Las Cruces Public Schools Evaluation for Instructional Specialist Professional Development Center Division of Learning, Teaching & Research Revised: November, 2014 Instructional Specialist: ________________________________ School: _____________________________ School Year: ___________ Years of IS Experience:________________ Date of Evaluation: ___________________ Element 1 A: Demonstrating Knowledge of Content - To what level is content communicated in the lesson plan and resulting lesson? Learning Design - Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment. Implementation - Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change. Category Ineffective Minimally Effective Effective Highly Effective Exemplary Description Instructional Specialist’s plans display little knowledge of the content and no alignment to Learning Forward standards for professional learning. Level of Performance with Comments Instructional Specialist’s plans reflect some knowledge of the content and partial alignment to Learning Forward standards for professional learning. Instructional Specialist’s plans reflect solid knowledge of the content and are clearly aligned to Learning Forward standards for professional learning. Instructional Specialist demonstrates familiarity with resources to enhance own knowledge in each core area. Instructional Specialist’s plans reflect extensive knowledge of the content in core areas. Instructional Specialist’s instructional plans incorporate research and resources related to the Learning Forward standards for professional learning. Instructional Specialist’s plans reflect extensive knowledge of content. Instructional specialist incorporates current research resources to support Learning Forward standards for professional learning. Instructional Specialist contributes to the refinement and development of the approved NM adopted standards-aligned curriculum. 1 Element 1B: Designing Coherent Instruction - To what level are activities meaningfully sequenced to support learning? To what level are a variety of learning strategies used within the instructional plan? Learning Design - Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment. Category Ineffective Minimally Effective Effective Description The sequence of learning experiences is poorly aligned with Learning Forward standards for professional learning. Level of Performance with Comments The sequence of learning experiences demonstrates partial alignment with Learning Forward standards for professional learning The lesson is designed to implement instructional targets aligned to Learning Forward standards for professional learning as follows: Creating explicit connections between previous learning and new concepts and skills; contains substantive learning tasks; structure learning tasks progressively to develop teachers’ cognitive abilities and skills. The sequence of learning experiences is aligned to NM adopted standards, instructional learning targets and is differentiated by scaffolding content and academic language for diverse learners. Highly Effective Exemplary Instructional specialist designs pedagogical practices, including teacher grouping, differentiated instruction based on teacher level, and prepared questions to reinforce and extend teacher learning to include real world, application-based experiences. The instructional specialist shows evidence of designing coherent instruction in a collaborative manner by intentionally demonstrating awareness and processes for engaging all teachers. 2 Element 1C: Setting Instructional Outcomes - How are daily learning goals communicated to teachers? To what level do learning goals directly align to content standards? Outcomes – Professional learning that increases educator effectiveness and results for all students aligns its outcome with educator performance and student curriculum standards. Category Ineffective Minimally Effective Effective Highly Effective Exemplary Description Instructional targets are not aligned to Learning Forward standards for professional learning. Level of Performance with Comments Instructional targets are moderately aligned to Learning Forward standards for professional learning, but not explicitly stated to teachers. Instructional targets are aligned to Learning Forward standards for professional learning and stated as measurable and observable goals for teacher learning. Instructional processes and activities address teacher’s varying abilities, and are aligned to instructional targets. Instructional targets are aligned to NM adopted content, and are translated into teacher accessible learning objectives. The instructional process and learning activities are rigorous and aligned to Learning Forward standards for professional learning and instructional outcomes, and include plans for modifications to ensure teacher are able to implement the targeted objective. The Instructional Specialist has a deep understanding of gradelevel NM Adopted standards, Learning Forward standards for professional learning and appropriate pedagogy to ensure all teachers are making progress toward deep understanding and proficiency in NM adopted content and learning targets. 