Oregon City School District
Self-Assessment of Practice – Psychologist Rubric
Domain 1: Psychological Support For Student Learning And Development
Standard: 1.1: Evaluation – The school psychologist participates on an assessment team by:
Component
Exemplary
Proficient
Basic
Does Not Meet Standards
1a
Conducting formal,
standardized
psychological
testing of students
referred in
accordance with
best practices and
professional
standards when
addressing referral
questions.
Psychologist consistently follows
standardized procedures as outlined in
test manual, utilizes best practices, fully
addresses referral questions and
provides additional analysis.
Psychologist follows standardized
procedures as outlined in test manual,
routinely utilizes best practices, and fully
addresses referral questions.
Psychologist partially follows
standardized procedures as outlined in
test manual, attempts best practices,
and addresses referral questions.
Psychologist inconsistently follows
standardized procedures as outlined
in test manual.
1b
Conducting a variety
of informal
assessments of
students referred for
initial evaluation or
re-evaluation.
Psychologist uses multiple innovative
sources of information and supports
peers in the use of a variety of
assessments.
Psychologist independently and/or
collaboratively uses multiple sources of
information for informal assessment.
Psychologist seeks assistance in
utilizing a variety of informal
assessments.
Psychologist uses a limited number
of informal assessments in each
evaluation.
1c
Selecting
assessment tools
that are culturally,
linguistically, and
developmentally
appropriate.
Psychologist assists and trains others in
the selection and use of assessment
tools that provide necessary information
relative to the referral questions, and
which are culturally, linguistically, and
developmentally appropriate.
Psychologist consistently selects
assessment tools that provide
necessary information relative to the
referral questions, and which are
culturally, linguistically, and
developmentally appropriate.
Psychologist attempts to select
assessment tools which are culturally,
linguistically, and developmentally
appropriate.
Psychologist selects assessment
tools without regard to cultural,
linguistic, or developmental
differences.
Rubrics are to be used as a self-evaluation tool for licensed staff and may be used as a reference in discussing professional growth with administrators. They are not to be used as formal evaluation
documents nor to be included in administrative files.
Note- Rubric is comprehensive to full spectrum of school psychology roles and responsibilities. Not all areas apply to individual psychologists employed.
Self-Assessment of Practice —Continued
Component
Exemplary
Proficient
Basic
Does Not Meet Standards
1d
Analyzing,
interpreting, and
synthesizing data
collected from all
settings and persons
necessary to
complete the
evaluation process.
Psychologist analyzes all data from
multiple sources, interprets,
synthesizes, and collaboratively shares
the implications of the assessment
findings with the team.
Psychologist analyzes all data from
multiple sources, collaboratively shares
information and basic interpretations
clearly with the team.
Psychologist analyzes partial data from
multiple sources and shares information
with the team.
Psychologist uses insufficient data from
limited sources to address referral
questions.
Standard: 1.2: Consultation – The school psychologist participates in consultation activities by:
Component
Exemplary
Proficient
Basic
Does Not Meet Standards
1a
Collaborating with
staff in planning,
decision making, and
locating resources at
the individual, group,
and systems level.
Psychologist presents and/or plans
inservices for staff and utilizes research
from a wide range of resources to help
guide collaborative decision making.
Psychologist seeks opportunities for
creative staff collaboration, actively
guides decision making, and offers a
wide range of resources.
Psychologist usually available and
helpful during staff collaboration, guides
some decision making, and is aware of
some resources.
Psychologist inconsistently available for
staff consultation and decision making,
and has a limited understanding of
resources.
1b
Providing parents
with information
about evaluation
results and the
parents’ role in
possible intervention
strategies.
1c
Collaborating with
community
professionals and
agencies regarding
students of mutual
concern.
Psychologist provides clear information
about assessments conducted,
creatively uses alternative presentation
modes (i.e. charts, graphs) to clarify
implications, and provides multiple
strategies for collaborative parental
involvement.
Psychologist consistently provides clear
evaluation results, collaboratively
discusses implications, and provides
multiple strategies for parental
involvement.
Psychologist provides factual evaluation
results and shares basic strategies for
parental involvement.
Psychologist provides minimal or unclear
information and does not address
possible intervention strategies.
