Licensed Employee Professional Growth Handbook
Appendix B – School Psychologist
Brookings-Harbor School District 17C
Updated February 2015
Appendix – School Psychologist
Appendices by program
Initial Professional Growth Conference ………………………………….A-1
Levels of Performance Defined - BHHS School Psychologist..….........A-2
School Psychologist Rubric….……………………………………………A-3
Self-Assessment…………………………………………………………….A-11
Pre-Formal Observation Meeting………………………………………….A-12
Informal Observation………………………………………………………..A-13
Formal Observation…………………………………………………………A-15
Summative Evaluation………………………………………………….…..A-16
Program of Assistance for Improvement …………………………………A-18
Initial Professional Growth Plan Meeting
Employee's Name
Job Title
Program
Year
Status:
Probationary
Contract
Review/discuss the following:
❑ BHSD Licensed Employee Professional Growth Handbook
❑ Job Description
❑ Standards/Rubrics
❑ Self-Assessment
❑ Development of Professional Growth Goals
Evaluation will occur on or before __________________________________
(Specify date)
Employee signature
Date
Administrator signature
Date
Copy to:
Employee
Administrator
A-1
Levels of Performance Defined - BHSD School Psychologist
Exemplary (4)
School Psychologists at this level
demonstrate mastery and make
contributions to the profession
both in and outside the learning
environment.
The evaluator exceeds expectations
for good performance;
demonstrates highly effective
practices and impact on student
learning; and continually expands
expertise through professional
learning and leadership
opportunities.
The evaluator consistently exceeds
expectations for good
performance under this standard;
demonstrates highly effective
practices and impact on student
learning; continued expansion of
expertise through professional
learning and leadership
opportunities.
Proficient (3)
The School Psychologist clearly
understands the concepts
underlying the components of the
standards and implements them
well. Most experienced, capable
Evaluators will regard themselves,
and be regarded by others, as
performing at this level.
Basic (2)
The School Psychologist appears to
understand the concepts underlying
the standards and attempts to
implement the elements.
Implementation is sporadic,
intermittent, or otherwise not
entirely successful.
"Regularly," "independently" and "the
majority of the time" are words used
to describe the evaluator's
performance at this level.
The evaluator's performance is
inconsistent and improvement is
likely to come with experience.
Additional professional reading,
discussion, educator observations,
and support by a mentor will assist
the evaluator to become Proficient.
The goal of the Differentiated
Supervision for Professional Growth
and Evaluation is to have all evaluators "Inconsistently," "sometime," "at
times," and "unevenly" are commonly
performing at the Proficient or
used to describe an evaluator's
Exemplary level.
performance at this level.
"Consistently" and "continually" are
words commonly used when
describing the evaluator's
performance. There must be
significant evidence for the
evaluator to be ranked exemplary.
A-2
Does Not Meet Standard (1)
The School Psychologist does not
demonstrate an understanding of
the concepts underlying the
standards. Working on
fundamental practices associated
with the elements of the standards
will enable the evaluator to grow
and develop in this area.
"Seldom" or "rarely" are often used
to describe an evaluator's
performance at this level.
BHSD School Psychologist Rubric
Domain 1: Leadership
Component
Exemplary (4)
Proficient (3)
Basic (2)
Does Not Meet Standards (1)
1a:
Actively seeks
professional growth
and learning
opportunities
School Psychologist reflects
critically on own skills and
identifies professional
learning needs while
sharing newly-learned
knowledge and practices
with colleagues and school
staff.
School Psychologist
independently and
consistently seeks
professional growth and
learning opportunities.
When asked, School
Psychologist attends
mandatory professional
learning events and
occasionally attends
optional professional
learning events.
1b:
Contributes to
profession of School
Psychology
School Psychologist leads
activities focused on
improving the procedures
and practices of the school
district and the
professional of School
Psychology.
School Psychologist takes
an active leadership role to
ensure the growth and
learning of students and
effectively advocates for a
change in systems,
instruction, or services at
the building or district
level.
School Psychologist
interprets questions of
professional conduct and
ethics and serves as a
resource to instruct others
in understanding ethical
issues and conduct.
School Psychologist
initiates participation in
activities focused on
improving the procedures
and practices of the school
district and the profession
of school psychology.
School Psychologist
demonstrates consistent
commitment to the growth
and learning of students
and effectively advocates
for a change in systems,
instruction, or services.
When asked, School
Psychologist participates in
activities designed to
advance the professional
practice of School
Psychology.
School Psychologist
demonstrates some
commitment to the growth
and learning of students
and, when asked, will
advocate for a change in
systems, instruction, or
services.
