SPECIAL EDUCATION by maclaren1

VIEWS: 49 PAGES: 7

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                                                         SPECIAL EDUCATION
                                             Rubrics for Enhancing Professional Practice
                                                  TEACHER: SPECIAL EDUCATION
                DOMAINS: #1                 COMPREHENSIVE EVALUATION AND IEP DEVELOPMENT

       ELEMENT               UNSATISFACTORY                              BASIC                       PROFICIENT                  DISTINGUISHED
1a: Demonstrating            Teacher displays little          Teacher displays basic           Teacher displays a more in-     Teacher discusses, questions,
Knowledge of Content         understanding of the intent of   understanding of the intent of   depth understanding of the      analyzes, teaches, and
and Pedagogy of              Special Education and/or         Special Education and/or         intent of Special Education     explains the intent of Special
Instruction for Students     State, and Federal regulations   State, and Federal regulations   and/or State, and Federal       Education and/or State, and
                             and policies/District            and policies/District            regulations and                 Federal regulations and
with Disabilities,
                             Procedures.                      Procedures.                      policies/District Procedures.   policies/District Procedures.
including knowledge of                                                                                                         The information is presented
and compliance with                                                                                                            in a knowledgeable,
Federal and State                                                                                                              meaningful, and sensitive
Regulations and District                                                                                                       manner. Teacher is reflective
Policies.                                                                                                                      on her/his performance and
                                                                                                                               shares ideas with colleagues.
1b: Demonstrating            Teacher displays little          Teacher displays basic           Teacher displays a more in      Teacher discusses, questions,
Knowledge of                 understanding of student         understanding of the             depth understanding of the      analyzes, teaches, and
Characteristics of           characteristics related to       characteristics related to       characteristics related to      explains the characteristics
Students with                specific disability areas.       specific disability areas.       specific disability areas and   related to specific disability
                                                                                               the effects of disability on    areas and the effects of
Exceptionalities
                                                                                               student learning.               disability on student learning.
                                                                                                                               The information is presented
                                                                                                                               in a knowledgeable,
                                                                                                                               meaningful, and sensitive
                                                                                                                               manner. Teacher is reflective
                                                                                                                               on her/his performance and
                                                                                                                               shares ideas with colleagues.




Teacher: Special Education
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1c: ASSESSMENT and           Teacher displays little ability   Teacher displays basic ability   Teacher displays a more in         Teacher discusses, questions,
EVALUATION of Student        to effectively and ethically      to effectively and ethically     depth ability to effectively and   analyzes, teaches, and
Performance                  select, use and interpret a       select, use and interpret a      ethically interpret a variety of   explains how to effectively
                             variety of standardized and       variety of standardized and      standardized and                   and ethically select, use and
                             non-standardized assessment       non-standardized assessment      nonstandardized assessment         interpret and analyze the
                             tools.                            tools.                           tools including exceptionality     implications of student
                                                                                                specific assessment                performance from a variety of
                                                                                                instruments.                       standardized and non-
                                                                                                                                   standardized assessment
                                                                                                                                   tools and exceptionality-
                                                                                                                                   specific assessment
                                                                                                                                   instruments.
1d: Communicates             Teacher provides minimal          Teacher adheres to the           Teacher communicates with          Teacher provides information
information regarding        information to parents and        procedures for communicating     parents about eligibility,         to parents about eligibility,
eligibility, program,        does not respond or responds      to parents. Responses to         program policy, and                program policy and
policy and procedures        insensitively to parent           parent concerns are minimal.     procedures and provides time       procedures. Response to
                             concerns about eligibility,                                        to respond to parent               parent concerns is handled
                             program policy and                                                 concerns.                          with great sensitivity and
                             procedures.                                                                                           ensures parent
                                                                                                                                   understanding.
1e: Applies an               Teacher displays little ability   Teacher displays basic ability   Teacher is skillful in             Teacher consistently seeks
interdisciplinary            to collaborate with parents,      to collaborate with parents,     collaborating with parents,        resources which benefit
approach to evaluation       colleagues and other              colleagues and other             colleagues and other               Special Education students
and IEP development.         individuals representing a        individuals representing a       individuals representing a         and collaborates effectively
                             wide variety of                   wide variety of                  wide variety of                    with parents, colleagues and
                             agencies/interests in             agencies/interests in            agencies/interests in              other Individuals representing
                             developing evaluations and        developing evaluations and       developing evaluations and         a wide variety of
                             IEPs.                             IEPs.                            IEPs.                              agencies/interests in
                                                                                                                                   developing evaluations and
                                                                                                                                   IEPs. She/he is analytical and
                                                                                                                                   reflective of the input from
                                                                                                                                   these disciplines in program
                                                                                                                                   planning for individual
                                                                                                                                   students.
1f: Demonstrates the use     Goals are not valuable, not       Goals are moderately             Not only are the goals             The goals reflect high
of multiple resources in     aligned to general education,     valuable, somewhat aligned to    valuable, but also teachable,      performance expectations for
the development of IEPs      nonspecific, not measurable       general education, teachable,    and measurable, and teacher        the student, yield clear and
[e.g. Standards].            and represent low                 somewhat measurable in           can also clearly articulate how    consistent evaluation data and
                             expectations and                  either their expectations or     goals establish high               can demonstrate proficiency
                             understanding of individual       conceptual understanding for     expectations and relate to         of student performance as it
                             student’s performance.            students and in importance of    EALRs and GLEs and                 relates to state standards and
                                                               learning.                        student’s performance gains        Federal and State Special
                                                                                                can be measured.                   Education regulations.

