Certificated Employee
Sonoma County Office of Education Evaluation Period: ________ to_________ Year 1, 2 and Temporary Teachers, Please complete entire Evaluation. Permanent teachers Please complete Teach; Learn, Professional Responsibilities; choice of one area in Plan or Professional Growth. Please add # years teaching______ Summative Performance Appraisal Employee___________________________________ Job Title________________________________ Evaluator__________________________________ Job Title________________________________ PURPOSE: The appraisal procedure is a cooperative process designed to: • • • • • •
Promote the achievement of goals and objectives of the County Office and its programs; Provide a process of two-‐way communication to evaluate the performance of staff; Clarify abilities and specific indicators most critical to job performance; Offer suggestions and direction regarding goal setting, desired performance and improvement; Increase employee/supervisor understanding of job performance; Meet legal mandates and obtain data for decisions regarding employment status; Provide a formal method of recognizing staff achievement and growth.
• REQUIREMENTS: Refer to SCOE Policies & Procedures Manual (Section 4150), Bargaining Agreement (Article XVII) and Education Code 44660 et seq. • • • • •
The Review of evaluation criteria and the development of a professional growth plan must be completed by October 15; Two observations of at least 30 minutes; The first observation requires at least 24hr advance notification; other observations do not require advance notification; A post-‐observation conference must be held within 5 work days of the first observation; conferences following other observations are held at the request of the evaluator or the employee within 10 work days of the observation; Any ratings in the Not Evident or Emerging columns require a comment by the evaluator, up to and including an Action Plan for improvement (no later than March 30) if needed. Summative evaluation and content discussion must be completed by May 1.
• TIMELINE: Group Orientation Date _____________________ Optional but recommended Formative Conference/Professional Growth Plan Date _____________________ By October 15 Pre-‐Observation Conference Date _____________________ Recommended Observations Date 1st_________2nd_______Requires 24-‐hour notice nd Post-‐observation Conference (2 optional) Date 1st_________2nd_______Within 10 work days of observation Informal Observation(s) Date _____________________ Recommended for Probationary Summative Evaluation Date _____________________ By May 1 INFORMATION SOURCE USED: Observation Recording Form Professional Goals (required, by October 15 ) Peer Feedback Per Contract Performance improvement Plan (if required, by March 30) Other ___________________________ ASSIGNMENT INFORMATION: Employment status Permanent Probationary Temporary Number of: Students Served _______________ SLP Assistant(s) _____________ Other ____________ Students Served Court Special Day Class (Specify: ______) Age Levels(s) Preschool Middle school Community Full inclusion Elementary Secondary Learning Handicapped Career Tech Education Junior high Transition NEXT EVALUATION DATE ________________
School site(s)/work site(s) may attach schedule with explanation of special circumstances impacting evaluation, if any __________ Employee (initial) __________ Evaluator (initial) __________
Pilot Evaluation Form for SLP – SCOE 1
Sonoma County of Education Speech Language Pathologist Evaluation (SLP)
Rubric Developmental Levels Descriptors Emerging: Expands awareness of curriculum and instructional practices to support understanding and engage students in learning. Recognizes the importance of building a positive learning environment that is focused on achievement. Demonstrates knowledge of SLP as discrete skills. Plans lessons using available curriculum and resources. Seeks to build an understanding of required assessments and uses of data to inform student progress. Works collaboratively with assigned colleagues to reflect on and explores ways to improve SLP practices and student success.
Applying, all of the above, and: Implements the curriculum using a variety of instructional practices and supplemental resources selected to improve student understanding and engagement. Develops and maintains a respectful and supportive learning environment in which all students can achieve. Adheres to standards of the profession to make connections between elements of effective instruction, learning goals and assessments. Plans differentiated interventions using a variety of adjustments and adaptations in therapeutic practice. Utilizes a variety of assessments that provide targeted data on student learning and/or progress to guide planning. Collaborates and reflects regularly with colleagues to improve SLP practice and student success.
Integrating, all of the above, and: Integrates extensive knowledge of therapeutic practices, instructional practices, and supplemental resources to enhance and deepen student understanding and engagement. Provides a respectful and rigorous learning environment that supports and challenges all students to achieve. Articulates knowledge of the inter-‐relationships between elements of effective instruction, learning goals, and assessments. Plans lessons using a broad range of strategies to differentiate therapeutic practice as informed by multiple assessments. Develops, adapts and integrates assessments into therapeutic practice that provide ongoing data to guide planning differentiated instruction matched to assessed needs of students. Analyzes and integrates information from a wide range of sources to expand skills of collaboration and reflection as a habit of practice and to impact SLP effectiveness and student learning.
