model for practitioner evaluation packet language... · guidelines and process ... exchange...
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Model forPractitioner Evaluation
Packet
SPEECH/LANGUAGEPATHOLOGIST
Approved by Board of EducationAugust 28, 2002
Revised August 2008
3
Model for Practitioner Evaluation
Guidelines and Processfor Traditional Evaluation
Step 1: Exchange Conference and Discussion of the Individual Professional Growth Plan➢ To be held either in summer (voluntary) or early fall➢ Prior to the Exchange Conference, each staff member will be provided with: • the Exchange Conference form • Individual Professional Growth Plan • Performance Indicators • corresponding Rubrics to review➢ Ideally these should be individual meetings, but in some cases it may be appropriate to
conduct these conferences in a group or team setting➢ The practitioner should come prepared to discuss the area(s) of focus for the year➢ The administrator and practitioner discuss the corresponding performance indicators and
rubrics applicable to the area selected➢ The practitioner circles the area(s) of focus on the Exchange Conference form➢ The practitioner identifies the area(s) of focus on the Individual Professional Growth Plan
and relates the individual plan to the site-based plan which reflects the district focus areas➢ The administrator and practitioner sign the Exchange Conference form and send it to the
Personnel Office➢ The Individual Professional Growth Plan is completed by the practitioner and submitted to
the administrator within two weeks after the Exchange Conference.
Step 2: Classroom Observation➢ Probationary practitioners: minimum of two observations per year➢ Tenured practitioners: minimum of one observation per year
Step 3: Post Observation Conference [after classroom observation(s)]➢ The lesson(s) is jointly discussed with the practitioner and administrator ➢ Progress is discussed in the areas defined in the Exchange Conference (Rubrics and
Performance Indicators will be used as a resource)➢ The discussion will relate to the Performance Indicators, which are the standards for teaching➢ The written observation form is completed and submitted to the Personnel Office
Step 4: Self-reflection/Review of the Individual Professional Growth Plan➢ The practitioner completes this by the end of the school year➢ The completed Self-reflection will be shared with the administrator at the Exchange
Conference held in the summer or fall as the basis for goals for the following year
Discussion about practice is encouraged throughout the process; concerns should be addressed as they occur. The process, procedures, and forms associated with Assistance Plans and
Corrective Action Plans will remain the same.
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Guidelines and Process for Alternative Evaluation
STEP 1: By the second week of October Exchange Conference
The administrator and practitioner complete Exchange Conference document. This identifies the domains, elements, and performance indicators that they would like to focus on. The method of alternative evaluation option will be indicated. The Individual Professional Growth Plan is developed.
By the end of October Individual Professional Growth Plan
Practitioners must have Individual Professional Growth Plan turned in to school administrator.
STEP 2: By Last Week of January Initial Progress Review (First Status Meeting)
The administrator and practitioner meet to review progress. In the case of peer coaching, administrator and coaching pairs meet. A 10-15 minute conversation takes place. The administrator may take notes on status of alternative evaluation options and on evidence that identified areas from the exchange conference and Individual Professional Growth Plan are being addressed. Questions may include but are not limited to:
• As you reflect on your progress towards _____________________, how do you think it is going? • How is _____________________ impacting your instruction? • What evidence do you have? • What have you learned so far? • Can you (think, picture, imagine, feel) another way you could _____________________? • What do you need to do next? How can I assist you?
At this point in the process, the practitioner may withdraw his/her intention to do the Alternative Evaluation and, in agreement with the administrator, he/she may be evaluated using the traditional method.
STEP 3: Beginning the First Week of April Presentation/Practitioner Summary and Concluded by last week of April (Second Status Meeting)
The administrator and practitioner(s) meet and review the work to date. The practitioner shares documented evidence of the identified areas of focus. The practitioner may also invite guests to participate in giving feedback or in observing the final presentation.
Questions may include but are not limited to:
• Clarifying questions on the impact the learning had on instructional practice and student learning. • Next steps and future plans.
The practitioner provides a written summary of progress for the year (Part III of the Form). This includes comments about the alternative evaluation option experience process.
By the End of May Administrator Final Summary Comments (Third Status Meeting)
The administrator meets with the practitioner(s) for final review. The administrator completes the Alternative Evaluation Report Form (Part IV of the Form) using the evidence presented orally and in final products in the case of portfolio and action research. In the case of peer coaching, this review/final feedback piece would be done jointly with coaching pairs, and more personal aspects of the evaluation may be reviewed individually. The final work product belongs to the practitioner.
STEP 4: End of School Year Self Reflection
The practitioner completes the Self Reflection and shares it with the administrator.
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Alternative Evaluation Report Form
Practitioner:
Teaching Assignment:
Building Assignment: School Year:
I. Check Evaluation Option: II. Timeline Date Held
❒ Option 1 –– Action Research Exchange Conference
❒ Option 2 –– Peer Coaching Status Meeting (Jan.)
❒ Option 3 –– Portfolio Status Meeting (Apr.)
❒ Option 4 –– National Board Certification Status Meeting (May)
III. Practitioner Comments: Please summarize your progress.
IV. Administrator Comments: This section is designed for administrative feedback/acknowledgment.
Practitioner Administrator
Signature Signature
Date Date
(Practitioner signature indicates only that this document has been discussed with the administrator. Practitioner has the right to attach his/her own statement within ten [10] workdays of the affixed date.)
Copies to: Practitioner, Principal, Personnel, Director/Supervisor Revised: July 2005
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Model for Practitioner Evaluation
Developing an IndividualProfessional Growth Plan
Review the District’s target areas (curriculum, literacy,technology, assessment, diversity) and building’s.
Review the nine (9) Evaluation Criteria (student development, content knowledge, preparation, instructional delivery, classroom management, student assessment,
collaboration, professional qualities, reflective and responsive practices),corresponding Performance Indicators, and Rubrics.
Prioritize the nine (9) Evaluation Criteria for your Individual Growth Plan.
Choose 1 or 2 of the nine (9) Evaluation Criteria and complete yourIndividual Growth Plan including: goals; impact on teaching
and learning; and actions steps to achieve goals.
Submit your Individual Professional Growth Plan to yourbuilding administrator within two weeks after the Exchange Conference.
Implement your Individual Professional Growth Plan.
By the end of the year, submit your Individual Professional Growth Planwith the completed Self-reflection to your building administrator and retain a copy.
Self-reflection will be used as the basis of theIndividual Professional Growth Plan for the following year.
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Model for Practitioner Evaluation
A Practitioner’s Guide to Developingan Individual Professional Growth Plan
This planning guide is designed to assist you in developing your Individual Professional Growth Plan. The steps below will guide you through the planning process:
A. Review the District’s and your building’s target areas.
B. Based on your assessment and the review of the District’s target areas (Curriculum, Literacy, Technology, Assessment, Diversity), and your building’s school improvement plan, prioritize the Evaluation Criteria from 1-9, with 1 indicating your highest priority for growth.
Planning and Designing Instruction 1. Student Development 2. Content Knowledge 3. Preparation
Instruction 4. Instructional Delivery 5. Classroom Management 6. Student Assessment
Professional Responsibilities 7. Collaboration 8. Professional Qualities
9. Reflective and Response Practice
C. Choose 1 or 2 of the Evaluation Criteria and corresponding Performance Indicators and Rubrics that you can realistically achieve this school year and that will have the greatest impact on teaching and learning.
D. Identify the impact on teaching and learning and action steps in preparation for your discussion with your administrator.
Possible action steps include:
• focused reading • shadowing/visitations • college courses • coaching • inservice courses • workshop /conference/seminar • team/department planning • action research • study group/collegial circle • distance learning • on-line courses • keep a reflective journal • teach an inservice • present a workshop/seminar • committee work
E. Be sure to identify resources and/or staff members needed to support your Individual Professional Growth Plan.
F. Complete the self-reflection to share with your administrator by the end of the school year. This self-reflection will be used as the basis for your Individual Professional Growth Plan for the next school year.
8
Mod
el f
or P
ract
itio
ner
Eva
luat
ion
Indi
vidu
al P
rofe
ssio
nal G
row
th P
lan
Pra
ctit
ione
r
T
enur
ed
Non
-Ten
ured
Scho
ol
Gra
de/S
ubje
ct
Dat
e
A
dmin
istr
ator
G
oals
: A
ctio
n St
eps/
Res
ourc
es t
o A
chie
ve G
oal
Impa
ct o
n T
each
ing
and
Lea
rnin
g
(
Wha
t Will
You
Do?
)
9
Mod
el f
or P
ract
itio
ner
Eva
luat
ion
Indi
vidu
al P
rofe
ssio
nal G
row
th P
lan
Pra
ctit
ione
r
T
enur
ed
Non
-Ten
ured
Scho
ol
Gra
de/S
ubje
ct
Dat
e
A
dmin
istr
ator
SAM
PLE
Goa
ls
The
spee
ch/la
ngua
ge p
atho
logi
st s
hall
dem
onst
rate
app
ropr
iate
pre
para
tion,
em
ploy
ing
the
nece
ssar
y th
erap
y st
rate
gies
to s
uppo
rt in
stru
ctio
n.
