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SHAKER HEIGHTS CITY SCHOOL DISTRICT

SPEECH LANGUAGE PATHOLOGIST EVALUATION PROCESS

2013-2014

This evaluation is designed to comply with the Shaker Heights City Schools Speech Language Pathologist Evaluation Process Specific to Speech Language Pathologists.

Speech and Hearing Therapy Graduate programs differ and may refer to graduates by any of the following terms interchangeably: Speech Language Pathologists, Speech and Language Therapists, Speech and Language Pathologists or Speech Correctionists.

For the sake of this document and in congruence with the Shaker Heights Master Agreement, theses professionals will be referred to as Speech Language Pathologists.

FALL:Speech/Hearing Therapist Evaluator

1. Meet with Evaluator for Pre-Observation Conference- review Annual Professional Growth Plan and Pre-Observation Conference Form.

1. Meet with therapist for Pre-Observation Conference- review Annual Professional Growth Plan and Pre- Observation Conference Form.

2. Complete Observation prior to beginning of January (30+ mins).(Complete 2 observations for limited contract or those on Improvement Plan during fall).

2. Complete Observation prior to beginning of January (30+ mins).(2 observations for limited contract or those on Improvement Plan). Complete Observation Summary Form and provide to Speech Language Pathologist in a timely manner.

3. Meet with Evaluator for Post-Observation Conference in timely manner after Observation(s). Review Pre- and Post-Observation Conferences Form.

3. Meet with therapist for Post-Observation Conference in timely manner after Observation(s). Review Post-Observation Conference Form.

4. Complete January Formative Evaluation Form.4. Meet with Evaluator to discuss January Formative Evaluation Form by early

January. If Ineffective in any category, collaboratively create Improvement Plan.5. Meet with therapist to discuss January Formative Evaluation Form by early

January. If Ineffective in any category, collaboratively create Improvement Plan. Provide therapist with signed copy of the form(s).

6. Submit a signed copy January Formative Evaluation Form (and if created, Improvement Plan) to Personnel by January 15.

WINTER/SPRING: Speech/Hearing Therapist Evaluator

1. Meet with Evaluator for Pre-Observation Conference. Review Pre- and Post-Observation Conferences Form.

1. Meet with therapist for Pre-Observation Conference- review Annual Professional Growth Plan and Pre- Observation Conference Form.

2. Complete Observation (30+ mins) prior to May 1 (before spring break for limited contract).

2. Complete Observation (30+ mins) prior to May 1 (before spring break for limited contract). Complete Observation Summary Form and provide to Speech Language Pathologist in a timely manner.

3. Meet with Evaluator for Post-Observation Conference in timely manner after Observation. Review Pre- and Post-Observation Conferences Form.

3. Meet with therapist for Post-Observation meeting in timely manner after Observation. Review Post-Observation Conference Form.

4. Complete May Summative Evaluation Form.4. Meet with Evaluator to discuss May Summative Evaluation Form and

Professional Growth Plan for following year by May 1. Collaboratively create Professional Development Plan for upcoming school year, or if final rating of Ineffective, collaborative create Improvement Plan.

5. Meet with therapist to discuss May Summative Evaluation Form and Annual Professional Growth Plan by May 1. Collaboratively create Professional Development Plan for upcoming school year, or if final rating of Ineffective, collaborative create Improvement Plan. Provide therapist with signed copy of the form(s).

6. Submit a signed copy of the final May Summative Evaluation and final copy of Annual Professional Growth Plan (or if created, Improvement Plan to Personnel

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SHAKER HEIGHTS CITY SCHOOL DISTRICTSPEECH LANGUAGE PATHOLOGISTS EVALUATION PROCESS

by May 10.

Speech/Hearing Therapist Name School Year Evaluator Name Date Created Date(s) Reviewed

Self-Directed Collaborative As a result of the evaluation process, Speech Language Pathologists and evaluators should focus on accelerating and continuing Speech Language Pathologist growth. Professional goals should be individualized to the needs of the Speech Language Pathologist and specifically relate to his/her areas of refinement/growth as identified in the

evaluation. The evaluator and Speech Language Pathologist should have collaborative and ongoing discussions related to activities aligned to the goals. This plan may also be used as a guide for creating professional development goals aligned with licensure renewal.

Professional GoalsThese are addressed by the evaluator as appropriate for this

Speech Language PathologistConsider creating goals that meet SMART criteria

S- Specific (What do I want to measure?)M – Measurable (How am I going to measure it?)A – Attainable (Is this a reasonable goal?)R – Results-oriented (What will my goal look like when I’ve reached it?)T – Time-Bound (When will I reach my goal?)

Evidence IndicatorsWhat will show your progress toward the goal?

What will show your achievement of the goal?

Include tentative deadlines

Goal 1: Goal Statement:

Goal 2: Goal Statement:

Speech/Hearing Therapist’s Signature ________________________________ Date Evaluator’s Signature________________________________ Date Signatures above verify acknowledgement of receipt of final documented plan by both parties.Both parties should keep a copy of this document as a point of reference throughout the year. A final copy should be submitted to the Personnel Office by Evaluator with the May Summative EvaluationA copy of this document should be shared with the Building Principal.

