Agawam Evaluation Form:



GUIDE FOR THE
EVALUATION OF TEACHING
Agawam Public Schools
Agawam, Massachusetts
Revisions and Published 11/10/2010

Introduction
During negotiations with the Agawam Education Association (AEA) for the 2007-2010 Contract, it was agreed that a new teacher evaluation tool should be developed. We agreed to have a team of four AEA representatives and four administrators serve on this committee.

Appreciation is extended to the members of the Evaluation Committee for the time, effort, and enthusiasm they brought to the task. They sought a plan that provides for continuous growth through ongoing reflection and increased student learning.

The committee was composed of : Carolyn Boyce, Robert Janik, Arlene Mazza, Gloriajean Sheiber, Kelly Moriarty, Christine Richardson representing the AEA, and Cynthia Palazzi, John Provost, William Sapelli, and Tari Thomas, representing the administration. The committee started its work in October, 2006.

Acknowledgements
This document is based on the work of five major sources: Teaching Matters: Strengthening Teacher Evaluation in Massachusetts, A Position Paper by MassPartners for Public Schools, February 2002; Teacher Evaluation That Works, by William B. Ribas, the article, It’s Time to Rethink Teacher Supervision and Evaluation, June, 2005, by Kim Marshall, the article, Teacher Evaluation Rubrics: The How and the Why, January, 2006, also by Kim Marshall, and Council for Exceptional Children (2003) What Every Special Educator Must Know: Ethics, Standards, and Guidelines for Special Educators 5th ed,. Arlington, VA.

Patricia Sweiter, administrator for MassPartners has re-affirmed that the document, Teaching Matters was intended to be used by school districts as a basis for their systems of evaluation.

Kim Marshall was a past teacher, central office administrator, and principal in the Boston Public Schools for 32 years. He is now a leadership coach for new principals and publishes the Marshall Memo, a weekly newsletter summarizing practical educational research. He shared his version of the evaluation rubrics at the Massachusetts Elementary School Principal’s Spring Conference in May, 2006, with Agawam district administrators. He was consulted in the early stages of the work of this committee.

THE EVALUATION OF PROFESSIONAL STAFF

I. The Purpose of Evaluation
The purpose of evaluation is improvement of the teaching/learning process. Through classroom observations, observations throughout daily routines; including, but not limited to Team meetings, interactions with colleagues and parents, administrators and supervisors/directors are able to offer clear, specific and helpful feedback that permits a teacher to examine his/her own practices and work toward greater teaching effectiveness and increased student performance.

Evaluators will consider the faculty evaluation process as one of their most important functions. They will strive to develop a spirit of cooperation in this endeavor on the part of the staff, while encouraging faculty in on-going reflection.


II. Evaluation Procedures

A. Objectivity, uniformity and cooperation

Observations and evaluations are essential components of educational improvement. Observation and evaluation procedures used in the Agawam School System shall be as objective and uniform as possible. A spirit of cooperation, with the objective kept closely in mind is necessary throughout the evaluation process.

The evaluator must provide specific evidence of practices, behaviors, and conditions that define the quality of teaching and professionalism. Subjective opinion is, therefore, reduced to a minimum, and objective evidence becomes the basis for the evaluation.

The general areas to be observed are specified on the observation summary forms. It is important that all observation and evaluation comments be reasonably linked to the general areas found on the observation and evaluation forms.

Evaluators/observers and faculty members should keep in mind the following salient points:
1. Judgment should be based on documented evidence.
2. Some differences must be recognized between elementary and secondary situations.
3. There may be mitigating circumstances to be considered, such as the effects on the performance of a teacher when s/he is an itinerant or a floater.

The observation and evaluation forms include three categories; meets the standards, needs improvement and does not meet standards. The evaluator has the responsibility to provide the following when any “needs improvement” or “does not meet standards” is noted:
a. specific recommendations for improvement,
b. direct assistance to implement such recommendation(s),
c. provisions for additional resources for utilization in assisting the improvement.
d. Schedule a time to monitor progress as stated in the faculty member improvement plan.

B. Information for faculty

The following information must be available to every faculty member in order that the faculty’s rights are protected in the evaluation procedure. (The state regulations require that the person to be evaluated must know and understand the means by which s/he will be evaluated in relation to the position.)

1. Job description
2. Evaluations forms
3. Evaluation policy
4. The curriculum(s) s/he is to use or to monitor
5. A copy of the Agawam school system’s policy manual must be available in each school.
6. A copy of the School Improvement Plan
7. A copy of the District Improvement Plan

Copies of the above will be provided to the teacher by the evaluator at the pre-evaluation meeting. All faculty members new to the system will attend an information session on evaluation procedures prior to the first observation made of him/her.


C. Schedules

Non-professional status teachers shall be evaluated at least twice each year. Professional status teachers shall be evaluated at least once every two years. Curriculum and assistant specialists shall be evaluated once every year. If a teacher has an overall rating of “needs improvement” or “does not meet standards”, the individual teacher may be evaluated during intervening years. (This is left to the discretion of the evaluator with the understanding that this provision does not allow for evaluating all professional status faculty every year, but for constructive purposes, to allow for certain faculty to be evaluated in order to address areas of “needs improvement” or “does not meet standards” as recognized in the previous year’s evaluation.)

Any faculty member that changes schools will be evaluated in the “new” school during her/his first year there. The rotation will begin again and that faculty member will be evaluated every other year thereafter. (The possible exception mentioned in the immediately preceding paragraph notwithstanding.)

Each curriculum and assistant specialist is primarily a teacher. Therefore, each will be evaluated using the forms and schedule appropriate to his/her status as a professional status or non-professional status teacher. In addition, each person filling a supplementary position such as curriculum and assistant specialist will be evaluated in that special capacity.

Non-professional status faculty:

1st observation and observation report November 15
2nd observation and 1st evaluation February 15
3rd observation and final evaluation June 15
Professional status faculty:

1st observation and observation report January 31
2nd observation summary and final evaluation May 15

Instructional Coaches, Mentor Coordinator, Data Warehouse Analyst

Evaluation May 15

Athletic Coaches will be evaluated by the athletic director within one month of the conclusion of the season for the particular sport.

Every attempt will be made to adhere to the above deadlines, recognizing that extenuating circumstances may arise.

D. Conferences (Pre and Post)

Faculty members will meet with their supervisor responsible for evaluations prior to an
evaluation cycle, once every other year for professional status staff, twice every year for
non-professional status staff.

In addition to the attention given to faculty member performance, it is equally important that a set of procedures be followed when an administrator/supervisor engages in a pre-observation or post-observation evaluation conference with a faculty member. (Such conferences will be held in a timely fashion.)

1. There should be an acknowledgement that the intent of the
observation/evaluation is to help teachers improve their lessons, grow as
teachers and to discuss constructive suggestions for improvement.
2. The pre-conference is seen as a goal setting conference. The administrator is
expected to review the faculty member’s Individual Professional
Development Plan at this meeting.
3. The conference should be characterized by an exchange of ideas and suggestions.
4. The opportunity for faculty self-assessment should be part of the conference.
The Faculty Member’s Evaluation Rubrics may be used on a voluntary
basis for this purpose. Faculty Self Assessments can not be referenced in the
evaluation report.
5. The faculty member may file a separate companion report or response to be
attached to the evaluation form before it is placed in her/his personnel file.




E. Responsibility for summary evaluation

The building principal and/or the assistant principal is responsible for the teacher evaluation reports of all resident teachers with the exceptions listed below. The director of special services or her/his designee will be available to confer with administrators concerning observations and evaluations.

The director of special services or the supervisor of special education programs shall evaluate the following, whether itinerant or resident: school psychologists, programmer/testers, speech/language pathologists and therapists, educational team facilitators, occupational therapists, teacher of the visually impaired, teacher of the hearing impaired, nurse liaison, primary preventionists and adaptive physical education instructors. The Director of School Counseling shall evaluate all school counselors. Curriculum and assistant curriculum specialists will be evaluated by the assistant superintendent of curriculum and instruction with input from principals. First year teachers and teachers identified as “needs improvement” must be evaluated by the building principal.

Each itinerant teacher, with the exception of those mentioned in the above paragraph, will be evaluated by one of his/her building principals, as assigned by the superintendent. The evaluation will reflect the input of the other principal(s).
The superintendent will report the results of all evaluations (together with his/her recommendations) to the School Committee. Special education teachers whose teaching assignment as of October 1st of an evaluation year places them for at least 51% of their teaching time with students receiving special education services in partial inclusion or substantially separate settings will be evaluated using the rubric for teachers. Special education teachers whose teaching assignment as of October 1st of an evaluation year places them for 50% or less of their teaching time with students receiving special education services in partial inclusion or substantially separate settings will be evaluated using the rubric for Special Educators and Related Service Providers.

F. Responsibility for faculty in regards to family and community outreach

It is expected that all educators will show a genuine interest and belief in each child’s
ability to reach standards and to help students to reach those standards by providing clear,
succinct expectations for student learning and behavior. When responding to parent
concerns, teachers will communicate respectfully with parents and show sensitivity to
different families’ culture and values. In addition to using conferences and report cards
to give parents feedback on their children’s progress, teachers should promptly inform
parents of behavioral and learning problems, and also update parents on good news.

G. Self-assessment and supervision

There are several facets in effective evaluation procedures. Faculty may complete a self-assessment prior to meeting with the evaluator for an evaluation. The faculty member will not be required to share the results of the self – assessment with the evaluator. However, it is to the benefit of the faculty member to complete her/his own Self-Evaluation Rubrics and then meet with the evaluator to compare the ratings and discuss the rationale for each one. The evaluator writes the final assessment, but faculty will have substantial input. Negative self-assessment cannot be used by the evaluator. The aim of this procedure is to improve the teaching/learning process.

H. Substantiating Teaching Practice through Documentation

Depending upon the specific lessons and professional activities observed during the course of teacher evaluation, it may not be possible to make a determination concerning a faculty member’s performance with respect to some of the standards described in this document. If the administrator feels that additional evidence is required to make a determination or the faculty member feels that evidence of some of the standards can be substantiated through documentation, the following types of documents may be requested by the administrator or submitted to the administrator by the faculty member.

1. Student Evaluative Data (i.e. grade books, DRA’s, student behavior charts, etc.)
2. Unit Plans or Curriculum Maps
3. Sample Assessment Strategies (i.e. teacher designed tests, project assessment rubrics, etc.)

  1. Substantiating Evaluation Through Documentation

Evaluator documentation and notes will be provided upon request of the teacher.

J. Forms / Documents

1. Faculty Observation Rating Form
2. Evaluation Rubrics
3. Evaluation Report
4. Faculty Member’s Self-Evaluation Rubrics
5. Faculty Improvement Plan Document

K. Use of forms / documents

1. Observation Summaries

Non-Professional status faculty will have at least one written observation report
and one post-observation conferences and one evaluation report by February 15.
After February 15 but before June 15, they will then have at least one written
observation, one post-observation conference and one evaluation by June 15.
(See Section C for schedules.)

Professional status teachers will have at least one written observation
report, one post-observation conferences and one evaluation report by
May 15 of their regularly scheduled evaluation year.

The administrator will accumulate between thirty and fifty minutes of observation
time within a thirty school day window before writing an observation report. An
administrator may write more than two observation reports. In this case the reports
must be at least three weeks apart except under extenuating circumstances.


2. Evaluation rubrics and evaluation.

The evaluation rubrics and summary evaluation shall be based on the
following:
a. A compilation of written classroom observations.
b. Observations throughout daily routines; including, but not limited to Team
meetings, staff and grade level meetings and interactions with colleagues and
parents.
c. Information from the Faculty Member’s Evaluation Rubrics.
(The evaluation report shall indicate whether or not a companion report was
filed.)
d. The overall rating in each standard will be calculated by a numerical average
rounded using the conventional rounding techniques, where a value of .5 rounds up
and .4 will round down. The rating will be indicated by a check in the appropriate
box on the Faculty Evaluation Rating form.

3. Faculty Member Improvement Plan

When a faculty member’s overall performance rating falls in the area of “does not meet the standards” the teacher will be placed on an improvement plan.
Improvement plans will be based on the following criteria:
a. The improvement plan will identify the areas for improvement with sufficient
specificity for the faculty member to understand what behaviors need to
change.
b. The areas for improvement will be described in language that is consistent with
the district standards for curriculum and instruction.
c. The areas for improvement will be described in language that enables the
evaluator to assess whether or not there has been positive change in the
faculty member’s performance.
d. The recommendations for improvement will indicate the direction for
behavior change in language that is understandable to the faculty member.
e. The recommendations for improvement will be written in language that will
enable the evaluator to observe or otherwise verify whether or not the
recommendations have been followed.
f. The improvement plan will clearly state who is responsible for initiating the
recommendations for improvement and supports available to the teacher
which are indicated in the plan. If the teacher is to have a mentor the evaluator is
responsible for initiating and scheduling the mentor relationship.
g. The evaluator will ask the teacher to indicate the supports needed that will enable the faculty member to be successful
h. The improvement plan will contain those parts of the faculty member’s
requests for support that would be deemed reasonable by an objective third party.
i. The evaluator will incorporate the faculty member’s input without removing
or altering those areas the evaluator believes are essential for the faculty
member to be deemed satisfactory in the upcoming evaluation.
j. The monitoring system will clearly indicate a minimum number of
observations but does not indicate a maximum. It will indicate who is
responsible for scheduling the announced observations and adjoining
conferences.
k. The monitoring system will not diminish the evaluators ability to do
unannounced observations, walk-throughs, and other forms of data-
gathering.
l. The monitoring system will include the names of additional supervisors
in addition to the primary evaluator in language that does not decrease the
district’s contracted ability to use other supervisors, evaluators, and
observers.
m. The monitoring system will indicate the schedule of meetings (other than
those related to unannounced observations) between the evaluator and the
faculty member that will take place throughout the evaluation year. It will
indicate who is responsible for scheduling those meetings.
n. The improvement plan will have a place for the faculty member and the evaluator to sign. The faculty member’s signature will state that his/her
signature “signifies receipt of, and not concurrence with, the improvement
plan.” However, the improvement plan is a directive that must be followed.
o. The improvement plan will include a statement that indicates that the
evaluation will focus on the areas noted for improvement but will also
evaluate all the district standards.


