W
inchester
Public Schools
SCHOOL PSYCHOLOGIST
EVALUATION
SCHOOL PSYCHOLOGIST EVALUATION
Introduction
The licensed personnel who staff our classrooms and who provide related services bear the
responsibility for the effectiveness of the school division's instructional program. Through their
leadership they ensure that the teaching and learning process is continuously strengthened
throughout all the schools. As a result, students are assured of a caring classroom environment
and teaching practices which effectively facilitate learning. It is imperative that programs
developed to assess personnel performance is designed to recognize their leadership role as they
work individually and in collaboration. Acknowledgement must be given to the necessity of a
ive and nurturing environment that allows for creative independence and requires cooperative
unity in fulfilling a common understanding and commitment to the effective teaching and
development of all students. It must also be understood that the individual's success and growth
is dependent upon the that results from the successful blending of the efforts of a wide range of
individuals and groups within the total operational structure of the school division.
The purposes of the School Psychologist Growth and Development Plan are to assess
performance; to foster professional growth; to improve instruction, intervention and consultation
services; and to ensure accountability to the criteria established for effective performance. These
purposes will be realized if there is an open exchange of ideas and expectations between the
parties involved. Communication, which encourages dialogue and reflects shared responsibility,
is required.
The School Psychologist Growth and Development Program is designed to specific beliefs
regarding the professional development of school psychologists. They are as follows:
_
Growth and development are best achieved in an environment marked by respect, trust
and collegiality. Professional growth and accountability are shared responsibilities.
_
Given the proper environment and opportunities, school psychologists will make good
decisions about how to develop their knowledge and skills to improve student learning.
_
Intervention and direct consultation service are complex and dynamic; demanding highly
developed interpersonal, technical, and analytical skills.
_
School Psychologist growth is enhanced in an environment that encourages thoughtful
consideration of practice and active problem solving.
SCHOOL PSYCHOLOGIST EVALUATION
Program Applications
The School Psychologist Growth and Development Program has various component parts that
are applicable to personnel at various status points. Each of those is listed below with a
description.
I.
Probationary
Probationary status applies to the following:
II.
1.
School psychologists new to the Winchester Public Schools who have not
previously achieved continuing contract status in another Virginia public school
division;
2.
School psychologists new to the Winchester Public Schools serving a one-year
probationary period who have achieved continuing contract status in another
Virginia school division immediately preceding employment by the Winchester
Public Schools; and
3.
Part-time school psychologists during the first three (3) years of their part-time
employment with the Winchester Public Schools. (Note: Part-time school
psychologists are not eligible for continuing contract status in Virginia.)
Continuing Contract
Continuing Contract status applies to those school psychologists who have
successfully completed the required periods of probationary service as specified
by the Code of Virginia and Winchester School Board policy.
III.
Plan Status
Plan status applies to those school psychologists who are experiencing significant
performance problems for which a plan of assistance needs to be developed and for
whom enhanced supervisory services and performance observations need to be
implemented.
EVALUATION CYCLE AND PROCESS FOR SCHOOL PSYCHOLOGISTS
Level
Probationary
Year of
Cycle
1
2
3
Evaluation
Type
Formal
Evaluation
Formal
Evaluation
Formal
Evaluation*
Evaluation by
principal/designee
after two observations
(one announced and
one unannounced).
Completed by
February 1
Evaluation by
principal/designee
after two
observations (one
announced and one
unannounced).
Completed by
February 1
Evaluation by
principal/designee
after two observations
(one announced and
one unannounced).
Completed by
February 1
Evaluation
Process
Continuing Contract
And
and
and
A minimum of one
other data collection
procedure (may be a
second unannounced
observation, a
structured interview, a
review of records, or
similar formal exercise
designed to obtain
substantive
information about the
school psychologist's
performance)
and
A minimum of one
other data collection
procedure
A minimum of one
other data collection
procedure
and
and
End-of-Year
evaluation
conference.
Completed by June
1
End-of-Year
evaluation
conference.
