NSSEO Framework for Professional Growth
Speech Language Pathologist
Domain I. Planning and Preparation
Component
Unsatisfactory
1a: Demonstrating knowledge
and skill in the area of SpeechLanguage; holding relevant
certificate or license
Component
1b: Establishing goals for the
therapy program appropriate to
the setting and the students
served
Component
1c: Demonstrating knowledge of
district, state, and federal
regulations and guidelines
Speech-Language Pathologist
demonstrates little or no
knowledge and skill in the area
of Speech and Language; does
not hold the necessary certificate
or license.
NAME:
Needs Improvement
Speech-Language Pathologist
demonstrates basic knowledge
and skill in the area of Speech
and Language; holds the
necessary certificate or license.
Proficient
Speech-Language Pathologist
demonstrates thorough
knowledge and skill in the area
of Speech and Language and
alignment of student goals to
academic need; holds the
necessary certificate or license.
Excellent
Speech-Language Pathologist
demonstrates extensive
knowledge and skill in the area
of Speech and Language and
alignment of student goals to
academic need; remains abreast
of current research and best
practice; holds the necessary
certificate or license.
Unsatisfactory
Needs Improvement
Proficient
Excellent
Speech-Language Pathologist has
no clear goals for the therapy
program; or goals are
inappropriate to either the
situation or the age of the
students.
Speech-Language Pathologist’s
goals for the therapy program are
rudimentary and are partially
suitable to the situation or the age
of the students.
Speech-Language Pathologist’s
goals for the therapy program are
clear and appropriate to the
situation in the school and to the
age of the students.
Speech-Language Pathologist’s
goals for the therapy program are
highly appropriate to the
situation in the school and to the
age of the students, and have
been developed following
consultations with administrators
and teachers.
Unsatisfactory
Speech-Language Pathologist
demonstrates little or no
knowledge of special education
regulations and procedures.
Needs Improvement
Speech-Language Pathologist
demonstrates basic knowledge of
special education regulations and
procedures.
1
Proficient
Speech-Language Pathologist
demonstrates thorough
knowledge of special education
regulations and procedures.
Excellent
Speech-Language Pathologist’s
knowledge of special education
regulations and procedures is
extensive; Speech-Language
Pathologist takes a leadership
role in reviewing and revising
district policies.
Component
1d: Demonstrating knowledge of
resources, both within and
beyond the school and district
Component
1e: Planning a therapy program
that is integrated with the school
program to meet the needs of
individual students
Component
1f: Developing a plan to
evaluate the therapy program
Unsatisfactory
Speech-Language Pathologist
demonstrates little or no
knowledge of resources for
students available through the
school or district.
Unsatisfactory
Therapy program consists of a
random collection of unrelated
activities, lacking coherence or
an overall structure.
Needs Improvement
Speech-Language Pathologist
demonstrates basic knowledge of
resources for students available
through the school or district.
Needs Improvement
Speech-Language Pathologist’s
plan is based on student needs,
but all activities do not align with
the broader goals.
Proficient
Speech-Language Pathologist
demonstrates thorough
knowledge of resources for
students available through the
school or district and some
familiarity with resources
external to the district.
Proficient
Speech-Language Pathologist’s
plan is based on student need,
including meaningful activities,
which align with the broader
goals of the school.
Excellent
Speech-Language Pathologist
demonstrates extensive
knowledge and willingness to
explore resources for students
available through the school,
district, and larger community.
Excellent
Speech-Language Pathologist’s
plan is highly coherent and
serves to support students’ goals
within the broader educational
program.
Unsatisfactory
Needs Improvement
Proficient
Excellent
Speech-Language Pathologist has
no plan to evaluate the program
or resists suggestions that such an
evaluation is important.
Speech-Language Pathologist has
a rudimentary plan to evaluate
the therapy program.
Speech-Language Pathologist’s
plan to evaluate the program is
organized around clear goals and
the collection of evidence to
indicate the degree to which the
goals have been met.
Speech-Language Pathologist’s
plan is highly sophisticated,
using multiple sources of
evidence and clear
recommendations for improving
the program on an ongoing basis.
2
Evidence:
Unsatisfactory
3
Needs Improvement
Proficient
Excellent
Domain 2: The Learning Environment
Component
Unsatisfactory
2a: Establishing rapport with
students
Component
2b: Organizing time effectively
Speech-Language Pathologist’s
interactions with students are
negative or inappropriate;
students appear uncomfortable.
Needs Improvement
Speech-Language Pathologist’s
interaction with students is a mix
of positive and negative; the
SLP’s efforts are partially
successful.
Unsatisfactory
Needs Improvement
Speech-Language Pathologist
exercises poor judgment in
setting priorities, resulting in
confusion, missed deadlines, and
conflicting schedules.