L Distribution of forms

The faculty member and administrator/director will sign and each keep a copy of all observation forms. The evaluator will attach his/her originals of these forms to the faculty evaluation rubrics and evaluation report when the evaluation is submitted to the superintendent to be included in the personnel file. The administrator/director may keep a copy of observation reports and evaluations for the convenience of preparing future observations/evaluations. However, s/he should be fully aware that any information not placed in the personnel file in a timely manner and with the knowledge of the teacher may not be used in any action concerning the faculty member’s employment.


AGAWAM PUBLIC SCHOOLS
FACULTY OBSERVATION REPORT
Faculty Member Date_School

Subject /Grade LevelClass size_

Unusual Conditions

Meets the Standards
Needs Improvement
Does Not Meet the Standards

Standards





Planning & Preparation




Classroom Management




Delivery of Instruction




Monitoring Assessment & Follow up

General Comments
Planning and Preparation for Learning

Strengths: (as evidenced by)


Concerns: (as evidenced by)
Classroom Management

Strengths: (as evidenced by)


Concerns: (as evidenced by)
Delivery of Instruction

Strengths: (as evidenced by)


Concerns: (as evidenced by)
Monitoring Assessment Follow up

Strengths: (as evidenced by)


Concerns: (as evidenced by)

Observer signature _
Faculty Member Signature_


  1. A. Planning and Preparation for Learning
3 – Meets Standards
  1. a. Very familiar with subject matter; reflects on the effectiveness of lessons/units and continuously works to improve them.
  2. b. Plans most curriculum units backwards with standards and higher-order skills in mind.
  3. c. Anticipates misconceptions and confusions that students might have.
  4. d. Designs lessons that are relevant, motivational, and likely to engage students in active learning using an effective mix of materials appropriate for diverse learners.
  5. e. Designs lessons that break down complex tasks and target diverse learning needs, styles and interests.

2 – Needs Improvement
  1. a. Is somewhat familiar with the subject and has a few ideas of ways students might learn it.
  2. b. Plans some curriculum units backwards and with standards and higher-order skills in mind.
  3. c. Sometimes anticipates misconceptions and confusions that students might have.
  4. d. Sometimes designs lessons that are relevant, motivational, and likely to engage students in active learning using an effective mix of materials appropriate for diverse learners.
  5. e. Sometimes designs lessons that break down complex tasks and target diverse learning needs, styles and interests.

1 – Does Not Meet Standards
  1. a. Has little familiarity with the subject matter and few ideas on how to teach it.
  2. b. Rarely or never plans curriculum units backwards and with standards and higher-order skills in mind.
  3. c. Rarely or never anticipates misconceptions and confusions that students might have.
  4. d. Rarely or never designs lessons that are relevant, motivational, and likely to engage students in active learning using an effective mix of materials appropriate for diverse learners.
  5. e. Rarely or never designs lessons that break down complex tasks and target diverse learning needs, styles and interests.

Overall rating: _


B. Classroom Management
3 – Meets Standards__
  1. a. Communicates and consistently enforces high standards for student behavior.
  2. b. Addresses discipline issues immediately with a variety of effective methods.
  3. c. Is fair and respectful towards students and fosters positive interactions with them.
  4. d. Sets routines and ensures students maintain them.
  5. e. Maximizes instructional time through clarity and smooth transitions.

2 – Needs Improvement
  1. a. Sometimes communicates and inconsistently enforces standards for student behavior.
  2. b. Sometimes addresses discipline issues with somewhat effective methods.
  3. c. Is inconsistently fair and respectful towards students and may foster some positive interactions with them.
  4. d. Sometimes sets routines and maintains them for a time.
  5. e. Loses some instructional time due to insufficient clarity and ineffective transitions.

1 – Does Not Meet Standards
  1. a. Ineffectively communicates and rarely or never enforces standards for student behavior.
  2. b. Rarely or never addresses discipline issues and has no effective methods.
  3. c. Is inconsistently fair and respectful towards students and does not foster positive interactions with them.
  4. d. Rarely or never sets routines and/or does not encourage students to maintain them.
  5. e. Loses most/all instructional time due to lack of clarity and no transitions.

Overall rating: _



C. Delivery of Instruction
3 – Meets Standards__
  1. a. Emphasizes a clear sense of purpose by identifying the unit’s essential questions and the lesson’s goals.
  2. b. Activates students’ prior knowledge and hooks their interest in each unit and lesson, encouraging them to take risks and make mistakes.
  3. c. Uses clear explanations, appropriate language, and good examples to present material.
  4. d. Orchestrates effective strategies, materials, and classroom groupings to foster student learning.
  5. e. Has students actively think about, discuss, use the ideas and skills being taught, sum up what they have learned and apply it in a different context.
2 – Needs Improvement
  1. a. Sometimes identifies the unit’s essential questions and the lesson’s goals.
  2. b. Sometimes activates students’ prior knowledge and hooks their interest in each unit and lesson, encouraging them to take risks and make mistakes.
  3. c. Sometimes uses clear explanations, appropriate language, and good examples to present material.
  4. d. Sometimes orchestrates effective strategies, materials, and classroom groupings to foster student learning.
  5. e. Sometimes attempts to get students actively involved in thinking about, discussing, using the ideas being taught, summing up what they have learned and applying it in a different context.
1 – Does Not Meet Standards
  1. a. Rarely or never identifies the unit’s essential questions and the lesson’s goals.
  2. b. Rarely or never activates students’ prior knowledge and hooks their interest in each unit and lesson, encouraging them to take risks and make mistakes.
  3. c. Rarely or never uses clear explanations, appropriate language, and good examples to present material.
  4. d. Rarely or never orchestrates effective strategies, materials, and classroom groupings to foster student learning.
  5. e. Rarely or never attempts to get students actively involved in thinking about, discussing, using the ideas being taught, summing up what they have learned and applying it in a different context.

Overall rating: _

D. Monitoring, Assessment, and Follow-Up
3 – Meets Standards__
  1. a. Identifies criteria for proficiency, exemplars of student work, and/or rubrics and varies assessments accordingly.
  2. b. Frequently checks for understanding and gives students helpful feedback if they seem confused.
  3. c. Requires students to set goals, self-assess, and know where they stand academically at all times.
  4. d. Uses data from summative and formative assessments to adjust teaching, re-teach, and follow up with struggling students.
  5. e. Regularly takes responsibility for students who are not succeeding by making extra help available and encouraging them to participate.
2 – Needs Improvement
  1. a. Identifies some of the qualities that their finished work should exhibit and sometimes varies assessments.
  2. b. Sometimes checks for understanding and gives limited feedback if they seem confused.
  3. c. Sometimes has students set goals, self-assess, and know where they stand academically.
  4. d. Sometimes uses data from summative and formative assessments to adjust teaching, re-teach, and follow up with struggling students.
  5. e. Sometimes takes responsibility for students who are not succeeding by making extra help available and encouraging them to participate.
1 – Does Not Meet Standards
  1. a. Does not indentify criteria for proficiency and does not vary assessments.
  2. b. Rarely or never checks for understanding and/or gives feedback.
  3. c. Rarely or never has students set goals, self-assess, and know where they stand academically.
  4. d. Rarely or never uses data from summative and formative assessments to adjust teaching, re-teach, and follow up with struggling students.
  5. e. Rarely or never takes responsibility for students who are not succeeding by making extra help available and encouraging them to participate.


Overall rating: _

E. Professional Responsibilities
3 – Meets Standards__
  1. a. When absent, leaves detailed plans and information to ensure continuity of learning.
  2. b. Is punctual.
  3. c. Is reliable with paperwork.
  4. d. Performs duties and assignments.
  5. e. Demonstrates professional demeanor and is ethical.
  6. f. Uses good judgment.
  7. g. Maintains confidentiality with student information.
  8. h. Contributes ideas, expertise, and time to teams, committees and the overall mission of the school.
  9. i. Keeps the administration informed about concerns and seeks appropriate referrals.
  10. j. Listens thoughtfully to other viewpoints and responds constructively to suggestions and criticism.
2 – Needs Improvement
  1. a. When absent, leaves limited plans.
  2. b. Is sometimes late.
  3. c. Sometimes misses paperwork deadlines.
  4. d. Sometimes skips duties and assignments.
  5. e. Sometimes acts in an unprofessional manner and pushes boundaries.
  6. f. Sometimes uses bad judgment.
  7. g. Sometimes inappropriately discloses student information.
  8. h. Sometimes suggests an idea aimed at improving the school.
  9. i. Sometimes shares concerns with the administration or asks for help.
  10. j. Is sometimes defensive but does listen to feedback and suggestions.
1 – Does Not Meet Standards
  1. a. When absent, rarely or never leaves plans.
  2. b. Rarely or never is punctual.
  3. c. Rarely or never makes paperwork deadlines.
  4. d. Rarely or never performs duties or assignments.
  5. e. Rarely or never acts in a professional manner and violates boundaries.
  6. f. Rarely or never uses good judgment.
  7. g. Rarely or never maintains confidentiality with student information.
  8. h. Rarely or never contributes ideas that might help improve the school.
  9. i. Rarely or never shares concerns with the administration or asks for help.
  10. j. Is very defensive about criticism and resistant to change.

Overall rating: _


Evaluation Report
Faculty Member’s name:
_ School year:

School:
Subject area:

Evaluator:
RATINGS ON INDIVIDUAL RUBRICS:
A. Planning and Preparation for Learning: Meets the Standards Needs Improvement Does Not Meet Standards
B. Classroom Management: Meets the Standards Needs Improvement Does Not Meet Standards
C. Delivery of Instruction: Meets the Standards Needs Improvement Does Not Meet Standards
D. Monitoring, Assessment, & Follow Up: Meets the Standards Needs Improvement Does Not Meet Standards
E. Professional Responsibilities: Meets the Standards Needs Improvement Does Not Meet Standards

OVERALL RATING: Meets the Standards Needs Improvement Does Not Meet Standards

STRENGTHS:

AREAS OF IMPROVEMENT:

OVERALL COMMENTS BY TEACHER:

EVALUATOR’S RECOMMENDATIONS:
Professional Status Non-Professional Status Non-Professional Status Recommend for
Professional Status
Contract Renewal Do Not Re-Hire
Evaluator’s signature: Date: _

Faculty Member’s signature: _ Date: _
(The faculty member’s signature indicates that he or she has seen and discussed the evaluation; it does not necessarily denote agreement with the report.)


AGAWAM PUBLIC SCHOOLS
FACULTY SELF REFLECTION REPORT

Faculty Member Date_School

Subject /Grade LevelClass size_

Unusual Conditions

Meets the Standards
Needs Improvement
Does Not Meet the Standards

Standards





Planning & Preparation




Classroom Management




Delivery of Instruction




Monitoring Assessment & Follow up

General Comments
Planning and Preparation for Learning

Strengths: (as evidenced by)


Concerns: (as evidenced by)
Classroom Management

Strengths: (as evidenced by)


Concerns: (as evidenced by)
Delivery of Instruction

Strengths: (as evidenced by)


Concerns: (as evidenced by)
Monitoring Assessment Follow up

Strengths: (as evidenced by)


Concerns: (as evidenced by)

Observer signature _
Faculty Member Signature_


  1. A. Planning and Preparation for Learning
Self Reflection
3 – Meets Standards
  1. a. Very familiar with subject matter; reflects on the effectiveness of lessons/units and continuously works to improve them.
  2. b. Plans most curriculum units backwards with standards and higher-order skills in mind.
  3. c. Anticipates misconceptions and confusions that students might have.
  4. d. Designs lessons that are relevant, motivational, and likely to engage students in active learning using an effective mix of materials appropriate for diverse learners.
  5. e. Designs lessons that break down complex tasks and target diverse learning needs, styles and interests.

2. – Needs Improvement
  1. a. Is somewhat familiar with the subject and has a few ideas of ways students might learn it.
  2. b. Plans some curriculum units backwards and with standards and higher-order skills in mind.
  3. c. Sometimes anticipates misconceptions and confusions that students might have.
  4. d. Sometimes designs lessons that are relevant, motivational, and likely to engage students in active learning using an effective mix of materials appropriate for diverse learners.
  5. e. Sometimes designs lessons that break down complex tasks and target diverse learning needs, styles and interests.

1 – Does Not Meet Standards
  1. a. Has little familiarity with the subject matter and few ideas on how to teach it.
  2. b. Rarely or never plans curriculum units backwards and with standards and higher-order skills in mind.
  3. c. Rarely or never anticipates misconceptions and confusions that students might have.
  4. d. Rarely or never designs lessons that are relevant, motivational, and likely to engage students in active learning using an effective mix of materials appropriate for diverse learners.
  5. e. Rarely or never designs lessons that break down complex tasks and target diverse learning needs, styles and interests.


Overall rating: ___
  1. Classroom Management

1. - Self Reflection
3. – Meets Standards
  1. a. Communicates and consistently enforces high standards for student behavior.
  2. b. Addresses discipline issues immediately with a variety of effective methods.
  3. c. Is fair and respectful towards students and fosters positive interactions with them.
  4. d. Sets routines and ensures students maintain them.
  5. e. Maximizes instructional time through clarity and smooth transitions.