The
spee
ch/la
ngua
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atho
logi
st s
hall
dem
onst
rate
that
the
deliv
ery
of th
erap
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sults
in a
ctiv
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uden
t inv
olve
men
t, ap
prop
riate
spe
ech/
lang
uage
pat
holo
gist
/st
uden
t int
erac
tion,
and
mea
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ful l
esso
n pl
ans
resu
lting
in s
tude
nt p
rogr
ess
tow
ard
thei
r IEP
goa
ls.
The
spee
ch/la
ngua
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atho
logi
st w
ill co
nduc
t com
preh
ensi
ve a
sses
smen
ts
utiliz
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appr
opria
te m
easu
res
and
will
com
mun
icat
e th
e re
sults
to c
areg
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s an
d sc
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per
sonn
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a ti
mel
y m
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Act
ion
Step
s/R
esou
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to A
chie
ve G
oal
(Wha
t Will
You
Do?
)
Col
labo
ratio
n w
ith s
taff.
Parti
cipa
tion
in in
serv
ices
and
wor
ksho
ps.
Atte
ndan
ce o
f gra
de le
vel,
team
mee
tings
.
Mak
e re
com
men
datio
ns th
at a
re a
ppro
pria
te
and
cons
iste
nt w
ith th
e st
uden
tʼs p
rogr
am.
Mak
e re
ferra
ls to
app
ropr
iate
sup
port
staf
f/ ag
enci
es:
coun
selin
g, m
edic
al c
onsu
lts,
hear
ing
scre
enin
gs, t
utor
ing,
sum
mer
cam
ps
(e.g
. flue
ncy,
ATT)
.
Impa
ct o
n Te
achi
ng a
nd L
earn
ing
Impr
ove
stud
ent p
erfo
rman
ce w
ithin
so
cial
and
aca
dem
ic c
onte
xts.
Staf
f will
have
a b
ette
r und
erst
andi
ng
of th
eir s
tude
ntʼs
spee
ch a
nd la
ngua
ge
abilit
ies.
Stud
ents
will
impr
ove
stra
tegi
es to
fa
cilit
ate
thei
r lea
rnin
g.
Impr
ove
stud
ent f
unct
ioni
ng a
s lif
e lo
ng
lear
ners
and
effe
ctiv
e co
mm
unic
ator
s.
Impr
ove
lear
ner o
utco
mes
for e
ach
stud
ent.
10
Mod
el f
or P
ract
itio
ner
Eva
luat
ion
Indi
vidu
al P
rofe
ssio
nal G
row
th P
lan
Pra
ctit
ione
r
T
enur
ed
Non
-Ten
ured
Scho
ol
Gra
de/S
ubje
ct
Dat
e
A
dmin
istr
ator
SAM
PLE
Goa
ls
The
spee
ch/la
ngua
ge p
atho
logi
st s
hall
enga
ge in
refle
ctiv
e an
d re
spon
sive
ac
tiviti
es th
at w
ill co
ntrib
ute
to th
eir
indi
vidu
al p
rofe
ssio
nal g
row
th p
lan.
Act
ion
Step
s/R
esou
rces
to A
chie
ve G
oal
(Wha
t Will
You
Do?
)
CEU
wor
ksho
ps.
Atte
nd in
serv
ices
, sta
ff de
velo
pmen
t, cu
rricu
lum
dev
elop
men
t.
Do
actio
n re
sear
ch.
Cre
ate
a po
rtfol
io.
Men
torin
g.
Peer
coa
chin
g.
CFY
sup
ervi
sion
.
Impa
ct o
n Te
achi
ng a
nd L
earn
ing
The
stud
ent w
ill de
mon
stra
te e
ffect
ive
com
mun
icat
ion
acro
ss s
choo
l, ho
me,
an
d co
mm
unity
.
11
Syracuse City School District
Exchange Conference Report FormSpeech/Language Pathologist School
Exchange Conference Date Probationary Period From To
Tenured: ❒ Yes ❒ No Evaluation Option ❒
Review of Evaluation Criteria: Please circle the criteria which were discussed at the Exchange Conference.
I. Planning and Designing Instruction
A. Student DevelopmentThe speech/language pathologist shall demonstrate knowledge of student development, an under-standing and appreciation of diversity, and the regular application of developmentally appropriate therapeutic strategies to support the students’ progress in the curriculum.
B. Content KnowledgeThe speech/language pathologist shall demonstrate a thorough knowledge of the certification area and support the curriculum.
C. PreparationThe speech/language pathologist shall demonstrate appropriate preparation, employing the necessary therapy strategies to support instruction.
II. Instruction
A. Instructional DeliveryThe speech/language pathologist shall demonstrate that the delivery of therapy results in active student involvement, appropriate speech/language pathologist/student interaction, and meaningful lesson plans resulting in student progress toward their IEP goals.
B. Classroom ManagementThe speech/language pathologist shall demonstrate behavior management techniques which are consistent with those of the classroom.
II. Instruction – contd.
C. Student AssessmentThe speech/language pathologist will conduct comprehensive assessments utilizing appropriate measures and will communicate the results to caregivers and school personnel in a timely manner.
III. Professional Responsibilities A. Collaboration
The speech/language pathologist shall demonstrate that he or she develops collaborative relationships with students, parents or caregivers, and school personnel to meet the learning needs of students.
B. Professional QualitiesSpeech/language pathologists are expected to practice and promote ethical and professional behavior to positively contribute to their own school building and also to positively reflect upon the professionalism of the Syracuse City School District.
C. Reflective and Responsive PracticeThe speech/language pathologist shall engage in reflective and responsive activities that will contribute to their individual professional growth plan.
Signature of Administrator Date
Signature of Speech/Language Pathologist Date
Copies to: Speech/Language Pathologist, Principal, Personnel, Director/Supervisor
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Assistance Plan for Improvement/Collaborative Conversation
If a concern is identified during the Evaluation Conference, or at another time, which will be included on the Evaluation Report Form, then an Assistance Plan must be developed for the practitioner to use. The Assistance Plan for Improvement is the initial level to resolve a concern before it becomes a deficiency which requires a Corrective Action Plan. It is the first notice to a practitioner that improvement of performance must take place. The first Assistance Plan should be jointly developed by the practitioner and administrator. The practitioner may request representation at these meetings. However, the practitioner may decide which strategies and resources are to be used. In any case, the practitioner will receive a draft of the Assistance Plan at the Evaluation Conference. A date for the next written evaluation will be discussed and established. If possible, this date should be mutually agreed upon.
At the next evaluation conference following the implementation of an Assistance Plan, the discussion will focus on what improvement has been made.
• If the concern(s) has been resolved and no new concern(s) has to be addressed, a satisfactory evaluation shall be issued.
• If the concern(s) has been resolved, but a new concern(s) has been identified, a new Assistance Plan must be written.
• If the concern(s) still exists, even though data shows some significant and/or consistent improvement, the Assistance Plan shall be continued.
• If insufficient or no improvement can be documented, the practitioner and administrator will jointly develop a plan for further assistance. The possible implementation of a Corrective Action will be discussed at this time. A date for the next written evaluation will be discussed and established.
• If resolution or improvement is not shown by the next evaluation conference, Corrective Action will be implemented.
The Assistance Plan for Improvement for tenured practitioners must reach resolution or proceed to the next level within one calendar year from the identification of the concern(s).
Regarding probationary practitioners: The time limits and procedures contained herein shall not preclude the District from exercising its rights pursuant to Section 3031 of Education Law.1 The resources available under the Assistance and Corrective Action Plans shall be available to all practitioners regardless of tenure status.
1 Refer to Contractual Agreement – Unit One, Article 6, Teachers Rights and Responsibilities, Section E.
13
Syra
cuse
Cit
y Sc
hool
Dis
tric
t
Ass
ista
nc
e P
lan
for
Imp
rove
me
nt/
Co
llab
ora
tive
Co
nve
rsat
ion
Pra
ctit
ione
r
Sch
ool/B
uild
ing
Exc
hang
e C
onfe
renc
e D
ate_
___/
____
_/__
___
Pro
bati
onar
y P
erio
d F
rom
To
Ten
ured
:
❒ Y
es
❒
No
O
bser
vati
on D
ate_
___/
____
_/__
___
Eva
luat
ion
Con
fere
nce
Dat
e___
_/__
___/
____
_
Ass
ista
nce
Pla
n Im
plem
enta
tion
Dat
e___
_/__
___/
____
_
Res
ourc
e Pe
rson
(s)
C
once
rn(s
)
Str
ateg
ies
a
nd M
ater
ial(s
):
Des
ired
Out
com
e
Nex
t Sch
edul
ed E
valu
atio
n: _
___/
____
_/__
___
❒
The
pra
ctit
ione
r gi
ves
perm
issi
on f
or a
cop
y of
thi
s A
ssis
tanc
e P
lan
to b
e fo
rwar
ded
to t
he S
yrac
use
Tea
cher
s A
ssoc
iati
on b
y th
e D
irec
tor
of
Per
sonn
el.
___
____
____
____
____
____
____
____
____
____
_
___
_/__
___/
____
_
__
____
____
____
____
____
____
____
____
____
__
__
__/_
____
/___
__
S
igna
ture
of A
dmin
istr
ator
Dat
e
Sign
atur
e of
Pra
ctiti
oner
D
ate
14
Corrective Action Plan
A Corrective Action Plan, the next level for resolving a problem related to a practitioner’s performance, is implemented when efforts to use the Assistance Plan have not been effective or when a previous Corrective Action Plan needs to be repeated. Corrective Action shall be implemented by an administrator after notifying the Director of Personnel. This plan may be used more than once.