Teacher: Special Education
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                               DOMAINS: #2                       COLLABORATIVE CONSULTATION

       ELEMENT               UNSATISFACTORY                               BASIC                         PROFICIENT                       DISTINGUISHED
2a: Collaborates with        Teacher displays little ability    Teacher displays basic ability     Teacher is skillful in             Teacher is skillful and
students, parents,           to collaborate with students,      to collaborate with students,      collaborating with students,       reflective in collaborating with
professionals, and           parents, other educational         parents, other educational         parents, other educational         students, parents, other
general education            agencies and general               agencies and general               agencies and general               educational agencies and
                             education colleagues.              education colleagues.              education colleagues.              general education colleagues.
colleagues.
                                                                                                   Teacher acts as a resource         Teacher acts as a resource
                                                                                                   for parents.                       for parents and colleagues.
2b: Demonstrates             Teacher displays little            Teacher displays basic             Teacher displays in depth          Teacher critiques, evaluates
knowledge of                 knowledge of collaborative         knowledge of collaborative         knowledge of collaborative         and reflects on her/his
collaborative                consultation skills and creative   consultation skills and creative   consultation skills and creative   knowledge of collaborative
consultation skills and      problem solving.                   problem solving.                   problem solving consistently       consultation skills and creative
                                                                                                   offering suggestions,              problem solving consistently
creative problem solving.
                                                                                                   assistance, flexibility, and       offering suggestions,
                                                                                                   receptivity to input.              assistance, flexibility, and
                                                                                                                                      receptivity to input, often
                                                                                                                                      serving as a role model for
                                                                                                                                      her/his colleagues.
2c: Applies principles of    Teacher displays little ability    Teacher displays basic ability     Teacher is skillful and            Teacher is skillful and
interactive                  to apply principles of             to apply principles of             competent in applying              reflective in applying
communication, group         interactive communication,         interactive communication,         principles of interactive          principles of interactive
process and team             group process, and team            group process, and team            communication, group               communication, group
                             building.                          building.                          process, and team building.        process, and team building.
building.
                                                                                                                                      She/he shares ideas with
                                                                                                                                      colleagues.