2. – Needs Improvement
  1. a. Sometimes communicates and inconsistently enforces standards for student behavior.
  2. b. Sometimes addresses discipline issues with somewhat effective methods.
  3. c. Is inconsistently fair and respectful towards students and may foster some positive interactions with them.
  4. d. Sometimes sets routines and maintains them for a time.
  5. e. Loses some instructional time due to insufficient clarity and ineffective transitions.

1. – Does Not Meet Standards
  1. a. Ineffectively communicates and rarely or never enforces standards for student behavior.
  2. b. Rarely or never addresses discipline issues and has no effective methods.
  3. c. Is inconsistently fair and respectful towards students and does not foster positive interactions with them.
  4. d. Rarely or never sets routines and/or does not encourage students to maintain them.
  5. e. Loses most/all instructional time due to lack of clarity and no transitions.


Overall rating: ___

  1. Delivery of Instruction

Self Reflection
3. – Meets Standards
  1. a. Emphasizes a clear sense of purpose by identifying the unit’s essential questions and the lesson’s goals.
  2. b. Activates students’ prior knowledge and hooks their interest in each unit and lesson, encouraging them to take risks and make mistakes.
  3. c. Uses clear explanations, appropriate language, and good examples to present material.
  4. d. Orchestrates effective strategies, materials, and classroom groupings to foster student learning.
  5. e. Has students actively think about, discuss, use the ideas and skills being taught, sum up what they have learned and apply it in a different context.
2. – Needs Improvement
  1. a. Sometimes identifies the unit’s essential questions and the lesson’s goals.
  2. b. Sometimes activates students’ prior knowledge and hooks their interest in each unit and lesson, encouraging them to take risks and make mistakes.
  3. c. Sometimes uses clear explanations, appropriate language, and good examples to present material.
  4. d. Sometimes orchestrates effective strategies, materials, and classroom groupings to foster student learning.
  5. e. Sometimes attempts to get students actively involved in thinking about, discussing, using the ideas being taught, summing up what they have learned and applying it in a different context.
1. – Does Not Meet Standards
  1. a. Rarely or never identifies the unit’s essential questions and the lesson’s goals.
  2. b. Rarely or never activates students’ prior knowledge and hooks their interest in each unit and lesson, encouraging them to take risks and make mistakes.
  3. c. Rarely or never uses clear explanations, appropriate language, and good examples to present material.
  4. d. Rarely or never orchestrates effective strategies, materials, and classroom groupings to foster student learning.
  5. e. Rarely or never attempts to get students actively involved in thinking about, discussing, using the ideas being taught, summing up what they have learned and applying it in a different context.


Overall rating: ___

  1. Monitoring, Assessment, and Follow-Up
Self Reflection
3. – Meets Standards
  1. a. Identifies criteria for proficiency, exemplars of student work, and/or rubrics and varies assessments accordingly.
  2. b. Frequently checks for understanding and gives students helpful feedback if they seem confused.
  3. c. Requires students to set goals, self-assess, and know where they stand academically at all times.
  4. d. Uses data from summative and formative assessments to adjust teaching, re-teach, and follow up with struggling students.
  5. e. Regularly takes responsibility for students who are not succeeding by making extra help available and encouraging them to participate.
  6. 2. – Needs Improvement
  7. a. Identifies some of the qualities that their finished work should exhibit and sometimes varies assessments.
  8. b. Sometimes checks for understanding and gives limited feedback if they seem confused.
  9. c. Sometimes has students set goals, self-assess, and know where they stand academically.
  10. d. Sometimes uses data from summative and formative assessments to adjust teaching, re-teach, and follow up with struggling students.
  11. e. Sometimes takes responsibility for students who are not succeeding by making extra help available and encouraging them to participate.
1. – Does Not Meet Standards
  1. a. Does not indentify criteria for proficiency and does not vary assessments.
  2. b. Rarely or never checks for understanding and/or gives feedback.
  3. c. Rarely or never has students set goals, self-assess, and know where they stand academically.
  4. d. Rarely or never uses data from summative and formative assessments to adjust teaching, re-teach, and follow up with struggling students.
  5. e. Rarely or never takes responsibility for students who are not succeeding by making extra help available and encouraging them to participate.


Overall rating: ___

  1. Professional Responsibilities
Self Reflection
3. – Meets Standards
  1. a. When absent, leaves detailed plans and information to ensure continuity of learning.
  2. b. Is punctual.
  3. c. Is reliable with paperwork.
  4. d. Performs duties and assignments.
  5. e. Demonstrates professional demeanor and is ethical.
  6. f. Uses good judgment.
  7. g. Maintains confidentiality with student information.
  8. h. Contributes ideas, expertise, and time to teams, committees and the overall mission of the school.
  9. i. Keeps the administration informed about concerns and seeks appropriate referrals.
  10. j. Listens thoughtfully to other viewpoints and responds constructively to suggestions and criticism.
  11. 2. – Needs Improvement
  12. a. When absent, leaves limited plans.
  13. b. Is sometimes late.
  14. c. Sometimes misses paperwork deadlines.
  15. d. Sometimes skips duties and assignments.
  16. e. Sometimes acts in an unprofessional manner and pushes boundaries.
  17. f. Sometimes uses bad judgment.
  18. g. Sometimes inappropriately discloses student information.
  19. h. Sometimes suggests an idea aimed at improving the school.
  20. i. Sometimes shares concerns with the administration or asks for help.
  21. j. Is sometimes defensive but does listen to feedback and suggestions.
1. – Does Not Meet Standards
  1. a. When absent, rarely or never leaves plans.
  2. b. Rarely or never is punctual.
  3. c. Rarely or never makes paperwork deadlines.
  4. d. Rarely or never performs duties or assignments.
  5. e. Rarely or never acts in a professional manner and violates boundaries.
  6. f. Rarely or never uses good judgment.
  7. g. Rarely or never maintains confidentiality with student information.
  8. h. Rarely or never contributes ideas that might help improve the school.
  9. i. Rarely or never shares concerns with the administration or asks for help.
  10. j. Is very defensive about criticism and resistant to change.

Overall rating: _



Overall rating: _
Self Reflection Report

Faculty Member’s name: _ School year:

School: Subject area:

Evaluator:

RATINGS ON INDIVIDUAL RUBRICS:
A. Planning and Preparation for Learning: Meets the Standards Needs Improvement Does Not Meet Standards
B. Classroom Management: Meets the Standards Needs Improvement Does Not Meet Standards
C. Delivery of Instruction: Meets the Standards Needs Improvement Does Not Meet Standards
D. Monitoring, Assessment, & Follow Up: Meets the Standards Needs Improvement Does Not Meet Standards
E
. Professional Responsibilities: Meets the Standards Needs Improvement Does Not Meet Standards

OVERALL RATING: Meets the Standards Needs Improvement Does Not Meet Standards
STRENGTHS:
AREAS OF IMPROVEMENT:
OVERALL COMMENTS BY TEACHER:
Evaluator’s signature:
Date: _

Faculty Member’s signature:
_ Date: _



AGAWAM PUBLIC SCHOOLSSPECIAL EDUCATORS and RELATED SERVICE PRIDERS REPORT
Faculty Member Date_School

Subject /Grade LevelClass size___

Unusual Conditions


Enter the overall rating for each standard in the box and total the points.


Meets the Standards
Needs Improvement
Does Not Meet Standards

Standards





Planning for Individual Differences




Supporting Inclusive Practices




Teaching Pro-social Behaviors




Assessment

General Comments
Planning for Individual Differences

Strengths: (as evidenced by)


Concerns: (as evidenced by)
Supporting Inclusive Practices

Strengths: (as evidenced by)


Concerns: (as evidenced by)
Teaching Pro-social Behaviors

Strengths: (as evidenced by)


Concerns: (as evidenced by)
Assessment

Strengths: (as evidenced by)


Concerns: (as evidenced by)

Observer signature

Faculty Member Signature


A. Planning for Individual Differences
The Special Educator or Related Service Provider:

3. – Meets Standards
  1. a. Demonstrates extensive knowledge of differing ways of learning of individuals with exceptional needs including those from culturally diverse backgrounds and the strategies for addressing those needs.
  2. b. Consistently relates levels of support to the needs of the individual.
  3. c. Establishes goals and procedures that serve to close the student achievement gap.
  4. d. Facilitates the generalization of skills across environments.
  5. e. Identifies and teaches essential skills to enable students with disabilities to access the general curriculum.

2. – Needs Improvement
  1. a. Demonstrates some knowledge of differing ways of learning of individuals with exceptional needs including those from culturally diverse backgrounds and the strategies for addressing those needs.
  2. b. The intensity of support provided does not consistently match the needs of the individual.
  3. c. Establishes goals and procedures that prevent student achievement gaps from widening.
  4. d. Teaches skills in isolation.
  5. e. Follows district curriculum without providing modifications or accommodations.

1. – Does Not Meet Standards
  1. a. Demonstrates little knowledge of differing ways of learning of individuals with exceptional needs including those from culturally diverse backgrounds and the strategies for addressing those needs.
  2. b. Bases level of support upon a standard treatment protocol or other factors unrelated to student need.
  3. c. Does not work toward closing the achievement gap between students with disabilities and non-disabled peers.
  4. d. Does not teach new skills.
  5. e. Does not align instruction with district curriculum standards


Overall rating: _

B. Supporting Inclusive Practices

The Special Educator or Related Service Provider:

3 – Meets Standards__
  1. a. Promotes acceptance of students with disabilities by non-disabled peers and adults.
  2. b. Facilitates activities that recognize and celebrate the contributions of a diverse student body.
  3. c. Enhances the general education classroom as a resource for all students.
  4. d. Involves students in self-assessment of their work.
  5. e. Teaches students to independently demonstrate skills needed for successful inclusion.

2 – Needs Improvement
  1. a. Shows “zero tolerance” for discrimination based upon disability or other factors, but does not actively promote acceptance of students with disabilities by non-disabled peers and adults.
  2. b. Does not allow personal biases to affect educational decision-making.
  3. c. Helps students to compensate for learning gaps and manage the demands of the general education classroom.
  4. d. Differentiates assessment so that most students with disabilities can be assessed in the general education classroom.
  5. e. Allows students to participate in the general education classroom but uses procedures that foster dependence upon others.

1 – Does Not Meet Standards
  1. a. Discriminates against students on the basis of disability or other factors.
  2. b. Uses pejorative or derogatory language that contributes to the stigmatization of students with disabilities.
  3. c. Employs practices that limit students’ access to the general education classroom.
  4. d. Rarely or never provides accommodations or modifications of assessment procedures.
  5. e. Unnecessarily removes students from the general education classroom.


Overall rating: _


C. Teaching Pro-social Behaviors

The Special Educator or Related Service Provider:

3 – Meets Standards__
  1. a. Provides positive reinforcement of desired behaviors to increase the probability that students will continue to manifest those behaviors.
  2. b. Teaches students social behaviors needed for success in school and other environments.
  3. c. Demonstrates a high level of competence in a variety of evidence-based behavior modification and/or counseling techniques.
  4. d. Teaches students problem-solving and conflict resolution techniques.
  5. e. Facilitates and encourages active participation of students with disabilities in academic and non-academic activities.
2 – Needs Improvement
  1. a. Does not consistently reinforce desired behaviors.
  2. b. Models good attendance, punctuality, professional appearance, and emotional self-control but does not encourage students to manifest these behaviors.
  3. c. Uses some evidence-based behavior modification and/or counseling techniques with some success.
  4. d. Solves students’ problems for them.
  5. e. Helps students with disabilities to remain somewhat engaged with school and/or extra curricular activities.
1 – Does Not Meet Standards
  1. a. Intentionally or unintentionally reinforces undesired behaviors.
  2. b. Does not model good attendance, punctuality, professional appearance, and emotional self-control Rarely or never uses clear explanations, appropriate language, and good examples to present material.
  3. c. Does not use evidence-based techniques to modify problem student behavior.
  4. d. Fails to respond to students’ problems.
  5. e. Fails to take steps to prevent student disengagement.


Overall rating: _


D. Assessment
The Special Educator or Related Service Provider:

3 – Meets Standards__
  1. a. Provides comprehensive and complete evaluations.
  2. b. Makes appropriate referrals.
  3. c. Communicates written or verbal rationale explaining why certain assessments were chosen and others were not.
  4. d. References evidence-based rationale for referral and placement recommendations.
  5. e. Provides detailed discussion of assessment results and offers explicit recommendations for addressing educationally relevant findings.
4 – Needs Improvement
  1. a. Makes occasional errors that result in no harm when assessing students.
  2. b. Makes occasional inappropriate referrals or occasionally fails to refer students who demonstrate signs of possible disabilities.
  3. c. Does little to customize assessment protocols to address specific referral concerns.
  4. d. Makes occasional errors that result in no harm when making referral or placement decisions.
  5. e. Reports assessment scores with limited explanation of their meaning or significance.
1 – Does Not Meet Standards
  1. a. Makes serious diagnostic errors that may cause harm to students or the district.
  2. b. Refers a disproportionately high or low number of students for evaluation.
  3. c. Does not use appropriate assessments or misuses assessments for inappropriate purposes.
  4. d. Makes referral or placement errors that could result in the denial of a Free and Appropriate Public Education (FAPE).
  5. e. Misinterprets scores or reaches conclusions that are not supported by the evaluative data.