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SHAKER HEIGHTS CITY SCHOOLSSPEECH LANGUAGE PATHOLOGIST ANNUAL PROFESSIONAL GROWTH PLAN

Modified Ohio Standards for the Speech Language Pathologists

1 Speech Language Pathologists understand student learning and development and respect the diversity of thestudents they teach.A. Speech Language Pathologist display knowledge of how

students learn and of the developmental characteristics of age groups.

B. Speech Language Pathologist understand what students know and areable to do and use this knowledge to meet theneeds of all students.

C. Speech Language Pathologist expect that all students will achieve totheir full potential.

D. Speech Language Pathologist model respect for students’ diversecultures, language skills and experiences.

E. Speech Language Pathologist recognize characteristics of giftedstudents, students with disabilities and at-risk students in order to provide appropriate assessment, diagnosis and remediation of student communications needs.

2 Speech Language Pathologists know and understand the content area for which they have instructional responsibility.A. Speech Language Pathologists know the therapeutic

interventions they teach and usetheir knowledge of therapeutic interventions assumptions and skills to plan instruction.

B. Speech Language Pathologists understand and use content-specificinstructional strategies to effectively teach the identified IEP or Intervention goals established in accordance to the American Speech and Hearing Associations Guidelines attached.

C. Speech Language Pathologist understand school and districtcurriculum priorities and the Ohio academiccontent standards.

D. Speech Language Pathologistsunderstand the relationship ofknowledge within the discipline to other content areas.

E. Speech Language Pathologist connect content to relevant lifeexperiences and career opportunities.

3 Speech Language Pathologists understand and use varied assessments to inform instruction, evaluate and ensure student learning.A. Speech Language Pathologists are knowledgeable about

assessmenttypes, their purposes and the data they generate.

B. Speech Language Pathologist select, develop and use a varietyof diagnostic, formative and summative assessments.

C. Speech Language Pathologists analyze data to monitor studentprogress and learning, and to plan, differentiateand modify instruction.

D. Speech Language Pathologists collaborate and communicate studentprogress with students, parents and colleagues.

E. Speech Language Pathologists involve learners in self-assessment andgoal setting to address gaps between performance and potential.

4 Plan and deliver effective instruction that advances the learning of each individual student.A. Speech Language Pathologist align their instructional

goals and activities with school and district priorities andOhio’s academic content standards.

B. Speech Language Pathologists use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap.

C. Speech Language Pathologists communicate clear learning goals and explicitly link learning activities to those defined goals.

D. Speech Language Pathologists apply knowledge of how students think and learn to instructional design and delivery.

E. Speech Language Pathologists differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities andat-risk students.

F. Speech Language Pathologists create and select activities that are designed to help students develop as independentlearners and complex problem-solvers.

G. Speech Language Pathologists use resources effectively, includingtechnology, to enhance student learning.

5 Speech Language Pathologists create learning environments thatpromote high levels of learning and achievement for all students.A. Speech Language Pathologists treat all students fairly and

establish an environment that is respectful, supportive and caring.

B. Speech Language Pathologists create an environment that is physically and emotionally safe.

C. Speech Language Pathologists motivate students to work productively and assume responsibility for their own learning.

D. Speech Language Pathologists create learning situations in which students work independently and carry over skills into other school settings.

E. Speech Language Pathologists maintain an environment that is conducive to learning for all students.

6 Speech Language Pathologists collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.A. Speech Language Pathologists communicate clearly and

effectively.B. Speech Language Pathologists share responsibility with

parents and caregivers to support student learning, emotional and physical development , communications skills, and mental health.

C. Speech Language Pathologists collaborate effectively with other Speech Language Pathologists, administrators and school and district staff.

D. Speech Language Pathologists collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.

7 Speech Language Pathologists assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.A. Speech Language Pathologists understand, uphold and

follow professional ethics, policies and legal codes of professional conduct aligned with the American Speech and Hearing Association’s Code of Ethics..

B. Speech Language Pathologists take responsibility for engaging in continuous, purposeful professional development.

C. Speech Language Pathologists are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievement.

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Speech Language Pathologist Name

School Year

Evaluator Name Date of Observation

Prepare pre-observation conference notes and lesson plan prior to meeting with your evaluator. Evaluators may ask to review your plan and notes before the meeting in order to prepare effectively. Your lesson plan, lesson observations, evidence from walk throughs, and conference discussions will be the basis for the May Summative Evaluation.

Professional Growth Goals- Please be sure to bring your Annual Professional Growth Plan document to your Pre-Observation Meetings.

Where are you in the process of reaching your Annual Professional Growth Plan goal(s) at this time?

If any, which goal(s) from your Professional Growth Plan will you be addressing during this lesson? (You may choose to attach a copy of your plan.)

Planning Conference Questions (Lesson Plan yes no)

What should your evaluator know about your student population?

How does this lesson work within the larger context of your curriculum map and/or units of study?