School Psychologist
demonstrates limited
commitment to the growth
and learning of students
and doesn’t advocate for a
change in systems,
instruction, or services.
School Psychologist
consistently adheres to the
highest professional
conduct and standards.
School Psychologist
demonstrates a basic level
of professional conduct and
standards.
School Psychologist
demonstrates minimal
awareness and display of
appropriate professional
conduct and standards.
1c:
Advocates for student
success
1d:
Ethical and Legal
Practices
A-3
School Psychologist fails to
seek or take advantage of
opportunities to engage in
professional learning, and
fails to respond to
feedback from
supervisor(s) regarding the
need for professional
learning.
School Psychologist rarely
or never is involved in
activities designed to
advance the professional
practice of school
psychology.
BHSD School Psychologist
Domain 2: Consultation/Collaboration
Component
Exemplary (4)
Proficient (3)
2a:
School / Staff
School Psychologist models
and leads consultations,
collaborations, and
communication with
school staff and applies
knowledge in innovative
ways.
School Psychologist
effectively engages in
consultation,
collaboration, and
communication with
school staff.
2b:
Families
School Psychologist
models and leads
consultation,
collaboration, and
communication with
parents and families and
applies knowledge in
innovative ways.
School Psychologist is
effective and additionally
School Psychologist
effectively engages in
consultation,
collaboration, and
communication with
parents and families.
2c:
Community



Assists with the
development and/or
delivery of staff
professional
development on
collaboration and
consultation
Provides mentoring and
coaching to colleagues
regarding consultation
strategies
Conducts professional
development for
community agencies
and providers.
School Psychologist
effectively engages in
consultation and
collaboration with
community agencies in a
manner that meets the
expectations of the
role/school(s).
A-6
Basic (2)
School Psychologist
occasionally
demonstrates
knowledge and skills for
effective consultation,
collaboration, and
communication with
school staff.
School Psychologist
occasionally
demonstrates
knowledge and skills for
effective consultation,
collaboration, and
communication with
parents and families.
School Psychologist is
involved in continued
professional growth
regarding consultation
and collaboration
strategies; however
individual’s practices do
not demonstrate
application of this
knowledge to expected
roles and
responsibilities.
Does Not Meet Standards (1)
School Psychologist lacks
knowledge and skills for
effective consultation,
collaboration, and
communication with
school staff.
School Psychologist lacks
knowledge and skills for
effective consultation,
collaboration, and
communication with
parents and families.
School Psychologist lacks
knowledge about effective
consultation strategies and
practices and/or fails to
take advantage of
opportunities to engage in
continued professional
growth and learning.
BHSD School Psychologist
Domain 3: Assessment and Data-Based Decision Making
Component
Exemplary (4)
Proficient (3)
Basic (2)
Does Not Meet Standards (1)
3a:
Appropriate assessment
and data collection
School Psychologist’s
assessments methods include
formal and informal test
administration, functional
behavioral assessment,
curriculum-based measurement,
interviews, ecological or
environmental assessment to
thoroughly conceptualize
student needs and strengths.
School Psychologist uses a
variety of assessment methods,
observations and interviewing to
gather data in areas needing
consideration. Data is obtained
from the student, school staff,
care givers and significant adults
of the student, and may include
community sources.
School Psychologist uses
assessment and data collection
methods that are inappropriate
for purpose and/or student, or
are administered, scored, or
interpreted incorrectly.
3b:
Communicates evaluation
results
School Psychologist provides
leadership in the discussion of
student strengths and needs as
well as in decision-making, legal
& ethical. Interprets collective
results and completes report in
a timely fashion. Completed all
in a timely manner.
3c:
School-wide assessment
support
School Psychologist takes
leadership and helps facilitate
building-level teams and
student-level teams regarding
comprehensive intervention
practice. School Psychologist
assists with the development
and/or delivery of staff
professional development to
support intervention practices.
School Psychologist is an active
participant and takes a
leadership role in supporting
school-wide practices regarding
realistic and effective
interventions and instructional
support strategies for students.
School Psychologist establishes
rapport, demonstrates
sensitivity to the feelings of
team members present, clearly
articulates assessment results
and synthesizes data for all
sources. Interprets collective
results and completes report in
a timely fashion.
School Psychologist takes
initiative and contributes to
school-wide assessment,
progress monitoring and databased decisions regarding
intervention practices (behavior,
reading, writing & math).