3 Element 1D: Demonstrating Knowledge of Resources - What resources have been provided to teachers to support learning? How does the Instructional Specialist utilize skills and content learned from Professional Development opportunities? Resources – Professional learning that increases educator effectiveness that results for all students requires prioritizing, monitoring, and coordinating resources for educator learning. Category Ineffective Minimally Effective Effective Highly Effective Exemplary Description Instructional Specialist demonstrates little or no familiarity with resources to enhance own content knowledge, to use in teaching, or for teachers who demonstrate need. Level of Performance with Comments Instructional Specialist demonstrates some familiarity with resources to enhance own content knowledge, to use in teaching, or for teachers who demonstrate need. Instructional Specialist fully utilizes existing resources, including support materials, textbooks, supplementary materials, to enhance content knowledge, to use in teaching, or for teachers who demonstrate need. Instructional Specialist seeks out and uses resources beyond school/district, in professional organizations, internet, and community to enhance content knowledge, to use in teaching, or for teachers who demonstrate need. The Instructional Specialist actively engages colleagues and provides resources to them in areas that are pertinent to their needs. The Instructional Specialist also collects and shares content specific research studies and practices, and shares outside resources. Instructional Specialist provides and trains staff for school-wide initiatives. 4 Element 1E: Demonstrating Knowledge of Students - To what level have teacher learning styles been addressed in the lesson? How has teacher achievement data been used to design activities to support content acquisition? Leadership – Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning. Data – Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning. Category Ineffective Description Instructional Specialist demonstrates little or no knowledge of teacher’s backgrounds, cultures, skills, academic language development, interests, and special needs. Minimally Effective Instructional Specialist demonstrates some knowledge of teacher’s backgrounds, cultures, skills, academic language development, interests, and special needs. Effective Instructional Specialist demonstrates solid knowledge of teacher’s backgrounds, cultures, skills, academic language development, interests, and special needs. Highly Effective Exemplary Level of Performance with Comments Instructional Specialist demonstrates extensive knowledge of teacher’s backgrounds, cultures, skills, academic language development, interests, and special needs, and incorporates culturally-sensitive strategies into instructional planning and practice. The Instructional Specialist provides novice and struggling teachers with understanding, resources, and mentorship for addressing the unique needs of individual teachers. The Instructional Specialist provides ongoing support to administration in demonstrating linguistically-and culturallyappropriate instructional programs for the school site. 5 Element 1F: Designing Student Assessment - To what level has the Instructional Specialist incorporated formative assessment techniques throughout the lesson? How are students assessed to determine understanding of the learning target at the end of the lesson? Data – Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning. Category Ineffective Minimally Effective Effective Highly Effective Exemplary Description Instructional Specialist’s plan for assessing teacher learning contains no clear criteria, is poorly aligned with the school’s instructional outcomes, or is inappropriate to many teachers. Level of Performance with Comments Instructional Specialist’s plan for assessing teacher learning is partially aligned with the school’s instructional outcomes, and is appropriate to some teachers. Instructional Specialist’s plan for assessing teacher learning is aligned with the school’s instructional outcomes, success criteria and the assessment tools. Instructional Specialist uses clear criteria to produce evidence that enables the teachers to make instructional adjustments and provide feedback to move student learning forward. Formative assessments are explicitly analyzed with teachers for each incremental learning step to ensure student learning outcomes. There is full alignment between the instructional outcomes, the success criteria, and the assessment tools. Instructional Specialist uses clear criteria to determine growth toward specific student learning outcomes. The Instructional Specialist helps implement school-wide training and implementation for understanding and using assessment data. Professional development is provided to support teachers in assessing students in multiple ways, using a variety of approaches to show what they know and where they are in their learning. 