Pre-Conference Initials: Therapist Evaluator Date & Time of Pre-Conference:

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SHAKER HEIGHTS CITY SCHOOL DISTRICTPRE-OBSERVATION CONFERENCE FORM

SPEECH LANGUAGE PATHOLOGISTS


School Year


After you have delivered the lesson, prepare reflection notes to be used during your post-observation conference. Your lesson plan, lesson observations, evidence from walk throughs, and conference discussions will be the basis for the May Summative Evaluation.

Reflection Conference QuestionsDid you meet the goals of your lesson in terms of meeting objectives, student engagement, and lesson delivery? How do you know?

Professional Responsibilities QuestionsHow do you communicate effectively with students, families, and colleagues?

How do you collaborate with colleagues to improve personal and team practices through collegial learning activities?

How do you meet the ethical and professional responsibilities as an educator? Please include information regarding your efforts to follow district, state and national policies and regulations.

Post-Conference Initials: Therapist Evaluator Date & Time of Post-Conference:

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SHAKER HEIGHTS CITY SCHOOL DISTRICTPOST-OBSERVATION CONFERENCE FORM

SPEECH LANGUAGE PATHOLOGISTS

Observation (select one) Fall 1 (all) Fall 2 Spring (all) School Year: (Limited Contract or Ineffective rating previous year)

Speech Hearing Therapist Name

Grade/Subject Area(s)

Evaluator Name Date/Time

Information fromPre and Post Conferences &

related Observation

See Speech Language Pathologist Evaluation Rubric in Appendix for details

PlanningRating Ineffective Developing Skilled Accomplished

Explanation for Rating(cite specific evidence)

Teaching I

Rating Ineffective Developing Skilled Accomplished


Teaching II



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SHAKER HEIGHTS CITY SCHOOL DISTRICTOBSERVATION SUMMARY FORM

Observation Information See Speech Language Pathologist Evaluation Rubric in Appendix for detailsAssessment



ProfessionalismRating Ineffective Developing Skilled Accomplished


Speech Language Pathologist’s Signature Date

Evaluator’s Signature Date

Signatures above verify acknowledgement of receipt of Observation Summary Form by both parties.A copy of this form should be provided by the evaluator to the Speech Language Pathologist as a resource.

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School Year

Evaluator Name Date

Proficiency of Standards:Includes information from observations, conferences,

walk throughs, and other evidence

Ineffective Developing Skilled Accomplished

PlanningAreas of strength Areas for growth

Ineffective Developing Skilled AccomplishedTeaching I

Areas of strength Areas for growth

Ineffective Developing Skilled AccomplishedTeaching II


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SHAKER HEIGHTS CITY SCHOOL DISTRICTJANUARY FORMATIVE SPEECH LANGUAGE PATHOLOGIST EVALUATION

FORM

Proficiency of Standards:Includes information from observations, conferences,

walk throughs, and other evidence


AssessingAreas of strength Areas for growth

Ineffective Developing Skilled AccomplishedProfessionalism


January Formative Rating Ineffective Developing Skilled Accomplished

If Ineffective in any category, an Improvement Plan (in Appendix) will be collaboratively created by the Speech Language Pathologist and evaluator.

Check here if Improvement Plan has been created. A copy of this plan will be submitted by the evaluator with the January Formative Evaluation Form by winter break.If evaluator is a peer, the building administrator should be notified that an Improvement Plan has been created.



Signatures above verify acknowledgement of receipt of January Formative Evaluation by both parties.Evaluator should send a completed copy of this form including signatures to Personnel Office by January 15.

While I have signed this, I also intend to submit a supplement by . __________________ Date Therapist’s Initials

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School Year

Evaluator Name Date

Final Summative Rating Ineffective Developing Skilled Accomplished

Overall Area(s) of Strength

Recommendation(s) for Growth

To be considered for next Annual Professional Growth or Improvement Plan

If final summative rating is Ineffective, an Improvement Plan (in Appendix) will be collaboratively created by the Speech Language Pathologist and evaluator.

Check here if Improvement Plan has been created. A copy of the Improvement Plan will be submitted by the evaluator with the May Summative Evaluation Form.



While I have signed this, I also intend to submit a supplement by . __________________ Date Therapist’s Initials

Building Administrator’s Signature Date

Evaluator should send a completed copy of this form including signatures to Personnel Office May 10

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SHAKER HEIGHTS CITY SCHOOL DISTRICTMAY SUMMATIVE SPEECH LANGUAGE PATHOLOGIST EVALUATION FORM


School Year


PLANNINGFocusContent Standards

Assessment DataKnowledge of Students

Prior Content KnowledgeSequenceConnections

TEACHING ILesson Delivery

Differentiation

TEACHING IILearning Environment

Resources

ASSESSMENTAssessment of Student Learning

Reference next page for guiding questions for each section

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APPENDIXSHAKER HEIGHTS CITY SCHOOL DISTRICT

OPTIONAL LESSON PLAN TEMPLATE

PLANNING TEACHING I ASSESSMENT

FOCUS (Standard 4) What is the focus for the lesson? What content will students know/understand?

What skills will they demonstrate? What standards are addressed in the planned

instruction? Why is this learning important?