School Psychologist uses
assessment and data collection
methods that are appropriate
for the student, and
administered, scored and
interpreted correctly. However
the assessments are limited in
variety for the intended
purpose, or limited in
individualization for the specific
student(s).
School Psychologist
communicates essential results
in terms understandable to all
team members. Few evaluations
completed after compliance due
dates for reasons within the
School Psychologist’s control.
When asked, School
Psychologist contributes to
school-wide assessment
practices, progress monitoring
and data-based decisions
regarding intervention practices
but contributions are minimal.
The School Psychologist lacks
knowledge about school-wide
assessment and data-based
decision-making practices, lacks
knowledge about the collection
and use of school-wide data,
and/or fails to take advantage of
opportunities to engage in schoolwide assessment practices.
When asked, School
Psychologist provides
information regarding
interventions and instructional
support strategies for students.
School Psychologist lacks
knowledge of realistic and
effective interventions and
instructional support strategies
for students.
3d:
Support school-wide
curricular and
instructional interventions
School Psychologist takes
initiative to identify and provide
realistic and effective
interventions and instructional
support strategies for students.
A-7
School Psychologist demonstrates
minimal ability to articulate
assessment results in team
meetings. School Psychologist
demonstrates minimal ability to
write psychological reports.
Multiple evaluations completed
past the compliance due dates.
BHSD School Psychologist
Domain 4: Preventative and Responsive Services
Component
Exemplary (4)
4a:
School Psychologist takes
Contributes to crisis
leadership in development
response and
of policy and in teaching of
intervention practices
crisis response interventions
and has exceptional crisis
response management skills.
4b:
School Psychologist informs
Understands student
policy and practice on
diversity
effective interventions for
diverse learners. Provides
exceptional support with
realistic and effective
intervention strategies for
teachers and staff working
with diverse learners.
4c:
School Psychologist
Professionalism
consistently presents self as
consummate professional,
respects and honors
boundaries, and facilitates
discussion or training
regarding professionalism
and boundaries with
colleagues.
4d:
Is an engaged member of the
School Psychologist
School Psychologist team
Team/Community Culture and on committees and
consistently contributes to
work activities/initiatives.
4e:
School Psychologist is a
Leadership and
leader and facilitator of team
contribution to learning
and building-level
professional development
and actively participates in
moving the district forward
with its mission/vision.
Proficient (3)
School Psychologist actively
seeks opportunities to learn
about and provide crisis
response intervention.
Demonstrates skill managing
crisis situations effectively.
School Psychologist actively
seeks opportunities to learn
about diversity and provides
realistic and effective
intervention strategies for
teachers and staff working
with diverse students.
Basic (2)
When asked, School
Psychologist provides crisis
response interventions and
manages crisis situations,
but contributions are
minimal.
School Psychologist has
emerging knowledge on
diversity and when asked,
takes advantage of
opportunities to engage in
continued professional
growth and learning.
Does Not Meet Standards (1)
School Psychologist lacks
knowledge on crisis response
and demonstrates minimal
ability to manage crisis
situations.
School Psychologist
demonstrates professional
demeanor/behavior and
maintains appropriate
boundaries.
School Psychologist
occasionally acts and/or
presents self in an
unprofessional manner and
is not respectful of
boundaries.
School Psychologist
frequently acts and/or
presents self in an
unprofessional manner and
violates boundaries.
Shares responsibilities and
takes part in School
Psychologist team and work
activities/initiatives.
When asked, will serve on a
committee and attend work
activities.
Declines invitations to serve
on committees and attends
few work activities.
School Psychologist is a
consistently positive team
member who contributes
ideas at the team and
building level and actively
participates in moving the
district forward with its
mission/vision.
When asked, will contribute
ideas or participate in
activities that move the
team, school, or district
mission/vision forward.
Rarely contributes ideas that
might help improve the team,
school, or district. Rarely
participates in activities to
move mission/vision forward.
A-8
School Psychologist lacks
knowledge on diversity and
fails to take advantage of
opportunities to engage in
continued professional
growth and learning.
BHSD School Psychologist
Domain 5: Professional Responsibilities
Component
Exemplary (4)
5a:
Working with teams
5b:
Self-improvement
5c:
Utilizes technology
School Psychologist is an
active participant and
takes a leadership role in
teamwork, eliciting all
voices and utilizing data to
improve student outcome.
School Psychologist models
best practices,
independently seeks
feedback, integrates
current research in to daily
practice, and leads
professional development
to promote student
success.
Proficient (3)
School Psychologist
collaborates with team
members to improve
student outcomes.
School Psychologist
thoughtfully considers
other viewpoints and
responds constructively to
suggestions or feedback.