The Corrective Action Plan will be jointly discussed and developed by the practitioner and the administrator. Lack of joint agreement shall not preclude development of a plan by an administrator. In any case, the practitioner will receive a draft of the Corrective Action Plan at the Evaluation Conference. A copy of the plan shall be sent to the Director of Personnel, who shall notify the Syracuse Teachers Association that Corrective Action has been implemented. With the practitioner’s permission, a copy will be sent to the Association.
After the implementation of Corrective Action, another evaluation conference must take place between two and three months.2 This conference will result in:
• A satisfactory evaluation if the deficiency(ies) has been resolved• Continuation of the Corrective Action Plan if the deficiency(ies) still exists, even
though data shows some significant and/or consistent improvement• A written evaluation documenting insufficient or no improvement. As a result, the
Corrective Action Plan will be continued and/or revised. The administrator will contact the Director of Personnel, who shall meet with the practitioner to discuss the implementation of the termination process.3 The practitioner may request Syracuse Teachers Association or other representation at this meeting.
At the next evaluation conference, the following should occur:
• If the deficiency(ies) has been resolved, a satisfactory evaluation shall be issued.• If the deficiency(ies) still exists, even though data shows some significant and/or
consistent improvement, Correction Action shall continue, with another evaluation conference scheduled within 90 days.
• If insufficient or no improvement can be documented, for tenured practitioners, the termination process3 shall begin with a written notice of Intent to Dismiss from the Superintendent of Schools.
Corrective Action should reach resolution or proceed to the next level, the termination process, within one calendar year from implementation of the Corrective Action Plan.
2 Exclusive of July and August.3 Refer to Contractual Agreement – Unit One, Article 26, Grievance Procedure
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Syracuse City School District
Corrective Action PlanPractitioner School/Building
Exchange Conference Date Probationary Period From To
Tenured Yes ❒ No ❒ Observation Date Evaluation Conference Date
Corrective Action Implementation Date
Deficiency(ies):
Strategies:
Resource Person(s) and Material(s):
Desired Outcome:
Next Scheduled Evaluation:
❒ The practitioner gives permission for a copy of this Corrective Action Plan to be forwarded to the Syracuse Teachers Association by the Director of Personnel.
Signature of Administrator Date
Signature of Practitioner Date
Copies to: Practitioner, Principal, Personnel, Director/Supervisor
16
Self-ReflectionOne of the goals of the evaluation process is to allow both the administrator and practitioner to interact and share areas of strength, accomplishments, and areas of continued growth. In order to do this, an annual self-reflection will be completed and shared with the administrator.
This self-reflection will allow the practitioner to focus on accomplishments during this school year, based on the evaluation criteria.
Signature Date / /
17
SUPPLEMENTALMATERIALS
18
19
PERFORMANCE INDICATORSSPEECH/LANGUAGE PATHOLOGIST
I. Planning and Designing Instruction
A. Student Development – Knowing and understanding the learner is as important as knowing and understanding what is to be learned. Speech/language pathologists must understand the developmental stages of students and apply this knowledge to their instructional program. By understanding, recognizing, and appreciating the diversity of their students, speech/language pathologists are able to employ instructional strategies which are beneficial for all of the learners and result in student achievement. Speech/language pathologists demonstrate a sound knowledge of the developmental needs of students when they:
• Design and use varied instructional strategies that address the development needs and learning styles of students.
• Demonstrate, through planning, an awareness of the cognitive, emotional, and physical needs of each student.
• Use multiple forms of assessment based on the developmental needs of students.
• Communicate with stakeholders the developmental needs of students.
• Demonstrate knowledge, understanding, and respect for cultural and individual differences.
B. Content Knowledge – Speech/language pathologists need to be knowledgeable in the subject matter related to their teaching assignments. Subject matter competencies can be demonstrated in a variety of ways, both within the classroom and in the community. Speech/language pathologists indicate knowledge of subject matter when they:
• Use the curriculum to design activities which reflect the New York State Standards.
• Demonstrate a knowledge of their certification area and support curricula by giving accurate information consistent with identified objectives.
• Demonstrate the ability to effectively communicate subject matter and support curricula with students, colleagues, and the community.
• Extend knowledge and continually learn about current developments and research in the fields related to their assignments.
• Demonstrate a knowledge of the subject matter and support curricula by using a variety of strategies and resources.
• Make connections with content area teachers.
C. Preparation – Quality instruction is a result of effective planning by the speech/language pathologist and a knowledge of valid therapeutic practices. Long-range and daily plans must be tailored for the students involved and must be adjusted to changing environmental and academic conditions. Speech/language pathologists demonstrate this competency when they:
• Develop long-range and daily plans consistent with the Individualized Education Program, New York State Standards, Syracuse City School District Curricula, and the learning needs of students which reflect purpose, continuity, and correlation.
• Use research, concepts, and materials (including technology) to adapt, supplement, and enrich the program.
• Select and adapt teaching strategies, procedures, content, and materials appropriate to the stated objectives that reflect student needs, diversity, and learning styles.
• Develop lesson plans that:
–– communicate clear lesson objectives to students at the appropriate level of difficulty;
–– deliver activities in an organized manner with clear transitions;
–– reflect appropriate pacing for students;
–– use effective questioning techniques on a variety of levels of cognition;
–– utilize innovative techniques; and
–– include assessment of student learning.
• Build upon experiences and prior knowledge.
• Create connections among concepts.
20
PERFORMANCE INDICATORSSPEECH/LANGUAGE PATHOLOGIST
II. Instruction
A. Instructional Delivery – The methods employed by the speech/language pathologist in terms of the delivery of instruction are critical, in order to make a positive impact on student learning. Speech/language pathologists demonstrate competence in this area when they:
• Design activities based on the curricula, learning styles, and individual student needs.
• Focus on skill development, acquisition of knowledge, problem solving, and higher-order thinking skills.
• Implement long-term and daily plans consistent with the Individualized Education Program.
• Use a variety of instructional strategies, materials, and student groupings to achieve goals and objectives to promote student participation.
• Present information in an organized manner with clear transitions.
• Address students’ cognitive, social, physical, and emotional needs.
• Encourage effective dialogue, student questions, and divergent responses.
• Provide equitable attention and recognition to all students in a positive manner.
• Identify and reinforce lesson objectives based on previously learned concepts.
B. Classroom Management – Establishing and maintaining orderly, effective, and productive learning environments that motivate students is the responsibility of speech/language pathologists. Speech/language pathologists demonstrate management competencies when they:
• Establish and maintain a safe and positive learning environment.
• Provide maximum time on task, give clear directions, and implement effective transitions.
• Monitor instructional approaches and adjust as needed.
• Foster understanding by acknowledging and respecting diversity for cultural and individual differences.
• Acknowledge and create a classroom environment where there is respect for cultural diversity and individual differences.
• Form positive relationships with students.
• Convey high standards for student achievement and expect that all students will learn.
• Respond calmly and effectively to situations that disrupt the learning environment.
• Provide extra help to students.
C. Student Assessment – Speech/language pathologists must regularly assess student learning in order to ascertain if the students have met the short-term instructional goals of the Individualized Education Plan. Speech/language pathologists demonstrate that they regularly assess student progress and understand the importance of student assessment when they:
• Use multiple forms of assessment which are authentic and outcome based.
• Align assessment and intervention so that students demonstrate their learning.
• Monitor and adjust activities based on student performance.
• Develop clear assessment criteria and standards and communicate them to students and families.
• Actively communicate with families and teachers regarding progress and recommendations.
• Maintain accurate student records.
• Give students regular feedback about performance which:
–– recognizes individuality –– encourages self-improvement
–– is timely –– fosters accountability
–– encourages and allows for self-evaluation
21
PERFORMANCE INDICATORSSPEECH/LANGUAGE PATHOLOGIST
III. Professional Responsibilities
A. Collaboration – Cooperation, collaboration, and communication among the staff members, parents, students, support staff, and administration is essential for the smooth operation of the school. This collaboration is essential in order to strengthen relationships between staff, community, and students, with the goal of improving student achievement. Speech/language pathologists demonstrate collaboration when they:
• Promote collaborative efforts within the classroom by maximizing the efforts of co-workers, teaching assistants, other speech/language pathologists, families, support staff, and volunteers to enhance student achievement.
• Network with colleagues, support staff, and administration to better meet the needs of students.
• Demonstrate effective interpersonal communication skills.
• Communicate regularly with families regarding student progress and address concerns in a timely and sensitive manner.
B. Professional Qualities – Speech/language pathologists are expected to practice and promote ethical and professional behavior in order to positively contribute to their own school building, but also, to positively reflect upon the professionalism of the Syracuse City School District. Speech/language pathologists demonstrate this when they:
• Are punctual and regular in attendance.
• Promote and implement the schoolʼs mission and goals.• Are timely and accurate in record keeping.
• Are ethical in the use of confidential information.
• Demonstrate professional conduct and integrity in the classroom and school community.