Psychologist initiates highly effective
collaborative consultation with
community professionals and agencies
regarding students of concern.
Psychologist consistently provides
effective collaborative consultation with
community professionals and agencies
regarding students of concern.
Psychologist provides consultation with
community professionals and agencies
regarding students of concern.
Psychologist provides minimal
consultation with community
professionals and agencies regarding
students of concern, when required.
Rubrics are to be used as a self-reflection tool for licensed staff and may be used as a reference in discussing professional growth with administrators. They are not to be used as formal evaluation
documents nor to be included in administrative files.
Self-Assessment of Practice -Continued
Component
1d
Collaborating with
pre-referral teams in
the generation and
review of prevention
and intervention
strategies.
Exemplary
Psychologist trains pre-referral teams in
innovative prevention and collaborative
intervention strategies.
Proficient
Psychologist consistently provides highly
effective consultation with pre-referral
teams, by collaborating in the generation
and review of prevention and
intervention strategies.
Basic
Psychologist generally provides effective
consultation with pre-referral teams, by
collaborating in the generation and
review of prevention and intervention
strategies.
Does Not Meet Standards
Psychologist inconsistently provides
consultation with pre-referral teams, by
collaborating in the generation and
review of prevention and intervention
strategies, when required.
Standard: 1.3: Intervention – The school psychologist follows accepted procedures by:
Component
Exemplary
Proficient
Basic
1a
Participating in crisis
prevention and
intervention (risk
screening, developing
a plan of action, and
referral to outside
providers).
Psychologist alerts others to the need for
crisis prevention and models intervention
strategies by promptly conducting
thorough risk screenings, developing
collaborative plans of action, and making
outside referrals.
Psychologist frequently participates in
crisis prevention and intervention by
promptly conducting risk screenings,
developing collaborative plans of action,
and making outside referrals.
1b
Participating in
Behavior Support
Plan (BSP)
development and
implementation.
Psychologist initiates and trains others
in the development and implementation
of collaboratively useful and realistic
BSPs.
Psychologist actively participates in the
development and implementation of
collaboratively useful and realistic
BSPs.
Psychologist participates in the
development and implementation of
BSPs.
Psychologist inconsistently
participates in the development and
implementation of BSPs when
required.
1c
Participating in
modifications/
accommodations
development.
Psychologist provides leadership in the
development of collaboratively
appropriate, highly effective, and
innovation modifications/
accommodations.
Psychologist routinely assists in
collaborative development of effective
modifications/accommodations.
Psychologist assists in development of
appropriate modifications/
accommodations.
Psychologist seldom assists in
development of modifications/
accommodations.
Psychologist participates in crisis
prevention and intervention by conducting
risk screenings, and developing plans of
action.
Does Not Meet Standards
Psychologist regularly misses
opportunities to participate in crisis
prevention and intervention.
Rubrics are to be used as a self-evaluation tool for licensed staff and may be used as a reference in discussing professional growth with administrators. They are not to be used as formal evaluation
documents nor to be included in administrative files.
Self Assessment of Practice - Continued
Standard: 1.4: Staff Support – The school psychologist provides information and resources:
Component
Exemplary
Proficient
Basic
Does Not Meet Standards
1a
Concerning crisis
situations.
Psychologist frequently seeks out and
collaboratively shares with staff data
driven useful information and current
resources concerning crisis situations.
Psychologist proactively provides staff
with useful information and resources
concerning crisis situations.
1b
Concerning Special
Education process.
Psychologist proactively plans for and
reminds administrators of the need to
schedule inservices for staff concerning
the Special Education process.
Psychologist provides staff with
extensive information and multiple
resources concerning the Special
Education process.
Psychologist provides staff with
information and resources concerning
the Special Education process.
Psychologist provides staff with
limited information and resources
concerning the Special Education
process when directed to do so.
1c
Concerning
characteristics of
and interventions for
various disabilities.
Psychologist proactively perceives a
need, plans inservices, provides staff
with useful information and resources
concerning characteristics of and
interventions for various disabilities.
Psychologist readily provides staff with
accurate, useful information and
resources concerning characteristics of
and interventions for various disabilities.
Psychologist seeks out and provides
information and resources concerning
characteristics of and interventions for
various disabilities as the need arises.