Innovating, all of the above, and: Designs and implements comprehensive interventions with multiple and varied therapeutic practices and resources to support students learning and engagement. Facilitates a learning environment that is respectful, rigorous, and responsive in advancing student goals. Applies in-‐depth knowledge of evidence-‐based practice to increase the effectiveness of therapeutic practices, learning goals, and assessment across all settings. Plans interventions flexibly utilizing a repertoire of evidence based practices to differentiate therapy as informed by ongoing data collection. Utilizes a wide range of assessments strategically, systematically, and flexibly throughout intervention to identify student progress, needs and guide ongoing therapeutic adjustments that maximizes student learning. Engages in and facilitates collaborative professional communities focused on providing quality interventions and optimal learning for the full range of students. Mentors and supports colleagues.
Pilot Evaluation Form for SLP – SCOE 2
Sonoma County Office of Education Framework for SLP and Learning TEACH 1.1 1.2 1.3 1.4 1.5 1.6
Engages, motivates and challenges all students in learning while addressing individual differences utilizing multiple SLP strategies. Implements standards based lessons. Creates a safe and positive learning environment that fosters productive SLP and student interactions. Demonstrates knowledge of subject matter. Instruction promotes student engagement and learning. SLP helps students develop critical thinking and problem solving skills.
LEARN 2.1 2.2
SLP uses instructional strategies which enable students to self-‐assess, establish goals, and monitor progress Students create work products that demonstrate satisfactory progress towards learning goals
3.1
Demonstrates collective responsibility and team collaboration.
PROFESSIONAL GROWTH PLAN 4.1 4.2 4.3 4.4
Designs short and long term plans to sequence instructional activities and materials for student learning. Creates and maintains procedures and routines for classroom management and organization. Connects student’s prior knowledge and experiences with learning goals. Students demonstrate mastery of subject matter through various forms of assessments in diverse settings
PROFESSIONAL DEVELOPMENT 5.1 5.2 5.3 5.4 5.5
Demonstrates collective responsibility and team collaboration. Reflects on and refines SLP practice to support student learning Demonstrates commitment to continuous professional growth. Manages professional responsibilities. Is receptive to receiving and giving collegial feedback in the promotion of high level SLP and learning.
Pilot Evaluation Form for SLP – SCOE 3
TEACH THE SLP:
NOT EVIDENT
Emerging
Applying
Integrating
Innovating
1.1 Engages, motivates and challenges all students in learning while addressing individual differences using a variety of intervention and therapeutic strategies.
o o
o Uses language appropriate for the listener. o At times is able to interact with and successfully motivate students.
…and o Promotes understanding of individual differences and respect for all students. o Engages individual students through motivating interactions. o Uses strategies that engage all students respectfully. o Motivates students to engage and interact as a group and/or class.
…and o Creates and uses a variety of methods, materials and technology to communicate with students. o Sustains student engagement throughout the duration of the lesson.
1.2 Addresses IEP Goals
o o
o Is knowledgeable of the IEP goals. o Some evidence that data is being collected to monitor student progress.
…and o Lesson instruction addresses and targets the IEP goal. o Collects data of student progress toward IEP goals and uses that data to guide intervention.
…and …and o Collaborates with staff to o Implements training for support student progress of IEP staff and/or SLPs. goals; models techniques for staff to address student needs. o Intervention is modified as student progress data is considered and evaluated.
1.3 Creates a safe and positive learning environment that fosters productive SLP and student interactions.
¨ o
o Acknowledges/knows that there are …and individual differences and shows respect for all students. o Encourages and advises students to demonstrate a positive learning o Seeks assistance from colleagues environment. and/or administrator concerning the implementation of a positive learning environment.
Pilot Evaluation Form for SLP – SCOE 4
…..and o Creates instructional routines and procedures that engage students in positive and respectful interaction.
…and o Shares methods and activities for addressing student differences with colleagues.
…..and o Encourages and advises colleagues to create instructional routines and procedures that engage students in positive and respectful interaction.