6 NMTEACH 2A: Creating an Environment of Respect and Rapport - To what level are interactions in the classroom positive and productive? To what level are all teacher groups respected and valued in the classroom? Learning Communities - Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment. Category Ineffective Minimally Effective Effective Highly Effective Description Interaction both between the Instructional Specialist and teachers, are inappropriate or insensitive to students’ or staff’s cultural backgrounds, and may include the following: Sarcasm. Put-downs. Conflict. Interactions, both between the Instructional Specialist and teachers,are generally positive, but may include these: Some conflict. Occasional displays of insensitivity. Occasional lack of responsiveness to cultural or developmental differences among students. Interactions, between Instructional Specialist and teachers, are as follows: Are polite and respectful. Demonstrate knowledge of cultural and developmental differences among groups of teachers. Disagreements are handled respectfully. Interactions among the Instructional Specialist and individual teachers are as follows: Are highly respectful. Reflect warmth and caring. Practice reflects sensitivity to teachers’ cultures and levels of development. Respectful discourse. Level of Performance with Comments 7 Exemplary In addition to all the requirements to be highly effective, the Instructional Specialist as a leader demonstrates the following: Helps create a school-wide environment of respect for the campus, the stakeholders, and the rules. Works with colleagues on developing support for teachers in need. Helps to create school-wide interventions, and support programs. 8 NMTEACH 2B: Organizing Physical Space - To what level do all teachers have equal access to learning resources and materials? To what level does the classroom environment support the day’s lesson? Resources – Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning. Category Ineffective Minimally Effective Effective Highly Effective Description The physical environment is as follows: Unsafe. Teachers do not have access to learning. Poor alignment between the environment and the lesson activities. The classroom space is safe as follows: Essential learning is accessible to most teachers. The Instructional Specialist’s use of physical resources, including technology, is moderately effective. Instructional Specialist is partially effective in modifying the environment to suit learning activities. The classroom space is safe as follows: Learning is accessible to all teachers. Instructional Specialist ensures that the physical arrangement is appropriate to the learning activities. There is posted evidence of teacher learning. Instructional Specialist makes effective use of available physical resources, including technology. The classroom space is safe as follows: Teachers contribute to the use or adaptation of the physical environment to advance learning. Technology is used skillfully, by Instructional Specialists as appropriate to the lesson. Level of Performance with Comments 9 Exemplary In addition to all the requirements to be highly effective, the Instructional Specialist as a leader does the following: Instructional Specialist uses the classroom space to model or demonstrate for other teachers or Instructional Specialists. Helps colleagues arrange their environment so learning is accessible to all. Technology is used skillfully, by Instructional Specialists and teachers as appropriate to the lesson. NMTEACH 2C: Establishing a Culture for Learning To what level do teachers exhibit a learning energy during the lesson that supports engagement? To what level are teachers encouraged to communicate with others to address learning goals? Leadership – Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning. Category Ineffective Minimally Effective Description The classroom space environment conveys a negative culture for learning as follows: Low Instructional Specialist commitment to the subject. Low expectations for teacher achievement. Little or no teacher effort. Attempts to create a culture for learning and is partially successful as follows: Some Instructional Specialist commitment to the subject. Modest expectations for teacher achievement. Some teacher effort. Instructional Specialist and teachers appear to be “going through the motions.” Level of Performance With Comments 10 Effective Highly Effective Exemplary The classroom space culture is characterized by high expectations for all teachers. The Instructional Specialist establishes norms and participant structures in which teachers can learn with and from each other, i.e. teacher grouping, teacher presentations, and peer editing. Instructional Specialist conveys content relevance. Demonstrated commitment to the subject by both Instructional Specialist and teachers. Teachers demonstrate pride in their efforts. Culture for learning in which everyone shares a belief in the importance of the subject as follows: High levels of teacher excitement and Instructional Specialist passion for the subject. Teachers hold themselves to high standards of performance Teachers initiate improvements to their efforts. In addition to all the requirements to be highly effective, the Instructional Specialist as a leader does the following: Promotes and organizes school-wide learning program(s) and learning culture among all stakeholders. 