Completed by June 1
1
Prescriptive
SelfAssessment**
School psychologists
not formally evaluated,
but works on
prescriptive goals
resulting from
evaluation, with
assistance if
requested
and
End-of-Year
evaluation conference.
Completed by June 1
SelfAssessment***
2&3
4
Self-Assessment
Formal Evaluation
Every 4th Year
School psychologists not
formally evaluated, but
works on personally-set
professional goals, with
assistance if requested
School psychologists not
formally evaluated, but
works on personally-set
professional goals, with
assistance if requested
and
and
Evaluation by
principal/designee after
two observations (one
announced and one
unannounced). Completed
by February 1
and
Interim and end-of-year
conferencing conducted
June 1 – September 15
Interim and end-of-year
conferencing conducted
June 1 – September 15
(Optional) One other data
collection procedure (may
be a second unannounced
observation, a structured
interview, a review of
records, or similar formal
exercise designed to
obtain substantive
information about the
school psychologist's
performance)
and
End-of-Year evaluation
conference. Completed by
June 1
End-of-Year
evaluation
conference.
Completed by June 1
*
**
***
School psychologists with continuing contract status in Virginia who have transferred into Winchester Public Schools begin evaluation cycle at this point.
All school psychologists gaining continuing contract status or moving from one-year probationary status begin at this point.
Following each fourth year formal evaluation, all school psychologists on continuing contract begin at this point for the first year of the three-year self-assessment cycle. During
the three-year period of self-assessment, the Evaluation Report should not be filled out unless the principal/designee determines there are performance concern
significant to the extent that formal documentation is warranted. Note: The principal/designee may elect to formally evaluate any school psychologist during any year. The
number of observations is a minimum. Additional observations may be conducted.
SCHOOL PSYCHOLOGIST
EVALUATION FORMS
SCHOOL PSYCHOLOGIST EVALUATION
ANNUAL GOAL FORM
Name ____________________________________ Academic Year ____________________
School __________________________
1. Goal Statement (desired results)
2. Standards(s) (1.1 --- 5.5) (specificy those selected for development)
3. Baseline Data (status at beginning of evaluation period)
4. Strategies for Improvement (activities to accomplish goals)
_____________________________________
Teacher’s Signature
Date
________________________________________
Evaluator Signature
Date Approved
USE ADDITIONAL PAGES IF NECESSARY
 SCHOOL PSYCHOLOGIST EVALUATION 
Categories of Primary Responsibilities
Domains Standards Performance Indicator
DOMAIN I.
INTERVENTION/DIRECT SERVICES
Performance Standard 1.1: The school psychologist suggests realistic and effective
intervention strategies for teachers to use with students.
Performance Indicators
1. Carefully observes student behavior or assesses performance before developing
intervention strategy.
2. Responds with suggested strategies promptly after referral or request for assistance.
3. Assists teacher or student in implementation of strategies if requested.
4. Seeks feedback from teacher or student regarding effectiveness of intervention
strategies.
5. Develops effective intervention strategies based on knowledge and understanding of
learning styles.
6. Demonstrates assessment knowledge and skills in areas of academic performance,
behavior, and social/emotional development and functioning.
7. Uses various techniques to assess classroom/school situations (observations, checklists,
questionnaires, and socio-metrics).
8. Analyzes, integrates and interprets information from a variety of sources to make
diagnoses and recommendations regarding needs for services.
9. Communicates verbally and in written form the student’s present level of functioning
and educational needs.
10. Conducts valid psychological and psycho-educational assessment revelant to referral
questions.
Performance Standard 1.2: The school psychologist works effectively with parents.
Performance Indicators
1.
2.
3.
4.
5.
Develops and provides group parent education training as needed.
Interviews parents to gather diagnostic information.
Develops and recommends effective intervention strategies for parents.
Conducts follow-up conferences with parents to determine efficacy of intervention.
Provides information about relevant community agencies.
Performance Standard 1.3: The school psychologist works effectively with students.