• Follow Syracuse City School District policies and procedures related to their own conduct, job duties, and responsibility for students.• Demonstrate an ability to communicate effectively, both orally and in writing.
• Take steps to ensure a safe and secure learning environment.
• Incorporate supervisory suggestions into their professional behavior.
C. Reflective and Responsive Practice – Effective speech/language pathologists regularly assess their instructional performance and show a willingness and the initiative to adjust their instructional delivery to meet student needs. Speech/language pathologists demonstrate their ability to reflect upon, and adjust, their teaching strategies when they:
• Analyze student achievement data and make the necessary adjustments in their instructional program to achieve desired outcomes for students.
• Demonstrate flexibility by implementing a variety of instructional strategies to meet student needs.
• Articulate to students areas of strength, as well as areas which need additional focus, in order to maximize student achievement.
• Discuss instructional practices with peers.
• Develop, implement, monitor, and revise a long-term professional growth plan.
• Seek out relevant opportunities for professional development.
• Systematically transfer knowledge into practice.
22
Rub
rics
of
Per
form
ance
Ind
icat
ors
DO
MA
IN I
:
PL
AN
NIN
G A
ND
DE
SIG
NIN
G I
NST
RU
CT
ION
EL
EM
EN
T A
: ST
UD
EN
T D
EV
EL
OP
ME
NT
Rub
rics
The
rub
rics
hav
e be
en d
evel
oped
as
a co
ntin
uum
refl
ectin
g on
e’s
prof
essi
onal
perf
orm
ance
and
as
such
can
be
view
ed a
s a
colle
ctio
n of
des
crip
tors
.
co
nsis
tent
ly
freq
uent
ly
dem
onst
rate
s gr
owth
ne
eds
sign
ifica
nt s
uppo
rt
ex
empl
ary
usua
lly
will
ing
to tr
y se
ldom
cu
stom
arily
sy
stem
atic
ally
be
gins
to im
plem
ent
hard
ly e
ver
al
mos
t alw
ays
rout
inel
y ne
eds
addi
tiona
l sup
port
no
t/nev
er
typi
cally
rare
ly
• C
onsi
sten
tly d
emon
stra
tes
know
ledg
e of
stu
dent
de
velo
pmen
t by
appl
ying
a
wid
e va
riet
y of
app
ropr
iate
th
erap
y st
rate
gies
to a
ddre
ss
stud
ents
’ nee
ds.
• C
onsi
sten
tly d
emon
stra
tes
an
unde
rsta
ndin
g an
d ap
prec
iatio
n of
div
ersi
ty w
ith r
egul
ar
appl
icat
ion
of d
evel
opm
enta
lly
appr
opri
ate
ther
apy.
• Fr
eque
ntly
dem
onst
rate
s kn
owle
dge
of s
tude
nt
deve
lopm
ent b
y ap
plyi
ng a
va
riet
y of
app
ropr
iate
ther
apy
stra
tegi
es to
add
ress
stu
dent
s’
need
s.
• Fr
eque
ntly
dem
onst
rate
s an
un
ders
tand
ing
and
appr
ecia
tion
of d
iver
sity
by
usin
g ap
prop
riat
e th
erap
y.
• D
emon
stra
tes
grow
th in
kn
owle
dge
of s
tude
nt
deve
lopm
ent b
y ap
plyi
ng
appr
opri
ate
ther
apy
stra
tegi
es to
ad
dres
s st
uden
ts’ n
eeds
.
• D
emon
stra
tes
grow
th w
ith a
n un
ders
tand
ing
and
appr
ecia
tion
of d
iver
sity
and
use
s ap
prop
riat
e th
erap
y.
• N
eeds
sig
nific
ant s
uppo
rt w
ith
dem
onst
ratin
g kn
owle
dge
of s
tude
nt d
evel
opm
ent a
nd
appl
ying
app
ropr
iate
ther
apy
stra
tegi
es to
add
ress
stu
dent
s’
need
s.
• N
eeds
sig
nific
ant s
uppo
rt w
ith
dem
onst
ratin
g an
und
erst
andi
ng
and
appr
ecia
tion
of d
iver
sity
by
usin
g ap
prop
riat
e th
erap
y.
ME
ET
S T
HE
STA
ND
AR
DS
SH
OW
S G
RO
WT
H I
N
D
OE
S N
OT
ME
ET
ING
TH
E S
TAN
DA
RD
S
ME
ET
TH
E S
TAN
DA
RD
S
SH
OW
S G
RO
WT
H I
N
D
OE
S N
OT
ME
ET
ING
TH
E S
TAN
DA
RD
S
ME
ET
TH
E S
TAN
DA
RD
SM
EE
TS
TH
E S
TAN
DA
RD
S
23
• T
hera
py is
del
iver
ed c
onsi
s-te
ntly
with
acc
urac
y an
d ex
em-
plar
y st
rate
gies
that
alig
n w
ith
New
Yor
k St
ate
Stan
dard
s.
• C
onsi
sten
tly s
triv
es to
lear
n ab
out c
urre
nt d
evel
opm
ents
an
d re
sear
ch in
the
field
s re
late
d to
thei
r as
sign
men
t an
d sy
stem
atic
ally
tran
sfer
s kn
owle
dge
into
pra
ctic
e.
• C
onsi
sten
tly m
akes
co
nnec
tions
for
stu
dent
s w
ith
cont
ent a
reas
.
• E
ffec
tivel
y an
d th
orou
ghly
co
mm
unic
ates
sub
ject
mat
ter,
with
stu
dent
s, f
amili
es,
colle
ague
s, a
nd th
e co
mm
unity
on
a r
egul
ar b
asis
.
• C
onsi
sten
tly d
emon
stra
tes
an
in-d
epth
kno
wle
dge
of s
ubje
ct
mat
ter
by u
tiliz
ing
a va
riet
y of
st
rate
gies
and
res
ourc
es.
• T
hera
py is
del
iver
ed f
requ
ently
w
ith a
ccur
acy
and
appr
opri
ate
stra
tegi
es th
at a
re a
ligne
d w
ith
New
Yor
k St
ate
Stan
dard
s.
• Fr
eque
ntly
str
ives
to le
arn
abou
t cur
rent
dev
elop
men
ts
and
rese
arch
in th
e fie
lds
rela
ted
to th
eir
assi
gnm
ent
and
syst
emat
ical
ly tr
ansf
ers
know
ledg
e in
to p
ract
ice.
• Fr
eque
ntly
mak
es c
onne
ctio
ns
for
stud
ents
with
mos
t con
tent
ar
eas.
• A
dequ
atel
y co
mm
unic
ates
su
bjec
t mat
ter
with
acc
urac
y to
st
uden
ts, f
amili
es, c
olle
ague
s,
and
com
mun
ity m
ost o
f th
e tim
e.
• R
egul
arly
dem
onst
rate
s st
rong
kn
owle
dge
of s
ubje
ct m
atte
r by
ut
ilizi
ng a
var
iety
of
stra
tegi
es
and
reso
urce
s.
• D
emon
stra
tes
grow
th in
de
liver
ing
ther
apy
that
is
alig
ned
with
New
Yor
k St
ate
Stan
dard
s.
• D
emon
stra
tes
grow
th in
st
rivi
ng to
lear
n ab
out c
urre
nt
deve
lopm
ents
and
res
earc
h in
the
field
s re
late
d to
thei
r as
sign
men
ts.
• D
emon
stra
tes
grow
th in
mak
ing
conn
ectio
ns f
or s
tude
nts
with
so
me
cont
ent a
reas
.
• D
emon
stra
tes
grow
th w
ith
som
e kn
owle
dge
of s
ubje
ct
mat
ter
but m
ay m
ake
cont
ent
erro
rs w
hen
com
mun
icat
ing
conc
epts
to s
tude
nts,
fam
ilies
, co
lleag
ues,
and
com
mun
ity.
• D
emon
stra
tes
grow
th w
ith b
asic
kn
owle
dge
of s
ubje
ct m
atte
r by
ut
ilizi
ng a
var
iety
of
stra
tegi
es
and
reso
urce
s.
DO
MA
IN I
:
PL
AN
NIN
G A
ND
DE
SIG
NIN
G I
NST
RU
CT
ION
EL
EM
EN
T B
: C
onte
nt K
now
ledg
e: T
he s
peec
h/la
ngua
ge p
atho
logi
st s
hall
dem
onst
rate
a th
orou
gh k
now
ledg
e of
the
subj
ect a
rea.
• N
eeds
sig
nific
ant s
uppo
rt
with
del
iver
ing
ther
apy
that
is
alig
ned
with
New
Yor
k St
ate
Stan
dard
s.
• N
eeds
sig
nific
ant s
uppo
rt w
ith
stri
ving
to le
arn
abou
t cur
rent
de
velo
pmen
ts a
nd r
esea
rch
in th
e fie
lds
rela
ted
to th
eir
assi
gnm
ents
.
• N
eeds
sig
nific
ant s
uppo
rt
mak
ing
conn
ectio
ns f
or s
tude
nts
with
con
tent
are
as.
• N
eeds
sig
nific
ant s
uppo
rt in
co
mm
unic
atin
g ac
cura
te s
ubje
ct
mat
ter
and
curr
icul
a w
ith
stud
ents
, fam
ilies
, col
leag
ues,
an
d co
mm
unity
.