11 NMTEACH 2D: Managing Classroom Procedures - To what level is the classroom culture and routine maximizing Instructional time? To what level does the Instructional Specialist use developmentally appropriate procedures to maximize instructional time? Learning Community - Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment. Category Description Ineffective Instructional time is lost. Inefficient classroom space routines. Inefficient procedures for transition. Inefficient use of supplies. Minimally Effective Some instructional time is lost. Partially-effective classroom space routines and procedures Partially-effective routines for transition Partially-effective use of supplies Effective Little instructional time is lost. Effective classroom space routines and procedures. Instructional Specialist leads effective routines for transition. Effective use of supplies. Highly Effective Teachers themselves contribute to the seamless operation of the classroom space. Routines and procedures are evident. Effective transitions and use of supplies. Teachers lead effective routines for transition. Level of Performance With Comments 12 Exemplary In addition to all the requirements to be highly effective, the Instructional Specialist as a leader helps to create a culture of teacher ownership of school-wide operations. NMTEACH 2E: Managing Teacher Behavior - To what level are teacher behavior expectations consistently monitored and reinforced? Learning Community - Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment. Category Ineffective Minimally Effective Effective Description No evidence that standards of conduct have been established. Little or no Instructional Specialist monitoring of teacher behavior. Response to teacher misbehavior is repressive or disrespectful of teacher dignity. Instructional Specialist has made an effort to establish standards of conduct for teachers Effort made with inconsistent results to monitor teachers’ behavior. Response to teacher misbehavior is inconsistent. Standards of conduct are designed to create an atmosphere conducive to learning, with a focus on selfdiscipline, respecting the rights of others, and cooperating with one another. Standards are clear to teachers. Instructional Specialist holds teachers responsible for maintaining behavioral standards. Instructional Specialist response to teacher misbehavior is appropriate and respects the teachers’ dignity. Level of Performance With Comments 13 Highly Effective Exemplary Instructional Specialist response is consistent. In addition to standards being clear to teachers are these elements: Evidence of teacher participation in setting conduct standards. Instructional Specialist’s monitoring of teacher behavior is highly effective. Instructional Specialist’s response to teacher misbehavior is sensitive to individual needs. Teachers take an active role in monitoring the standards of behavior. In addition to all the requirements to be highly effective, the Instructional Specialist as a leader demonstrates the following: Actively engages in the monitoring of teacher behavior school-wide. Serves as a model of positive behavior for stakeholders. Instructional Specialist promotes system(s) of school-wide positive behavioral support that encourages stakeholders to promote and monitor a safe and healthy environment. 14 NM TEACH 3 A: Communicating with Teachers - To what level are directions clearly delivered and understandable? To what level is content communicated in a clear, concise manner? Learning Community - Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment. Category Ineffective Minimally Effective Effective Highly Effective Exemplary Description Does not deliver clear expectations for learning, directions, procedures, and explanations of content to teachers Level of Performance With Comments Limited expectation for learning, directions, procedures, and explanation of content Instructional Specialist uses clear communication employing a range of vocabulary to ensure learning expectations are comprehensible to all teachers. Instructional Specialist allows for teachers clarification and feedback. Expectation for learning, directions, procedures, and explanation of content are evident, consistent, and anticipate possible teacher misconceptions The highly-effective Instructional Specialist promotes ongoing and consistent communication with students. Teachers are provided multiple opportunities and/or modalities to express concepts being taught in class and are clearly aware of their progress with those concepts 15 NM TEACH 3 B: Using Questioning and Discussion Techniques - To what level do all teachers have an opportunity to answer questions? To what level are questions thought provoking and rigorous? Learning Design – Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes. Category Ineffective Minimally Effective Effective Highly Effective Exemplary Description Instructional Specialist questioning techniques are not aligned to content and provide no opportunity for teacher engagement. Level of Performance With Comments Instructional Specialist questioning techniques are lowlevel with minimal teacher engagement. The Instructional Specialist’s questioning techniques elicit a deep response and allows for sufficient time for teachers to answer through active engagement with peers. The Instructional Specialist promotes consistent analytical and collaborative approaches to understanding, uses questioning techniques that scaffold instruction for deep understanding of concepts, allowing for discussion and debate of key concepts. Questioning techniques are engaging and reflect a high level of thinking in a culturally and developmentally appropriate environment. Teachers engage in deep meaningful conversations using academic language. 