Performance Indicators
1. Collaborates in developing and implementing prevention programs related to current
social concerns.
2. Counsels students individually or in groups on improvement of educational programs
and personal adjustment.
3. Intervenes effectively with students in crisis situations.
4. Uses language appropriate to the listener, including non-vocal communication when
necessary.
5. Provides activities that promote feelings of self-worth and self-esteem.
6. Encourages others to understand and respect those with disabilities.
7. Communicates clearly defined expectations to the students.
8. Involves students in setting objectives and planning therapy.
9. Assists in early identification of students’ school-related problems.
DOMAIN 2 .
PROFESSIONAL GROWTH AND RESPONSIBILITIES
Performance Standard 2.1: The school psychologist works to uphold professional
responsibilities.
Performance Indicators
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11
12.
13.
14.
15.
16.
Delivers services consistent with National Association of School Psychologists
(NASP) and American Psychological Association (APA) ethical principles and
professional standards of practice.
Applies ethical principles and standards of practice to delivery of services in the
schools.
Observes federal, state, and local policies and regulations in the delivery of school
psychological services.
Adheres to statutes and regulations addressing civil and legal rights of students,
parents, and school personnel.
Complies with established lines of authority within the parameters of professional
standards of practice and ethical principles.
Possesses appropriate qualifications to provide therapeutic/educational services.
Possesses knowledge and understanding of the local school, the process of
education, and of relevant legislation and due process.
Contributes to the development of the profession by the education and supervision of
interns.
Demonstrates knowledge of theories, techniques, and skills in the specialty areas.
Follows established communication channels.
Communicates information critical to decision making but maintains appropriate
confidentiality.
Maintains effective interpersonal relationships and communication with staff.
Keeps appointments and follows up on commitments.
Writes timely, comprehensive, and diagnostic assessment reports in clear, concise
language and maintains accurate records.
Participates in multidisciplinary staffing conferences concerning individual cases of
special need (academic, social, cultural, emotional, and economic).
Maintains organized, accurate and complete records of student referrals and all
relevant contacts made in providing services to those students.
Performance Standard 2.2: The school psychologist maintains efforts for continuing
professional growth.
Performance Indicators
1.
2.
3.
4.
Participates in professional meetings, symposia, and workshops.
Reviews professional literature and makes use of new information in procedures.
Applies knowledge gained from continuing education activities.
Explores and disseminates information about new or improved methods of serving
students.
5. Participates in professional organizations.
6. Evaluates and identifies areas of personal strength and weakness and seeks improvement
of skills and professional performance; practices self-evaluation and improvement.
7. Implements reasonable and appropriate time allocations for observation, testing,
communication, consultation and paperwork.
DOMAIN 3. SCHOOL, HOME AND COMMUNITY RELATIONSHIPS
Performance Standard 3.1: The school psychologist consults with parents, other school
staff, and teachers about ways to facilitate the learning and
adjustment of students.
Performance Indicators
1. Confers cooperatively with teachers and other school personnel to discuss student needs
and to develop plans for remediation of problems in the areas of student learning and
adjustment.
2. Consults with parents about strategies that will meet students’ needs.
3. Confers with parents concerning their feelings about special education
services/placements; prepares them for multidisciplinary conference.
4. Applies knowledge of effective consultation procedures in working with parents,
teachers, and other school personnel.
5. Applies knowledge about principles and methods of behavior analysis in designing and
implementing behavioral change programs for individual students.
6. Serves on, or leads, multidisciplinary teams for staffing meetings.
7. Participates in Child Study, eligibility, and IEP committees to help meet the needs of
identified students.
Performance Standard 3.2: The school psychologist consults with teachers and other school
staff on classroom, school, and system needs.
Performance Indicators
1. Provides consultation on classroom management procedures and organizational
structures.
2. Provides assistance in developing instructional programs for individual students and for
those with special problems of affective development and social skills.
Performance Standard 3.3: The school psychologist uses effective consultative behaviors.