THE SLP:
NOT EVIDENT
Emerging
Applying
Integrating
Innovating
1.4 Demonstrates knowledge of theories, techniques and interventions.
o o
o Demonstrates awareness of a …and …and …and variety of methods to meet the needs of students. o Designs, selects or modifies o Uses a variety of research based oResearches, studies and special curricula/therapy content. approaches to improve applies new innovative o Limited use of equipment, materials, intervention and student progress. techniques and shares with devices and/or aids. o Uses some systematic and evidence-‐ colleagues. based intervention strategies to foster o Incorporates emerging research, o Provides some feedback and communicative competence. innovative materials, and o Participates in research reinforcement to students. technologies into lesson plans and studies to improve the o Uses and maintains facilities, materials intervention strategies. effectiveness of therapy and equipment, including assistive delivery models. technology, in an optimal manner. o When appropriate, teaches students strategies needed to communicate effectively based upon the student’s developmental level. o Expresses thoughts and ideas clearly and effectively.
1.5 Instruction promotes student engagement and learning.
o o o
…and o Attempts to redirect students when they disengage in the lesson. o Takes positive corrective action when students need redirection o Attempts to use motivating instructional techniques which include o Discusses with staff the interests and respectful interactions, engaging motivation of the student related to materials, etc. student engagement. o Uses therapy materials and activities that are appropriate for students’ age, grade, cognitive level, interests, willingness, and aptitudes.
Overall Rating:
Pilot Evaluation Form for SLP – SCOE 5
…and …and o SLP/student relationship is o Shares with and mentors positive, rewarding, and colleagues concerning supportive by consistently using a alternative therapeutic variety of strategies, in an effective activities for students who manner, to ensure student might be resistant to engagement in implementation of therapeutic situations. IEP services and/or collection of assessment data. o Develops alternative therapeutic activities for students who might be resistant to therapeutic situations.
Comments/Discussion: Next Steps:
Pilot Evaluation Form for SLP – SCOE 6
LEARN
NOT EVIDENT
THE STUDENT: 2.1 Through appropriate intervention strategies, students learn to self-‐ assess, establish goals, and monitor progress.
o o
Emerging o Students are aware of stated learning objectives.
Applying …and o As is developmentally appropriate, and with SLP prompting, students review their progress and establish goals to improve their performance.
2.2 …and Student data demonstrates ¨ o Students are making satisfactory progress o Student data indicates satisfactory progress towards towards communication limited progress towards goals. goals. o goals.
Overall Rating:
Integrating
Innovating
…and o As is developmentally appropriate, and with limited SLP prompting, students set goals, continuously self-‐assess, and know their current progress on speech and language goals.
…and o As developmentally appropriate, and with no prompting, students set challenging and achievable goals, continuously self-‐ assess and take responsibility for improving performance.
…and o Students’ progress towards goals is generalized with limited prompting across environments.
Comments/Discussion:
Next Steps:
Pilot Evaluation Form for SLP – SCOE 7
…and o Students meet goal(s) criteria.
PROFESSIONAL RESPONSIBILITIES
NOT EVIDENT
THE STUDENT: 3.1
Demonstrates collective responsibility and team collaboration.
o o
Overall Rating:
Emerging o Attends staff and department meetings. o Participates in classroom activities as expected. o At times communicates with families and colleagues.
Applying …and o Explores opportunity for conversations and problem solving. o Collaborates with other colleagues. o Maintains effective communication with families and colleagues in a timely and respectful manner.
Integrating …and o Regularly participates in formal and informal conversations regarding the improvement of practice. o Shares resources and information with colleagues and professionals. o Shares knowledge of professional resources and information with families and colleagues.
Comments/Discussion:
Next Steps: Pilot Evaluation Form for SLP – SCOE 8
Innovating …and o Initiates and facilitates collaboration with others including but not limited to instructional and support staff, school community, industry, agencies, and/or the business community. o Encourages, supports, and mentors others: SLPs; interns; Clinical Fellowship Year candidates; etc. o Engages in and facilitates opportunities and support for students, families, staff and/or volunteers to actively participate in the student learning process.
PLAN
NOT EVIDENT
THE SLP:
4.1 SLP plans interventions that sequence instructional activities and resources for student progress towards goals.
o o
Emerging
Applying
…and o Has clearly stated IEP goals. o Plans variety of activities related directly to the IEP goals.