ASSESSMENT DATA (Standard 3) What assessment data was examined to inform

this lesson planning? What does pre-assessment data indicate about

student learning needs?

PRIOR CONTENT KNOWLEDGE/ SEQUENCE/CONNECTIONS (Standards 1, 2, 4) What prior knowledge do students need? What are the connections to previous and future

learning? How does this lesson connect to students’ real-

life experiences and/or possible careers? How does it connect to other disciplines?

KNOWLEDGE OF STUDENTS (Standard 1) What should the evaluator know about the

student population? How is this a developmentally appropriate

learning activity?

LESSON DELIVERY (Standards 2 &4) How will the goals for learning be communicated to

students? What instructional strategies and methods will be used to

engage students and promote independent learning and problem solving?

What strategies will be used to make sure all students achieve lesson goals?

How will content-specific concepts, assumptions, and skills be taught?

DIFFERENTIATION (Standards 1 &4) How will the instructional strategies address all students’

learning needs? How will the lesson engage and challenge students of all

levels? How will developmental gaps be addressed?

ASSESSMENT OF STUDENT LEARNING (Standard 3) How will you check for understanding during the

lesson? What specific products or demonstrations will

assess student learning / achievement of goals for instruction?

How will you ensure that students understand how they are doing and support students’ self-assessment?

How will you use assessment data to inform your next steps?

TEACHING II PROFESSIONALISM

LEARNING ENVIRONMENT (Standards 1 &5) How will the environment support all students? How will different grouping strategies be used? How will safety in the classroom be ensured? How will respect for all be modeled and taught?

RESOURCES (Standards 2 &4) What resources/materials will be used in instruction? How will technology be integrated into lesson delivery?

PROFESSIONAL RESPONSIBILITIES (Standards 6 &7) How will you communicate effectively with

students, families, and colleagues? How will you collaborate with colleagues to

improve personal and team practices through collegial learning activities?

How will you meet your ethical and professional responsibilities?

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SHAKER HEIGHTS CITY SCHOOL DISTRICTGUIDING QUESTIONS FOR CONFERENCE DISCUSSIONS AND LESSON PLANNING

PLANNING Ineffective Developing Skilled AccomplishedFOCUS FOR LEARNING(Standard 4)

Objectives Standards/

curriculum

Speech Language Pathologist does not have a clear focus for student learning or the objective is too general to guide lesson planning or the objective is inappropriate for the students.

Speech Language Pathologist communicates a focus for student learning, develops learning objectives that are appropriate for students and reference IEP Goal or objective ,but do not include measurable goals.

Speech Language Pathologist develops measurable objectives for student learning that aligns with the IEP or Intervention Plan

Speech Language Pathologist can explain the importance of the objective and its appropriateness for students.

Speech Language Pathologist develops an ambitious and measurable objective for student learning that aligns with the IEP or Intervention Plan.

Speech Language Pathologist can explain how the objective fits into the broader therapeutic outcome goals and course goals for content learning and skills.

ASSESSMENT DATA(Standard 3)

Data based Diagnostic

evidence

Speech Language Pathologist plans instruction without analyzing student assessment or learning data.

Speech Language Pathologist does not use or only uses one measure of student performance.

Speech Language Pathologist demonstrates an understanding that assessment is a means of evaluating and directing student learning. There is evidence of more than one measure of student performance. Speech Language Pathologist may, however, have difficulty analyzing data to effectively inform instructional planning and delivery.

Speech Language Pathologist utilizes assessment data to identify students’ strengths and needs to plan and modify instruction. Evidence indicates that student learning needs were accurately identified.

Speech Language Pathologist demonstrates an understanding that assessment is a means of evaluating and supporting student learning through effectively incorporating diagnostic, formative, and/or summative assessments into lesson planning.

Speech Language Pathologist purposefully plans assessments and differentiates assessment choices to match the full range of student needs, abilities, and learning styles; incorporating a range of appropriate diagnostic, formative, and summative assessments into lesson plans.

Student learning needs are accurately identified through an analysis of student data; the Speech Language Pathologist uses assessment data to identify student strengths and areas for student growth.

PRIOR CONTENT KNOWLEDGE /

SEQUENCE / CONNECTIONS(Standards 1, 2,4)

Interdisciplinary Authentic inst. Real world

connections

Speech Language Pathologist makes no effort to have the lesson build on or connect to students’ prior knowledge, or the Speech Language Pathologist may make an effort that is ineffective or may give an explanation that is illogical or inaccurate as to how the content connects to previous and future learning.

Speech Language Pathologist states how the lesson connects to students’ prior knowledge and/or to previous lessons and will prepare students for future learning.

Speech Language Pathologist makes clear and coherent connections with students’ prior and future learning—both explicitly to students and within the lesson.

When relevant, the Speech Language Pathologist connects the content being learned to other disciplines and to real-world experiences and careers.

The lesson builds on students’ prior knowledge in a significant and meaningful way.

Speech Language Pathologist can accurately explain how the lesson fits within the structure of the discipline.

Speech Language Pathologist makes meaningful and relevant connections between lesson content and other disciplines and real-world experiences and careers.