Overall rating: _

E. Professional Responsibilities
The Special Educator or Related Service Provider:
3 – Meets Standards__
  1. a. Collaborates with families and community personnel in planning individualized programs.
  2. b. Maintains confidential communication about students with disabilities.
  3. c. Provides concrete examples of interventions tailored to address specific learning or behavioral problems and engages in collaborative discussions about implementation of intervention strategies.
  4. d. Provides meaningful feedback to paraprofessionals.
  5. e. Builds bridges between general educators, special educators, and related service providers.
  6. f. Participates in a continuum of lifelong professional development experiences.
  7. g. Upholds high standards of competence and integrity.
  8. h. Practices within his or her skill limit and obtains assistance as needed.
  9. i. Exercises sound judgment.
  10. j. Advocates for appropriate services for students with disabilities.
2 – Needs Improvement
  1. a. Considers input from families and community personnel in planning individualized programs.
  2. b. Is sometimes careless with confidential information.
  3. c. Demonstrates knowledge of appropriate interventions, but does not collaborate with others to ensure that they are implemented.
  4. d. Provides minimal guidance to paraprofessionals.
  5. e. Occasionally provides insufficient communication to other Team members.
  6. f. Participates in required staff training but does not take responsibility for professional growth.
  7. g. Meets basic competency requirements and does not make misleading statements.
  8. h. Does not practice up to his or her ability.
  9. i. Makes occasional errors of judgment that result in no significant harm to students or the district.
  10. j. Accepts or defends that status quo for students with disabilities.
1 – Does Not Meet Standards
  1. a. Disregards input from families and community personnel in planning individualized programs.
  2. b. Inappropriately discloses confidential information.
  3. c. Rarely provides helpful suggestions regarding techniques, methodologies, or accommodations.
  4. d. Leaves paraprofessionals alone to “do their own thing”.
  5. e. Makes unilateral decisions or statements that create conflicts with other service providers.
  6. f. Does not attend required professional development activities.
  7. g. Demonstrates lack of competence or makes misleading statements.
  8. h. Exhibits diminished levels of skill.
  9. i. Makes at least one error of judgment that results in substantial harm to students or the district.
  10. j. Contributes to the unequal treatment of students with disabilities.

Overall rating: _
Evaluation Report
The Special Educator or Related Service Provider:
Faculty Member’s Name:
School year:
School:
Subject area:

RATINGS ON INDIVIDUAL RUBRICS:
A. Planning for Individual Differences: Meets the Standards Needs Improvement Does Not Meet Standards
B. Supporting Inclusive Practices: Meets the Standards Needs Improvement Does Not Meet Standards
C. Teaching Pro-Social Behaviors Meets the Standards Needs Improvement Does Not Meet Standards
D. Assessment: Meets the Standards Needs Improvement Does Not Meet Standards
E. Professional and Ethical Practice: Meets the Standards Needs Improvement Does Not Meet Standards

OVERALL RATING: Meets the Standards Needs Improvement Does Not Meet StandardsSTRENGTHS:
AREAS OF IMPROVEMENT:
OVERALL COMMENTS BY TEACHER:
EVALUATOR’S RECOMMENDATIONS:Professional Status Non-Professional Status Non-Professional Status Recommend for Professional StatusContract Renewal Do Not Re-Hire
Evaluator’s signature:
Date: _

Faculty Member’s signature:
_ Date: _
(The faculty member’s signature indicates that he or she has seen and discussed the evaluation; it does not necessarily denote agreement with the report.)

AGAWAM PUBLIC SCHOOLSSPECIAL EDUCATORS and RELATED SERVICE PRIDERS SELF RELECTION REPORT
Faculty Member Date_School

Subject /Grade LevelClass size___

Unusual Conditions


Enter the overall rating for each standard in the box and total the points.


Meets the Standards
Needs Improvement
Does Not Meet Standards

Standards





Planning for Individual Differences




Supporting Inclusive Practices




Teaching Pro-social Behaviors




Assessment

General Comments
Planning for Individual Differences

Strengths: (as evidenced by)


Concerns: (as evidenced by)
Supporting Inclusive Practices

Strengths: (as evidenced by)


Concerns: (as evidenced by)
Teaching Pro-social Behaviors

Strengths: (as evidenced by)


Concerns: (as evidenced by)
Assessment

Strengths: (as evidenced by)


Concerns: (as evidenced by)

Observer signature

Faculty Member Signature


A. Planning for Individual Differences
The Special Educator or Related Service Provider:
SELF RELECTION

3. – Meets Standards
  1. a. Demonstrates extensive knowledge of differing ways of learning of individuals with exceptional needs including those from culturally diverse backgrounds and the strategies for addressing those needs.
  2. b. Consistently relates levels of support to the needs of the individual.
  3. c. Establishes goals and procedures that serve to close the student achievement gap.
  4. d. Facilitates the generalization of skills across environments.
  5. e. Identifies and teaches essential skills to enable students with disabilities to access the general curriculum.

3. – Needs Improvement
  1. a. Demonstrates some knowledge of differing ways of learning of individuals with exceptional needs including those from culturally diverse backgrounds and the strategies for addressing those needs.
  2. b. The intensity of support provided does not consistently match the needs of the individual.
  3. c. Establishes goals and procedures that prevent student achievement gaps from widening.
  4. d. Teaches skills in isolation.
  5. e. Follows district curriculum without providing modifications or accommodations.

2. – Does Not Meet Standards
  1. a. Demonstrates little knowledge of differing ways of learning of individuals with exceptional needs including those from culturally diverse backgrounds and the strategies for addressing those needs.
  2. b. Bases level of support upon a standard treatment protocol or other factors unrelated to student need.
  3. c. Does not work toward closing the achievement gap between students with disabilities and non-disabled peers.
  4. d. Does not teach new skills.
  5. e. Does not align instruction with district curriculum standards


Overall rating: _

B. Supporting Inclusive Practices

The Special Educator or Related Service Provider:
SELF RELECTION

3 – Meets Standards__
  1. a. Promotes acceptance of students with disabilities by non-disabled peers and adults.
  2. b. Facilitates activities that recognize and celebrate the contributions of a diverse student body.
  3. c. Enhances the general education classroom as a resource for all students.
  4. d. Involves students in self-assessment of their work.
  5. e. Teaches students to independently demonstrate skills needed for successful inclusion.

2 – Needs Improvement
  1. a. Shows “zero tolerance” for discrimination based upon disability or other factors, but does not actively promote acceptance of students with disabilities by non-disabled peers and adults.
  2. b. Does not allow personal biases to affect educational decision-making.
  3. c. Helps students to compensate for learning gaps and manage the demands of the general education classroom.
  4. d. Differentiates assessment so that most students with disabilities can be assessed in the general education classroom.
  5. e. Allows students to participate in the general education classroom but uses procedures that foster dependence upon others.

1 – Does Not Meet Standards
  1. a. Discriminates against students on the basis of disability or other factors.
  2. b. Uses pejorative or derogatory language that contributes to the stigmatization of students with disabilities.
  3. c. Employs practices that limit students’ access to the general education classroom.
  4. d. Rarely or never provides accommodations or modifications of assessment procedures.
  5. e. Unnecessarily removes students from the general education classroom.


Overall rating: _

C. Teaching Pro-social Behaviors

The Special Educator or Related Service Provider:
SELF RELECTION

3 – Meets Standards__
  1. a. Provides positive reinforcement of desired behaviors to increase the probability that students will continue to manifest those behaviors.
  2. b. Teaches students social behaviors needed for success in school and other environments.
  3. c. Demonstrates a high level of competence in a variety of evidence-based behavior modification and/or counseling techniques.
  4. d. Teaches students problem-solving and conflict resolution techniques.
  5. e. Facilitates and encourages active participation of students with disabilities in academic and non-academic activities.
2 – Needs Improvement
  1. a. Does not consistently reinforce desired behaviors.
  2. b. Models good attendance, punctuality, professional appearance, and emotional self-control but does not encourage students to manifest these behaviors.
  3. c. Uses some evidence-based behavior modification and/or counseling techniques with some success.
  4. d. Solves students’ problems for them.
  5. e. Helps students with disabilities to remain somewhat engaged with school and/or extra curricular activities.
1 – Does Not Meet Standards
  1. a. Intentionally or unintentionally reinforces undesired behaviors.
  2. b. Does not model good attendance, punctuality, professional appearance, and emotional self-control Rarely or never uses clear explanations, appropriate language, and good examples to present material.
  3. c. Does not use evidence-based techniques to modify problem student behavior.
  4. d. Fails to respond to students’ problems.
  5. e. Fails to take steps to prevent student disengagement.


Overall rating: _


D. Assessment

The Special Educator or Related Service Provider:
SELF RELECTION


3 – Meets Standards__
  1. f. Provides comprehensive and complete evaluations.
  2. g. Makes appropriate referrals.
  3. h. Communicates written or verbal rationale explaining why certain assessments were chosen and others were not.
  4. i. References evidence-based rationale for referral and placement recommendations.
  5. j. Provides detailed discussion of assessment results and offers explicit recommendations for addressing educationally relevant findings.
5 – Needs Improvement
  1. f. Makes occasional errors that result in no harm when assessing students.
  2. g. Makes occasional inappropriate referrals or occasionally fails to refer students who demonstrate signs of possible disabilities.
  3. h. Does little to customize assessment protocols to address specific referral concerns.
  4. i. Makes occasional errors that result in no harm when making referral or placement decisions.
  5. j. Reports assessment scores with limited explanation of their meaning or significance.
1 – Does Not Meet Standards
  1. f. Makes serious diagnostic errors that may cause harm to students or the district.
  2. g. Refers a disproportionately high or low number of students for evaluation.
  3. h. Does not use appropriate assessments or misuses assessments for inappropriate purposes.
  4. i. Makes referral or placement errors that could result in the denial of a Free and Appropriate Public Education (FAPE).
  5. j. Misinterprets scores or reaches conclusions that are not supported by the evaluative data.

Overall rating: _

E. Professional and Ethical Practice

The Special Educator or Related Service Provider:
SELF RELECTION

3 – Meets Standards__
  1. k. Collaborates with families and community personnel in planning individualized programs.
  2. l. Maintains confidential communication about students with disabilities.
  3. m. Provides concrete examples of interventions tailored to address specific learning or behavioral problems and engages in collaborative discussions about implementation of intervention strategies.
  4. n. Provides meaningful feedback to paraprofessionals.
  5. o. Builds bridges between general educators, special educators, and related service providers.
  6. p. Participates in a continuum of lifelong professional development experiences.
  7. q. Upholds high standards of competence and integrity.
  8. r. Practices within his or her skill limit and obtains assistance as needed.
  9. s. Exercises sound judgment.
  10. t. Advocates for appropriate services for students with disabilities.
2 – Needs Improvement
  1. k. Considers input from families and community personnel in planning individualized programs.
  2. l. Is sometimes careless with confidential information.
  3. m. Demonstrates knowledge of appropriate interventions, but does not collaborate with others to ensure that they are implemented.
  4. n. Provides minimal guidance to paraprofessionals.
  5. o. Occasionally provides insufficient communication to other Team members.
  6. p. Participates in required staff training but does not take responsibility for professional growth.
  7. q. Meets basic competency requirements and does not make misleading statements.
  8. r. Does not practice up to his or her ability.
  9. s. Makes occasional errors of judgment that result in no significant harm to students or the district.
  10. t. Accepts or defends that status quo for students with disabilities.
1 – Does Not Meet Standards
  1. k. Disregards input from families and community personnel in planning individualized programs.
  2. l. Inappropriately discloses confidential information.
  3. m. Rarely provides helpful suggestions regarding techniques, methodologies, or accommodations.
  4. n. Leaves paraprofessionals alone to “do their own thing”.
  5. o. Makes unilateral decisions or statements that create conflicts with other service providers.
  6. p. Does not attend required professional development activities.
  7. q. Demonstrates lack of competence or makes misleading statements.
  8. r. Exhibits diminished levels of skill.
  9. s. Makes at least one error of judgment that results in substantial harm to students or the district.
  10. t. Contributes to the unequal treatment of students with disabilities.
Overall rating: _

Self-Reflection Report

The Special Educator or Related Service Provider:

Faculty Member’s name:
School year:

School:
Subject area:

RATINGS ON INDIVIDUAL RUBRICS:
A. Planning for Individual Differences: Meets the Standards Needs Improvement Does Not Meet Standards
B. Supporting Inclusive Practices: Meets the Standards Needs Improvement Does Not Meet Standards
C. Teaching Pro-Social Behaviors Meets the Standards Needs Improvement Does Not Meet Standards
D. Assessment: Meets the Standards Needs Improvement Does Not Meet Standards
E. Professional and Ethical Practice: Meets the Standards Needs Improvement Does Not Meet Standards

OVERALL RATING: Meets the Standards Needs Improvement Does Not Meet StandardsSTRENGTHS:
AREAS OF IMPROVEMENT:
OVERALL COMMENTS BY TEACHER:
Evaluator’s signature:
Date: _

Faculty Member’s signature:
_ Date: _



AGAWAM PUBLIC SCHOOLSLIBRARIANS REPORT
Faculty Member Date_School

Subject /Grade LevelClass size___

Unusual Conditions


Enter the overall rating for each standard in the box and total the points.