• N
eeds
sig
nific
ant s
uppo
rt in
de
mon
stra
ting
know
ledg
e of
su
bjec
t mat
ter.
ME
ET
S T
HE
STA
ND
AR
DS
SH
OW
S G
RO
WT
H I
N
D
OE
S N
OT
ME
ET
ING
TH
E S
TAN
DA
RD
S
ME
ET
TH
E S
TAN
DA
RD
S
24
• C
onsi
sten
tly d
evel
ops
long
-ra
nge
and
daily
pla
ns th
at
addr
ess
the
need
s of
stu
dent
s w
hich
refl
ect p
urpo
se,
cont
inui
ty, a
nd le
arni
ng s
tyle
s to
enr
ich
the
prog
ram
.
• C
onsi
sten
tly d
evel
ops
exem
-pl
ary
less
ons
that
are
wel
l or
gani
zed,
with
cle
ar tr
ansi
-tio
ns, a
ppro
pria
te p
acin
g, a
nd
ques
tioni
ng te
chni
ques
that
are
fo
r al
l stu
dent
s to
suc
ceed
.
• C
onsi
sten
tly d
evel
ops
exem
plar
y le
sson
s th
at a
re
inno
vativ
e, w
ith te
chni
ques
th
at c
onne
ct s
tude
nt’s
pri
or
know
ledg
e in
eac
h le
sson
.
• C
onsi
sten
tly d
evel
ops
exem
plar
y le
sson
s w
ith
embe
dded
info
rmal
ass
essm
ent
to d
rive
inst
ruct
ion
for
all
stud
ents
.
• C
onsi
sten
tly o
rgan
izes
m
ater
ials
and
cla
ssro
om
envi
ronm
ent t
o al
ign
with
le
sson
pla
ns.
• Fr
eque
ntly
dev
elop
s lo
ng-r
ange
an
d da
ily p
lans
that
add
ress
the
need
s of
stu
dent
s w
hich
refl
ect
purp
ose,
con
tinui
ty, a
nd le
arni
ng
styl
es to
enr
ich
the
prog
ram
.
• Fr
eque
ntly
dev
elop
s le
sson
s th
at a
re o
rgan
ized
, app
ropr
iate
ly
pace
d, a
nd w
hich
util
ize
ques
tioni
ng te
chni
ques
that
hel
p st
uden
ts s
ucce
ed.
• Fr
eque
ntly
dev
elop
s ap
prop
riat
e le
sson
s th
at c
reat
ivel
y co
nnec
t st
uden
t pri
or k
now
ledg
e in
a
less
on.
• Fr
eque
ntly
dev
elop
s ap
prop
riat
e le
sson
s w
ith e
mbe
dded
info
rmal
as
sess
men
t to
driv
e in
stru
ctio
n fo
r al
l stu
dent
s.
• Fr
eque
ntly
org
aniz
es m
ater
ials
an
d cl
assr
oom
env
iron
men
t to
alig
n w
ith le
sson
pla
ns.
• D
emon
stra
tes
grow
th in
de
velo
ping
long
-ran
ge a
nd
daily
less
on p
lans
whi
ch r
eflec
t co
ntin
uity
and
lear
ning
sty
les.
• D
emon
stra
tes
grow
th in
de
velo
ping
less
ons
that
are
or
gani
zed
and
utili
zes
a va
riet
y of
que
stio
ning
tech
niqu
es.
• D
emon
stra
tes
grow
th in
de
velo
ping
less
ons
with
co
nnec
tions
to s
tude
nt’s
pri
or
know
ledg
e in
less
ons.
• D
emon
stra
tes
grow
th in
de
velo
ping
less
ons
with
in
form
al a
sses
smen
t as
part
of
inst
ruct
ion.
• D
emon
stra
tes
grow
th in
org
aniz
-in
g m
ater
ials
and
cla
ssro
om e
n-vi
ronm
ent t
o al
ign
with
less
on
plan
s.
DO
MA
IN I
:
PL
AN
NIN
G A
ND
DE
SIG
NIN
G I
NST
RU
CT
ION
EL
EM
EN
T C
: P
repa
rati
on:
The
spe
ech/
lang
uage
pat
holo
gist
sha
ll de
mon
stra
te a
ppro
pria
te p
repa
ratio
n, e
mpl
oyin
g th
e ne
cess
ary
ther
apy
prac
tices
to s
uppo
rt in
stru
ctio
n.
• N
eeds
sig
nific
ant s
uppo
rt w
ith
deve
lopi
ng lo
ng-r
ange
and
dai
ly
plan
s th
at a
ddre
ss th
e ne
eds
of
stud
ents
whi
ch r
eflec
t pur
pose
, co
ntin
uity
, and
lear
ning
sty
les.
• N
eeds
sig
nific
ant s
uppo
rt w
ith
deve
lopi
ng o
rgan
ized
less
ons
and
ques
tioni
ng te
chni
ques
that
he
lp s
tude
nts
succ
eed.
• N
eeds
sig
nific
ant s
uppo
rt w
ith
deve
lopi
ng in
nova
tive
less
ons
with
stu
dent
’s p
rior
kno
wle
dge
in m
ind.
• N
eeds
sig
nific
ant s
uppo
rt
with
dev
elop
ing
less
ons
with
in
form
al a
sses
smen
t as
part
of
inst
ruct
ion.
• N
eeds
sig
nific
ant s
uppo
rt w
ith
orga
nizi
ng m
ater
ials
and
cla
ss-
room
env
iron
men
t to
alig
n w
ith
less
on p
lans
.
ME
ET
S T
HE
STA
ND
AR
DS
SH
OW
S G
RO
WT
H I
N
D
OE
S N
OT
ME
ET
ING
TH
E S
TAN
DA
RD
S
ME
ET
TH
E S
TAN
DA
RD
S
25
• C
onsi
sten
tly d
eliv
ers
exem
plar
y le
sson
s th
at f
ocus
on
pro
gres
s to
war
d th
eir
Indi
vidu
al E
duca
tion
Prog
ram
go
als
and
obje
ctiv
es.
• C
onsi
sten
tly im
plem
ents
ex
empl
ary
less
ons
that
en
cour
age
effe
ctiv
e di
alog
ue,
stud
ent q
uest
ions
, and
di
verg
ent r
espo
nses
in a
n eq
uita
ble
and
posi
tive
man
ner
for
all s
tude
nts.
• C
onsi
sten
tly d
eliv
ers
exem
plar
y le
sson
s th
at
incl
ude
antic
ipat
ory
set,
crea
tive
pres
enta
tion,
gui
ded
prac
tice,
aut
hent
ic m
odel
ing,
in
depe
nden
t pra
ctic
e, a
nd
asse
ssm
ent i
n a
less
on.
• Fr
eque
ntly
del
iver
s cr
eativ
e le
sson
s th
at f
ocus
on
prog
ress
to
war
d th
eir
Indi
vidu
al
Edu
catio
n Pr
ogra
m g
oals
and
ob
ject
ives
.
• Fr
eque
ntly
impl
emen
ts
exem
plar
y le
sson
s th
at
enco
urag
e ef
fect
ive
dial
ogue
, st
uden
t que
stio
ns, a
nd d
iver
gent
re
spon
ses
in a
n eq
uita
ble
and
posi
tive
man
ner
for
stud
ents
.
• Fr
eque
ntly
del
iver
s le
sson
s th
at
incl
ude
antic
ipat
ory
set,
crea
tive
pres
enta
tion,
gui
ded
prac
tice,
au
then
tic m
odel
ing,
inde
pend
ent
prac
tice,
and
ass
essm
ent i
n a
less
on.
• D
emon
stra
tes
grow
th in
de
liver
ing
less
ons
that
foc
us o
n pr
ogre
ss to
war
d th
eir
Indi
vidu
al
Edu
catio
n Pr
ogra
m g
oals
and
ob
ject
ives
• D
emon
stra
tes
grow
th in
im
plem
entin
g le
sson
s th
at
enco
urag
e ef
fect
ive
dial
ogue
, st
uden
t que
stio
ns, a
nd d
iver
gent
re
spon
ses
in a
n eq
uita
ble
and
posi
tive
man
ner
for
stud
ents
.
• D
emon
stra
tes
grow
th in
de
liver
ing
less
ons
that
in
clud
e an
ticip
ator
y se
t, cr
eativ
e pr
esen
tatio
n, g
uide
d pr
actic
e, a
uthe
ntic
mod
elin
g,
inde
pend
ent p
ract
ice,
and
as
sess
men
t in
a le
sson
.
DO
MA
IN I
I:
IN
STR
UC
TIO
NE
LE
ME
NT
A:
Inst
ruct
iona
l Del
iver
y: T
he s
peec
h/la
ngua
ge p
atho
logi
st s
hall
dem
onst
rate
that
the
deliv
ery
of in
stru
ctio
n re
sults
in a
ctiv
e
stud
ent i
nvol
vem
ent,
appr
opri
ate
spee
ch/la
ngua
ge p
atho
logi
st a
nd s
tude
nt in
tera
ctio
n, a
nd m
eani
ngfu
l les
son
plan
s re
sulti
ng in
stud
ent l
earn
ing.