Psychologist provides staff with
limited information and few resources
concerning characteristics of and
interventions for various disabilities
when directed to do so.
Psychologist provides staff with
information and resources concerning
crisis situations when they arise.
Psychologist provides staff with minimal
information and limited resources when
directed to do so.
Rubrics are to be used as a self-reflection tool for licensed staff and may be used as a reference in discussing professional growth with administrators. They are not to be used as formal evaluation
documents nor to be included in administrative files.
Self-Assessment of Practice —Continued
Standard: 1:5: Documentation – The school psychologist provides timely and appropriate documentation:
Component
Exemplary
Proficient
Basic
1a
Regarding case
management.
Psychologist shares strategies that help
others provide appropriate and insightful
documentation regarding case
management preparing documents well
ahead of deadlines.
Psychologist provides accurate and
complete documentation regarding case
management with close attention to
timelines.
Psychologist provides basic
documentation regarding case
management and attempts to meet
timelines.
Psychologist provides unreliable
documentation regarding case
management and often disregards
timelines.
1b
Regarding
psychological
evaluation reports.
Psychologist shares collaborative
strategies with colleagues regarding
timely, appropriate and insightful
psychological evaluation reports.
Psychologist provides appropriate
psychological evaluation reports as
soon as possible.
Psychologist usually provides basic
psychological evaluation reports as
scheduled.
Psychologist inconsistently
provides psychological evaluation
reports, and often disregards
timelines.
1c
Regarding data
collection (such as
observations, monthly
activity log, etc.)
Psychologist shares strategies with
colleagues regarding data collection.
Psychologist consistently collects and
reports needed data as scheduled.
Psychologist usually collects and
reports needed basic data.
Psychologist collects and reports
inconsistent data.
Does Not Meet Standards
Domain 2: Professional Responsibilities
Standard: 2.1: Professionalism – The school psychologist acts in a professional manner by:
Component
Exemplary
Proficient
Basic
2a
Taking leadership
roles on committees,
helping to plan staff
meetings or
workshops, and
sharing knowledge
or expertise with
colleagues.
Psychologist often accepts leadership
roles on committees, helps to plan staff
training, and seeks creative ways to
share knowledge and expertise with
staff and colleagues.
Psychologist is consistently available
for leadership roles, providing input for
staff meetings/staff development and
sharing knowledge with colleagues.
Psychologist is available for committee
assignment and may share knowledge
or expertise with colleagues.
Does Not Meet Standards
Psychologist is seldom available
for committee assignments or
assisting with sharing expertise
and knowledge with staff.
Rubrics are to be used as a self-evaluation tool for licensed staff and may be used as a reference in discussing professional growth with administrators. They are not to be used as formal evaluation
documents nor to be included in administrative files.
Self Assessment of Practice – Continued
Component
Exemplary
Proficient
Basic
2b
Meeting professional
obligations in a
timely manner.
Psychologist meets all professional
obligations, anticipates potential timeline
conflicts and collaborates with peers to
resolve such conflicts.
Psychologist consistently meets
professional obligations in a timely
manner, often earlier than mandated.
Psychologist meets most professional
obligations in a timely manner.
Psychologist is aware of timelines,
but does not adhere to them.
2c
Conducting self in a
professional manner
when collaborating
with colleagues,
community and
public agencies, and
private partners on
behalf of students
and families.
Psychologist models and collaboratively
assists others in presenting themselves
in a professional manner in a variety of
settings.
Psychologist consistently presents self
in a professional manner.
Psychologist generally acts in a
professionally appropriate manner.
Psychologist often presents self in
an unprofessional manner.
2d
Following federal,
state, and local
policies and
procedures and
adhering to the
National Association
of School
Psychologists
(NASP) and/or APA
Code of Conduct.
Psychologist proactively seeks to learn
and collaboratively share with
colleagues the most recent
guidelines/changes in federal, state, and
local policies and procedures and
faithfully adheres to NASP and/or APA
Code of Conduct.
Psychologist consistently learns,
understands, and follows federal, state,
and local policies and procedures and
adheres to NASP and/or APA Code of
Conduct.
Psychologist makes every attempt to
learn and follow federal, state, and local
policies and procedures and adheres to
NASP and/or APA Code of Conduct.
