Special Education Department Chair Effectiveness Domain 1: Purposeful Planning and Preparation The High School Special Education Department Chair uses data to plan, set annual student goals, organize, and manage an effective special education program and department at the high school level. Possible examples of evidence are listed when appropriate. Competency Highly Effective Effective Evidence 1.1 Demonstrating The Special Education The Special Education knowledge of current Department chair’s Department chair’s trends in special knowledge of special knowledge of special education education is exemplary; education is apparent; information is willingly information is shared shared with all department with all department members on current members on current research/best practices in the research/best practices classroom as well as legal in the classroom as well guidelines/updates; the as legal department chair is highly guidelines/updates when regarded as an expert by asked; the department colleagues. chair is regarded as an expert by colleagues. 1.2 Demonstrating The Special Education The Special Education knowledge of the department chair is deeply department chair is school’s goals and levels familiar with the school’s familiar with the school’s of teacher skill in goals, works to shape its goals, works to shape its delivering special future direction, and actively future direction when education. seeks information from asked, and seeks administrators and teachers; information from assists the administration in administrators and collecting, analyzing and teachers; assists the interpreting student data to administration in evaluate program collecting, analyzing and effectiveness. interpreting student data to evaluate program effectiveness. 1.3 Establishing goals for the special education department and program appropriate to the high school and its students and teachers 1.4 Demonstrating knowledge of resources, both within and beyond the school district 1.5 Establishing programs and services for students who have completed four years of high school and are on their way to earning a certificate of completion The Special Education department chair sets goals for the department and school that are highly appropriate to the needs of the students and staff. They have been developed with the lots of input from teachers and administrators. The Special Education department chair sets goals for the department and school that are appropriate to the needs of the students and staff. They have been developed with the input of teachers and administrators. The Special Education The Special Education Department Chair actively Department Chair seeks seeks out new resources out new resources from from a wide range of sources a wide range of sources to problem solve students’ to problem solve needs; will always be the students’ needs; will be liaison when outside agencies the liaison when outside are involved (JDC, ACT). agencies are involved (JDC, ACT). The Special Education The Special Education Department Chair frequently Department Chair meets meets or requests meetings with outside agencies with outside agencies involved with providing involved with providing vocational activities for vocational activities for CG CG students who are students who are between between the ages of 18 – the ages of 18 – 22. 22. High School Special Education Department Chair Effectiveness Domain 2: Delivery of Special Education Services The high school Special Education Department Chair provides professional input in developing appropriate IEPs for all special education students. Competency Highly Effective Effective Evidence 2.1 Follows laws, rules Demonstrates extensive Demonstrates thorough and policies adhering to knowledge of special knowledge of special Article 7 and provides education laws and education laws and guidance in the writing procedures. Oversees procedures. Oversees of IEPs, behavior plans and ensures compliance compliance with all and Functional Behavior with all procedural procedural timelines and assessments; timelines and safeguards. safeguards. 2.2 Monitors the IEP Ensures IEPs are Ensures IEPs are creation/writing process thorough yet concise, thorough, well-written for department well-written and include and include appropriate members appropriate goals and goals and benchmarks. benchmarks that uniquely address student needs. 2.3 Ensures all Uses a language parents Creates a welcoming participants understand can understand and environment in which the IEP process and creates an inviting parents feel they are respects input and environment in which all participants in the IEP contributions team members feel they process. are active participants. 2.4 Provides Orchestrates high Organizes aligned, professional quality, professional ongoing training and development learning opportunities coaching opportunities based on staff needs. that build instructional Professional learning is proficiency. Professional ongoing and relevant to learning is occasionally the school improvement relevant to the school process. improvement process. 2.5 Creates an environment of trust and respect 2.6 Collaborates with all parties to resolve conflicts In relationships with all teachers (general and special education), administrators, special education assistants and parents, the Special Education Department Chair: In relationships with all teachers (general and special education), administrators, special education assistants and parents, the Special Education Department Chair: Communicates respectfully and proactively; is sensitive to others’ perspectives; is transparent about how and why decisions were made whenever possible. Communicates respectfully; is sensitive to others’ perspectives; ensures that others know how and why key decisions are being made. Is effective in resolving Demonstrates conflicts in ways so that appropriate disputeall parties feel positive resolution skills. about the resolution. 2.7 Uses assessment Creates a robust, Creates a researchdata to be sure all research-based plan of based plan of action for students are fulfilling action for improving improving student graduation requirements student achievement; achievement; and/or transition goals encourages dept. encourages dept. for life after high school members to consistently members to monitor monitor student success student success and and proactively address address students who students who are offare off-track;. uses data track;. consults current to diagnose department best practices in strengths and developing short- and weaknesses. long-term plans to address diagnosed department weaknesses. High School Special Education Department Chair Effectiveness Domain 3: Effective Leadership and Collaboration: The Special Education Department Chair will provide the leadership needed to ensure the achievement of all students: 3.1 Demonstrates flexibility and responsiveness 3.2 Contribute to school culture 3.3 Collaborate with peers 3.4 Advocate for student success Continually seeking ways to improve the special education services and program at the high school in response to student, parent, administrative or teacher input and needs. Seek out leadership roles; go above and beyond in dedication time for students and co-workers; Actively participates in the hiring, training and assigning of certified and classified personnel. Goes above and beyond in seeking out opportunities to collaborate; coaches peers through difficult situations and follows-up: acts as an active participant in case conferences of incoming, as well as existing, special education students. Display commitment to the education of all students; proposes creative changes to ensure student success. Occasionally seeks ways to improve the special education services and program at the high school in response to student, parent, administrative or teacher input and needs. Accepts leadership roles when asked; does what is required regarding time for students and co-workers. Participates in the hiring, training, and assigning of certified or classified personnel when necessary. Goes above and beyond in seeking out opportunities to collaborate; coaches peers through difficult situations and follows-up: acts as an active participant in case conferences of incoming, as well as existing, special education students. Displays commitment to the education of all students; offers creative changes to ensure student success when appropriate. 3.5 Engage Families in student learning Strives to form relationships in which parents are given ample opportunity to participate in their child’s case conferences; is available to address parent/guardian concerns in a timely and positive manner. Creates an atmosphere where parents have moments to participate in their child’s case conferences; addresses parent/guardian concerns in a timely and positive manner.