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SHAKER HEIGHTS CITY SCHOOL DISTRICTSPEECH LANGUAGE PATHOLOGIST EVALUATION RUBRIC

PLANNING Ineffective Developing Skilled Accomplished

KNOWLEDGE OF STUDENTS (Standard 1)

Relationships Needs Learning styles Readiness

Speech Language Pathologist demonstrates a lack of understanding of why it is important to become familiar with students’ backgrounds, does not know how to find this information, and lacks familiarity with students’ backgrounds.

Speech Language Pathologist’s plan for instruction does not suggest an understanding of:o Student development (physical, social,

emotional, cognitive, linguistic)o Student learning and preferred learning

styleso Students’ backgrounds/prior

experiences

Speech Language Pathologist demonstrates some understanding of why it is important to become familiar with students’ background experiences, describes one procedure used to obtain this information, and has some familiarity with the background knowledge and experiences of students in the class.

Speech Language Pathologist makes an attempt to tailor the instructional plan to the specific population of students in the classroom.

Speech Language Pathologist can describe the population of students in the classroom and articulate their instructional needs.

Speech Language Pathologist describes multiple procedures used to obtain this information.

Speech Language Pathologist’s plan shows evidence of an analysis of the students’ development, readiness for learning, preferred learning styles, and backgrounds and prior experiences.

Speech Language Pathologist demonstrates a comprehensive understanding of why it is important to become familiar with students’ background experiences, describes several procedures used to obtain this information, and demonstrates a clear understanding of students’ background knowledge and experiences.

Speech Language Pathologist analysis of student data shows a deep understanding of how to connect the data to specific instructional strategies and plans.

The Speech Language Pathologist plans for and can articulate specific strategies, content, and delivery that will meet the needs of individual students and groups of students.

TEACHING I Ineffective Developing Skilled Accomplished

DELIVERY OF SPEECH AND LANGUAGE SERVICES

(Standards 2 & 4)

Developmentally appropriate

Clear explanations Inquiry based

The lesson is disorganized and students seem confused.

Explanations may be unclear or incoherent, and they are generally ineffective in building student understanding.

Speech Language Pathologists’ strategies fail to engage students, are inappropriate to the content, or discourage independent or creative thinking.

Students may frequently ask questions that show confusion or frustration.

Or, the Speech Language Pathologist presents information inaccurately, leaving students with a significant misunderstanding.

Speech Language Pathologist explanations are generally clear and coherent and accurate.

Some language, but not necessarily all, is developmentally appropriate and precise.

Speech Language Pathologist demonstrates an effort to re-explain when students show confusion, but is not always able to provide an effective alternative explanation.

Students may ask some clarifying questions.

Speech Language Pathologist explanations are clear and coherent and accurate.

The language the Speech Language Pathologist uses is developmentally appropriate and precise.

When students demonstrate confusion, the Speech Language Pathologist provides an alternative explanation or uses different instructional strategies.

Speech Language Pathologist encourages students to think independently, creatively, or critically about the content.

Speech Language Pathologist explanations are clear, coherent, and accurate.

Speech Language Pathologist uses developmentally appropriate language and explanations, using specific academic language as appropriate.

Speech Language Pathologists’ questions show engagement and connections.

Speech Language Pathologist develops high-level understanding through effective questioning and varied levels of questions.

Speech Language Pathologist uses strategies that are designed to actively encourage independent, creative, and critical thinking among all.

DIFFERENTIATION(Standards 1&4)

Purposeful varied instruction

The lesson is not accessible to most students.

The lesson is not challenging to most students.

Speech Language Pathologist may give students only one way to engage with the content.

Speech Language Pathologist makes the lesson accessible to most students, though some may not be able to access certain parts of the lesson or some students may not be challenged.

Speech Language Pathologist provides student with more than one way to engage with content.

Speech Language Pathologist attempts to differentiate for individual and/or group needs through based on IEP goals/objectives or Intervention goals using varying strategies, activities, materials, and/or pacing.

Speech Language Pathologist matches strategies, materials, and/or pacing to students’ individual needs, to make learning accessible and challenging for all students in the classroom.

Speech Language Pathologist effectively uses varying therapeutic techniques instruction to support individual learning goals and provides varied options for how students will demonstrate mastery.

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TEACHING II Ineffective Developing Skilled Accomplished

LEARNING ENVIRONMENT(Standards 1&5)

Transitions Rapport Routines and

procedures Appropriate tasks Classroom

management/behavioral expectations

Two way communication with families

There is little or no evidence of a positive rapport between the Speech Language Pathologist and students.

There are no evident routines or procedures; students seem unclear about what they should be doing.

Transitions are inefficient and lessons progress slowly enough that students are frequently disengaged.

The learning environment may pose safety hazards for students.

Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The Speech Language Pathologist responds to misbehavior inappropriately.

Routines and procedures are in place, but require Speech Language Pathologist prompting and direction when students are unclear or idle.The Speech Language Pathologist is fair in the treatment of students and establishes a basic rapport with them.

Attention is paid to the safety of the classroom environment.