Psychologist inconsistently follows
federal, state, and local policies
and procedures and fails to adhere
to NASP and/or APA Code of
Conduct while exhibiting little
inclination to understand
policies/codes.
Does Not Meet Standards
Rubrics are to be used as a self-reflection tool for licensed staff and may be used as a reference in discussing professional growth with administrators. They are not to be used as formal evaluation
documents nor to be included in administrative files.
Self-Assessment of Practice - Continued
Standard: 2.2: Growth and Development – The school psychologist continues growth and development as evidenced by:
Component
Exemplary
Proficient
Basic
2a
Seeking opportunities
to enhance
instructional practice
through workshops,
professional
organizations,
conferences, or
graduate level
courses.
Psychologist proactively seeks out, uses,
and collaboratively shares with others
notice of opportunities to enhance
instructional practice through workshops,
professional organizations, conferences,
and graduate level courses.
Psychologist consistently seeks out and
uses opportunities to enhance
instructional practice through
workshops, professional organizations,
conferences, or graduate level courses.
2b
Seeking the
assistance of other
disciplines in
consultative or
referral roles in
providing services,
as appropriate.
Psychologist proactively builds
communication bridges with
professionals in other disciplines before
assistance, collaboration, and
consultation is needed.
Psychologist consistently seeks the
assistance of other disciplines in
consultative or referral roles in providing
services, as appropriate.
Psychologist attempts to seek the
assistance of other disciplines in
consultative or referral roles in providing
services, as appropriate.
Psychologist rarely seeks the
assistance of other disciplines,
unless directed to do so.
2c
Maintaining an
awareness of
effective
psychological
practices and
materials.
Psychologist proactively seeks out the
most effective psychological practices
and collaboratively shares that
knowledge with others.
Psychologist consistently seeks to
become aware of psychological
practices and materials used frequently
in professional practice.
When the need arises, psychologist
seeks out practices and materials.
Psychologist rarely seeks an
awareness of practices and
materials.
2d
Using newly
acquired knowledge
and skills in
professional
practice.
Psychologist collaboratively creates
strategies to use newly acquired
knowledge and skills in professional
practice, and shares strategies with
others.
Psychologist frequently uses newly
acquired knowledge and skills.
Psychologist attempts to use newly
acquired knowledge and skills in
professional practice.
Psychologist seldom uses newly
acquired knowledge and skills in
professional practice.
Psychologist occasionally seeks out and
uses opportunities to enhance
instructional practice through workshops,
professional organizations, conferences,
or graduate level courses.
Does Not Meet Standards
Psychologist rarely seeks out
opportunities to enhance instructional
practice.
Rubrics are to be used as a self-evaluation tool for licensed staff and may be used as a reference in discussing professional growth with administrators. They are not to be used as formal evaluation
documents nor to be included in administrative files.
Self Assessment of Practice – Continued
Domain 3: Communication
Standard: 3:1: School and Community – The school psychologist communicates effectively by:
Component
Exemplary
Proficient
3a
Utilizing various
communication tools
to interact on a timely
basis.
Psychologist communicates on a regular
and timely basis utilizing various
communication tools, including electronic
or printed forms, and personal contact.
Psychologist communicates on a
regular and timely basis utilizing various
communication tools, including
electronic or printed forms, and
personal contact.
3b
Utilizing various
presentation skills
(eye contact, voice,
volume, tone,
pacing, etc.).
Psychologist models and collaboratively
shares professional presentation skills
and techniques with peers.
3c
Handling concerns
of others in a
positive and
professional manner
to protect the
individual’s rights to
privacy.
3d
Participating in
group decision
making processes
and communicating
a clear
understanding of
those decisions.
Basic
Does Not Meet Standards
Psychologist uses somewhat limited
communication tools, however, interaction
is on a timely basis.
Psychologist uses limited
communication tools to interact, often
disregarding timelines.
Psychologist delivers message using
proficient professional presentation
skills.
Psychologist delivers message using
satisfactory professional presentation
skills.
Psychologist delivers message with
limited professional presentation
skills.
Psychologist shares strategies with
colleagues for handling concerns of
others in a positive and professional
manner to protect the individual’s rights
to privacy and confidentiality.
Psychologist successfully handles
concerns of others in a positive and
professional manner to protect the
individual’s rights to privacy and
confidentiality.