Performance Indicators
1. Is knowledgeable about the behavior of individual children.
2. Identifies useful resources and follows up on problems and strategies after initial
contact.
3. Respects values different from his/her own.
4. Provides and alternatives in dealing with problem situations.
5. Helps staff work more effectively with parents.
6. Involves staff as participants in problem-solving process.
Performance Standard 3.4: The school psychologist interprets educational policies,
programs, and procedures related to psychological services.
Performance Indicators
1. Explains laws, policies, and regulations relating to psychological services to parents,
students, and school personnel.
2. Identifies and contacts appropriate community service agencies.
3. Informs community agencies about school psychological programs.
4. Informs students and families about available community services and programs.
5. Aids the school administration in providing programs that are beneficial to students and
staff.
6. Prepares and disseminates information about issues of concern regarding student
behavior and teachers’ ability to identify and refer students.
The categories of Primary Responsibilities & Sample performance indicators have been
reviewed.
School Psychologist’s Signature
Date
Evaluator’s Signature Date
SCHOOL PSYCHOLOGIST EVALUATION
ANNUAL REVIEW
School Psychologist’s Name_____________________
Academic Year
School
Evaluator
Directions: Evaluators should indicate the School Psychologist’s progress on the
performance standards as “Exceeds Criteria,” “Meets Criteria,” “Requires Improvement” or
“Unsatisfactory.” Progress ratings of “Exceeds Criteria,” “Requires Improvement,” and
“Unsatisfactory” must include comments which provide for the rating. If improvement is
required, the comments should also provide direction for the School Psychologist’s Annual
Goal for the next school year.
DOMAIN 1
INTERVENTION/DIRECT SERVICES
1.1: The school psychologist suggests realistic and effective intervention strategies for
teachers to use with students.
Evaluator Rating:
Comments:
1.2: The school psychologist works effectively with parents.
Evaluator Rating:
Comments:
1.3: The school psychologist works effectively with students.
Evaluator Rating:
Comments:
DOMAIN 2
PROFESSIONAL GROWTH AND RESPONSIBILITIES
2.1: The school psychologist works to uphold professional responsibilities.
Evaluator Rating:
Comments:
2.2: The school psychologist works to maintain efforts for continuing professional
growth.
Evaluator Rating:
Comments:
DOMAIN 3
SCHOOL, HOME AND COMMUNITY RELATIONSHIPS
3.1: The school psychologist consults with students, parents, school staff, and
community agencies about ways to facilitate the learning and adjustment of students.
Evaluator Rating:
Comments:
3.2: The school psychologist consults with teachers and other school staff on
classroom, school, and system needs.
Evaluator Rating:
Comments:
3.3: The school psychologist uses effective consultative behaviors.
Evaluator Rating:
Comments:
3.4: The school psychologist interprets educational policies, and procedures related to
psychological services.
Evaluator Rating:
Comments:
School Psychologist
Evaluation Summary
Strengths:
Areas for Improvement:
Evaluator Recommendation:
____ Continued Employment
____ Intensive Assistance Plan
____ Dismissal
School Psychologist’s Signature
Evaluator’s Signature
Date:
Date:
SCHOOL PSYCHOLOGIST’S SIGNATURE ACKNOWLEDGES RECEIPT OF THIS
FORM.
WRITTEN COMMENTS MAY BE ATTACHED.
COMMENTS ATTACHED: _____YES
_____NO
SCHOOL PSYCHOLOGIST
EVALUATION
APPENDICES
Appendix A
SCHOOL PSYCHOLOGIST EVALUATION
SELF-ASSESSMENT
Description:
School psychologists on continuing contract will select a self-assessment option. Three
years of self-assessment will be followed by one year of formal evaluation. The
option for self-assessment affords the school psychologists an opportunity to
develop a personalized plan for professional growth.
Procedure:
1.
Identify a need or interest related to one or more of the performance criteria
presented in the School Psychologist Growth and Development program.
2.