Teacher: Special Education
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                       DOMAINS: #3 –                     INSTRUCTION, SUPPORTS AND ADAPTATIONS

       ELEMENT               UNSATISFACTORY                              BASIC                        PROFICIENT                      DISTINGUISHED
3a: Use effective,           Teacher displays little ability   Teacher displays basic ability   Teacher is skillful and             Teacher is skillful and
research-based               to use effective, research-       to use effective, research       competent in consistently           reflective in using effective,
instructional strategies     based strategies and              based strategies and             using effective, research-          research-based strategies and
and practices to meet the    practices to meet the needs of    practices to meet the needs of   based strategies and                practices to meet the needs of
                             individuals in academic and       individuals in academic and      practices to meet the needs of      individuals in academic and
needs of individuals with
                             related educational/life          related educational/life         individuals in academic and         related educational/life
SPECIFIC disabilities in     skill/school to life areas.       skill/school-to-life areas.      related educational/life            skill/school to life areas.
academic and non-                                                                               skill/school to life areas.         She/he shares ideas with
academic areas.                                                                                                                     colleagues.
3b: Evaluate, select,        Teacher displays little ability   Teacher displays basic ability   Teacher is skillful and             Teacher is skillful and
develop and adapt            to evaluate, select, develop      to evaluate, select, develop     competent in consistently           reflective evaluating,
curriculum materials,        and adapt curriculum              and adapt curriculum             evaluating, selecting,              selecting, developing and
supports and technology.     materials, supports and           materials, supports and          developing and adapting             adapting curriculum materials,
                             technology.                       technology.                      curriculum materials, supports      supports and technology.
                                                                                                and technology.                     She/he shares ideas with
                                                                                                                                    colleagues.
3c: Plan, organize,          Teacher displays little ability   Teacher displays basic ability   Teacher is skillful and             Teacher is skillful and
implement educational        to plan, organize and             to plan, organize and            competent in involving              reflective in involving
programs to develop          implement educational             implement educational            colleagues, parents, and/or         colleagues, parents, and/or
independent and active       programs to develop               programs to develop              students in goal setting and        students in goal setting and
                             independent and active            independent and active           assessment of learning, which       assessment, which enhances
learners.
                             learners.                         learners.                        enhances the planning,              the planning, organization and
                                                                                                organization and                    implementation of educational
                                                                                                implementation of educational       programs to develop
                                                                                                programs to develop                 independent and active
                                                                                                independent and active              learners. She/he integrates
                                                                                                learners.                           colleague/parent/student
                                                                                                                                    initiated learning experiences
                                                                                                                                    into ongoing instruction.
3d: Structure the            Teacher displays little ability   Teacher displays basic ability   Teacher is skillful, intentional,   Teacher is skillful, reflective
educational environment      to evaluate students’ progress    to evaluate students’ progress   and competent in evaluating         and analytical in evaluating
to provide optimal           on Special Education goals.       on Special Education goals.      students’ progress on Special       students’ progress on their
learning opportunities,                                                                         Education goals. She/he             Special Education goals.
                                                                                                designs learning                    She/he designs learning
using classroom based
                                                                                                environments that provide           environments that provide
assessment to drive                                                                             feedback from peers and             feedback from peers and
instruction and evaluate                                                                        adults and consistently inform      adults. She/he shares ideas
student progress.                                                                               students of their progress.         with colleagues.

Teacher: Special Education
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3e: Create an                Teacher interactions with         Teacher interactions with        Teacher interactions with         Teacher interactions with
environment of respect       students are inappropriate. No    students are usually friendly    students are usually friendly     students are genuinely caring
and rapport with             acceptable standards of           and caring and promote           and caring and promote            and respectful and promote
appropriate classroom        conduct appear to have been       appropriate standards of         appropriate standards of          appropriate standards of
                             established.                      conduct. These standards         conduct. These standards are      conduct that have become an
management.
                                                               appear to be inconsistent in     consistently applied.             integral part of the school
                                                               their application.                                                 environment.
3f: Develop and              Teacher displays little ability   Teacher displays basic ability   Teacher skillful and              Teacher is skillful and
implement behavior           to develop and implement          to develop and implement         competent in developing and       reflective in developing and
support plans                behavior support plans.           behavior support plans but       implementing behavior             implementing behavior
                                                               inconsistently follows up on     support plans according to the    support plans according to the
                                                               the impact of the plans.         characteristics of the learner    characteristics of the learner
                                                                                                and patterns of error and         and patterns of error and
                                                                                                consistently takes data and       consistently takes data and
                                                                                                follows up on the impact of the   follows up on the impact of the
                                                                                                plans.                            plans. She/he analyzes the
                                                                                                                                  results and shares results with
                                                                                                                                  colleagues.