Integrating …and o Monitors student’s data in planning to develop lessons that assist students to mastery of the IEP goals.
Innovating …and o Mentors and collaborates with fellow SLPs in planning and offering guidance in developing IEP goals.
4.2 o Creates and maintains procedures and routines for group/individual activities that are organized. o o
o Provides to teacher an …and …and …and updated list of student’s who need SL according to their IEPs. o Schedules interventions using a o Adjusts service delivery as o Assists colleagues to create variety of service delivery models needed. procedures and routines. o Provides copy of schedule to to meet student needs in the least relevant school personnel. restrictive environment. o Works with classroom teachers (e.g. Time of arrival; end of to accommodate teacher sessions.) o Follows schedules for assigned preferences and classroom needs, schools and informs appropriate when appropriate. Groups students according to personnel of departures from appropriate needs. schedule.
4.3 Connects students’ prior knowledge and experiences with learning goals
o Identifies student’s unique needs.
¨
…and …and o Uses systematic procedures for ¨ Incorporates real-‐life context review of student progress. and cultural sensitivity into the lesson.
Pilot Evaluation Form for SLP – SCOE 9
…..and o Helps colleagues adapt and differentiate instruction for students.
NOT EVIDENT
THE SLP: 4.4 Students demonstrate progress in IEP goals through various forms of assessments in diverse settings.
o o
Overall Rating:
Emerging
Applying
Integrating
…and …and o SLP collects some data and is knowledgeable of various o SLP regularly collects data from o SLP differentiates instruction student assessment data multiple assessment sources. during lessons based on available. assessment data o SLP uses assessment data to plan lessons. o SLP provides support for students who are not succeeding.
Comments/Discussion:
Next Steps: Pilot Evaluation Form for SLP – SCOE 10
Innovating .…and o SLP consistently reassesses, using a variety of methods and collaborates with colleagues to utilize assessment data effectively. o The SLP persistently monitors struggling students to ensure their growth and/or mastery of subject matter.
PROFESSIONAL GROWTH
NOT EVIDENT
THE SLP:
5.1 Demonstrates collective responsibility and team collaboration.
o o
5.2 o Reflects on and refines therapeutic practice to support student progress. o o
Emerging
Applying
Integrating
Innovating
…and …and o Attends staff and o Explores opportunity for o Regularly participates in formal and department meetings. conversations and problem informal conversations regarding the solving. improvement of practice. o Participates in o Collaborates with other classroom activities as colleagues. expected. o Shares resources and information o Maintains effective with colleagues and professionals. communication with o At times communicates families and colleagues in a with families and timely and respectful o Shares knowledge of professional colleagues. manner. resources and information with families and colleagues.
…and o Initiates and facilitates collaboration with others including but not limited to instructional and support staff, school community, industry, agencies, and/or the business community. o Encourages, supports, and mentors others: SLPs; interns; Clinical Fellowship Year candidates; etc. o Engages in and facilitates opportunities and support for students, families, staff and/or volunteers to actively participate in the student learning process.
…and …and o Reflects on o Adjusts therapeutic o Seeks, develops and refines methods effectiveness of therapy. practice based on student to ensure and impact individual performance and individual student progress. and collegial reflection. o Incorporates advice into practice. o Seeks support and advice from a variety of sources.
…and o Uses knowledge from ongoing reflective practice and action research to improve therapeutic practice and influence student progress. o Engages in and fosters reflection among colleagues and the larger community, school or otherwise for an impact on student achievement.
Pilot Evaluation Form for SLP – SCOE 11
NOT EVIDENT
THE SLP:
Emerging
Applying
Integrating
5.3 Demonstrates commitment to continuous professional growth.
¨ o
…and o Creates professional o Participates in goals. professional development aligned with professional goals. o Attends required o Uses information professional development, learned from professional programs and activities. development to improve practice.
5.4 Manages professional responsibilities.
¨ o
o Meets professional responsibilities of the job with few exceptions.
and… and… o Meets professional o Meets and exceeds professional responsibilities of the job. responsibilities of the job.
…and o Is a professional school leader and his/her actions and words promote the program’s positive culture.
5.5 Is receptive to receiving and ¨ giving collegial feedback in the promotion of high-‐level therapeutic practice and student progress. o
o May or may not gather and/or incorporate effective feedback into practice.