Meets the Standards
Needs Improvement
Does Not Meet Standards

Standards





Planning and Preparation for learning




Delivery of Instruction/ Classroom Management




As Information Specialist




Instructional Consultant

General Comments
Planning and Preparation for learning

Strengths: (as evidenced by)


Concerns: (as evidenced by)
Delivery of Instruction/ Classroom Management

Strengths: (as evidenced by)


Concerns: (as evidenced by)
As Information Specialist

Strengths: (as evidenced by)


Concerns: (as evidenced by)
Instructional Consultant

Strengths: (as evidenced by)


Concerns: (as evidenced by)

Observer signature

Faculty Member Signature

A. Planning and Preparation for Learning
3 – Meets the Standard
a. Instructs students in information and higher-order skills as an integral part of the orientation of the library/media center and the objectives of the school’s curriculum, based on the classroom teacher’s needs concerning unit outcomes, standards, and state assessments.
b. Attempts to co-plan/plan as much as possible, anticipating misconceptions that students are likely to have when using the library media center, and plans for how to overcome them.
c. Supports active learning while addressing all learning needs, styles, and interests.
d. Designs relevant, diverse lessons which incorporate library resources to motivate, and engage all students in active learning such as the use of technologies, equipment, online and multi-media resources, print materials, and network based applications available through the library media center or school’s network.
e. Uses room arrangement, materials, and displays to maximize student learning in the library media center.
2 – Needs Improvement
a. Working toward instructing students in information and higher-order skills as an integral part of the orientation of the library/media center and the objectives of the school’s curriculum, based on the classroom teacher’s needs concerning unit outcomes, standards, and state assessments.
b. Working toward co-planning/planning, anticipating misconceptions that students are likely to have when using the library media center, and plans for how to overcome them.
c. Working toward supporting active learning while addressing all learning needs, styles, and interests.
d. Working toward designing relevant, diverse lessons which incorporate library resources to motivate, and engage all students in active learning such as the use of technologies, equipment, online and multi-media resources, print materials, and network based applications available through the library media center or school’s network.
e. Working toward using room arrangement, materials, and displays to maximize student learning in the library media center.
1 – Does Not Meet the Standard
a. Does not instruct students in information skills higher-order skills as an integral part of the orientation of the library/media center and the objectives of the school’s curriculum, based on the classroom teacher’s needs concerning unit outcomes, standards, and state assessments.
b. Does not co-plan/plan as much as possible, anticipating misconceptions that students are likely to have when using the library media center, and plans for how to overcome them.
c. Does not supports active learning while addressing all learning needs, styles, and interests.
d. Does not design relevant, diverse lessons which incorporate library resources to motivate, and engage all students in active learning such as the use of technologies, equipment, online and multi-media resources, print materials, and network based applications available through the library media center or school’s network.
e. Does not use room arrangement, materials, and displays to maximize student learning in the library media center.
The faculty member:
Overall rating: ___ Comments:






B. Delivery of Instruction/ Classroom Management
3 – Meets the Standard
a. Makes connections to prior knowledge, experience, and reading while instructing students in information skills.
b. Presents objectives clearly and explicitly, promotes appropriate conduct of students, makes connections using vivid and appropriate language, to motivate students when using resources and technology.
c. Uses questions, provides examples, and helps students develop good research habits and skills in the use of print, non-print materials, technologies and equipment.
d. Adapts lessons and units, correct misunderstandings, and teach students to be risk-takers and that through effective effort, they will attain greater success.
e. Checks for understanding as students demonstrate, summarize and internalize what they have learned in the library, as they fulfill their teacher’s objectives and apply new skills to real-life situations.
2 – Needs Improvement
a. Working toward making connections to prior knowledge, experience, and reading while instructing students in information skills.
b. Working toward presenting objectives clearly and explicitly, promotes appropriate conduct of students, makes connections using vivid and appropriate language, to motivate students when using resources and technology.
c. Working toward using questions, providing examples, helping students develop good research habits and skills in the use of print, non-print materials, technologies and equipment.
d. Working toward adapting lessons and units, correcting misunderstandings, and teaching students to be risk-takers and that through effective effort, they will attain greater success.
e. Working toward checking for understanding as students demonstrate, summarize and internalize what they have learned in the library, as they fulfill their teacher’s objectives and apply new skills to real-life situations.
1 – Does Not Meet the Standard
a. Does not make connections to prior knowledge, experience, and reading while instructing students in information skills.
b. Does not present objectives clearly and explicitly, promotes appropriate conduct of students, makes connections using vivid and appropriate language, to motivate students when using resources and technology.
c. Does not use questions, provides examples, help students develop good research habits and skills in the use of print, non-print materials, technologies and equipment.
d. Does not adapt lessons and units, correct misunderstandings, and teach students to be risk-takers and that through effective effort, they will attain greater success.
e. Does not check for understanding as students demonstrate, summarize and internalize what they have learned in the library, as they fulfill their teacher’s objectives and apply new skills to real-life situations.
The faculty member:
Overall rating: ___ Comments:







C. As Information Specialist
3 – Meets the Standard
a. Seeks out new and innovative programming, materials and information delivery systems through participation in library, technology and other educational and professional associations.
b. Informs teachers and members of the school community about new materials and equipment, promotes building-wide resource sharing of materials and services available through the library/media center.
c. Collaborates with other support staff such as the AVA staff member, the Network Manager, Technology and Software Specialist, and Technology Facilitator.
d. Oversees cataloging and processing of library materials, inventories, and promotion of items to teachers and students.
e. Maintains an up-to-date collection as budget allows, by removing obsolete and worn materials.
2 – Needs Improvement
a. Working toward seeking out new and innovative programming, materials and information delivery systems through participation in library, technology and other educational and professional associations.
b. Working toward informing teachers and members of the school community about new materials and equipment, promotes building-wide resource sharing of materials and services available through the library/media center.
c. Working toward collaboration with other support staff such as the AVA staff member, the Network Manager, Technology and Software Specialist, and Technology Facilitator.
d. Working toward overseeing cataloging and processing of library materials, inventories, and promotion of items to teachers and students.
e. Working toward maintaining an up-to-date collection as budget allows, by removing obsolete and worn materials.
1 – Does Not Meet the Standard
a. Does not seek out new and innovative programming, materials and information delivery systems through participation in library, technology and other educational and professional associations.
b. Does not inform teachers and members of the school community about new materials and equipment, promotes building-wide resource sharing of materials and services available through the library/media center.
c. Does not collaborate with other support staff such as the AVA staff member, the Network Manager, Technology and Software Specialist, and Technology Facilitator.
d. Does not oversee cataloging and processing of library materials, inventories, and promotion of items to teachers and students.
e. Does not maintain an up-to-date collection as budget allows, by removing obsolete and worn materials.
The faculty member:
Overall rating: ___ Comments:





D. Instructional Consultant
3 – Meets the Standard
a.Provides assistance to teachers when they are using information resources and equipment, acquires and assesses instructional materials for them as they incorporate library/media resources into their classroom curriculum.
b. Provides assistance to teachers as much as possible in their planning and implementing of lessons that utilize a variety of media formats and technologies to achieve curriculum objectives.
c. Provides leadership in the development of curricular linkage with goals stated in the Massachusetts Standards for School Library Media Centers in the Commonwealth and the American Library Association’s Information Literacy goals in the age appropriate instructional programs of the school.’
d. Participates in building, district, and grade-level curriculum development and assessment projects whenever possible, as related to resources in the library/media center.
e. Attends and participates in bi-monthly Library/Media Specialist meetings.
2 – Needs Improvement
a.Working toward providing assistance to teachers when they are using information resources and equipment, acquiring and assessing instructional materials for them as they incorporate library/media resources into their classroom curriculum.
b. Working toward providing assistance to teachers as much as possible in their planning and implementing of lessons that utilize a variety of media formats and technologies to achieve curriculum objectives.
c. Working toward providing leadership and developing curricular linkage with goals stated in the Massachusetts Standards for School Library Media Centers in the Commonwealth and the American Library Association’s Information Literacy goals in the age appropriate instructional programs of the school.’
d. Working toward participating in building, district, and grade-level curriculum development and assessment projects whenever possible, as related to resources in the library/media center..
e. Working toward attending and participation in bi-monthly Library/Media Specialist meetings.
1 – Does Not Meet the Standard
a. Does not provide assistance to teachers when they are using information resources and equipment, acquires and assesses instructional materials for them as they incorporate library/media resources into their classroom curriculum.
b. Does not provide assistance to teachers as much as possible in their planning and implementing of lessons that utilize a variety of media formats and technologies to achieve curriculum objectives.
c. Does not provide leadership in the development of curricular linkage with goals stated in the Massachusetts Standards for School Library Media Centers in the Commonwealth and the American Library Association’s Information Literacy goals in the age appropriate instructional programs of the school.’
d. Does not participate in building, district, and grade-level curriculum development and assessment projects whenever possible, as related to resources in the library/media center.
e. Does not attend and participates in bi-monthly Library/Media Specialist meetings.
The faculty member:
Overall rating: ___ Comments:








E. Professional Responsibilities
3 – Meets the Standard
a. Serves as program manager, providing leadership, including overseeing the management of schedules, budget and policy development and all related operations, with the expertise necessary to ensure that the library media program is an integral part of the instructional program of the school.
b. Serves as an information specialist, providing assistance and training to teachers and students in the use of appropriate print, non-print collections of materials, and technologies.
c. Serves as a teacher who provides formal and informal instruction to individual students, groups or full classes in using materials, available technologies, the library’s web page and other resources unique to the school community.
d. Serves as an instructional consultant, available for instructional planning with individual teachers and curriculum planning across grade levels as necessary.
e. Promotes reading and sharing of high quality literature through readers’ advisory, automated programs such as Accelerated Reader, classroom displays, interest, subject specific, and genre reading lists, handouts, signs, displays and exhibits of interest in support of the school’s total mission.
2 – Needs Improvement
a. Working toward serving as program manager, provide leadership, including overseeing the management of schedules, budget and policy development and all related operations, with the expertise necessary to ensure that the library media program is an integral part of the instructional program of the school.
b. Working toward serving as an information specialist, providing assistance and training to teachers and students in the use of appropriate print, non-print collections of materials, and technologies.
c. Working toward serving as a teacher who provides formal and informal instruction to individual students, groups or full classes in using materials, available technologies, the library’s web page and other resources unique to the school community.
d. Working toward serving as an instructional consultant, available for instructional planning with individual teachers and curriculum planning across grade levels as necessary.
e. Working toward promoting reading and sharing of high quality literature through readers’ advisory, automated programs such as Accelerated Reader, classroom displays, interest, subject specific, and genre reading lists, handouts, signs, displays and exhibits of interest in support of the school’s total mission.
1 – Does Not Meet the Standard
a. Does not serve as program manager, providing leadership, including overseeing the management of schedules, budget and policy development and all related operations, with the expertise necessary to ensure that the library media program is an integral part of the instructional program of the school.
b. Does not serve as an information specialist, providing assistance and training to teachers and students in the use of appropriate print, non-print collections of materials, and technologies.
c. Does not serve as a teacher who provides formal and informal instruction to individual students, groups or full classes in using materials, available technologies, the library’s web page and other resources unique to the school community.
d. Does not serve as an instructional consultant, available for instructional planning with individual teachers and curriculum planning across grade levels as necessary.
e. Does not promote reading and sharing of high quality literature through readers’ advisory, automated programs such as Accelerated Reader, classroom displays, interest, subject specific, and genre reading lists, handouts, signs, displays and exhibits of interest in support of the school’s total mission.
The faculty member:
Overall rating: _ Comments:
Evaluation Report
Librarians:
Faculty Member’s Name: School year:
School:
Subject area:

RATINGS ON INDIVIDUAL RUBRICS:
A. Planning and Preparation for learning: Meets the Standards Needs Improvement Does Not Meet Standards
B. Delivery of Instruction/ Classroom Management: Meets the Standards Needs Improvement Does Not Meet Standards
C. As Information Specialist : Meets the Standards Needs Improvement Does Not Meet Standards
D. Instructional Consultant: Meets the Standards Needs Improvement Does Not Meet Standards
E. Professional Responsibilities: Meets the Standards Needs Improvement Does Not Meet Standards

OVERALL RATING: Meets the Standards Needs Improvement Does Not Meet StandardsSTRENGTHS:
AREAS OF IMPROVEMENT:
OVERALL COMMENTS BY TEACHER:
EVALUATOR’S RECOMMENDATIONS:Professional Status Non-Professional Status Non-Professional Status Recommend for Professional StatusContract Renewal Do Not Re-Hire
Evaluator’s signature:
Date: _

Faculty Member’s signature:
_ Date: _
(The faculty member’s signature indicates that he or she has seen and discussed the evaluation; it does not necessarily denote agreement with the report.)
AGAWAM PUBLIC SCHOOLSLIBRARIANS REPORT
Self Reflection
Faculty Member Date_School

Subject /Grade LevelClass size___

Unusual Conditions


Enter the overall rating for each standard in the box and total the points.