Actively seeks out
professional development
to improve practice, and
collaborates with
supervisors, colleagues,
and other sources to
promote student success.
School Psychologist utilizes School Psychologist utilizes
technological tools and
technology to
programs in innovative
communicate with
ways to meet the needs of colleagues, collect
school(s) and/or enhance
assessment data, score
job performance and
data, summarizes data,
provides mentoring and
graph data, and/or share
coaching to colleagues
data and findings with
regarding the use of
others.
technological tools and
programs.
A-9
Basic (2)
Does Not Meet Standards (1)
When asked, School
Psychologist meets with
team members to share
ideas about educational
issue and students.
School Psychologist meets
infrequently with colleagues
and is not open to
collaboration.
When asked, School
Psychologist participates
in professional
development to improve
practice, but
implementation is with
mixed results. Shows
minimal response to
feedback or suggestions.
School Psychologist is not
open to ideas for improving
professional practice, and is
defensive and/or resistant to
changing practices.
School Psychologist is
involved in continued
professional growth and
learning regarding the use
of technological tools and
programs, but knowledge
and skill with
technological tools and
programs is not applied
and is lacking.
School Psychologist lacks
knowledge about the use of
technological tools and
programs, lacks the skills
needed to use technological
tools and programs, and/or
fails to engage in
professional growth and
learning to gain needed
knowledge and skills.
SELF - ASSESSMENT: School Psychologist
Using the performance rubric as a guide, carefully reflect on your teaching performance in all four domains. Complete the Self-Assessment by using
the Domains of Professional Practice in this handbook. Prepare to discuss your performance in all domains during the goals conference with your
administrator.
Key:
E=Exemplary (4)
Domain 1
E
P
P=Proficient (3)
B=Basic (2)
Leadership
B
DN
MS
DNMS=Does Not Meet Standard (1)
Domain 4
E
P
Preventative and Responsive Services
B
DN
MS
1a: Actively seeks professional growth and learning
opportunities
1b: Contributes to profession of School Psychology
4a: Contributes to crisis response and intervention
practices
4b: Understands student diversity
1c: Advocates for student success
4c: Professionalism
1d: Ethical and legal practices
4d: School Psychologist team/community culture
4e: Leadership and contribution to learning
Domain 2
E
P
Consultation/Collaboration
B
DN
MS
Domain 2
2a: School/Staff
E
P
Professional Responsibilities
B
DN
MS
2b: Families
5a: working with teams
2c: Community
5b: Self-Improvement
5c: Utilizes technology
Domain 3
E
P
Assessment and Data-Based Decision Making
B
DN
MS
3a: Appropriate assessment and data collection
3b: Communicates evaluation results
3c: School-wide assessment support
3d: Supports school-wide curricular and instructional
interventions
_____________________________________________________
_______________
Employee signature
Date
A-11
PRE-FORMAL OBSERVATION MEETING – SCHOOL PSYCHOLOGIST
Evaluator ___________________________________
Administrator _______________________________
Program ____________________________________
Date _______________________________________
Observation Date/Time ________________________
Proposed Length of Observation _________________
Please provide the following information in preparation for the observation:
1. Objective(s): What service will be provided to students, staff or the community?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Service Format: Explain or describe the sequence of service provided
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Assessment: Explain how you will assess and self-reflect to ensure the service meets the objective
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Data Collection: What do you want observed? Check no more than three options.
Domain 1: Leadership
Domain 4: Preventative and responsive services









Actively seeks professional growth and learning opportunities
Contributes to profession of School Psychology
Advocates for student Success
Ethical and Legal Practices
Domain 2: Consultation/Collaboration
Contributes to crisis response and intervention practices
Understands student diversity
Professionalism
School Psychologist team/community culture
Leadership and contribution to learning
 School/Staff
 Families
 Community
Domain 3: Assessment and data-based decision making
Domain 5: Professional Responsibilities




 Workingwithteams
 Self-improvement
 Utilizes Technology
Appropriate assessment and data collection
Communicates evaluation results
School-wide assessment support
Support school-wide curricular and instructional interventions
This verifies that we have mutually reviewed and agreed upon this plan.