Psychologist attempts to handle
concerns of others in a positive and
professional manner to protect the
individual’s rights to privacy and
confidentiality.
Psychologist ignores the importance
of handling concerns of others in a
positive and professional manner to
protect the individual’s rights to
privacy and confidentiality.
Psychologist collaboratively participates
in group decision making processes and
is able to restate a clear and precise
understanding of those decisions to all
stakeholders in the educational
community.
Psychologist actively participates in
group decision making processes and
communicates a clear understanding of
those decisions in a positive manner.
Psychologist participates in group
decision making processes and is able
to communicate a general
understanding of the decisions.
Psychologist attends group decision
making meetings and attempts to
articulate the results of the decision.
Rubrics are to be used as a self-reflection tool for licensed staff and may be used as a reference in discussing professional growth with administrators. They are not to be used as formal evaluation
documents nor to be included in administrative files.
Self-Assessment of Practice – Continued
Component
Exemplary
Proficient
Basic
Does Not Meet Standards
3e
Listening and
responding to
questions,
comments, and
suggestions.
Psychologist shares input in multiple
forms, seeks clarification, responds
appropriately and follows up as needed.
Psychologist consistently listens to,
seeks clarification, and responds
appropriately to questions, comments,
and suggestions.
Psychologist listens to and responds
appropriately to questions, comments,
and suggestions.
Psychologist inconsistently listens to
and rarely responds appropriately to
questions, comments, and
suggestions.
3f
Using clear and
correct spoken and
written language.
Psychologist’s spoken and written
language is clear, grammatically correct,
expressive, and serves as a model for
colleagues.
Psychologist’s spoken and written
language is clear and grammatically
correct.
Psychologist’s spoken language is
audible and written language is legible.
Psychologist’s spoken language may
be inaudible or written language is
illegible.
3g
Modeling and
utilizing conflict
resolution
strategies.
Psychologist perceives a potential
problem, then models and utilizes
conflict resolution strategies, and assists
others in refining their conflict resolution
strategies.
Psychologist intuitively models and
utilizes conflict resolution strategies on a
frequent basis.
Psychologist models and utilizes conflict
resolution strategies when necessary.
Psychologist infrequently utilizes
conflict resolution strategies.
3h
Sharing ideas and
concerns.
Psychologist seeks collaborative input
from others regarding ideas and
concerns related to school and
community and offers collaborative
suggestions as appropriate.
Psychologist proactively shares ideas
and concerns related to school and
community.
Psychologist provides input on ideas
and concerns related to school and
community as they arise.
Psychologist discusses ideas and
concerns related to school and
community only when requested.
3i
Providing
information
concerning disability
awareness.
Psychologist consistently provides
disability awareness instruction in a
sensitive manner and seeks out
opportunities to heighten awareness in
a variety of settings.
Psychologist frequently provides
disability awareness instruction to
individuals and groups in a sensitive
manner.
Psychologist provides standard
disability awareness instruction.
Psychologist rarely provides disability
awareness instruction.
Rubrics are to be used as a self-reflection tool for licensed staff and may be used as a reference in discussing professional growth with administrators. They are not to be used as formal evaluation
documents nor to be included in administrative files.
Self-Assessment of Practice - Continued
Component
Exemplary
Proficient
Basic
.Does Not Meet Standards
3j
Keeping supervisors
informed of program
activities and
concerns.
Psychologist works collaboratively with
supervisor to anticipate potential
concerns and solutions.
Psychologist anticipates potential
concerns, and communicates with
supervisor.
Psychologist communicates with
supervisor when a problem arises.
Psychologist attempts to solve
program concerns independently.
3k
Communicating in
an effective manner
with teachers,
substitutes,
paraprofessionals,
and adult assistants.
Psychologist shares with colleagues
effective tools for communication with
teachers, substitutes, paraprofessionals,
and adult assistants.
Psychologist regularly communicates in
an effective manner with teachers,
substitutes, paraprofessionals, and
assistants.
Psychologist communicates with
teachers, substitutes, paraprofessionals,
and adult assistants, when necessary.
Psychologist communicates
ineffectively with teachers,
substitutes, paraprofessionals, and
adult assistants.