• N
eeds
sig
nific
ant s
uppo
rt in
de
liver
ing
less
ons
that
foc
us o
n pr
ogre
ss to
war
d th
eir
Indi
vidu
al
Edu
catio
n Pr
ogra
m g
oals
and
ob
ject
ives
.
• N
eeds
sig
nific
ant s
uppo
rt
in im
plem
entin
g ex
empl
ary
less
ons
that
enc
oura
ge e
ffec
tive
dial
ogue
, stu
dent
que
stio
ns,
and
dive
rgen
t res
pons
es in
an
equi
tabl
e an
d po
sitiv
e m
anne
r fo
r al
l stu
dent
s.
• N
eeds
sig
nific
ant s
uppo
rt
in d
eliv
erin
g le
sson
s th
at
incl
ude
antic
ipat
ory
set,
crea
tive
pres
enta
tion,
gui
ded
prac
tice,
aut
hent
ic m
odel
ing,
in
depe
nden
t pra
ctic
e, a
nd
asse
ssm
ent i
n a
less
on.
ME
ET
S T
HE
STA
ND
AR
DS
SH
OW
S G
RO
WT
H I
N
D
OE
S N
OT
ME
ET
ING
TH
E S
TAN
DA
RD
S
ME
ET
TH
E S
TAN
DA
RD
S
26
• St
anda
rds
of c
ondu
ct a
re
clea
rly
evid
ent a
nd p
rovi
de
for
a sa
fe a
nd p
ositi
ve
lear
ning
env
iron
men
t and
are
co
nsis
tent
ly im
plem
ente
d.
• O
n a
cons
iste
nt b
asis
, in
tera
ctio
ns w
ith s
tude
nts
are
posi
tive,
age
app
ropr
iate
, an
d ad
just
ed a
s ne
eded
to
refle
ct r
espe
ct f
or c
ultu
ral a
nd
indi
vidu
al d
iffe
renc
es.
• St
anda
rds
for
stud
ent
achi
evem
ent a
nd e
xpec
tatio
ns
are
clea
rly
conv
eyed
to a
ll st
uden
ts a
nd a
re c
onsi
sten
tly
impl
emen
ted.
• St
uden
ts a
re e
ngag
ed
prod
uctiv
ely
in le
arni
ng
activ
ities
, dir
ectio
ns a
re c
lear
, an
d tr
ansi
tions
are
eff
ectiv
e on
a
cons
iste
nt b
asis
.
• St
anda
rds
of c
ondu
ct h
ave
been
es
tabl
ishe
d an
d ar
e ev
iden
t mos
t of
the
time.
• In
tera
ctio
ns w
ith s
tude
nts
are
appr
opri
ate
to a
ge a
nd c
ultu
re o
f st
uden
ts m
ost o
f th
e tim
e.
• St
anda
rds
for
expe
ctat
ions
are
ad
equa
tely
con
veye
d to
stu
dent
s m
ost o
f th
e tim
e.
• L
earn
ing
activ
ities
are
org
aniz
ed
so th
at m
ost s
tude
nts
are
enga
ged
prod
uctiv
ely,
dir
ectio
ns
are
usua
lly c
lear
, and
tran
sitio
ns
are
usua
lly e
ffec
tive
mos
t of
the
time.
• D
emon
stra
tes
grow
th in
es
tabl
ishi
ng s
tand
ards
of
cond
uct.
• D
emon
stra
tes
grow
th
inte
ract
ing
with
stu
dent
s ap
prop
riat
e to
age
and
cul
ture
.
• D
emon
stra
tes
grow
th
with
sta
ndar
ds f
or s
tude
nt
achi
evem
ent a
nd e
xpec
tatio
ns.
• D
emon
stra
tes
grow
th in
en
gagi
ng s
tude
nts
prod
uctiv
ely
in le
arni
ng a
ctiv
ities
. D
irec
tions
are
som
etim
es
uncl
ear
and
tran
sitio
ns a
re
inef
fect
ive.
DO
MA
IN I
I:
IN
STR
UC
TIO
NE
LE
ME
NT
B.
Cla
ssro
om M
anag
emen
t: T
he s
peec
h/la
ngua
ge p
atho
logi
st s
hall
dem
onst
rate
cla
ssro
om m
anag
emen
t ski
lls s
uppo
rtiv
e of
div
erse
stud
ent l
earn
ing
need
s, w
hich
cre
ate
an e
nvir
onm
ent c
ondu
cive
to s
tude
nt le
arni
ng.
• N
eeds
sig
nific
ant s
uppo
rt w
ith
stan
dard
s of
con
duct
that
hav
e be
en e
stab
lishe
d an
d ar
e no
t ev
iden
t.
• N
eeds
sig
nific
ant s
uppo
rt
inte
ract
ing
with
stu
dent
s to
re
flect
res
pect
for
age
, cul
ture
, or
indi
vidu
al d
iffe
renc
es.
• N
eeds
sig
nific
ant s
uppo
rt w
ith
stan
dard
s an
d ex
pect
atio
ns f
or
stud
ent a
chie
vem
ent.
• N
eeds
sig
nific
ant s
uppo
rt w
ith
enga
ging
stu
dent
s in
lear
ning
ac
tiviti
es.
Dir
ectio
ns a
re o
ften
un
clea
r an
d tr
ansi
tions
are
oft
en
inef
fect
ive.
ME
ET
S T
HE
STA
ND
AR
DS
SH
OW
S G
RO
WT
H I
N
D
OE
S N
OT
ME
ET
ING
TH
E S
TAN
DA
RD
S
ME
ET
TH
E S
TAN
DA
RD
S
27
• C
onsi
sten
tly u
ses
mul
tiple
fo
rms
of a
uthe
ntic
ass
essm
ent
whi
ch a
re o
utco
me
base
d, a
nd
invo
lves
stu
dent
sel
f-ev
alua
tion
and
fost
ers
self
-im
prov
emen
t an
d ac
coun
tabi
lity.
• C
onsi
sten
tly a
ligns
ass
essm
ent
tool
s w
ith in
terv
entio
n st
rate
-gi
es s
o st
uden
ts d
emon
stra
te
thei
r le
arni
ng p
lans
and
m
odifi
es f
utur
e ac
tiviti
es b
ased
on
stu
dent
per
form
ance
.
• A
sses
smen
t cri
teri
a an
d st
anda
rds
are
clea
r an
d ar
e co
nsis
tent
ly c
omm
unic
ated
to
stud
ents
and
fam
ilies
.
• C
lear
ly a
nd c
onsi
sten
tly
com
mun
icat
es to
stu
dent
s an
d fa
mili
es r
egar
ding
st
uden
t pro
gres
s to
war
d th
eir
Indi
vidu
al E
duca
tion
Prog
ram
go
als.
• Fr
eque
ntly
use
s m
ultip
le f
orm
s of
aut
hent
ic a
sses
smen
t whi
ch
are
outc
ome
base
d, a
nd e
ncou
r-ag
es s
tude
nt s
elf-
eval
uatio
n.
• Fr
eque
ntly
alig
ns a
sses
smen
t w
ith in
terv
entio
n so
stu
dent
s de
mon
stra
te th
eir
lear
ning
and
m
onito
rs a
nd a
djus
ts in
stru
ctio
n ba
sed
on s
tude
nt p
erfo
rman
ce.
• A
sses
smen
t cri
teri
a an
d st
an-
dard
s ar
e cl
ear
and
freq
uent
ly
com
mun
icat
ed to
stu
dent
s an
d fa
mili
es.
• Fr
eque
ntly
com
mun
icat
es to
st
uden
ts a
nd f
amili
es r
egar
ding
st
uden
t pro
gres
s to
war
d th
eir
Indi
vidu
al E
duca
tion
Prog
ram
go
als.
• D
emon
stra
tes
grow
th in
usi
ng
som
e fo
rms
of a
sses
smen
t w
hich
are
out
com
e ba
sed
and
invo
lves
stu
dent
s in
sel
f-ev
alua
tion.
• D
emon
stra
tes
grow
th in
al
igni
ng a
sses
smen
t with
in
terv
entio
n an
d m
akes
som
e ad
just
men
ts to
inst
ruct
ion
base
d on
stu
dent
per
form
ance
.
• D
emon
stra
tes
grow
th in
as
sess
ing
crite
ria
and
stan
dard
s,
with
per
iodi
c co
mm
unic
atio
n to
st
uden
ts a
nd f
amili
es.
• D
emon
stra
tes
grow
th in
co
mm
unic
atin
g to
stu
dent
s an
d fa
mili
es r
egar
ding
stu
dent
pr
ogre
ss to
war
d th
eir
Indi
vidu
al
Edu
catio
n Pr
ogra
m g
oals
.
DO
MA
IN I
I:
IN
STR
UC
TIO
NE
LE
ME
NT
C.
Stud
ent A
sses
smen
t: T
he s
peec
h/la
ngua
ge p
atho
logi
st s
hall
dem
onst
rate
that
he
or s
he im
plem
ents
ass
essm
ent t
echn
ique
s ba
sed
on
app
ropr
iate
lear
ning
sta
ndar
ds d
esig
ned
to m
easu
re s
tude
nts’
pro
gres
s in
lear
ning
.
• N
eeds
sig
nific
ant s
uppo
rt in
us
ing
form
s of
ass
essm
ent,
with
littl
e en
cour
agem
ent f
or
stud
ents
’ sel
f-ev
alua
tion
and
impr
ovem
ent.
