, if any, for which special evaluation procedures and

criteria are necessary [Rule 6A-5.030(2)(f)10., F.A.C.].

Description of the district’s peer assistance process, if any. Peer assistance may be part


of the regular evaluation system, or used to assist personnel who are placed on

performance probation, or who request assistance, or newly hired classroom teachers

[Rule 6A-5.030(2)(f)11., F.A.C.].


Roster Verification Process

All teachers are provided the opportunity to verify their rosters through the Florida Department of

Education (FLDOE) Roster Verification Tool (RVT) twice per year. During June, FLDOE

provides a roster list generated from the roster verification processes. This list is then used to

generate student performance measures for state and local assessments.

Orientation/Training

All appropriate personnel, including the School Board, shall be fully informed of the Performance

Assessment System procedures. The orientation will be provided upon appointment of staff or

whenever a change or modification is made to the system.

All individuals with evaluation responsibilities will understand the proper use of the evaluation

criteria and procedures. The supervisor(s) as defined as superintendent, district-level administrator,

principal, assistant principal, administrative assistant, and administrative teacher-on-special

assignment that have received training are eligible to contribute to the evaluation process, but the

supervisor as defined as superintendent, principal or district-level administrator shall complete the

summative review.

Inservice training will be provided in the following areas of personnel performance appraisal:

Knowledge and understanding of the district evaluation system.

The relationship between performance appraisal and the priorities of the school and district.

Legal requirements such as due process rights, policies, rules, laws, negotiated agreements, and case law.

Techniques to orient personnel about appraisal criteria and procedures, the district’s educational plan, and related objectives.

Observation skills necessary for identifying specific behaviors.

Use appropriate data collection tools.

Data analysis skills.

Written documentation.

Conferencing, coaching and feedback skills.

Performance growth and development process, appraisal of progress, and follow-up.

Adult and career stages of development.

Planning Session


This system has been designed as a developmental and growth process. A critical ingredient is that

the system remains nonthreatening and employee participatory. Each employee will participate

with his/her supervisor in a performance assessment planning session to plan the annual sequence

of activities for performance appraisal for that position. During the session, the objectives and

essential functions focus for both personal and organizational development will be established or

reviewed. Documents that will influence the discussion may include

The District mission

The School Improvement Plan

Quality Enhancement Services Plan

Work site situational context

School district and school site goals

Employees’ career goals and long term development plan

Job descriptions which reflect the duties required of the position

Competencies as appropriate

Procedures for effective evaluation

Assessment forms


Two evaluations are required each year for instructional personnel newly hired to the district. At

least one evaluation is required for teachers employed with Walton County School District for more

than one year. Supervisors will schedule feedback sessions with employees no more than 15 days

after an observation has taken place or the final evaluation has been completed.

The supervisor will schedule interim performance evaluation(s), two per year for the first year. The

number of additional evaluation(s) may depend on several factors including

The nature of job context focus areas; Previous performance experiences of the employees; The employee’s need and desire for constructive feedback through the mentoring and

coaching components.

Interim Reviews

The supervisor will conduct interim performance review(s). The schedule of progress in relation to

performance expectations will be discussed. Positive achievements and goals accomplished will be

recognized and documented. Specific deficiencies, if any, will be noted and a professional

development assistance program established as necessary.

Professional Development

At any time in the performance assessment cycle that performance is considered to need

improvement, a professional development assistance plan, complete with assistance and time frame

for correction, will be established. If at the time of the summative evaluation conference these

deficiencies have not been corrected, a specific objective must be included in the next planning cycle

to provide for this correction.

Additionally, at the beginning of each year, administrators and teachers will consider previous years’

evaluation results when developing deliberate practice goals. When appropriate, deliberate practice

goals will be support with professional learning opportunities (progress points) focusing on

evaluation system components.

In compliance with F.S. 1012.98(10), teachers receiving a U or NI rating on any domain, or for an

overall summative rating, will receive professional development the following school year regarding

the respective domain(s).

Beginning Teacher and Out-of-Field Support


Each beginning teacher will be assigned a mentor or peer assistant advocate. These assignments will

meet the requirements of Florida Statutes and State Board of Education rules. Teachers that are

assigned to teach out-of–field will likewise be assigned a subject area mentor and perhaps, as

necessary, a performance coach. The likewise, as necessary, will be giving opportunities to confer

and observe subject area specialist teaching in their assigned field. Particular emphasis for

professional learning activities, during the school year, will be provided. These initiatives will

continue until the professional is reassigned to their certified area or until they achieve appropriate

certification status.

Coaching and Assistance

The supervisor is to provide the employee with coaching and assistance throughout each yearly cycle

in meeting any performance expectations where difficulty is encountered. The supervisor also may

suggest other forms of assistance such as advice from a colleague, inservice training, observing a

master teacher.

For employees whose performance is rated Highly Effective or Effective, the supervisor is

encouraged to assist them in building on their strengths and further developing their skills. These

effective employees should be encouraged to share their experiences or mentor beginners.