Speech-Language Pathologist’s
time management skills are
moderately well developed;
essential activities are carried out
but not always in the most
efficient manner.
Component
Unsatisfactory
Needs Improvement
2c: Establishing and
maintaining clear procedures for
referrals
No procedures for referrals have
been established; when teachers
want to refer a student for special
services they are not sure how to
go about it.
Speech-Language Pathologist has
established procedures for
referrals, but the details are not
always clear.
4
Proficient
Speech-Language Pathologist’s
interaction with students is
positive and respectful; students
appear comfortable.
Proficient
Speech-Language Pathologist
exercises good judgment in
setting priorities, resulting in
clear schedules and important
work being accomplished in an
efficient manner.
Proficient
Procedures for referrals,
meetings, and consultations are
clear to everyone.
Excellent
Students’ interaction with the
Speech-Language Pathologist
reflects a high degree of comfort
and trust in the relationship.
Excellent
Speech-Language Pathologist
demonstrates excellent time
management skills,
accomplishing all tasks in a
seamless manner; the schedules
are responsive to the needs of
students.
Excellent
Procedures for all aspects of
referrals and assessments are
clear to everyone, and have been
developed in consultation with
teachers and administrators.
Component
2d: Establishing standards of
conduct for the instructional
setting
Component
2e: Organizing physical space
for assessment of students and
providing therapy
Unsatisfactory
Needs Improvement
Proficient
No standards of conduct have
been established and SpeechLanguage Pathologist disregards
or fails to address negative
student behavior during
evaluation or treatment.
Standards of conduct appear to
have been established. SpeechLanguage Pathologist’s attempts
to monitor and correct student
negative behavior during
evaluation or treatment are
partially successful.
Standards of conduct have been
established. Speech-Language
Pathologist monitors and corrects
student negative behavior;
response to students is
appropriate and respectful.
Unsatisfactory
Needs Improvement
Proficient
Excellent
The instructional setting is
moderately well organized and
moderately well suited for
working with students. Materials
are usually available when
needed.
The instructional setting is well
organized and suited for working
with students. Materials are
available when needed.
The instructional setting is highly
organized and is inviting to
students. Materials are
conveniently available when
needed.
The instructional setting is
disorganized and poorly suited
for working with students.
Materials are difficult to find
when needed.
Excellent
Standards of conduct have been
established. Speech-Language
Pathologist’s monitoring of
students is subtle and
preventative; students engage in
self-monitoring of behavior as
appropriate.
Evidence:
Unsatisfactory
5
Needs Improvement
Proficient
Excellent
Domain 3: Delivery of Service
Component
3a: Responding to referrals and
evaluating student needs
Component
3b: Developing and
implementing interventions to
maximize students’ success in
meeting goals
Component
3c: Communicating with
families
Unsatisfactory
Speech-Language Pathologist
fails to respond to referrals or
makes hasty assessments of
student needs.
Needs Improvement
Speech-Language Pathologist
responds when pressed to act on
referrals and makes adequate
assessments of student needs.
Proficient
Speech-Language Pathologist
responds to referral, and makes
thorough assessments of student
needs.
Speech-Language Pathologist
responds to referrals and is
proactive in determining the
components necessary for
achieving a differential
diagnosis.
Unsatisfactory
Needs Improvement
Speech-Language Pathologist
fails to plan interventions
meaningful to students;
interventions are not aligned with
the findings of assessments.
Speech-Language Pathologist’s
intervention plans for students
are partially meaningful for them
and/or are inconsistently aligned
with identified needs.
Unsatisfactory
Needs Improvement
Proficient
Excellent
Speech-Language Pathologist
fails to communicate with
families and secure necessary
permissions, or communicates in
an insensitive manner.
Speech-Language Pathologist
communicates with families in a
partially successful manner;
permission is obtained, but there
are occasional insensitivities to
cultural and linguistic traditions.
Speech-Language Pathologist
communicates with families and
secures necessary permissions,
and does so in a responsive
manner.
Speech-Language Pathologist
secures necessary permissions
and communicates with families
in a highly responsive manner,
which includes cultural,
linguistic, and other
considerations. SpeechLanguage Pathologist reaches out
to families of students to enhance
trust.
6
Proficient
Excellent
Speech-Language Pathologist
intervention plans for students
are meaningful for them and are
aligned with identified needs.
Excellent
Speech-Language Pathologist
develops comprehensive
intervention plans for students,
finding ways to creatively meet
student needs and incorporate
many related elements.
Component
3d : Collecting information,
writing reports
Component
3e: Demonstrating flexibility
and responsiveness
Unsatisfactory
Speech-Language Pathologist
does not collect relevant
information on which to base
treatment plans. Reports are
inaccurate or not appropriate for
the intended purpose.