Speech Language Pathologist transitions between learning activities, but occasionally loses some instructional time in the process.

Appropriate expectations for behavior are established, but some expectations are unclear or do not address the needs of individual students. The Speech Language Pathologist inconsistently monitors behavior.

Speech Language Pathologist transitions between learning activities and uses instructional time effectively.

Speech Language Pathologist has positive rapport with students and demonstrates respect for and interest in all students.

Routines and procedures run smoothly throughout the lesson, and students assume age-appropriate levels of responsibility for the efficient operation of the classroom.

Speech Language Pathologist engages in two-way communication and offers a variety of volunteer opportunities and activities for families to support student learning.

A classroom management system has been implemented that is appropriate and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident

Monitoring of student behavior is consistent, appropriate, and effective.

Speech Language Pathologist has positive rapport with students and demonstrates respect for and interest in individual student’s experiences, thoughts and opinions.

Routines and procedures run smoothly and the lesson progresses at a quick pace.

Speech Language Pathologist effectively maximizes instructional time and combines independent, collaborative, and whole-class learning situations.

Speech Language Pathologist engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development.

A classroom management system has been designed, implemented, and adjusted with student input and is appropriate for the classroom and individual student needs. Students are actively encouraged to take responsibility for their behavior.

Speech and Hearing therapist uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors.

RESOURCES(Standards 2&4)

Engaging materials Efficient routines Differentiated and

purposeful use of technology

Instructional materials and resources used for instruction are not relevant to the lesson or are inappropriate for students.

Materials and supplies are handled inefficiently, resulting in significant loss of instructional time.

Technology is not used or is used ineffectively or without meaningful integration into lesson or support for student use.

Instructional materials and resources are only partially suitable to instructional purposes, or students are only partially engaged with them.

Routines for handling materials and supplies function moderately well, but with some loss of instructional time.

Technology is used to support the lesson.

Instructional materials and resources are aligned to the instructional purposes, appropriate for students, and engage students mentally.

Routines for handling materials and supplies occur smoothly with little loss of instructional time.

Technology is used effectively to meet the objectives of the lesson and Speech Language Pathologists facilitate student access to technology.

Instructional materials are varied and appropriate to ability levels of students, actively engage students and are suitable to instructional purposes.

Routines for handling materials and supplies work effectively, with Speech Language Pathologist and students assuming responsibility for smooth operation.

Technology is meaningfully integrated into the lesson to convey key subject matter concepts and serves a clear purpose for student learning and/or engagement.

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ASSESSING Ineffective Developing Skilled Accomplished

ASSESSMENT OF STUDENT

LEARNING(Standard 3)

Student mastery Checks for

understanding Formative/

summative adjustments

Descriptive feedback

Rubrics/exemplars

Speech Language Pathologist does not routinely use assessments to measure student mastery.

Speech Language Pathologist rarely or never checks for understanding of content.

Speech Language Pathologist fails to get an accurate read of the class’s understanding.

Speech Language Pathologist fails to make adjustments in response to student confusion.

Speech Language Pathologist persists in using a particular technique for responding to misunderstandings, even when it is not succeeding.

The plan for evaluation may be inappropriate to either the lesson or the students.

Speech Language Pathologist does not provide students with feedback about their learning.

Speech Language Pathologist uses assessments to measure student mastery, but may not differentiate instruction based on this information.

Speech Language Pathologist checks for student understanding and makes attempts to adjust instruction accordingly, but may sometimes persist in using a particular technique even when it is not succeeding.

Speech Language Pathologist gathers and uses student data from a few sources to choose appropriate instructional strategies for groups of students.

Students receive feedback about their performance.

Speech Language Pathologist routinely uses assessments to measure student mastery.

Speech Language Pathologist responds to some student misunderstandings with effective remediation techniques.

Speech Language Pathologist plans products or demonstrations of understanding that will show whether students can apply knowledge appropriately, correctly, and independently in new situations.

Students receive feedback about their performance and demonstrate understanding of how they are doing.

Speech Language Pathologist routinely uses assessments to measure student mastery and provides different ways to demonstrate mastery.

The Speech Language Pathologist checks for understanding at most key moments and makes adjustments accordingly.

When an explanation is not effectively leading students to understand the content, the Speech Language Pathologist adjusts quickly and uses an alternative way to explain the concept.

The Speech Language Pathologist can articulate what the students’ best understood, what areas remain challenges, and how these will be woven into subsequent lessons.

Students receive substantive and specific feedback.

Students are engaged in self-assessment and show awareness of their own strengths and weaknesses.

PROFESSION-ALISM


PROFESSIONAL RESPONSIBILITIES

(Standards 6&7)

Effective communication

Collaboration Goal setting Ethical behavior

Speech Language Pathologist fails to communicate clearly with students and families or collaborate effectively with professional colleagues.

Speech Language Pathologist fails to understand and follow regulations, policies, and agreements.

Speech Language Pathologist fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for professional development.

Speech Language Pathologist uses a variety of strategies to communicate with students and families and collaborate with colleagues, but these approaches may not always be appropriate for a particular situation or achieve the intended outcome.