Teacher: Special Education
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                              DOMAINS: #4                      PROFESSIONAL RESPONSIBILITIES

       ELEMENT               UNSATISFACTORY                               BASIC                      PROFICIENT                      DISTINGUISHED
4a: Reflecting on            Teacher does not reflect          Teacher’s reflection on the      Teacher reflects accurately on    Teacher makes some specific
Professional Practice        accurately on the lesson,         lesson, assessment, program      the lesson, assessment,           suggestions about how it
                             assessment, program or            or meeting is generally          program or meeting, citing        might be improved. Teacher’s
                             meeting as to how it might be     accurate, and teacher makes      general characteristics.          reflection on the lesson,
                             improved.                         global suggestions as to how                                       assessment, program or
                                                               it might be improved.                                              meeting is highly accurate and
                                                                                                                                  perceptive, citing specific
                                                                                                                                  examples. Teacher draws on
                                                                                                                                  an extensive repertoire to
                                                                                                                                  suggest alternative strategies.
4b: Maintain accurate        The teacher’s professional        Teacher maintains and            Teacher maintains and             Teacher consistently
records: meet deadlines,     records and reports are           submits records/reports in a     submits accurate                  maintains and submits
documentation, grading       missing, late, unorganized or     timely, accurate manner. It      records/reports in a timely,      accurate records/reports/plans
and progress reports,        contain errors and result in      usually conforms to Federal      efficient and effective           in a timely, accurate, efficient,
                             confusion.                        law, state regulations, and      manner which conforms to          effective, and organized
IEPs, etc.
                                                               district procedures. Records     Federal law, state regulations,   manner which conforms to
                                                               are maintained in a              and district procedures.          Federal law, state regulations,
                                                               reasonably organized and         Records are well organized        and district procedures.
                                                               retrievable manner.              and easily accessible.            Records are well organized
                                                                                                                                  and easily accessible.
4c: Growing and              Teacher does not participate      Teacher’s participation in       Teacher participates actively     Teacher makes a substantial
Developing                   in professional development       professional development         in professional development       contribution to the profession
Professionally.              activities, even when such        activities is limited to those   activities and contributes to     through such activities as
                             activities are clearly needed     that are convenient.             the profession.                   action research and mentoring
                             for the development of special                                                                       new teachers, and actively
                             educator skills.                                                                                     pursues professional
                                                                                                                                  development.
4d: Supervision, training,   Teacher displays little ability   Teacher displays basic ability   Teacher displays a more in        Teacher is highly skilled in
and collaboration with       to supervise, identify and        to supervise, identify and       depth ability to supervise,       her/his ability to supervise,
instructional assistants.    implement effective and           implement effective and          identify and implement            identify and implement
                             meaningful training and           meaningful training and          effective and meaningful          effective and meaningful
                             collaborate with instructional    collaborate with instructional   training and collaborate with     training and collaborate with
                             assistants.                       assistants.                      instructional assistants.         instructional assistants.




Teacher: Special Education
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4e: Contributing to the      Teacher’s relationships with      Teacher’s relationships with     Teacher participates actively      Teacher makes a substantial
school and the district.     colleagues are negative or        colleagues are cordial, and      in school and district projects,   contribution to school and
                             self-serving, and teacher         teacher participates in school   and maintains positive             district events and projects,
                             avoids being involved in          and district events and          relationships with colleagues.     assuming leadership with
                             school and district projects.     projects.                                                           colleagues and pursuing
                                                                                                                                   leadership opportunities.
4f: Showing                  Teacher’s sense of                Teacher’s attempts to serve      Teacher consistently makes         Teacher assumes a
Professionalism              professionalism is low, and       students are based on the        genuine and successful efforts     leadership position to make
                             teacher contributes to            best information, are genuine,   to ensure that all students are    sure that all students,
                             practices that are self-serving   but inconsistent.                well served by the school.         particularly those traditionally
                             or harmful to students.                                                                               underserved, are honored in
                                                                                                                                   the school.



                                                                                                                                         Revised 10.17.06




Teacher: Special Education

								
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