When performance is rated as Needs Improvement or Unsatisfactory during the interim performance

review or the final annual review, the coaching and assistance plan is documented on the Professional

Development Assistance Form.


6. District Evaluation Procedures

Directions:

The district shall provide evidence that its evaluation policies and procedures comply with

the following statutory requirements:

In accordance with s. 1012.34(3)(c), F.S., the evaluator must:

submit a written report of the evaluation to the district school superintendent

for the purpose of reviewing the employee’s contract [Rule 6A-5.030(2)(g)1.,

F.A.C.].

submit the written report to the employee no later than 10 days after the

evaluation takes place [Rule 6A-5.030(2)(g)2., F.A.C.].

discuss the written evaluation report with the employee [Rule 6A-

5.030(2)(g)3., F.A.C.].

The employee shall have the right to initiate a written response to the

evaluation and the response shall become a permanent attachment to his or

her personnel file [Rule 6A-5.030(2)(g)4., F.A.C.].

The district shall provide evidence that its evaluation procedures for notification of

unsatisfactory performance comply with the requirements outlined in s. 1012.34(4),

F.S. [Rule 6A-5.030(2)(h), F.A.C.].

Documentation the district has complied with the requirement that the district school

superintendent shall annually notify the Department of any instructional personnel

who receive two consecutive unsatisfactory evaluations and shall notify the

Department of any instructional personnel who are given written notice by the district

of intent to terminate or not renew their employment, as outlined in s. 1012.34(5), F.S.

[Rule 6A-5.030(2)(i), F.A.C.].

Reporting of Final Evaluation Results

All individuals with evaluation responsibilities will submit a written report to the district school

superintendent for the purpose of reviewing the employee’s contract. This written report will be

developed and submitted via online software through Walton County School District’s talent

management system. All written reports will be complete at the time of final evaluation conference

and available for teacher access through the talent management system.

In accordance with the Walton County School District Collective Bargaining Agreement, employees

who feel the evaluation is incomplete, inaccurate, or unjust will have 10 days after the evaluation

conference to submit a written response. This written response will become a permanent part of the

valuation record. Any employee on professional services contract receiving a summative

Unsatisfactory rating will receive support and professional learning assistance as described in F.S.

1012.98(4).


As required by F.S. 1012.34(5), the Superintendent or the Superintendent’s designee shall annually

notify FLDOE of any instructional personnel who receive two consecutive unsatisfactory evaluations

and shall notify FLDOE of any instructional personnel who are given written notice by the district of

intent to terminate or not renew their employment.


7. District Self-Monitoring

Directions:

The district shall provide a description of its process for annually monitoring its evaluation

system. The district self-monitoring shall determine the following:

Evaluators’ understanding of the proper use of evaluation criteria and procedures,

including evaluator accuracy and inter-rater reliability; [Rule 6A-5.030(2)(j)1.,

F.A.C.]

Evaluators provide necessary and timely feedback to employees being evaluated;

[Rule 6A-5.030(2)(j)2., F.A.C.]

Evaluators follow district policies and procedures in the implementation of evaluation

system(s); [Rule 6A-5.030(2)(j)3., F.A.C.]

Use of evaluation data to identify individual professional development; [Rule 6A-

5.030(2)(j)4., F.A.C.]

Use of evaluation data to inform school and district improvement plans [Rule 6A-

5.030(2)(j)5., F.A.C.].

District Self-Monitoring

All personnel with teacher evaluation responsibilities will participate in inter-rater reliability

training. Inter-rater reliability training will include the following:

Review of evaluation policies and procedures

Training on evaluation tool expectations and rubric descriptions

Training on teaching and learning best practices

Lesson observation practice and evaluation rater practice

Evaluator review where all evaluators will be graded on their ability to rate appropriately

Any individual with evaluative responsibilities who does not perform to standards during the

evaluator review will be required to participate in additional training. Individuals with evaluation

responsibilities not performing acceptably will not be allowed to complete final teacher

evaluations until inter-rater reliability standards have been met. Individuals participating in inter-

rater reliability training may collect evidence for use in final teacher evaluations.

Evaluators will provide necessary and timely feedback to employees being evaluated. All

evaluation practices will follow district policies and procedures in the implementation of all

evaluation systems.


All supervisors with teacher evaluation responsibilities will continue to participate in lesson

observation practice and evaluation rater practice at least twice yearly. Information collected

through rater results during these observation and rater practice sessions will be used to identify

the need for additional inter-rater reliability training and evaluator assistance.

Evaluation data will be used to inform individual professional development plans, school

improvement plans and district improvement plans. Annually, 10% of all professional

development plans (deliberate practice evaluation components) and school improvement plans

will be reviewed to ensure the incorporation of teacher evaluation results.


Appendix A – Checklist for Approval

Performance of Students

The district has provided and meets the following criteria:

For all instructional personnel:

The percentage of the evaluation that is based on the performance of students

criterion.

An explanation of the scoring method, including how it is calculated and

combined.