Speech Language Pathologist understands and follows district policies and state and federal regulations at a minimal level.

Speech Language Pathologist identifies strengths and areas for growth to develop and implement targeted goals for professional growth.

Speech Language Pathologist uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies.

Speech Language Pathologist meets ethical and professional responsibilities with integrity and honesty.

Speech Language Pathologist models and upholds district policies and state and federal regulations.

Speech Language Pathologist sets data-based short- and long-term professional goals and takes action to meet these goals.

Speech Language Pathologist communicates effectively with students, families, and colleagues.

Speech Language Pathologist collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching, and other collegial learning activities.

Speech Language Pathologist meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the school setting.

Speech Language Pathologist sets and regularly modifies short- and long-term professional goals based on self-assessment and analysis of student learning evidence.

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School Year/Building

Evaluator Name Date of Conference

Written improvement plans are to be developed in circumstances when an educator makes below expected academic growth with his/her students AND/OR receives an overall Ineffective rating or an Ineffective rating on any of the components on the January Formative Evaluation. The purpose of the improvement plan is to identify specific deficiencies in performance and foster growth through professional development and targeted support.

Area(s)Needing Improvement

From Evaluation Rubric/Evaluation Forms

Improvement Statement

List specific areas for improvement

Specific Plan of Action Describe in detail specific plans of action that must be

taken by the Speech Language Pathologist to improve his/her performance.

Indicate the sources of evidence that will be used to document the completion of the improvement plan.

Assistance & Professional Development

Examples include: Mentoring Observing other colleagues PD 360 Attend workshops

Speech Language Pathologist’s Signature: Date:

Evaluator’s Signature: Date:

The evaluator’s signature above verifies that the proper procedures in the local contract have been followed.A copy of this plan should be submitted to the Personnel Office with the January or May Evaluation Forms as applicable.If the evaluator is a peer, the building administrator should be notified.

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SHAKER HEIGHTS CITY SCHOOL DISTRICTSPEECH LANGUAGE PATHOLOGIST IMPROVEMENT PLAN


School Year/Building

Evaluator Name Date of Conference

The improvement plan will be evaluated at the end of the time specified in the plan. Outcomes from the improvement plan demonstrate the following actions have been taken:

Improvement is demonstrated and performance standards are met to a satisfactory level of performance.

The Improvement Plan should continue for time specified:

Non-renewal is recommended.

Improvement Plan Evaluation Comments: Provide justification for recommendation indicated above and attach evidence to support recommended course of action.

I have reviewed this evaluation and discussed it with my evaluator. My signature indicates that I have been advised of my performance status; it does not necessarily imply that I agree with this evaluation.

Speech Language Pathologist’s Signature: Date:

Evaluator’s Signature: Date:

The evaluator’s signature above verifies that the proper procedures in the local contract have been followed.Evaluator should send a completed copy of this form including signatures to Personnel Office by May 10 with the May Summative Evaluation Form.If the evaluator is a peer, the building administrator should be notified.Additional details being finalized.

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SHAKER HEIGHTS CITY SCHOOL DISTRICTSPEECH LANGUAGE PATHOLOGIST IMPROVEMENT PLAN- EVALUATION

SHAKER HEIGHTS CITY SCHOOL DISTRICT

Professional Project- Accomplished Speech Language PathologistDRAFT 2013-2014

Speech Language Pathologists who have been observed and rated as “accomplished” may choose to complete a professional project in place of one year of observations over the two year-cycle.

This project will be data-based and should connect with one or both of the goals identified during the professional goal-setting process. This project may take many forms, and may be completed individually or with other Speech Language Pathologists as a group project, perhaps in the form of a grade-level, subject-area, or school-based professional learning community.

This project will go beyond what Speech Language Pathologists are expected to do as part of their regular teaching and professional responsibilities. Ideally, the professional project will be link to building and district goals, and will be one which will inform the larger school community.

Speech Language Pathologists engaged in the professional project will: Identify the data and evidence that suggests the need for the project Determine the project work Identify expected outcomes in terms of professional growth and student learning Determine the evidence indicators and artifacts that will be collected to evaluate the project’s impact Communicate these to their evaluator as part of the OTES process Analyze evidence and draw conclusions about lessons learned Share findings with the larger school community

The professional project should be determined by the Speech Language Pathologists, in consultation with his or her evaluator. The following list provides some examples:

Development of curricular materials aligned with the Common Core State Standards Collaborative development of formative classroom assessments by grade level and/or subject area Creation and delivery of professional development for building and/or district

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The following questions will help Speech Language Pathologist plan and guide Speech Language Pathologist-evaluator conversations around the PROFESSIONAL PROJECT.

PLANNING

Project: What is the planned project?

Need for Project: What data suggest a need for the project?How does the project relate to your goal(s) for the year?How does the project relate to the building/district goals?How will the project work inform the larger school community?

Project Details: What work will be carried out for the project? What is the timeline for this work?What evidence and artifacts will be collected?What are the expected outcomes of the project? How will Speech Language Pathologist practice/student performance be impacted?