Standard: 3.2: Students – The school psychologist communicates effectively by:
Component
Exemplary
Proficient
3a
Providing clear goals
(social, behavioral, and
counseling) and
clarifying directions/
procedures.
Psychologist collaborates with students to
jointly create clear social, behavioral, and
counseling goals, modifying directions
and procedures to match student needs.
Psychologist provides clear goals,
consistently clarifying directions and
procedures with students.
3b
Using vocabulary
appropriate to
students’ age and
development.
Psychologist intuitively uses vocabulary
appropriate to students’ age and
development and confirms mutual
understanding.
Psychologist intuitively uses vocabulary
appropriate to students’ age and
development.
Basic
Psychologist provides clear goals, but
may be unclear about directions and
procedures with students.
Psychologist consciously tries to use
vocabulary appropriate to students’ age
and development.
Does Not Meet Standards
Psychologist inconsistently provides
goals, often skipping directions and
procedures with students.
Psychologist often uses vocabulary
inappropriate to students’ age and
development.
Rubrics are to be used as a self-evaluation tool for licensed staff and may be used as a reference in discussing professional growth with administrators. They are not to be used as formal evaluation
documents nor to be included in administrative files.
Self Assessment of Practice-Continued
Component
Exemplary
Proficient
Basic
Does Not Meet Standards
3c
Explaining students’
rights relative to
privacy and
confidentiality.
Psychologist utilizes multiple scenarios
when explaining students’ rights relative
to privacy and confidentiality and
confirms students’ understanding.
Psychologist consistently and
completely explains students’ rights
relative to privacy and confidentiality.
Psychologist usually explains students’
rights relative to privacy and
confidentiality.
Psychologist sporadically explains
students’ rights relative to privacy
and confidentiality.
3d
Responding to
questions,
comments, and
suggestions from
students.
Psychologist not only responds to, but
encourages questions, comments, and
suggestions from students.
Psychologist consistently responds to
questions, comments, and suggestions.
Psychologist generally responds to
questions and comments.
Psychologist rarely responds to
questions or comments.
3e
Teaching and
modeling coping
strategies to
students.
Psychologist researches, modifies or
develops and shares new coping
strategies.
Psychologist consistently teaches and
models a variety of coping strategies to
students.
Psychologist regularly teaches coping
strategies to students.
Psychologist occasionally teaches
coping strategies to students.
3f
Sharing ideas,
resources, and
information with
students.
Psychologist seeks out and shares a
variety of individualized ideas,
resources, and information
collaboratively with students.
Psychologist often shares ideas,
resources, and information with
students.
Psychologist shares basic ideas,
resources, and information with
students.
Psychologist inconsistently shares
ideas, resources, and information
with students.
3g
Providing disability
information to
students.
Psychologist seeks latest research to
share general and individualized
disability information to students.
Psychologist proactively provides
disability information to students.
Psychologist provides disability
information to students when the need
arises.
Psychologist seldom provides
disability information to students.
3h
Providing feedback
regarding progress
on IEP goals.
Psychologist seeks student input while
providing frequent feedback/
encouragement on IEP goals.
Psychologist provides frequent
feedback and encouragement on IEP
goals.
Psychologist provides regular feedback
on IEP goals to student.
Psychologist provides limited
feedback on IEP goals to student.
Rubrics are to be used as a self-reflection tool for licensed staff and may be used as a reference in discussing professional growth with administrators. They are not to be used as formal evaluation
documents nor to be included in administrative files.
Self Assessment of Practice – Continued
Standard: 3.3: Parents – The school psychologist communicates effectively by:
Component
Exemplary
Proficient
Basic
Does Not Meet Standards
3a
Providing
information to
parents about
special education
procedures, parental
rights, evaluation
results, and
eligibility.
Psychologist consistently provides
complete, individualized information to
parents about special education
procedures, parental rights, evaluation
results, and eligibility, and checks
frequently for understanding.
Psychologist consistently provides
complete, individualized information to
parents about special education
procedures, parental rights, evaluation
results, and eligibility and checks for
understanding.
Psychologist provides complete
information to parents about special
education procedures, parental rights,
evaluation results, and eligibility.
Psychologist provides partial
information to parents about special
education procedures, parental
rights, evaluation results, and
eligibility.