• N
eeds
sig
nific
ant s
uppo
rt w
ith
alig
ning
ass
essm
ent a
nd in
ter-
vent
ion
with
littl
e m
onito
ring
or
adju
stm
ent o
f ac
tiviti
es b
ased
on
stu
dent
lear
ning
.
• N
eeds
sig
nific
ant s
uppo
rt w
ith
asse
ssm
ent c
rite
ria
and
stan
d-ar
ds w
hich
are
poo
rly
deve
lop-
ed a
nd r
arel
y co
mm
unic
ated
to
stud
ents
and
fam
ilies
.
• N
eeds
sig
nific
ant s
uppo
rt w
ith
com
mun
icat
ing
and
prov
idin
g in
form
atio
n ab
out s
tude
nt
prog
ress
tow
ard
thei
r In
divi
dual
E
duca
tion
Prog
ram
goa
ls.
ME
ET
S T
HE
STA
ND
AR
DS
SH
OW
S G
RO
WT
H I
N
D
OE
S N
OT
ME
ET
ING
TH
E S
TAN
DA
RD
S
ME
ET
TH
E S
TAN
DA
RD
S
28
• C
onsi
sten
tly p
rom
otes
co
llabo
rativ
e re
latio
nshi
ps w
ith
colle
ague
s, s
tude
nts,
par
ents
, an
d gu
ardi
ans.
• C
onsi
sten
tly n
etw
orks
with
co
lleag
ues,
sup
port
sta
ff,
adm
inis
trat
ion,
and
com
mun
ity.
• C
onsi
sten
tly c
omm
unic
ates
with
co
lleag
ues
to im
prov
e st
uden
t pr
ogre
ss.
• Fr
eque
ntly
pro
mot
es
colla
bora
tive
rela
tions
hips
with
co
lleag
ues,
stu
dent
s, p
aren
ts,
and
guar
dian
s.
• Fr
eque
ntly
net
wor
ks w
ith
colle
ague
s, s
uppo
rt s
taff
, ad
min
istr
atio
n, a
nd c
omm
unity
as
nee
ded
or a
ppro
pria
te.
• Fr
eque
ntly
com
mun
icat
es w
ith
colle
ague
s to
impr
ove
stud
ent
prog
ress
.
• D
emon
stra
tes
grow
th in
pro
-m
otin
g co
llabo
rativ
e re
latio
n-sh
ips
with
col
leag
ues,
stu
dent
s,
pare
nts,
and
gua
rdia
ns.
• D
emon
stra
tes
grow
th in
ne
twor
king
with
col
leag
ues,
su
ppor
t sta
ff, a
dmin
istr
atio
n,
and
com
mun
ity.
• D
emon
stra
tes
grow
th in
co
mm
unic
atin
g w
ith c
olle
ague
s to
impr
ove
stud
ent p
rogr
ess.
DO
MA
IN I
II:
P
RO
FE
SSIO
NA
L R
ESP
ON
SIB
ILIT
IES
EL
EM
EN
T A
. C
olla
bora
tion
: T
he s
peec
h/la
ngua
ge p
atho
logi
st s
hall
dem
onst
rate
that
he
or s
he d
evel
ops
effe
ctiv
e co
llabo
rativ
e re
latio
nshi
ps
with
stu
dent
s/sc
hool
rel
ated
per
sonn
el/p
aren
ts o
r gu
ardi
ans,
to m
eet t
he le
arni
ng n
eeds
of
stud
ents
.
• N
eeds
sig
nific
ant s
uppo
rt w
ith
prom
otin
g re
latio
nshi
ps w
ith
colle
ague
s, s
tude
nts,
par
ents
, an
d gu
ardi
ans.
• N
eeds
sig
nific
ant s
uppo
rt in
ne
twor
king
with
col
leag
ues,
su
ppor
t sta
ff, a
dmin
istr
atio
n,
and
com
mun
ity.
• N
eeds
sig
nific
ant s
uppo
rt w
ith
com
mun
icat
ing
with
col
leag
ues
to im
prov
e st
uden
t pro
gres
s.
ME
ET
S T
HE
STA
ND
AR
DS
SH
OW
S G
RO
WT
H I
N
D
OE
S N
OT
ME
ET
ING
TH
E S
TAN
DA
RD
S
ME
ET
TH
E S
TAN
DA
RD
S
29
• C
onsi
sten
tly d
emon
stra
tes
lead
ersh
ip to
hel
p co
lleag
ues
utili
ze s
ound
judg
men
t and
in
tegr
ity in
det
erm
inin
g an
d ex
hibi
ting
prof
essi
onal
con
duct
in
the
clas
sroo
m a
nd s
choo
l co
mm
unity
.
• C
onsi
sten
tly m
aint
ains
a n
eat
and
orga
nize
d cl
assr
oom
whe
re
stud
ents
are
lear
ning
res
pons
ibi-
lity
for
mai
ntai
ning
res
ourc
es
and
for
thei
r ow
n sa
fety
.
• C
onsi
sten
tly
mod
els
ethi
cal
and
prof
essi
onal
beh
avio
r w
ithi
n th
e cl
assr
oom
, sch
ool,
and
com
mun
ity.
a.
con
fiden
tial
ity
b.
acc
urat
e re
cord
-kee
ping
c.
att
enda
nce
• Fr
eque
ntly
util
izes
sou
nd
judg
men
t and
inte
grity
in
dete
rmin
ing
and
exhi
bitin
g pr
ofes
sion
al c
ondu
ct in
th
e cl
assr
oom
and
sch
ool
com
mun
ity.
• Fr
eque
ntly
mai
ntai
ns a
nea
t an
d or
gani
zed
clas
sroo
m, w
ith
cons
cien
tious
atte
ntio
n gi
ven
to m
aint
aini
ng r
esou
rces
and
st
uden
t saf
ety.
• D
emon
stra
tes
grow
th in
ut
ilizi
ng s
ound
judg
men
t and
in
tegr
ity in
det
erm
inin
g an
d ex
hibi
ting
prof
essi
onal
con
duct
in
the
clas
sroo
m a
nd s
choo
l co
mm
unity
.
• D
emon
stra
tes
grow
th in
m
aint
aini
ng a
saf
e, o
rgan
ized
cl
assr
oom
and
pro
vide
s so
me
atte
ntio
n to
mai
ntai
ning
re
sour
ces
and
stud
ent s
afet
y.
DO
MA
IN I
II:
P
RO
FE
SSIO
NA
L R
ESP
ON
SIB
ILIT
IES
EL
EM
EN
T B
. P
rofe
ssio
nal Q
ualit
ies:
The
spe
ech/
lang
uage
pat
holo
gist
sha
ll pr
actic
e an
d pr
omot
e et
hnic
al a
nd p
rofe
ssio
nal b
ehav
ior
to
posi
tivel
y co
ntri
bute
to h
is/h
er o
wn
scho
ol b
uild
ing
and
also
to p
ositi
vely
refl
ect u
pon
the
prof
essi
onal
ism
of
the
Syra
cuse
City
Scho
ol D
istr
ict.
• N
eeds
sig
nific
ant s
uppo
rt
mai
ntai
ning
con
duct
in th
e cl
assr
oom
and
/or
scho
ol
com
mun
ity th
at is
dee
med
pr
ofes
sion
al.
• N
eeds
sig
nific
ant s
uppo
rt
mai
ntai
ng a
roo
m e
nvir
onm
ent
that
is o
rgan
ized
and
is
gene
rally
saf
e. •
Nee
ds s
igni
fican
t su
ppor
t in
de
mon
stra
ting
eth
ical
and
pr
ofes
sion
al b
ehav
ior
wit
hin
the
clas
sroo
m, s
choo
l, an
d co
mm
unit
y.
a. c
onfid
enti
alit
y
b. a
ccur
ate
reco
rd-k
eepi
ng
c. a
tten
danc
e
ME
ET
S T
HE
STA
ND
AR
DS
SH
OW
S G
RO
WT
H I
N
D
OE
S N
OT
ME
ET
ING
TH
E S
TAN
DA
RD
S
ME
ET
TH
E S
TAN
DA
RD
S
30
• D
evel
ops,
impl
emen
ts, r
evie
ws,
an
d re
vise
s a
long
-ter
m
indi
vidu
al p
rofe
ssio
nal g
row
th
plan
on
an o
ngoi
ng b
asis
.
• C
onsi
sten
tly s
eeks
opp
ortu
nitie
s fo
r pr
ofes
sion
al d
evel
opm
ent
acco
rdin
g to
a lo
ng-r
ange
pla
n an
d sy
stem
atic
ally
tran
sfer
s kn
owle
dge
into
pra
ctic
e.
• C
onsi
sten
tly r
eflec
ts o
n pr
ofes
sion
al p
ract
ice;
dra
ws
from
a d
eep
repe
rtoi
re o
f in
stru
ctio
nal p
ract
ices
; co
nsis
tent
ly m
onito
rs a
nd
adju
sts
ther
apy
to m
eet s
tude
nts’
ne
eds
and
initi
ates
dis
cuss
ions
of
thes
e st
rate
gies
with
co
lleag
ues.