16 NM TEACH 3 C: Engaging Teachers in Learning - To what level are teachers engaging in the lesson’s activities? To What level are activities sequential and aligned to the daily learning target? To what level are teachers required to be intellectually engaged with the course content? Implementation - Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change. Category Ineffective Minimally Effective Effective Highly Effective Description Activities, assignments, materials, and grouping of teachers are inappropriate to the instructional outcomes, resulting in no intellectual engagement. The lesson has no structure and/or is poorly paced. Activities, assignments, materials, and grouping of teachers are somewhat appropriate to the instructional outcomes, resulting in moderate intellectual engagement. The lesson does not connect to prior understanding. The lesson has a recognizable structure, but is not fully maintained. The lesson does not have clear learning goals (more specific than broad standard). Activities, assignments, materials, and grouping of teachers are fully appropriate to the instructional outcomes. The lesson explicitly connects to prior understanding. All students are engaged. The lesson’s structure is coherent and paced appropriately. The lesson has specific learning goals aligned to the standard. The lesson allows for teacher reflection. Level of Performance With Comments Activities, assignments, materials, and grouping of teachers are designed to support challenging instructional outcomes. Teachers are highly intellectually engaged. The lesson is adapted as needed to the readiness of each teacher and the structure and pacing allow for students’ reflection and closure. 17 Exemplary The lesson allows for formative assessment. Expectations of teachers are at an advanced level to engage learners to obtain depth of knowledge. The Instructional Specialist formatively assesses teacher engagement, understanding, and ability to analyze, and immediately adapts methods for improved learning. NM TEACH 3 D: Assessment in Instruction - To what level does the Instructional Specialist determine the understanding and needs of each teachers during the lesson? To what level are teachers aware of how they will demonstrate understanding of the content/lesson? Data - Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning. Category Description Ineffective Assessments are not used in instruction. Teachers are unaware of assessment criteria. The Instructional Specialist does not monitor teacher progress or offer feedback. Minimally Effective Assessments are occasionally used in instruction. Teachers are minimally aware of the assessment criteria. The Instructional Specialist occasionally monitors teachers’ progress and provides limited or irrelevant feedback. Level of Performance With Comments 18 Effective Assessments are consistently used in instruction. There are clear goals and performance criteria, communicated effectively to teachers. The assessment strategies are aligned to the goal and criteria, and elicit evidence during instruction. Instructional Specialist uses adaptive instruction including descriptive feedback. teacher involvement occurs through self and peer assessment Highly Effective Assessments are used in a sophisticated manner to drive instruction: The Instructional Specialist establishes, supports, and models the use of consistent assessment of progression and development as a tool for improved learning to stakeholders Exemplary Students analyze and evaluate assessment data, and information, and apply same to improved learning. The Instructional Specialist involves teachers in establishing the assessment criteria and provides high quality feedback from a variety of sources. 19 NM TEACH 3 E: Demonstrating Flexibility and responsiveness - To what level does the Instructional Specialist modify instruction within the lesson/class period? Leadership – Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning. Category Ineffective Minimally Effective Effective Highly Effective Description Instructional Specialist adheres to the instructional plan, even when a change would maximize learning. The Instructional Specialist disregards teachers’ learning challenges. The Instructional Specialist blames the teachers or their environment for lack of academic progress. Level of Performance With Comments Instructional Specialist accepts responsibility for student success. Instructional Specialist attempts to modify the lesson and responds to teacher questions with moderate success, but has a limited repertoire of strategies to draw upon Instructional Specialist promotes the successful learning of all students. The Instructional Specialist adjusts instructional plans and makes accommodations for teacher questions, needs, and interests. Instructional Specialist utilizes a variety of strategies. Instructional Specialist seizes an opportunity to enhance learning by building on a spontaneous event or student interests. Instructional Specialist applies teacher interest to current learning goal. The Instructional Specialist ensures the success of all teachers, using an extensive repertoire of instructional strategies. 