IMPLEMENTATION

Progress: What steps are being taken to complete the project?What evidence is supporting the effectiveness/success of the project?

REFLECTION

Outcomes: In what ways was the project a success? What could have been improved?What are the lessons learned? How was the project effective in improving Speech Language Pathologist practice/student performance?How can the project inform and support the larger school community?How have your practices in the classroom changed based on what you have learned?

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Professional Project Rating

The professional project informs the end-of-year summative rating of the Speech Language Pathologist’s effectiveness. At the conclusion of the project, Speech Language Pathologists should write a brief overview of the project (using guiding questions like the ones on the previous page) and assemble a concise portfolio of evidence and artifacts of project work/outcomes. Evaluators may want to use a rubric like the following to rate the Speech Language Pathologist’s performance.

Professional Project Rating RubricIneffective Developing Skilled Accomplished

PLANNING

Project is not based on data. Project does not link to Speech

Language Pathologist’s annual goal(s). Project does not link to building/district

goals.

Project is generally data-based. Project is generally linked to annual

goal(s). Project generally aligns with

building/district goals.

Project is linked to data. Project links to annual goal(s). Project aligns with building/district

goals.

Need for project is apparent from multiple data sources.

Project aligns closely with annual goals. Project meets a need for the larger school

community.

IMPLEMENT-ATION

Project is not broken down into smaller steps.

Timelines are not met. Goals and outcomes of project are not

articulated. Artifacts are not collected to demonstrate

progress.

Project is defined. Some timelines may not be met. Goals and outcomes are described. Artifacts are collected to demonstrate

progress.

Project is defined clearly, with interim steps identified.

Timelines are met. Goals and outcomes are clear and

focused. Artifacts and evidence are planned and

collected to demonstrate progress.

Project is described clearly and comprehensively, with interim steps identified.

Timelines are met. Goals and outcomes are clear and

focused. Artifacts and evidence are planned and

collected to demonstrate progress.

REFLECTION

Project is not completed. Project is not rigorous.

Project does not impact Speech Language Pathologist’s practice or students’ performance.

Speech Language Pathologist cannot reflect thoughtfully on the project or convey learning.

Project does not extend beyond current practice.

Project has little impact on Speech Language Pathologist’s practice and students’ performance.

Speech Language Pathologist demonstrates limited reflection on learning.

Project is challenging. Project positively impacts Speech

Language Pathologist’s practice and/or students’ performance.

Project is achieved, and Speech Language Pathologist can communicate learning.

Project is rigorous; achievement is demanding.

Project demonstrably improves Speech Language Pathologist’s practice and/or students’ performance—or informs future changes that will impact performance.

Project is achieved, and benefits school community.

Speech Language Pathologist communicates learning to larger community.

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Professional Project Rating RubricThe Observation Rating Rubric is intended to be scored holistically. This means that evaluators will assess which level provides the best overall description of the Speech Language Pathologist. An evaluator will not rate a Speech Language Pathologist separately on each individual statement within the rubric, but instead will assess the Speech Language Pathologist overall performance. This assessment should inform the planning of next steps.

Speech Language Pathologist Name _______________________________________ Evaluator Name ____________________________________

Professional Project Rating Ineffective Developing Skilled Accomplished

PLANNING

IMPLEMENTATION

REFLECTION

Final Summative Rating Ineffective Developing Skilled Accomplished

General Appraisal

Recommendations for Growth

The Speech Language Pathologist and evaluator will sign the Professional Project Rating Rubric Summary Form to indicate that the Holistic Rating of the lesson and the Overall Recommended Rating has been shared and discussed. Speech Language Pathologist’s Signature Date


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I, would like to participate in the Peer Evaluation pilot during the 2013-2014 school year.

I understand that I must: be on a continuing contract (tenured) complete the entire evaluation cycle of the person I evaluate. follow the Shaker Heights City Schools evaluation process. attend meetings to discuss the process with the Peer Evaluation Program Coordinators. inform the building administrator if an Improvement Plan is created for the Speech Language Pathologist.

I understand that: the Evaluation I complete will be the person’s official evaluation for the year. all formal evaluation documents will be submitted to the person’s personnel file.

PEER EVALUATOR SIGNATURE: DATE: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Below is completed by PEER EVALUATEE (the person being evaluated) and is signed the building administrator

I, , wish to be Peer Evaluated by during the 2013-2014 school year.

I understand that: I must be on a continuing contract (tenured) the Peer Evaluation will be my formal evaluation for the year. all formal evaluation documents will be placed in my personnel file. the Peer Evaluator cannot be changed during the year of the evaluation process. my Peer Evaluator and I must follow the Shaker Heights City Schools evaluation process.

PEER EVALUATEE SIGNATURE: DATE:

BUILDING ADMINISTRATOR SIGNATURE: DATE: All peer evaluations must be approved by a building administrator.

Each person involved in completing this form should receive a signed copy.The original copy of this form should be submitted to the Personnel Office by September 15.

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SHAKER HEIGHTS CITY SCHOOL DISTRICTPEER EVALUATION INTENT FORM-SPEECH LANGUAGE PATHOLOGISTS

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