Develop a plan of activities or strategies for addressing the selected criteria.
3.
Consider one or more of the options listed below as a component of the Growth
and Development Plan.
A. Portfolio – a collection of documents that the growth objective and may
include lists of books read, personal works of the school psychologist,
consultative examples, or any other pertinent artifacts.
B. Input Surveys – surveys administered by the school psychologist to peers,
students, and/or parents to obtain feedback for the purpose of identifying
areas of growth or improvement. After data is collected the school
psychologist creates a plan of action, implements the plan, and administers
the same surveys again. The comparison of the data from the surveys helps
identify the growth or improvement.
C. Quantitative Data Collection – using current data available such as grade
distribution, attendance, subject-specific data, and diagnostic testing results,
the school psychologist identifies an area for change, creates a plan,
implements it, and evaluates the results based on a comparison of pre and
post data.
D. Multiple Year Plan – school psychologists may develop long-range plans
that necessitate establishing target dates spanning no more than three
years. After following the steps outlined in the procedures, the school
psychologist would present a detailed summary of growth and development.
E. Other proposals by the school psychologist.
4.
Meet with the principal/designee at times agreed upon during the period of June 1 to September
15 for the purposes of establishing the plan for self-assessment and for interim and end-of-year
conferencing. During the self-assessment process, a minimum of a mid-year and end-of-year
conference is to be held annually.
Appendix B
SCHOOL PSYCHOLOGIST EVALUATION
Plan of for Improvement
When it is determined that a school psychologist is not meeting stated performance criteria, a Plan of for
Improvement will be formulated by the principal/designee. The steps listed below shall be followed.
1.
The principal/designee will notify the school psychologist in writing of specific, well-defined reasons
for placing the individual on a Plan of . This notification may occur at any time. A copy of the
notification will be sent to the superintendent or his designee.
2.
After the school psychologist receives notification of the need for a Plan of , he/she may, within one
week, address in writing to the principal/designee any concerns regarding the reasons given for this
action being taken.
3.
After the formal notification of the need for a Plan of , the principal/designee and the school
psychologist will meet within two weeks to develop the Plan of . This plan shall include:

A statement of what performance criteria is not being met.
A statement of what the school psychologist is expected to do to correct the deficiencies.
A detailing of the assistance that will be provided to the school psychologist in his/her effort
to improve.*
A definitive time frame in which improvement is expected to be observable.
Implementing the Procedures
Stage 1
The principal/designee will observe the school psychologist for a twelve-week period. By
approximately the mid-point of this period, the principal/designee will observe and confer with
the school psychologist at least three times. If the principal/designee notes sufficient
improvement, then he/she will observe and meet with the school psychologist a minimum of two
times during the remaining portion of the period. If improvement is not noted, then he/she will
observe and meet with school psychologist a minimum of four times.
Stage 2
For those school psychologists who do not show improvement during the approximate first half of
the twelve-week period, the principal/designee will strongly recommend the assistance of a team
consisting of one or more faculty members selected by the school psychologist and
principal/designee. The team will serve as long as needed. ** If the school psychologist does not
wish this assistance, he/she will so state in written form.
Stage 3
The principal/designee will make a recommendation concerning continued employment and/or
evaluation status for the remainder of the school year and/or the next school calendar year.
Sustained improvement and increasing effectiveness is expected in order for continuing contract
status to be assured.
*
The school psychologist may request the assistance of a team consisting of one or more faculty members
selected by the school psychologist and the principal/designee. The nature of this team is purely ive; the
team will assist and not evaluate the school psychologist. Members of the team may be selected from
faculties across the division. Observation of the school psychologist by the team will be optional to the
school psychologist. Data and observations recorded during such observations will be shared with the
school psychologist as requested but will not be used to obviate the documented observations of the
principal/designee.
** It shall be the responsibility of the principal/designee to arrange the first meeting of the team with the
school psychologist. At this time, the team and the school psychologist will develop a written plan
specifying how the team will assist the school psychologist.