Unsatisfactory
Speech-Language Pathologist
adheres to his or her plan in spite
of evidence of its inadequacy.
Needs Improvement
Speech-Language Pathologist
collects most of the relevant
information on which to base
treatment plans. Reports are
accurate but lacking in clarity
and not always appropriate for
the intended purpose.
Needs Improvement
Speech-Language Pathologist
makes modest changes to his or
her treatment plan when
presented with evidence of the
need for change.
Proficient
Speech-Language Pathologist
collects all of the relevant
information on which to develop
and adjust treatment plans as
supported by the data. Reports
are accurate and appropriate for
the intended purpose.
Excellent
Speech-Language Pathologist is
proactive in collecting relevant
information, interviewing
teachers and parents as
necessary. Reports are accurate
and clearly written, and are
tailored to the intended purpose.
Proficient
Speech-Language Pathologist
reviews and revises the treatment
plan when it is needed.
Excellent
Speech-Language Pathologist
continually seeks ways to
improve the treatment program
and makes evidenced-based
changes as appropriate in
response to student, parent, or
teacher input.
Evidence:
Unsatisfactory
7
Needs Improvement
Proficient
Excellent
Domain 4: Professional Responsibilities
Component
Unsatisfactory
4a: Reflecting on practice
Component
4b: Collaborating with teachers
and administrators
Component
4c: Maintaining effective data
management system
Speech-Language Pathologist
does not reflect on practice or
the reflections are inaccurate or
self-serving
Unsatisfactory
Speech-Language Pathologist is
not available to staff for
questions and planning, and
declines to provide background
material when requested.
Needs Improvement
Speech-Language Pathologist’s
reflection on practice is
moderately accurate and
objective without citing specific
examples and with only global
suggestions on how it might be
improved.
Needs Improvement
Speech-Language Pathologist is
available to staff for questions
and planning and provides
background material when
requested.
Proficient
Speech-Language Pathologist’s
reflection on practice is an
accurate and objective
description of practice, citing
specific positive and negative
characteristics. SpeechLanguage Pathologist makes
some specific suggestions as to
how the therapy program might
be improved
Proficient
Speech-Language Pathologist
initiates contact with team
members and administrators to
confer regarding individual
cases.
Excellent
Speech-Language Pathologist’s
reflection on practice is highly
accurate and perceptive, citing
specific examples that were not
fully successful, for at least some
students. Speech-Language
Pathologist draws on an
extensive repertoire to suggest
alternative strategies.
Excellent
Speech-Language Pathologist
collaborates with team members
and administrators to address
student needs through the
development and implementation
of the instructional program.
Unsatisfactory
Needs Improvement
Proficient
Excellent
Speech-Language Pathologist’s
data management system is either
non-existent or ineffective; it
cannot be used to monitor student
progress or to make adjustments
when needed.
Speech-Language Pathologist has
a rudimentary data management
system for monitoring student
progress, making adjustments
when needed.
Speech-Language Pathologist has
an effective data management
system for monitoring student
progress, making adjustments
when needed.
Speech-Language Pathologist has
a highly effective data
management system for
monitoring student progress,
making adjustments when
needed. Speech-Language
Pathologist uses the system to
communicate with teachers and
parents.
8
Component
4d Participating in a
professional community
Component
4e: Engaging in professional
development
Unsatisfactory
Needs Improvement
Speech-Language Pathologist’s
relationships with colleagues are
negative or self-serving. SpeechLanguage Pathologist avoids
being involved in school and
district events and projects.
Speech-Language Pathologist’s
relationships with colleagues are
cordial. Speech-Language
Pathologist participates in school
and district events and projects
when specifically requested.
Unsatisfactory
Speech-Language Pathologist
does not participate in
professional development
activities even when such
activities are clearly needed for
the development of professional
skills.
Proficient
Speech-Language Pathologist
participates actively in school
and district events and projects
and maintains positive and
productive relationships with
colleagues.
Needs Improvement
Proficient
Speech-Language Pathologist’s
participation in professional
development activities is limited
to those that are convenient or
are required.
Speech-Language Pathologist
seeks out opportunities for
professional development to
improve skills and is guided by
the needs of the employment
setting and the population served.
Excellent
Speech-Language Pathologist
makes a substantial contribution
to school and district events and
projects and assumes a leadership
role with colleagues.
Excellent
Speech-Language Pathologist
actively pursues professional
development opportunities and
makes a substantial contribution
to the profession through such
activities as offering workshops
to colleagues
Evidence:
Unsatisfactory
rev 7/172012
9
Needs Improvement
Proficient
Excellent