At least one-third of the evaluation is based on performance of students.

For classroom teachers newly hired by the district:

The student performance measure(s).

Scoring method for each evaluation, including how it is calculated and

combined.

For all instructional personnel, confirmed the inclusion of student performance:

Data for at least three years, including the current year and the two years

immediately preceding the current year, when available.

If less than the three most recent years of data are available, those years for

which data are available must be used.

If more than three years of student performance data are used, specified the

years that will be used.


assessments:

Documented that VAM results comprise at least one-third of the evaluation.

For teachers assigned a combination of courses that are associated with the

statewide, standardized assessments and that are not, the portion of the

evaluation that is comprised of the VAM results is identified, and the VAM

results are given proportional weight according to a methodology selected by

the district.

For all instructional personnel of students for courses not assessed by statewide, standardized

assessments:

For classroom teachers, the district-determined student performance

measure(s) used for personnel evaluations.

For instructional personnel who are not classroom teachers, the district-

determined student performance measure(s) used for personnel evaluations.

Instructional Practice



The percentage of the evaluation system that is based on the instructional


practice criterion.

At least one-third of the evaluation is based on instructional practice.

An explanation of the scoring method, including how it is calculated and

combined.

The district evaluation framework for instructional personnel is based on

contemporary research in effective educational practices.


A crosswalk from the district's evaluation framework to the Educator

Accomplished Practices demonstrating that the district’s evaluation system

contains indicators based upon each of the Educator Accomplished Practices.

For classroom teachers:

The observation instrument(s) that include indicators based on each of the

Educator Accomplished Practices.

For non-classroom instructional personnel:

The evaluation instrument(s) that include indicators based on each of the

Educator Accomplished Practices.


Procedures for conducting observations and collecting data and other evidence

of instructional practice.

Other Indicators of Performance


Described the additional performance indicators, if any.

The percentage of the final evaluation that is based upon the additional

indicators.

The scoring method, including how it is calculated and combined.

Summative Evaluation Score


Summative evaluation form(s).

Scoring method, including how it is calculated and combined.

The performance standards used to determine the summative evaluation rating

(the four performance levels: highly effective, effective, needs

improvement/developing, unsatisfactory).

Additional Requirements


Confirmation that the district provides instructional personnel the opportunity


to review their class rosters for accuracy and to correct any mistakes.

Documented that the evaluator is the individual who is responsible for

supervising the employee.

Identified additional positions or persons who provide input toward the

evaluation, if any.

Description of training programs:

Processes to ensure that all employees subject to an evaluation system are

informed on evaluation criteria, data sources, methodologies, and procedures

associated with the evaluation before the evaluation takes place.

Processes to ensure that all individuals with evaluation responsibilities and

those who provide input toward evaluation understand the proper use of the

evaluation criteria and procedures.

Documented:

Processes for providing timely feedback to the individual being evaluated.

Description of how results from the evaluation system will be used for

professional development.

Requirement for participation in specific professional development programs

by those who have been evaluated as less than effective.

All instructional personnel must be evaluated at least once a year.

All classroom teachers must be observed and evaluated at least once a

year.

Newly hired classroom teachers are observed and evaluated at least twice

in the first year of teaching in the district.

For instructional personnel:

Inclusion of opportunities for parents to provide input into performance

evaluations when the district determines such input is appropriate.

Description of the district’s criteria for inclusion of parental input.

Description of manner of inclusion of parental input.

Identification of the teaching fields, if any, for which special evaluation

procedures and criteria are necessary.

Description of the district’s peer assistance process, if any.

District Evaluation Procedures


That its evaluation procedures comply with s. 1012.34(3)(c), F.S., including:

That the evaluator must submit a written report of the evaluation to the

district school superintendent for the purpose of reviewing the employee’s

contract.

That the evaluator must submit the written report to the employee no later

than 10 days after the evaluation takes place.

That the evaluator must discuss the written evaluation report with the

employee.

That the employee shall have the right to initiate a written response to the


evaluation and the response shall become a permanent attachment to his

or her personnel file.

That the District’s procedures for notification of unsatisfactory performance

meet the requirement of s. 1012.34(4), F.S.

That district evaluation procedures require the district school superintendent to

annually notify the Department of any instructional personnel who receives

two consecutive unsatisfactory evaluations and to notify the Department of

any instructional personnel who are given written notice by the district of

intent to terminate or not renew their employment, as outlined in s. 1012.34,

F.S.

District Self-Monitoring

The district self-monitoring includes processes to determine the following:

Evaluators’ understanding of the proper use of evaluation criteria and

procedures, including evaluator accuracy and inter-rater reliability.

Evaluators provide necessary and timely feedback to employees being

evaluated.

Evaluators follow district policies and procedures in the implementation of

evaluation system(s).

The use of evaluation data to identify individual professional development.

The use of evaluation data to inform school and district improvement plans.

2015-16 Please delete this logo and replace with the ... · Form IEST-2015 Effective Date: _____...

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