Meets the Standards
Needs Improvement
Does Not Meet Standards

Standards





Planning and Preparation for learning




Delivery of Instruction/ Classroom Management




As Information Specialist




Instructional Consultant

General Comments
Planning and Preparation for learning

Strengths: (as evidenced by)


Concerns: (as evidenced by)
Delivery of Instruction/ Classroom Management

Strengths: (as evidenced by)


Concerns: (as evidenced by)
As Information Specialist

Strengths: (as evidenced by)


Concerns: (as evidenced by)
Instructional Consultant

Strengths: (as evidenced by)


Concerns: (as evidenced by)

Observer signature

Faculty Member Signature



A. Planning and Preparation for Learning
Self Reflection
3 – Meets the Standard
a. Instructs students in information and higher-order skills as an integral part of the orientation of the library/media center and the objectives of the school’s curriculum, based on the classroom teacher’s needs concerning unit outcomes, standards, and state assessments.
b. Attempts to co-plan/plan as much as possible, anticipating misconceptions that students are likely to have when using the library media center, and plans for how to overcome them.
c. Supports active learning while addressing all learning needs, styles, and interests.
d. Designs relevant, diverse lessons which incorporate library resources to motivate, and engage all students in active learning such as the use of technologies, equipment, online and multi-media resources, print materials, and network based applications available through the library media center or school’s network.
e. Uses room arrangement, materials, and displays to maximize student learning in the library media center.
2 – Needs Improvement
a. Working toward instructing students in information and higher-order skills as an integral part of the orientation of the library/media center and the objectives of the school’s curriculum, based on the classroom teacher’s needs concerning unit outcomes, standards, and state assessments.
b. Working toward co-planning/planning, anticipating misconceptions that students are likely to have when using the library media center, and plans for how to overcome them.
c. Working toward supporting active learning while addressing all learning needs, styles, and interests.
d. Working toward designing relevant, diverse lessons which incorporate library resources to motivate, and engage all students in active learning such as the use of technologies, equipment, online and multi-media resources, print materials, and network based applications available through the library media center or school’s network.
e. Working toward using room arrangement, materials, and displays to maximize student learning in the library media center.
1 – Does Not Meet the Standard
a. Does not instruct students in information skills higher-order skills as an integral part of the orientation of the library/media center and the objectives of the school’s curriculum, based on the classroom teacher’s needs concerning unit outcomes, standards, and state assessments.
b. Does not co-plan/plan as much as possible, anticipating misconceptions that students are likely to have when using the library media center, and plans for how to overcome them.
c. Does not supports active learning while addressing all learning needs, styles, and interests.
d. Does not design relevant, diverse lessons which incorporate library resources to motivate, and engage all students in active learning such as the use of technologies, equipment, online and multi-media resources, print materials, and network based applications available through the library media center or school’s network.
e. Does not use room arrangement, materials, and displays to maximize student learning in the library media center.
The faculty member:
Overall rating: ___ Comments:






B. Delivery of Instruction/ Classroom Management
Self Reflection
3 – Meets the Standard
a. Makes connections to prior knowledge, experience, and reading while instructing students in information skills.
b. Presents objectives clearly and explicitly, promotes appropriate conduct of students, makes connections using vivid and appropriate language, to motivate students when using resources and technology.
c. Uses questions, provides examples, and helps students develop good research habits and skills in the use of print, non-print materials, technologies and equipment.
d. Adapts lessons and units, correct misunderstandings, and teach students to be risk-takers and that through effective effort, they will attain greater success.
e. Checks for understanding as students demonstrate, summarize and internalize what they have learned in the library, as they fulfill their teacher’s objectives and apply new skills to real-life situations.
2 – Needs Improvement
a. Working toward making connections to prior knowledge, experience, and reading while instructing students in information skills.
b. Working toward presenting objectives clearly and explicitly, promotes appropriate conduct of students, makes connections using vivid and appropriate language, to motivate students when using resources and technology.
c. Working toward using questions, providing examples, helping students develop good research habits and skills in the use of print, non-print materials, technologies and equipment.
d. Working toward adapting lessons and units, correcting misunderstandings, and teaching students to be risk-takers and that through effective effort, they will attain greater success.
e. Working toward checking for understanding as students demonstrate, summarize and internalize what they have learned in the library, as they fulfill their teacher’s objectives and apply new skills to real-life situations.
1 – Does Not Meet the Standard
a. Does not make connections to prior knowledge, experience, and reading while instructing students in information skills.
b. Does not present objectives clearly and explicitly, promotes appropriate conduct of students, makes connections using vivid and appropriate language, to motivate students when using resources and technology.
c. Does not use questions, provides examples, help students develop good research habits and skills in the use of print, non-print materials, technologies and equipment.
d. Does not adapt lessons and units, correct misunderstandings, and teach students to be risk-takers and that through effective effort, they will attain greater success.
e. Does not check for understanding as students demonstrate, summarize and internalize what they have learned in the library, as they fulfill their teacher’s objectives and apply new skills to real-life situations.
The faculty member:
Overall rating: ___ Comments:







C. As Information Specialist
Self Reflection
3 – Meets the Standard
a. Seeks out new and innovative programming, materials and information delivery systems through participation in library, technology and other educational and professional associations.
b. Informs teachers and members of the school community about new materials and equipment, promotes building-wide resource sharing of materials and services available through the library/media center.
c. Collaborates with other support staff such as the AVA staff member, the Network Manager, Technology and Software Specialist, and Technology Facilitator.
d. Oversees cataloging and processing of library materials, inventories, and promotion of items to teachers and students.
e. Maintains an up-to-date collection as budget allows, by removing obsolete and worn materials.
2 – Needs Improvement
a. Working toward seeking out new and innovative programming, materials and information delivery systems through participation in library, technology and other educational and professional associations.
b. Working toward informing teachers and members of the school community about new materials and equipment, promotes building-wide resource sharing of materials and services available through the library/media center.
c. Working toward collaboration with other support staff such as the AVA staff member, the Network Manager, Technology and Software Specialist, and Technology Facilitator.
d. Working toward overseeing cataloging and processing of library materials, inventories, and promotion of items to teachers and students.
e. Working toward maintaining an up-to-date collection as budget allows, by removing obsolete and worn materials.
1 – Does Not Meet the Standard
a. Does not seek out new and innovative programming, materials and information delivery systems through participation in library, technology and other educational and professional associations.
b. Does not inform teachers and members of the school community about new materials and equipment, promotes building-wide resource sharing of materials and services available through the library/media center.
c. Does not collaborate with other support staff such as the AVA staff member, the Network Manager, Technology and Software Specialist, and Technology Facilitator.
d. Does not oversee cataloging and processing of library materials, inventories, and promotion of items to teachers and students.
e. Does not maintain an up-to-date collection as budget allows, by removing obsolete and worn materials.
The faculty member:
Overall rating: ___ Comments:









D. Instructional Consultant
Self Reflection
3 – Meets the Standard
a.Provides assistance to teachers when they are using information resources and equipment, acquires and assesses instructional materials for them as they incorporate library/media resources into their classroom curriculum.
b. Provides assistance to teachers as much as possible in their planning and implementing of lessons that utilize a variety of media formats and technologies to achieve curriculum objectives.
c. Provides leadership in the development of curricular linkage with goals stated in the Massachusetts Standards for School Library Media Centers in the Commonwealth and the American Library Association’s Information Literacy goals in the age appropriate instructional programs of the school.’
d. Participates in building, district, and grade-level curriculum development and assessment projects whenever possible, as related to resources in the library/media center.
e. Attends and participates in bi-monthly Library/Media Specialist meetings.
2 – Needs Improvement
a.Working toward providing assistance to teachers when they are using information resources and equipment, acquiring and assessing instructional materials for them as they incorporate library/media resources into their classroom curriculum.
b. Working toward providing assistance to teachers as much as possible in their planning and implementing of lessons that utilize a variety of media formats and technologies to achieve curriculum objectives.
c. Working toward providing leadership and developing curricular linkage with goals stated in the Massachusetts Standards for School Library Media Centers in the Commonwealth and the American Library Association’s Information Literacy goals in the age appropriate instructional programs of the school.’
d. Working toward participating in building, district, and grade-level curriculum development and assessment projects whenever possible, as related to resources in the library/media center..
e. Working toward attending and participation in bi-monthly Library/Media Specialist meetings.
1 – Does Not Meet the Standard
a. Does not provide assistance to teachers when they are using information resources and equipment, acquires and assesses instructional materials for them as they incorporate library/media resources into their classroom curriculum.
b. Does not provide assistance to teachers as much as possible in their planning and implementing of lessons that utilize a variety of media formats and technologies to achieve curriculum objectives.
c. Does not provide leadership in the development of curricular linkage with goals stated in the Massachusetts Standards for School Library Media Centers in the Commonwealth and the American Library Association’s Information Literacy goals in the age appropriate instructional programs of the school.’
d. Does not participate in building, district, and grade-level curriculum development and assessment projects whenever possible, as related to resources in the library/media center.
e. Does not attend and participates in bi-monthly Library/Media Specialist meetings.
The faculty member:
Overall rating: ___ Comments:








E. Professional Responsibilities
Self Reflection
3 – Meets the Standard
a. Serves as program manager, providing leadership, including overseeing the management of schedules, budget and policy development and all related operations, with the expertise necessary to ensure that the library media program is an integral part of the instructional program of the school.
b. Serves as an information specialist, providing assistance and training to teachers and students in the use of appropriate print, non-print collections of materials, and technologies.
c. Serves as a teacher who provides formal and informal instruction to individual students, groups or full classes in using materials, available technologies, the library’s web page and other resources unique to the school community.
d. Serves as an instructional consultant, available for instructional planning with individual teachers and curriculum planning across grade levels as necessary.
e. Promotes reading and sharing of high quality literature through readers’ advisory, automated programs such as Accelerated Reader, classroom displays, interest, subject specific, and genre reading lists, handouts, signs, displays and exhibits of interest in support of the school’s total mission.
2 – Needs Improvement
a. Working toward serving as program manager, provide leadership, including overseeing the management of schedules, budget and policy development and all related operations, with the expertise necessary to ensure that the library media program is an integral part of the instructional program of the school.
b. Working toward serving as an information specialist, providing assistance and training to teachers and students in the use of appropriate print, non-print collections of materials, and technologies.
c. Working toward serving as a teacher who provides formal and informal instruction to individual students, groups or full classes in using materials, available technologies, the library’s web page and other resources unique to the school community.
d. Working toward serving as an instructional consultant, available for instructional planning with individual teachers and curriculum planning across grade levels as necessary.
e. Working toward promoting reading and sharing of high quality literature through readers’ advisory, automated programs such as Accelerated Reader, classroom displays, interest, subject specific, and genre reading lists, handouts, signs, displays and exhibits of interest in support of the school’s total mission.
1 – Does Not Meet the Standard
a. Does not serve as program manager, providing leadership, including overseeing the management of schedules, budget and policy development and all related operations, with the expertise necessary to ensure that the library media program is an integral part of the instructional program of the school.
b. Does not serve as an information specialist, providing assistance and training to teachers and students in the use of appropriate print, non-print collections of materials, and technologies.
c. Does not serve as a teacher who provides formal and informal instruction to individual students, groups or full classes in using materials, available technologies, the library’s web page and other resources unique to the school community.
d. Does not serve as an instructional consultant, available for instructional planning with individual teachers and curriculum planning across grade levels as necessary.
e. Does not promote reading and sharing of high quality literature through readers’ advisory, automated programs such as Accelerated Reader, classroom displays, interest, subject specific, and genre reading lists, handouts, signs, displays and exhibits of interest in support of the school’s total mission.
The faculty member:
Overall rating: _ Comments:
Self Refection Report
Librarians:
Faculty Member’s Name: School year:
School:
Subject area:

RATINGS ON INDIVIDUAL RUBRICS:
A. Planning and Preparation for learning: Meets the Standards Needs Improvement Does Not Meet Standards
B. Delivery of Instruction/ Classroom Management: Meets the Standards Needs Improvement Does Not Meet Standards
C. As Information Specialist : Meets the Standards Needs Improvement Does Not Meet Standards
D. Instructional Consultant: Meets the Standards Needs Improvement Does Not Meet Standards
E. Professional Responsibilities: Meets the Standards Needs Improvement Does Not Meet Standards

OVERALL RATING: Meets the Standards Needs Improvement Does Not Meet StandardsSTRENGTHS:
AREAS OF IMPROVEMENT:
OVERALL COMMENTS BY TEACHER:
EVALUATOR’S RECOMMENDATIONS:Professional Status Non-Professional Status Non-Professional Status Recommend for Professional StatusContract Renewal Do Not Re-Hire
Evaluator’s signature:
Date: _

Faculty Member’s signature:
_ Date: _
(The faculty member’s signature indicates that he or she has seen and discussed the evaluation; it does not necessarily denote agreement with the report.)
AGAWAM PUBLIC SCHOOLSSCHOOL COUNSELOR/SCHOOL ADJUSTMENT COUNSELOR/SCHOOL SOCIAL WORKER REPORT

Faculty Member Date_School

Subject /Grade LevelClass size___

Unusual Conditions

Enter the overall rating for each standard in the box and total the points.


Meets the Standards
Needs Improvement
Does Not Meet Standards

Standards





Delivery of Counseling Curriculum




Individual Planning and Responsive Services




Program Assessment and Accountability




System Support and Management System

General Comments
Delivery of Counseling Curriculum

Strengths: (as evidenced by)


Concerns: (as evidenced by)
Individual Planning and Responsive Services

Strengths: (as evidenced by)


Concerns: (as evidenced by)

Program Assessment and Accountability

Strengths: (as evidenced by)


Concerns: (as evidenced by)
System Support and Management System

Strengths: (as evidenced by)


Concerns: (as evidenced by)

Observer signature

Faculty Member Signature


A. Delivery of Counseling Curriculum
3 – Meets the Standard
a. Consistently plans, designs and implements a developmental counseling program that reaches all students through the use of effective instructional skills and careful planning of structured group activities.
b. Organizes counseling lessons based on student needs, establishes a classroom environment that encourages learning and uses effective instructional strategies that support student mastery of ASCA/MASCA competencies.
c. Most of the school counselor’s program goals are clear and reflect individual student needs, and the service delivery has a clearly defined structure and allows for differentiation.
d. Counseling activities and materials are appropriate to students, are designed to make content and concepts relevant and to engage most students in appropriate decision making. Activities are sequenced within individual lessons.
e. Monitors or adjusts established strategies, materials and/or instruments to meet the changing needs of the student.
2 – Needs Improvement
a. Attempts to plan, design and implement a developmental counseling program that reaches all students through the uses of effective instructional skills and careful planning of structured group activities.
b. Inconsistent in organizing counseling lessons, little evidence of the use of instructional strategies and consequently poor student mastery of ASCA/MASCA competencies occurs.
c. Some of the school counselor’s program goals are clear and reflect individual student needs, and the service delivery has an unclear structure.
d. Counseling activities and materials are partially appropriate to students and engage some students in appropriate decision making. Some activities are sequenced within individual lessons.
e. Has difficulty monitoring or adjusting established strategies, materials and/or instruments to meet the changing needs of the students.
1 – Does Not Meet the Standard
a. Inadequately plans, designs and implements a developmental guidance program that reaches all students, does not consistently use effective instructional skills and/or carefully plan structured group activities.
b. Seldom organizes counseling lessons that support mastery of ASCA/MASCA competencies.
c. Program goal’s are not clear and do not reflect individual student needs, and the service delivery has an unclear structure.
d. Counseling activities and materials are not appropriate to students and do not engage students in appropriate decision making. Activities are not logically sequenced within individual lessons.
e. Fails to monitor or adjust established strategies, materials and/or instruments to meet the changing needs of the student.
The faculty member:
Overall rating: ___ Comments:




B. Individual Planning and Responsive Services
3 – Meets the Standard
a. Effectively assists students and their parents in the individual student planning of personal, academic and career goals.
b. Routinely implements responsive student services through the effective use of individual and small group counseling, consultation and referrals.
c. Effectively counsels individual students and small groups of students based on identified needs, using developmentally appropriate theories and techniques.
d. Assists students in determining their abilities, achievements, interests and goals and involves teachers, other professionals and parents to participate in student educational and career planning.
e.Consistently and effectively provides a comprehensive and balanced program to all students.
2 – Needs Improvement
a. Adequately assists students and their parents in the individual student planning of personal, academic and career goals.
b. Inconsistently provides responsive student services through the use of individual and small group counseling, consultation and referrals.
c. Counsels individual students and small groups occasionally using a limited number of techniques.
d. Is inconsistent in assisting students in determining their abilities, achievements, interests and goals.
e. Is inconsistent in providing a comprehensive and balanced counseling program.
1 – Does Not Meet the Standard
a. Rarely assists students and their parents in the individual student planning of personal, academic and career goals.
b. Ineffectively provides responsive student services through ineffective use of individual and small group counseling, consultation and referrals.
c. Fails to counsel individual students with identified needs and concerns.
d. Fails to assist students in determining their abilities, achievements, interests and goals.
e. Fails to provide a comprehensive and balanced counseling program.
The faculty member:
Overall rating: ___ Comments:












C. Program Assessment and Accountability
3 – Meets the Standard
a. Regularly uses and accurately interprets a variety of data to evaluate and guide program direction and emphasis.
b. Often collects data and integrates assessment results to influence planning and interventions available in the school and for students.
c. Interprets data and presents information accurately and appropriately, using data in an ethical, confidential manner.
d. Regularly uses and accurately interprets a variety of assessments to evaluate and monitor student needs.
e. Adequately and appropriately communicates assessment results (records of student data) to a variety of audiences (parents, students, staff and community) in a useful, sensitive and culturally appropriate way.
2 – Needs Improvement
a. Sometimes uses and accurately interprets a variety of data to evaluate and guide program direction and emphasis.
b. Attempts to collect data and integrates assessment results to influence planning and interventions.
c. Inconsistently and poorly interprets data and information.
d. Sometimes uses and accurately interprets a variety of assessments to evaluate and monitor student needs.
e. Inconsistently communicates assessment results (records of student data) to a variety of audiences (parents, students, staff and community) in a useful, sensitive and culturally appropriate way.
1 – Does Not Meet the Standard
a. Rarely uses and accurately interprets a variety of data to evaluate and guide program direction and emphasis.
b. Shows minimal effort to collect data and integrate assessment results to influence planning and interventions.
c. Does not interpret data or present information accurately and appropriately.
d. Rarely uses and accurately interprets a variety of assessments to evaluate and monitor student needs.
e. Poorly communicates assessment results (records of student data) to parents, students, staff and community.)
The faculty member:
Overall rating: ___ Comments:








D. System Support and Management System
3 – Meets the Standard
a. Regularly collaborates with other support staff to develop appropriate interventions and services.
b. Collaborates with or assists teachers in developing and/or teaching counseling lessons effectively, provides teachers with related counseling program materials.
c. Frequently implements and updates system support by initiating and supporting professional development, consultation, collaboration and teaming with staff, parents/guardians and community members.
d. Consistently discusses the counseling department management system (use of calendars, use of data, action plans) with school administrator(s) to ensure agreement of counseling responsibilities and results to be obtained during the school year.
e. Consistently implements and distributes a yearly calendar of counseling services which reflects a balance in the four areas of the delivery system as outlined by ASCA/MASCA.
2 – Needs Improvement
a. Intermittently collaborates with other support staff to develop appropriate interventions and services.
b. Is inconsistent in his/her collaboration with teachers in the development and teaching of counseling lessons.
c. Occasionally implements and updates system support by initiating and supporting professional development, consultation, collaboration and teaming with staff, parents/guardians and community members.
d. Occasionally discusses the counseling department management system (use of calendars, use of data, action plans) with school administrator(s) to ensure agreement of counseling responsibilities and results to be obtained during the school year.
e. Occasionally implements and distributes a yearly calendar of counseling services which reflects a balance in the four areas of the delivery system as outlined by ASCA/MASCA.
1 – Does Not Meet the Standard
a. Rarely collaborates with other support staff to develop appropriate interventions and services.
b. Fails to encourage staff to become involved in the teaching of counseling lessons.
c. Fails to implement and update system support by initiating and supporting professional development, consultation, collaboration and teaming with staff, parents/guardians and community members.
d. Does not discuss the counseling department management system (use of calendars, use of data, action plans) with school administrator(s) to ensure agreement of counseling responsibilities and results to be obtained during the school year.
e. Does not implement and/or distribute a yearly calendar of counseling services which reflects a balance in the four areas of the delivery system as outlined by system as outlined by ASCA/ MASCA.
The faculty member:
Overall rating: _ Comments:

E. Professional Responsibility and Ethical Practice
3 – Meets the Standard
a. Consistently participates in professional growth activities.
b. Regularly displays professional and responsible work habits in carrying out counseling program responsibilities.
c. Regularly adheres to the profession’s ethical standards, district policies and legal guidelines and conducts professional activities in compliance with applicable laws and policies.
d. Upholds high standards of competency and integrity, and practices with the relevant Code of Ethics and other standards for their discipline(s).
e. Practices within his/her skill limit and obtains assistance as needed.
2 – Needs Improvement
a. Inconsistently voluntarily participates in professional growth activities.
b. Is inconsistent in displaying professional and responsible work habits in carrying out counseling program responsibilities.
c. Is inconsistent in following the profession’s ethical standards, district policies and/or legal guidelines and makes occasional procedural errors that result in no harm to students or the district.
d. Meets basic requirements for competency and does not make misleading statements, avoids problems of professional ethics.
e. Does not practice up to the limit of his/her skill.
1 – Does Not Meet the Standard
a. Seldom voluntarily participates in professional growth activities.
b. Seldom displays professional and responsible work habits in carrying out counseling program responsibilities.
c. Seldom follows the profession’s ethical standards, district policies and/or legal guidelines and makes at least one procedural error that potentially could result in harm to a student or the district.
d. Is not competent or makes misleading statements, transgresses important ethical principles.
e. Exhibits diminished levels of skill.
The faculty member:
Overall rating: _ Comments:














Evaluation Report
School Counselor/School Adjustment Counselor/School Social Worker

Faculty Member’s Name: School year:
School: Subject area:

RATINGS ON INDIVIDUAL RUBRICS:
A.Delivery of CounselingCurriculum: Meets the Standards Needs Improvement Does Not Meet Standards
B. Individual Planning and Responsive Services: Meets the Standards Needs Improvement Does Not Meet Standards
C. Assessment and Accountability: Meets the Standards Needs Improvement Does Not Meet Standards
D. System Support and Management System: Meets the Standards Needs Improvement Does Not Meet Standards
E. Professional Responsibility: Meets the Standards Needs Improvement Does Not Meet Standards

OVERALL RATING: Meets the Standards Needs Improvement Does Not Meet Standards
STRENGTHS:

AREAS OF IMPROVEMENT:

OVERALL COMMENTS BY TEACHER:
EVALUATOR’S RECOMMENDATIONS:
Professional Status Non-Professional Status Non-Professional Status Recommend for Professional Status
Contract Renewal Do Not Re-Hire

Evaluator’s signature: Date: _

Faculty Member’s signature: _ Date: _
(The faculty member’s signature indicates that he or she has seen and discussed the evaluation; it does not necessarily denote agreement with the report.)

AGAWAM PUBLIC SCHOOLS
SCHOOL COUNSELOR/SCHOOL ADJUSTMENT COUNSELOR/SCHOOL SOCIAL WORKER REPORT
Self Reflection

Faculty Member Date_School

Subject /Grade LevelClass size_

Unusual Conditions

Enter the overall rating for each standard in the box and total the points.


Meets the Standards
Needs Improvement
Does Not Meet Standards

Standards





Delivery of Counseling Curriculum




Individual Planning and Responsive Services




Program Assessment and Accountability




System Support and Management System

General Comments
Delivery of Counseling Curriculum

Strengths: (as evidenced by)


Concerns: (as evidenced by)
Individual Planning and Responsive Services

Strengths: (as evidenced by)


Concerns: (as evidenced by)

Program Assessment and Accountability

Strengths: (as evidenced by)


Concerns: (as evidenced by)
System Support and Management System

Strengths: (as evidenced by)


Concerns: (as evidenced by)

Observer signature

Faculty Member Signature


A. Delivery of Counseling Curriculum
Self Reflection
3 – Meets the Standard
a. Consistently plans, designs and implements a developmental counseling program that reaches all students through the use of effective instructional skills and careful planning of structured group activities.
b. Organizes counseling lessons based on student needs, establishes a classroom environment that encourages learning and uses effective instructional strategies that support student mastery of ASCA/MASCA competencies.
c. Most of the school counselor’s program goals are clear and reflect individual student needs, and the service delivery has a clearly defined structure and allows for differentiation.
d. Counseling activities and materials are appropriate to students, are designed to make content and concepts relevant and to engage most students in appropriate decision making. Activities are sequenced within individual lessons.
e. Monitors or adjusts established strategies, materials and/or instruments to meet the changing needs of the student.
2 – Needs Improvement
a. Attempts to plan, design and implement a developmental counseling program that reaches all students through the uses of effective instructional skills and careful planning of structured group activities.
b. Inconsistent in organizing counseling lessons, little evidence of the use of instructional strategies and consequently poor student mastery of ASCA/MASCA competencies occurs.
c. Some of the school counselor’s program goals are clear and reflect individual student needs, and the service delivery has an unclear structure.
d. Counseling activities and materials are partially appropriate to students and engage some students in appropriate decision making. Some activities are sequenced within individual lessons.
e. Has difficulty monitoring or adjusting established strategies, materials and/or instruments to meet the changing needs of the students.
1 – Does Not Meet the Standard
a. Inadequately plans, designs and implements a developmental guidance program that reaches all students, does not consistently use effective instructional skills and/or carefully plan structured group activities.
b. Seldom organizes counseling lessons that support mastery of ASCA/MASCA competencies.
c. Program goal’s are not clear and do not reflect individual student needs, and the service delivery has an unclear structure.
d. Counseling activities and materials are not appropriate to students and do not engage students in appropriate decision making. Activities are not logically sequenced within individual lessons.
e. Fails to monitor or adjust established strategies, materials and/or instruments to meet the changing needs of the student.
The faculty member:
Overall rating: ___ Comments:




B. Individual Planning and Responsive Services
Self Reflection
3 – Meets the Standard
a. Effectively assists students and their parents in the individual student planning of personal, academic and career goals.
b. Routinely implements responsive student services through the effective use of individual and small group counseling, consultation and referrals.
c. Effectively counsels individual students and small groups of students based on identified needs, using developmentally appropriate theories and techniques.
d. Assists students in determining their abilities, achievements, interests and goals and involves teachers, other professionals and parents to participate in student educational and career planning.
e.Consistently and effectively provides a comprehensive and balanced program to all students.
2 – Needs Improvement
a. Adequately assists students and their parents in the individual student planning of personal, academic and career goals.
b. Inconsistently provides responsive student services through the use of individual and small group counseling, consultation and referrals.
c. Counsels individual students and small groups occasionally using a limited number of techniques.
d. Is inconsistent in assisting students in determining their abilities, achievements, interests and goals.
e. Is inconsistent in providing a comprehensive and balanced counseling program.
1 – Does Not Meet the Standard
a. Rarely assists students and their parents in the individual student planning of personal, academic and career goals.
b. Ineffectively provides responsive student services through ineffective use of individual and small group counseling, consultation and referrals.
c. Fails to counsel individual students with identified needs and concerns.
d. Fails to assist students in determining their abilities, achievements, interests and goals.
e. Fails to provide a comprehensive and balanced counseling program.
The faculty member:
Overall rating: ___ Comments:












C. Program Assessment and Accountability
Self Reflection
3 – Meets the Standard
a. Regularly uses and accurately interprets a variety of data to evaluate and guide program direction and emphasis.
b. Often collects data and integrates assessment results to influence planning and interventions available in the school and for students.
c. Interprets data and presents information accurately and appropriately, using data in an ethical, confidential manner.
d. Regularly uses and accurately interprets a variety of assessments to evaluate and monitor student needs.
e. Adequately and appropriately communicates assessment results (records of student data) to a variety of audiences (parents, students, staff and community) in a useful, sensitive and culturally appropriate way.
2 – Needs Improvement
a. Sometimes uses and accurately interprets a variety of data to evaluate and guide program direction and emphasis.
b. Attempts to collect data and integrates assessment results to influence planning and interventions.
c. Inconsistently and poorly interprets data and information.
d. Sometimes uses and accurately interprets a variety of assessments to evaluate and monitor student needs.
e. Inconsistently communicates assessment results (records of student data) to a variety of audiences (parents, students, staff and community) in a useful, sensitive and culturally appropriate way.
1 – Does Not Meet the Standard
a. Rarely uses and accurately interprets a variety of data to evaluate and guide program direction and emphasis.
b. Shows minimal effort to collect data and integrate assessment results to influence planning and interventions.
c. Does not interpret data or present information accurately and appropriately.
d. Rarely uses and accurately interprets a variety of assessments to evaluate and monitor student needs.
e. Poorly communicates assessment results (records of student data) to parents, students, staff and community.)
The faculty member:
Overall rating: ___ Comments:








D. System Support and Management System
Self Reflection
3 – Meets the Standard
a. Regularly collaborates with other support staff to develop appropriate interventions and services.
b. Collaborates with or assists teachers in developing and/or teaching counseling lessons effectively, provides teachers with related counseling program materials.
c. Frequently implements and updates system support by initiating and supporting professional development, consultation, collaboration and teaming with staff, parents/guardians and community members.
d. Consistently discusses the counseling department management system (use of calendars, use of data, action plans) with school administrator(s) to ensure agreement of counseling responsibilities and results to be obtained during the school year.
e. Consistently implements and distributes a yearly calendar of counseling services which reflects a balance in the four areas of the delivery system as outlined by ASCA/MASCA.
2 – Needs Improvement
a. Intermittently collaborates with other support staff to develop appropriate interventions and services.
b. Is inconsistent in his/her collaboration with teachers in the development and teaching of counseling lessons.
c. Occasionally implements and updates system support by initiating and supporting professional development, consultation, collaboration and teaming with staff, parents/guardians and community members.
d. Occasionally discusses the counseling department management system (use of calendars, use of data, action plans) with school administrator(s) to ensure agreement of counseling responsibilities and results to be obtained during the school year.
e. Occasionally implements and distributes a yearly calendar of counseling services which reflects a balance in the four areas of the delivery system as outlined by ASCA/MASCA.
1 – Does Not Meet the Standard
a. Rarely collaborates with other support staff to develop appropriate interventions and services.
b. Fails to encourage staff to become involved in the teaching of counseling lessons.
c. Fails to implement and update system support by initiating and supporting professional development, consultation, collaboration and teaming with staff, parents/guardians and community members.
d. Does not discuss the counseling department management system (use of calendars, use of data, action plans) with school administrator(s) to ensure agreement of counseling responsibilities and results to be obtained during the school year.
e. Does not implement and/or distribute a yearly calendar of counseling services which reflects a balance in the four areas of the delivery system as outlined by system as outlined by ASCA/ MASCA.
The faculty member:
Overall rating: ___ Comments:

  1. Professional Responsibility and Ethical Practice
Self Reflection
3 – Meets the Standard
a. Consistently participates in professional growth activities.
b. Regularly displays professional and responsible work habits in carrying out counseling program responsibilities.
c. Regularly adheres to the profession’s ethical standards, district policies and legal guidelines and conducts professional activities in compliance with applicable laws and policies.
d. Upholds high standards of competency and integrity, and practices with the relevant Code of Ethics and other standards for their discipline(s).
e. Practices within his/her skill limit and obtains assistance as needed.
2 – Needs Improvement
a. Inconsistently voluntarily participates in professional growth activities.
b. Is inconsistent in displaying professional and responsible work habits in carrying out counseling program responsibilities.
c. Is inconsistent in following the profession’s ethical standards, district policies and/or legal guidelines and makes occasional procedural errors that result in no harm to students or the district.
d. Meets basic requirements for competency and does not make misleading statements, avoids problems of professional ethics.
e. Does not practice up to the limit of his/her skill.
1 – Does Not Meet the Standard
a. Seldom voluntarily participates in professional growth activities.
b. Seldom displays professional and responsible work habits in carrying out counseling program responsibilities.
c. Seldom follows the profession’s ethical standards, district policies and/or legal guidelines and makes at least one procedural error that potentially could result in harm to a student or the district.
d. Is not competent or makes misleading statements, transgresses important ethical principles.
e. Exhibits diminished levels of skill.
The faculty member:
Overall rating: _ Comments:














Self Reflection Report
School Counselor/School Adjustment Counselor/School Social Worker

Faculty Member’s Name: School year:
School:
Subject area:

RATINGS ON INDIVIDUAL RUBRICS:A.
Delivery of CounselingCurriculum: Meets the Standards Needs Improvement Does Not Meet Standards
B.
Individual Planning and Responsive Services: Meets the Standards Needs Improvement Does Not Meet Standards
C.
Assessment and Accountability: Meets the Standards Needs Improvement Does Not Meet Standards
D.
System Support and Management System: Meets the Standards Needs Improvement Does Not Meet Standards
E.
Professional Responsibility: Meets the Standards Needs Improvement Does Not Meet Standards

OVERALL RATING: Meets the Standards Needs Improvement Does Not Meet StandardsSTRENGTHS:
AREAS OF IMPROVEMENT:
OVERALL COMMENTS BY TEACHER:EVALUATOR’S RECOMMENDATIONS:Professional Status Non-Professional Status Non-Professional Status Recommend for Professional StatusContract Renewal Do Not Re-Hire
Evaluator’s signature:
Date: _

Faculty Member’s signature:
_ Date: _
(The faculty member’s signature indicates that he or she has seen and discussed the evaluation; it does not necessarily denote agreement with the report.)










SMART GOALS FOR SCHOOL DISTRICTS


E.W.Costa II, Ed.D.
1. SMART GOALS for School Districts
Preface:
The purpose of setting goals allows a school district and individual schools to have greater control over the immediate and long-term future of the organization. When an organization knows what it wants or needs to achieve, it is necessary to plan the steps that will enable success. Goal setting skills can be applied to everything your school district wants to accomplish.
SMART Goals acronym:
SMART is used to identify the specific criterion used to develop robust goals for a school district. By using this acronym construct, an organization will ensure the specificity, accountability and optimal chances for success. The criterion is as follows:
S = Specific and Strategic
M = Measurable and Monitored
A = Action Oriented and Agreed Upon
R = Realistic and Results Oriented
T= Timed and Tracked
WHY:__ School and district accountability is at an all-time high. Never before has the local community, state departments and federal government required so much of school organizations. Studies have shown that organizations that set goals perform better and achieve more. Additionally, organizations share in a synergy when all members of the organization are in sync with the goals everyone is working on and moving toward school improvement, success, and accomplishment.
HOW: Constructing SMART goals is a deliberate and sequential process. In order to create SMART goals, information pertaining to each part of the goal is offered below.
S = Specific and Strategic
Goals must be straightforward, clearly written, and emphasize what you want to happen. Specific language helps organizations to focus efforts and clearly define what the school is going to do. Specifics include WHAT the goal is, WHAT your school wants to achieve, and WHAT it will look like when all are successful.
The word strategic comes from the military. Although we are not in a war, we begin with the end result in mind, and we expect a successful outcome and victory with this goal. The term strategic indicates that all resources are focused by the school to make this goal a reality. Strategic also means that the goal is in line with the direction of the entire district goals and strategic plan. Strategic goals take you from where you are to where you want to be.
M = Measurable and Monitored
If you can’t measure it, you can’t manage it. The entire goal is a measure for improvement. If the goal is accomplished, there is success. Goals are typically measured in action steps, which are smaller increments leading to the overall measure and success of the goal. Remember, when you measure your progress, you stay on track!
E.W.Costa II, Ed.D.
2
Measures of the goal include WHO is assessing the ongoing progress of the goal, and HOW the goal will be measured. The specifics of identified measurements and criteria to be taken, both intermittently and at the conclusion of the goal time period, must be stated clearly so that a final determination for the goal can be given. Action steps are built into the ongoing measure of the goal so that resources deployed during the goal timeline are monitored for effectiveness. The point of setting measurable goals is making sure that you can tell whether you are making progress or whether you need to adjust what you are doing.
Monitored progress of the goal should be noticeable and measured prior to the conclusion of the goal. If not, goals can be ruined due to the lack on proper monitoring during the stated timeline for the process. Intermittent indicators of success and assessments should be discussed and noted in the goal as part of the monitoring process.
A = Action Oriented and Agreed Upon
A goal needs to stretch the organization toward improvement, but not be out of reach. Goal statements need to have action verbs. The goal states "who" is doing "what". School improvement is an action process. Make your goals come alive by defining what is going to happen and when it will happen. Action steps come alive with action language. The more detailed the action steps, the more engaged the staff will become. The more engaged the staff becomes, the more success everyone achieves- especially the students. Remember the word TEAMS means together everyone achieves more success!
Agree as a total staff on your goals and action steps. Build time into the work schedule to have rigorous discussions on how to write, deploy and achieve your goals. People must feel included, engaged, and responsible for the total team success of the goal.
R = Realistic and Results Oriented
Goals must be realistic. Rome wasn’t built in a day, so be realistic as to the progress you can make in one year. However, being realistic is not an excuse for minimal school improvement. Realistic is not a synonym for easy. Realistic goal setting takes everything into context for the specific year. SMART goals should be viewed as continuous school improvement- “raising the bar” from the previous year’s accomplishments. Student readiness, staffing issues, school budgets and more all are considered. Notwithstanding the above, school improvement is a state of mind, a culture of being, and not one of excuses. Realistic simply means that the goal is do-able if all existing resources are focused and concentrated. A realistic goal will push the skills of the students and staff, but not break them. The learning curve of a realistic goal is a curve, and not a vertical slope. Goals set too high will discourage your school while goals set too low will not challenge your students and staff toward improvement. Success breeds success. Realistic, but worthy of stretching the organization toward improvement, is where great schools differ from good schools and all others.
Results oriented goals beg for data. To show results, you must be able to demonstrate improvement. To do so, you must have pre-goal data, intermittent indicator data, assessment data, and post-goal data. Teachers and staff play an important role in assessment data. Remember, results = data, data, and data.
T = Timed and Tracked
Set timelines and timed indicators for your goals. Calendar words like “in one month, two months, etc” are very important in SMART goals. Establish a clear calendar end date for your goal. In doing so, this gives you and your school a clear target to work towards. If you don’t set a time, the goal is too vague. The goal will not happen because your staff will feel they can start at any time. Without a time limit, there is no urgency to start taking action now.
Tracking your goals shows progress. It also requires SMART goal monitoring so that you can document the progress. Track your goals on paper. The process of documenting the goals for all to see serves as both a reminder and encouragement for achieving the goal. Additionally, deadlines for goals can be flexible. Based upon frequent monitoring and tracking your goals, you may find that your goal is accomplished prior to the stated deadline.
E.W.Costa II, Ed.D.
3
Conversely, based upon monitoring and tracking your goal, you may find that you need a bit more time in order to complete your goal. This is why all school improvement goals should not be uniformly based upon a school calendar year. SMART goals start with the end in mind. Plan your work, and then work your plan!
Thomas Monson once wrote “when performance is measured, performance improves. When performance is measured and reported back, the rate of improvement accelerates.”
Commit to making SMART goals for school-wide and district-wide improvement and start working toward them today.
Edward W. Costa II, Ed.D.
Superintendent
Lenox Public Schools
Please see attached SMART GOALS template.


Form 1: Tracking Sheet
Evaluator completes; updates on a regular basis. Form may be shared with educator.
Same form for all educators
Section 1: Evaluation Cycle
  • Self-assessment, goal-setting, and plan setting may all occur on the same date.
Section 2: Observations and Examination of Evidence
  • Educator is not required to initial entries.
Form 2: Self-Assessment
Educator completes at beginning of cycle; both sign and keep copy.
Same form for all educators
Section 1: Analysis of Evidence
  • Educator uses available data and information for current/incoming students to complete.
Section 2: Assessment of Practice
  • Educator uses appropriate performance Rubric and past student data to complete.
Section 3: Goal Proposal
  • Educator includes goals for any team or department of which educator is a member.
Form 3: Plan Development
Evaluator completes at beginning of cycle; both sign and keep copy.
Same form for all educators
Section 1: Educator Plan
  • Determined by previous evaluation rating (and/or district transition plan for educator evaluation).
Section 2: Educator Goals
  • May differ from goals on self-assessment; evaluator has final approval.
Section 3: Planned Activities
  • Agreed upon plan of action for educator to achieve goals, including support and/or resources.
  • Form provides an optional section for notes or comments.
Form 4: Record of Evidence
Evaluator maintains. Can be regularly shared with educator.
Differentiated form by role
Section 1: Rubric Outline
  • Evaluator uses to cite Standards, Indicators, and Sub-Indicators.
  • Evaluator reviews the full rubric as evidence is collected.
Section 2: Recording Evidence
  • Evaluator adds pages throughout the cycle to create ongoing record of evidence.
Form 5: Formative or Summative Review
Evaluator completes at least mid-cycle and end of cycle; Educator is given a copy.
Same form for all educators
Section 1: Step in Evaluation Cycle
  • Formative Assessment typically occurs mid-cycle although it may happen multiple times
  • Formative Evaluation applies only to 2-Year Self-Directed Growth Plan; typically occurs at end of the first year.
Section 2: Progress Toward Goals
  • Provide brief rationale for determination, and specific sources of evidence. Add additional pages if needed.
Section 3: Rating on Each Standard
  • Provide brief rationale for determination, and specific sources of evidence. Add additional pages if needed.
Section 4: Overall Performance Rating
  • Based on evaluator's professional judgment, performance, and attainment of goals, supported by evidence.
Section 5: Plan Moving Forward
  • Details of plan will be outlined in new Form 3.
Sections 6 & 7: Additional Evaluator Notes/Educator Response - Optional
  • Space to elaborate on rationale or evidence for ratings or other comments.
  • Educator has the choice to respond in writing to the summative evaluation.

Page 1 of 1 DRAFT ESE Ed Eval_Model System_Form Guide_8.29.11

Please send questions and/or suggested revisions to EducatorEvaluation@doe.mass.edu by Nov. 1, 2011