…and o Receives feedback from colleagues and uses it occasionally
…and o Consistently seeks out and incorporates feedback on therapeutic practice and student progress from both colleagues and supervisors o Continually mentors other SLPs to assist in the improvement of therapeutic practice and student progress.
Overall Rating:
…and o Seeks out professional development activities aligned with goals and student needs and integrates into practice. o Implements knowledge from professional development to improve practice. o Actively updates and refines therapeutic practice based on current research and best practices.
Innovating
…and o Uses feedback from colleagues on a regular basis o Mentors other colleagues if requested by either the colleague or supervisor.
Comments/Discussion:
Next Steps:
Pilot Evaluation Form for SLP – SCOE 12
…and o Applies and implements knowledge and skills attained from professional development consistent with its intent. o Advocates for participation in professional development with colleagues; models life-‐long learning with colleagues. o Shares and models. knowledge from professional development.
Sonoma County Office of Education Pilot SLP Evaluation Final Comments
Evaluator Signature __________________ Date __________ Evaluatee Signature __________________ Date _________ Pilot Evaluation Form for SLP – SCOE 13
Sonoma County Office of Education Pilot SLP Goal Setting Form Name:
Position:
School:
School Year:
Evaluator:
Title:
TARGETED AREA FOR GROWTH AND CONTINUOUS DEVELOPMENT PROFESSIONAL GROWTH (by Oct. 15) A collaboration between SLP and administer will determine next goals – please list 3 – 5 goals. 1.
2.
3.
4.
5.
Comments/Discussion:
Administer Signature:
Date:
Evaluator Signature:
Date:
Date:
Comments Attached: Yes No Supervisor of Evaluator Signature:
Pilot Evaluation Form for SLP – SCOE 14
Sonoma County Office of Education Pilot SLP Goal Setting Form Name:
Position:
School:
School Year:
Evaluator:
Title:
TARGETED AREA FOR GROWTH AND CONTINUOUS DEVELOPMENT PROFESSIONAL GOALS (end of year) A collaboration between SLP and administer will determine next goals -‐ please list 3 – 5 goals. 6.
7.
8.
9.
10.
Comments/Discussion:
Administer Signature:
Date:
Evaluator Signature:
Date:
Date:
Comments Attached: Yes No Supervisor of Evaluator Signature:
Pilot Evaluation Form for SLP – SCOE 15
Sonoma County Office of Education
1. PLAN
1.1 SLP plans interventions that sequences instructional activities and resources for student
1.2 Creates and maintains organized procedures and routines for group/individual activities.
1.3 Connects students’ prior knowledge and experiences with learning goals
learning.
Overall Rating for Standard #1:
2. TEACH
2.1 Engages, motivates and challenges all students in learning while addressing individual differences utilizing multiple SLP strategies 2.2 Implements IEP Goals
2.3 Creates a safe and positive learning environment that fosters productive SLP and student interactions. 2.4 Demonstrates knowledge of theories, techniques and interventions
2.5 Instruction promotes student engagement and learning. 2.6 SLP helps students develop critical thinking and problem solving skills.
Overall Rating for Standard #2:
Pilot Evaluation Form for SLP – SCOE 16
Sonoma County Office of Education
3. LEARN
3.1 Students demonstrate progress in IEP goals through various forms of assessments in diverse settings. 3.2 SLP uses instructional strategies that enable students to self-‐assess, establish goals, and monitor progress 3.3 Data demonstrate satisfactory progress towards communication goals.
Overall Rating for Standard #3:
4. PROFESSIONAL DEVELOPMENT
4.1 Demonstrates collective responsibility and team collaboration.
4.2 Reflects on and refines therapeutic practice to support student progress.
4.3 Demonstrates commitment to continuous professional growth.
4.4 Manages professional responsibilities.
4.5 Is receptive to receiving and giving collegial feedback in the promotion of high level of therapeutic and student progress.
Overall Rating for Standard #4:
Overall Evaluation: Satisfactory Unsatisfactory
Comments Attached: Yes No NOTE: A teacher who has 10 years of satisfactory evaluations can opt out of the formal evaluation process for 5 years. I (teacher) opt to do so: o I (teacher) opt not to do so: o Next Evaluation Date: _____________________
Administrator Teacher Department Director Superintendent or Designee
Signature
Pilot Evaluation Form for SLP – SCOE 17
Date