3b
Listening to and
providing
information to
parents during IEP
discussions.
Psychologist seeks parent input and
elicits their concerns while sharing
information during IEP discussions, and
checks for understanding.
Psychologist consistently listens to
parent concerns, answers their
concerns, and provides in-depth
information during IEP discussions.
Psychologist listens to and provides
basic information to parents during IEP
discussions.
Psychologist inconsistently listens to
parents and provides partial
information during IEP discussions.
3c
Communicating with
parents about
student progress.
Psychologist utilizes a variety of modes
of communication (i.e. email, phone,
notes etc.), honoring parent
communication preferences.
Psychologist proactively communicates
with parents about student progress and
checks for understanding.
Psychologist communicates with
parents about student progress at
reporting periods or as needed.
Psychologist seldom communicates
with parents about student progress.
3d
Responding to
parent concerns in a
timely manner, while
maintaining
confidentiality.
Psychologist shares strategies with
colleagues on methods to respond
promptly to parent concerns while
maintaining total confidentiality.
Psychologist promptly responds to
parent concerns and always maintains
total confidentiality.
Psychologist responds to parent
concerns in a timely manner and usually
maintains confidentiality.
Psychologist sporadically responds
to parent concerns and occasionally
disregard confidentiality.
3e
Providing
information in a way
that facilitates parent
understanding.
Psychologist consistently provides
individualized information in a way that
facilitates parent understanding and
insight.
Psychologist usually provides
information in a way that facilitates
parent understanding.
Psychologist attempts to provide
information in a way that facilitates
parent understanding.
Psychologist provides information to
parents in technical language that is
unclear.
Rubrics are to be used as a self-reflection tool for licensed staff and may be used as a reference in discussing professional growth with administrators. They are not to be used as formal evaluation
documents nor to be included in administrative files.
Self-Assessment of Practice – Continued
Standard: 3.4: Agencies and Community – The school psychologist communicates effectively by:
Component
Exemplary
Proficient
3a
Cooperating with the
courts, juvenile
authorities, health
officials, and other
agencies in
compliance with legal
requirements and
District guidelines.
Psychologist proactively alerts
administrator and collaboratively seeks
assistance in locating the appropriate
agency to address concerns of
compliance with legal requirements and
District guidelines in a timely and efficient
manner.
Psychologist consistently cooperates
with the courts, juvenile authorities,
health officials, and other agencies in
compliance with legal requirements and
District guidelines in a timely and
efficient manner.
3b
Cooperating in
matters of student
safety and security.
Psychologist perceives future potential
concerns in matters of student safety
and security, and alerts administration in
a proactive manner.
Psychologist always cooperates in
matters of student safety and security,
and notifies administration of concerns/
actions in a timely manner.
Basic
Psychologist cooperates with the courts,
juvenile authorities, health officials, and
other agencies when requested, in a
timely manner.
Psychologist routinely cooperates in
matters of student safety and security,
and notifies administration of concerns/
actions.
Does Not Meet Standards
Psychologist inconsistently cooperates
with the courts, juvenile authorities,
health officials, and other agencies.
Psychologist occasionally ignores
matters of student safety and
security, and fails to notify
administration of actions/concerns.
Standard: 3.5: Psychologist and Assessment Team Colleagues – The school psychologist communicates effectively by:
Component
Exemplary
Proficient
Basic
Does Not Meet Standards
3a
Participating actively
in department
meetings.
Psychologist consistently attends, actively Psychologist consistently attends and
participates in, and initiates agenda items actively participates in department
for department meetings.
meetings.
3b
Volunteering for
department
committees.
Psychologist takes a collaborative,
leadership role in department
committees.
Psychologist consistently volunteers
and actively participates in department
committees.
Psychologist occasionally volunteers for
department committees.
Psychologist rarely aware of
volunteer opportunities for
department committees.
3c
Engaging in
consultation with
other department
staff.
Psychologist initiates and encourages
others to use consultation with other
department staff.
Psychologist frequently engages in
professional consultation with other
department staff.
Psychologist informally engages in
consultation with other department staff.
Psychologist rarely consults with
other department staff.
Psychologist generally attends
department meetings.
Psychologist inconsistently attends
department meetings.