20 Exemplary The Instructional Specialist identifies unique “teachable moments” that relate current lessons/standards to individual and teacher groups. The instructional strategy enhances depth of knowledge and cultural or learning relevance. NM TEACH 4A: Communicating with Families - How well does the Instructional Specialist engage families in the instructional program? To what level is the Instructional Specialist’s communication (both formal & informal) with families frequent and culturally appropriate? Learning Community - Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment. Category Ineffective Minimally Effective Effective Highly Effective Description The instructional specialist does not attempt to engage families in the instructional program. Instructional specialist communication with families is sporadic or culturally inappropriate. Level of Performance With Comments The instructional specialist makes minimal attempts to engage families in the instructional program. Instructional specialist communication is not always appropriate to the cultures of families. The instructional specialist successfully engages families in the instructional program. Instructional specialist communicates with families in a culturally appropriate manner. Instructional specialist frequently communicates with families. The instructional specialist successfully engages families in the instructional program. Instructional specialist’s communications are 21 Exemplary sensitive to cultural traditions, and students participate in the communication. Instructional specialist communicates frequently and effectively with families. The instructional specialist helps promote school-wide activities that increase family and community understanding of the instructional program. Instructional specialist helps promote school-wide activities that increase family involvement. Instructional specialist actively seeks out and engages with stakeholders within the community, and becomes a part of the community. NM TEACH 4B: Participating in a Professional Community - How willing and eager is the Instructional Specialist to participate in the professional community? How collegial and productive are Instructional Specialist’s relationships with their colleagues? Learning Community – Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment. Category Description Ineffective The instructional specialist does not participate in a professional community or in school and district events and projects. Instructional specialist’s relationships with colleagues are negative or self-serving. Minimally Effective The instructional specialist participates in a professional community and in school and district events and projects when specifically requested. Instructional specialist’s relationships with colleagues are cordial but relationships do not lead to productive work that benefits students. Level of Performance With Comments 22 Effective Highly Effective Exemplary The instructional specialist participates actively in professional community, and in school/ district events and projects. Instructional specialist maintains positive and productive relationships with colleagues. The instructional specialist makes a substantial contribution to the professional community, to school/district events and projects. Instructional specialist assumes a leadership role among the stakeholders. The instructional specialist is actively engaging in ongoing research, leads study groups, and identifies new practices for school and district implementation. Instructional specialist serves as an instructional leader, and is accepted by faculty for exceptional skills in delivering professional development and mentorship. NM TEACH 4C: Reflecting on Teaching - How detailed, accurate, and thoughtful is the Instructional Specialist’s reflection on their instructional practices? Data - Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning. Outcomes - Professional learning that increases educator effectiveness and results for all students aligns its outcome with educator performance and student curriculum standards. Category Ineffective Description Instructional specialist does not accurately assess the effectiveness of the instructional practices. Instructional specialist has no idea about how the instructional practices could be improved. Level of Performance With Comments 23 Minimally Effective Effective Highly Effective Exemplary Instructional specialist provides a partially accurate and objective description of the instructional practices with some evidence. Instructional specialist makes only general suggestions as to how the instructional practices might be improved. Instructional specialist provides an accurate and objective description of own and other instructional practices with specific evidence. Instructional specialist makes some specific suggestions as to how the instructional practices might be improved. Instructional specialist’s reflection on instructional practices is thoughtful and accurate with specific evidence. Instructional specialist draws on an extensive repertoire to suggest alternative strategies and predicting the likely success of each. Instructional specialist’s reflection is ongoing and immediate. The instructional specialist demonstrates immediate understanding of effectiveness of instructional practices. Instructional specialist modifies and adapts as necessary. 