• D
evel
ops
and
impl
emen
ts th
eir
indi
vidu
al p
rofe
ssio
nal g
row
th
plan
and
rev
iew
s on
a r
egul
ar
basi
s.
• Fr
eque
ntly
see
ks o
ppor
tuni
ties
for
rele
vant
pro
fess
iona
l de
velo
pmen
t act
iviti
es th
at
enha
nce
know
ledg
e an
d/or
sk
ills.
• Fr
eque
ntly
refl
ects
on
prof
essi
onal
pra
ctic
e; a
djus
ts
ther
apy
to m
eet s
tude
nts’
ne
eds;
dis
cuss
es p
ract
ice
with
co
lleag
ues.
• D
emon
stra
tes
grow
th in
de
velo
ping
and
rev
iew
ing
indi
vidu
al p
rofe
ssio
nal g
row
th
plan
on
an a
nnua
l bas
is.
• D
emon
stra
tes
grow
th in
pa
rtic
ipat
ing
in r
elev
ant
prof
essi
onal
dev
elop
men
t ac
tiviti
es a
s re
com
men
ded
or
requ
ired
.
• D
emon
stra
tes
grow
th in
re
flect
ing
on p
rofe
ssio
nal
prac
tice;
adj
usts
ther
apy
to m
eet
stud
ents
’ nee
ds.
DO
MA
IN I
II:
P
RO
FE
SSIO
NA
L R
ESP
ON
SIB
ILIT
IES
EL
EM
EN
T C
. R
eflec
tive
and
Res
pons
ive
Pra
ctic
e: T
he s
peec
h/la
ngua
ge p
atho
logi
st s
hall
enga
ge in
refl
ectiv
e an
d re
spon
sive
act
iviti
es th
at
w
ill c
ontr
ibut
e to
thei
r in
divi
dual
gro
wth
pla
n.
• N
eeds
sig
nific
ant s
uppo
rt
in d
evel
opin
g an
indi
vidu
al
prof
essi
onal
gro
wth
pla
n.
• N
eeds
sig
nific
ant s
uppo
rt in
pa
rtic
ipat
ing
in p
rofe
ssio
nal
deve
lopm
ent a
ctiv
ities
.
• N
eeds
sig
nific
ant s
uppo
rt
with
refl
ectin
g on
pro
fess
iona
l pr
actic
es a
nd d
eliv
ery;
una
ble
to a
rtic
ulat
e w
hat a
djus
tmen
ts
mig
ht b
e m
ade
to im
prov
e th
erap
y.
ME
ET
S T
HE
STA
ND
AR
DS
SH
OW
S G
RO
WT
H I
N
D
OE
S N
OT
ME
ET
ING
TH
E S
TAN
DA
RD
S
ME
ET
TH
E S
TAN
DA
RD
S
31
Glossary
ACTION PLAN A school’s program for improving student performance. Includes analysis of relevant data, identification of needs, clear goals and tasks, and roles and responsibilities.
ACTION RESEARCH Allows a practitioner to identify problems in their own classroom, investigate those problems in a systematic way, raise questions about teaching and learning, and have the opportunity to share findings with colleagues.
APPRECIATION OF Recognition, understanding, and respect of similarities and differences inDIVERSITY gender, age, race, ethnicity, and learning style, socioeconomic status, ability,
and disability.
ASSESSMENT The process of quantifying, describing, gathering data about, or giving feedback about performance. Assessment results are used to identify instructional practices that should be improved, to focus professional development for practitioners, and to supply new or different instructional resources for learners.
ASSESSMENT PLAN A set of choices regarding how student learning will be assessed in relation to identified standards and criteria.
ASSISTANCE PLAN The negotiated document which provides written strategies developed by FOR IMPROVEMENT the practitioner and administrator to resolve a concern(s).
AUTHENTIC The process of gathering evidence and documentation of a student’s ASSESSMENT learning and growth in ways that resemble “real life” as closely as possible
(e.g., a driving test, a presentation to a board on a “real” issue). To measure growth and progress, students’ work is compared to their previous work rather than to the work of others. Authentic assessment is based on what the child actually does in a variety of contexts at points throughout the school year. Authentic work represents the student’s application, not mere acquisition, of knowledge and skills. Authentic assessment also engages students in the activity and reflects best instructional activities.
COLLABORATION To work jointly with others in an intellectual endeavor, being cooperative and willing to assist.
COLLABORATIVE The negotiated document which provides written strategies developed by CONVERSATION the practitioner and administrator to resolve a concern(s).
32
Glossary
COMMUNICATION A process by which information is exchanged, verbal or written, between individuals.
COMMUNITY An interacting population with a common interest in a particular area.
CONCERN The initial written identification of a problematic situation or condition related to the evaluation criteria. This concern(s) is the focus of the Assistance Plan for Improvement.
CONSULTANT An experienced tenured teacher who works under the supervision of the TEACHER PAR Panel, provides support and guidance to the first year intern, and is
responsible for the formal evaluation.
CORRECTIVE The negotiated document which provides written strategies developed by ACTION PLAN the practitioner and administrator to correct a deficiency(ies). The
document is developed if outcomes of the Collaborative Conversation/Assistance Plan have not been met.
DATA COLLECTION Records and reports of formal and informal observations, experiences, and events. Data are artifacts, facts or figures from which conclusions may be drawn. Data become information when they are put to use, as for planning and decision making.
DEFICIENCY An area where a practitioner is not meeting standards.
EVALUATION Judgment regarding the quality, value, or worth of a response, product, or performance based on established criteria. Evaluations are usually based on multiple sources of information. The terms “evaluation” and “assessment” are often used interchangeably.
EVALUATION A meeting between an administrator and the practitioner to review andCONFERENCE discuss the practitioner’s overall performance.
EVALUATION The written documentation of a practitioner’s overall performance basedREPORT on information shared at the evaluation conference.
EXCHANGE An annual, non-data-collecting meeting between the practitioner(s) and anCONFERENCE administrator to discuss the criteria for evaluation.
INTENT TO DISMISS A formal written notice by the superintendent.
33
Glossary
INTERN A first year teacher.
INDIVIDUAL Individuals identify goals for professional growth based on district and PROFESSIONAL school goals using Performance Indicators as a base. Rubrics are used as GROWTH PLAN a resource. Action steps are developed to meet these goals.
MENTOR One who works with a staff member in a non-evaluative role to acclimate them to the District’s policies, procedures, and performance indicators.
MENTOR TEACHER A year-long program for first or second year practitioners to work with an INTERN PROGRAM experienced tenured practitioner as a confidential mentor using time for(MTIP) job-embedded professional development.
MULTIPLE DATA Use of more than one source of feedback in practitioner evaluation process SOURCES to achieve a varied representation of practitioner performance.
NATIONAL BOARD Rigorous process through which practitioner demonstrates their expertise CERTIFICATION in a given content area or field.
NETWORKING The exchange of information or services among individuals, groups, or institutions.
OUTCOME Those items or tasks for which students must create a response or answer (e.g., a written or oral answer, a product, or a performance).
PACING The deliberate movement of lesson activities to ensure maximum student participation.
PEDAGOGY The art, science, or profession of teaching.
PEER ASSISTANCE The PAR Panel is the governing body of the PAR Program. The PanelAND REVIEW PANEL consists of five appointed union representatives named by STA and four
appointed management representatives named by the Superintendent of Schools in consultation with SAAS.
PEER ASSISTANCE The Peer Assistance and Review Program (PAR) is a cooperative unionAND REVIEW management program of teacher evaluation for first-year teachers PROGRAM (PAR) (interns).
34
Glossary
PEER COACHING A process of providing specific, immediate feedback to a person with the same job description or authority base about areas needing refinement and helping the peer generate options for refining a skill, strategy, or concept.
PEER EVALUATION A process by which peers conduct formative and summative evaluation of (Peer Assistance & Review) their colleagues.
PERFORMANCE A measure that describes performance related to teaching standards.INDICATOR
PROFESSIONAL One who works collegially with any non-tenured staff member not in aPARTNER formal support program.
PORTFOLIO REVIEW A portfolio is a folder, album, or storage container of artifacts that display evidence of a practitioner’s knowledge and skills. The portfolio embodies an attitude that assessment is dynamic and that the richest portrayals of practitioner and student performance are based on multiple sources of evidence collected over time in authentic settings.
REBUTTAL A written response refuting an Evaluation Report.
RUBRIC An established set of parameters for performance tasks. Rubrics consist of a set of clear criteria and performance descriptions for each criterion at each point on the scale that illustrates various levels of performance.
SELF-REFLECTION The monitoring of one’s own behavior in relation to goals, expectations, and outcomes.
STAKEHOLDERS Population with a common interest in a particular area.
TENURED TEACHER A cooperative union management program to support tenured INTERVENTION practitioners to meet performance standards.PROGRAM
Adapted from Succeeding with Standards by Judy F. Carr and Douglas E. Harris (2001).
35
36
Notes
37
38
The Syracuse City School District hereby advises students, parents, employees, and the general public that it offers employment and educational opportunities, including vocational education opportunities, without regard to age, gender, race, color, religion, marital status, sexual preference, national origin or disability. Inquiries regarding this non-discrimination policy may be directed to:
Title IX and Section 504 CoordinatorSyracuse City School District
725 Harrison StreetSyracuse, New York 13210
(315) 435-4212