Rubrics are to be used as a self-reflection tool for licensed staff and may be used as a reference in discussing professional growth with administrators. They are not to be used as formal evaluation
documents nor to be included in administrative files.
Self-Assessment of Practice – Continued
Component
Exemplary
Proficient
3d
Responding to
electronic/phone
messages and
requests.
Psychologist consistently responds to
electronic/phone messages and requests
in a timely manner, sharing information
with all necessary participants.
Psychologist consistently responds to
electronic/phone messages and
requests in a timely manner.
3e
Sharing newly
acquired information
relevant to
psychologists and
assessment staff.
Psychologist consistently seeks out and
collaboratively shares newly acquired,
relevant information with psychologists
and assessment staff.
Psychologist consistently and
collaboratively shares newly acquired
information and clarifies relevance to
psychologists and assessment staff.
Basic
Psychologist responds to electronic/
phone messages and requests when
schedule allows.
Psychologist often shares newly
acquired information relevant to
psychologists and assessment staff.
Does Not Meet Standards
Psychologist inconsistently responds to
electronic/phone messages and
requests.
Psychologist rarely shares newly
acquired information relevant to
psychologists and assessment staff.
Domain 4: Environment
Standard: 4.1: Culture – The school psychologist creates and maintains a positive working environment by:
Component
4a
Interacting in a
respectful manner
with peers, staff and
students.
Exemplary
Proficient
Basic
Does Not Meet Standards
Psychologist demonstrates genuine
respect for each other, staff, and
students as individuals and
professionals.
Psychologist interactions are
consistently polite and respectful with
peers, staff, and students.
Psychologist is generally respectful in
their interactions with others.
Psychologist places unyielding emphasis
on their point of view.
4b
Modeling positive
verbal and nonverbal behavior.
Interactions are always positive and
are appropriate to developmental and
cultural norms.
Interactions are consistently friendly
and demonstrate general warmth,
caring, and respect.
Interactions are friendly and
demonstrate general acceptance.
Interactions may reflect inconsistencies,
favoritism, or disregard for individuals.
4c
Recognizing and
respecting individual
diversity.
Psychologist actively seeks cultural and
collaborative input from diverse
community members or resources, when
appropriate.
Psychologist recognizes, respects, and
integrates individual diversity within their
plans when possible.
Psychologist recognizes, respects, and
encourages individual diversity.
Psychologist recognizes individual
diversity.
Rubrics are to be used as a self-evaluation tool for licensed staff and may be used as a reference in discussing professional growth with administrators. They are not to be used as formal evaluation
documents nor to be included in administrative files.
Self-Assessment of Practice —Continued
Component
4d
Accepting and offering
suggestions in a nonjudgmental manner.
Exemplary
Psychologist is skilled in leading
collaborative discussions, and
encourages all participants to give
non-judgmental value to everyone’s
input.
Proficient
Psychologist suggestions are offered
in a collaborative manner, open to
modification.
Basic
Psychologist attempts to listen to
others suggestions in a nonjudgmental manner.
Does Not Meet Standards
Psychologist offers suggestions in a noncollaborative manner.
Standard: 4.2: Physical – The school psychologist creates and maintains a positive productive physical working space by:
Component
Exemplary
Proficient
Basic
Does Not Meet Standards
4a
Respectfully using
shared space in
office or school
setting.
Psychologist always respects shared
space and leaves it cleaner than they
found it.
Psychologist consistently respects
shared space by restoring it to the
original condition.
Psychologist attempts to maintain a
shared work space respectful to all.
Psychologist often leaves personal
items in shared space.
4b
Sharing materials
according to office
protocols.
Psychologist organizes and maintains
the structure of the shared materials
protocols.
Psychologist signs out and returns
materials in a timely manner.
Psychologist signs out shared
materials.
Psychologist is aware that shared
resources are available.
4c
Organizing physical
space.
Psychologist assists others and makes
helpful suggestions to create an
organized work place.
Physical space is organized and is
appropriate to planned activities.
Psychologist attempts to create a wellorganized physical environment is
partially successful.
Organization is inappropriate to the
planned activities.
Rubrics are to be used as a self-evaluation tool for licensed staff and may be used as a reference in discussing professional growth with administrators. They are not to be used as formal evaluation
documents nor to be included in administrative files.