24 NM TEACH 4D: Demonstrating Professionalism - How high are the Instructional Specialist s professional standards and practices? To what level is the Instructional Specialist willing to comply with district and school rules and regulations? Leadership - Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning. Category Ineffective Minimally Effective Effective Highly Effective Description The instructional specialist displays a lack of professionalism. Instructional specialist contributes to practices that are self-serving or harmful to students or teachers. Instructional specialist fails to comply with regulations and timelines. The instructional specialist displays minimal professionalism. Instructional specialist complies inconsistently with regulations, doing just enough to “get by.” The instructional specialist displays a high level of professionalism in dealings with both students and colleagues Instructional specialist complies fully and voluntarily with regulations. Instructional specialist promotes safe environment for students/teachers when monitoring students and activities. The instructional specialist is proactive and assumes a leadership role in ensuring the highest-level of professional practices by all colleagues. Instructional specialist helps ensure that school practices honor all stakeholders. Instructional specialist helps colleagues comply with rules and regulations. Level of Performance With Comments 25 Exemplary The instructional specialist proactively and in a positive way seeks to continually improve the culture of the school by consistently raising expectations for adults and students, raising the engagement of adults and students and contributing to the efficacy of adults and students. NM TEACH 4E: Growing and Developing Professionally - To what level does the Instructional Specialist seek out, implement, and share professional learning? How well does the Instructional Specialist utilize feedback? Outcomes - Professional learning that increases educator effectiveness and results for all students aligns its outcome with educator performance and student curriculum standards. Category Ineffective Minimally Effective Effective Description The instructional specialist does not participate in professional development activities. Instructional specialist makes no effort to share knowledge with colleagues. Instructional specialist is resistant to feedback from supervisors or colleagues. The instructional specialist participates in professional development activities that are convenient or are required. Instructional specialist makes limited attempts to share knowledge with colleagues. Instructional specialist accepts feedback from supervisors and colleagues with some reluctance. The instructional specialist accepts opportunities for professional development after an individual assessment of need. Instructional specialist implements PD strategies. Instructional specialist welcomes and implements feedback from supervisors and colleagues. Level of Performance With Comments 26 Highly Effective Exemplary The instructional specialist actively pursues professional development opportunities. Instructional specialist initiates activities to share expertise with others. Instructional specialist seeks out feedback from supervisors and colleagues. The instructional specialist is an established leader in the school. Instructional specialist is able to provide feedback to colleagues and supervisors in a manner that is welcomed and utilized by all stakeholders. NM TEACH 4F: Maintaining Accurate Records - How efficient and accurate are the Instructional Specialist’s record-keeping systems? Data - Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning. Category Ineffective Minimally Effective Effective Description The instructional specialist’s systems for maintaining both instructional and non-instructional records are either nonexistent or in disarray. Information from records contains errors and causes confusion. The instructional specialist’s systems for maintaining both instructional and non-instructional records are rudimentary and partially successful. Information from records is mostly accurate and not up to date. The instructional specialist’s systems for maintaining both instructional and non-instructional records are efficient and successful. Information from records is accurate and up to date. Information is used by instructional specialist to Level of Performance With Comments 27 Highly Effective Exemplary make decisions regarding students. The students contribute to the maintenance of the efficient and successful systems for both Instructional and non-instructional records. Information from records is accurate, up to date, and used constructively by students and instructional specialist. The instructional specialist’s system is recognized by the school community as efficient and used as a model for other instructional specialists. Comments: Next Steps: Action Plan Implementation Comments: Post-Conference Date:________________________________________ Signature of Instructional Specialist upon Post-Conference:____________________________________________________ Signature of Evaluator upon Post-Conference:_______________________________________________________________ 28