_______________________________________
____________________________________
Nurse
Administrator
Date
A-12
Date
Example 1: Informal Observation – School Psychologist
Nurse:
Date:
Domain:
Observation Notes:
Feedback Provided to Nurse Via:
Domain 1: Leadership
Domain 4: Preventative and responsive services









Actively seeks professional growth and learning opportunities
Contributes to profession of School Psychology
Advocates for student Success
Ethical and Legal Practices
Domain 2: Consultation/Collaboration
Contributes to crisis response and intervention practices
Understands student diversity
Professionalism
School Psychologist team/community culture
Leadership and contribution to learning
 School/Staff
 Families
 Community
Domain 3: Assessment and data-based decision making
Domain 5: Professional Responsibilities




 Workingwithteams
 Self-improvement
 Utilizes Technology
Appropriate assessment and data collection
Communicates evaluation results
School-wide assessment support
Support school-wide curricular and instructional interventions
_______________________________________
____________________________________
Nurse
Administrator
Date
A-13
Date
Example 2: Informal Observation – School Psychologist
Evaluator ___________________________________
Administrator _______________________________
Date _______________________________________
Observation Date/Time ________________________
Strength of the Service
Domain Component: _____________
Evidence:
Areas for Growth
Domain Component: ____________
Evidence:
_______________________________________
____________________________________
Nurse
Administrator
Date
A-14
Date
Formal Observation – School Psychologist
Evaluator ___________________________________
Administrator _______________________________
Intended observation focus:
Date _______________________________________
Observation Date/Time ________________________
___________________________________________
Observation Evidence
Aligned Indicator
Comments
Domain 1: Leadership
Domain 4: Preventative and responsive services









Actively seeks professional growth and learning opportunities
Contributes to profession of School Psychology
Advocates for student Success
Ethical and Legal Practices
Domain 2: Consultation/Collaboration
Contributes to crisis response and intervention practices
Understands student diversity
Professionalism
School Psychologist team/community culture
Leadership and contribution to learning
 School/Staff
 Families
 Community
Domain 3: Assessment and data-based decision making
Domain 5: Professional Responsibilities




 Workingwithteams
 Self-improvement
 Utilizes Technology
Appropriate assessment and data collection
Communicates evaluation results
School-wide assessment support
Support school-wide curricular and instructional interventions
We have participated in a conversation on the above items.
_______________________________________
____________________________________
Nurse
Administrator
Date
A-15
Date
BHSD SUMMATIVE EVALUATION – SCHOOL PSYCHOLOGIST
Evaluator ___________________________________
Date _______________________________________
Administrator _______________________________
Program ____________________________________
Domain 1: Leadership
E
P
B
DN
MS
N/A
E
P
B
DN
MS
N/A
E
P
B
DN
MS
N/A
E
P
B
DN
MS
N/A
Actively seeks professional growth and learning opportunities
Contributes to profession of School Psychology
Advocates for student success
Ethical and legal practice
Comments:
Domain 2: Consultation/Collaboration
School/Staff
Families
Community
Comments:
Domain 3: Assessment and Data-Based Decision Making
Appropriate assessment and data collection
Communicates evaluation results
School-wide assessment support
Supports school-wide curricular and instructional interventions
Comments:
Domain 4: Preventative and Responsive Services
Contributes to crisis response and intervention practices
Understands student diversity
Professionalism
School Psychologist Team/Community Culture
Leadership and contribution to learning
Communicates with families
Comments:
A-16
Domain 5: Professional Responsibilities
E
P
B
Working with teams
Self-improvement
Utilizes technology
Comments:
Employee has attached comments:
Yes 
No 
Signature of Employee: ______________________________________ Date ______________________
Signature of Administrator: ___________________________________ Date ______________________
Copy to:
 Employee
 Administrator
A-17
 HR
DN
MS
N/A
Program of Assistance for Improvement
Employee: _____________________________________________________ Position: ________________________________
Performance Deficiencies
Performance Standards
Employee Corrective Action
District Assistance/Monitoring
The following must be met in order to
bring your performance to a satisfactory
level:
Timelines: The above plan will be accomplished on or before _________________. A progress conference will be held at that time to review the
requirements written above and progress made or not made to that date. Failure to accomplish the expectations listed above will result in an
extended plan or a recommendation to dismiss.
If you successfully complete the plan, the plan may be continued on a “maintenance” basis to monitor whether you continue to meet the
expectations listed above thereafter. Consistent compliance with the expectations listed above shall be expected as long as you remain a District
employee, and you may be dismissed without a new plan of assistance if you do not maintain compliance with these expectations.
________________________________________________________________________________________________________________________
Signature of Employee
Date
Signature of Administrator
Date
(Does not necessarily indicate agreement, but acknowledges the plan has been read and discusses)
Copy to:
 Employee
 Administrator
 HR
A-18