Parkrose School District
Pilot Therapeutic Specialist Evaluation
Therapeutic Specialist Performance Standards
Domain 1 for Therapeutic
Specialists: The
Environment
Component
1a:
Establishing rapport with
students
Basic
Specialist’s interactions
are a mix of positive and
negative; the specialist’s
efforts at developing
rapport are partially
successful.
Proficient
Specialist’s interactions
with students are
positive and respectful;
students appear
comfortable with the
specialist.
Distinguished
Students seek out the
specialist, reflecting a
high degree of comfort
and trust in the
relationship.
Unsatisfactory
Specialist’s interactions
with students are
negative or
inappropriate; students
appear uncomfortable
with the specialist.
1b:
Organizing time
effectively
Specialist’s timemanagement skills are
moderately well
developed; essential
activities are carried out,
but not always in the
most efficient manner.
Specialist exercises good
judgment in setting
priorities, resulting in
clear schedules, and
important work being
accomplished in an
efficient manner.
Specialist demonstrates
excellent timemanagement skills,
accomplishing all tasks
in a seamless manner;
teachers and students
understand their
schedules.
Specialist exercises poor
judgment in setting
priorities, resulting in
confusion, missed
deadlines, and conflicting
schedules.
1c:
Establishing standards of
conduct in interactions
with students
Standards of conduct
appear to have been
established. Specialist’s
attempts to monitor and
promote positive student
behavior are partially
successful.
Standards of conduct
have been established.
Specialist monitors
student behavior against
those standards;
response to students is
appropriate and
respectful.
Standards of conduct
have been established.
Specialist’s monitoring of
students is subtle and
preventive, and students
engage in selfmonitoring of behavior.
No standards of conduct
have been established,
and specialist disregards
or fails to address
negative student
behavior.
Page 1 of 10
Revised: June 1, 2012
Parkrose School District
Pilot Therapeutic Specialist Evaluation
Therapeutic Specialist Performance Standards
Domain 1 for Therapeutic
Specialists: The
Environment
Component
1d:
Organizing the physical
space for interactions
with students and
providing therapy
Page 2 of 10
Basic
The specialist’s therapy
area is moderately well
organized, and
moderately well suited
to student interactions.
Materials are difficult to
find when needed.
Proficient
The specialist’s therapy
area is well organized;
materials are available
when needed.
Distinguished
The specialist’s therapy
area is highly organized
and is inviting to
students. Materials are
convenient when
needed.
Unsatisfactory
The specialist’s therapy
area is disorganized and
poorly suited to student
interactions. Materials
are difficult to find when
needed.
Revised: June 1, 2012
Parkrose School District
Pilot Therapeutic Specialist Evaluation
Therapeutic Specialist Performance Standards
Domain 2 for Therapeutic
Specialists: Planning and
Delivery of Service
Component
2a:
Demonstrating
knowledge and skill in
the specialist’s therapy
area; holding the relevant
certificate or license
2b:
Demonstrating
knowledge of state and
federal and district
regulations and policies
regarding students with
disabilities
2c:
Demonstrating
knowledge of resources,
both within and beyond
the school and district
Page 3 of 10
Basic
Specialist demonstrates
basic knowledge and
skill in the therapy area
and sometimes applies
this knowledge
effectively in
consultation; holds the
necessary certificate or
license.
Proficient
Specialist demonstrates
thorough knowledge and
skill in the therapy area
and applies this
knowledge effectively in
consultation; holds the
necessary certificate or
license.
Distinguished
Specialist demonstrates
extensive knowledge and
skill in the therapy area
and applies this
knowledge effectively in
consultation; holds an
advanced certificate or
license
Unsatisfactory
Specialist demonstrates
little or no knowledge
and skill in the therapy
area and/or does not
hold the necessary
certificate or license.
Specialist inconsistently
demonstrates and
applies knowledge of
special education laws
and policies.
Specialist consistently
demonstrates and
applies knowledge of
current special
education laws and
policies.
Specialist’s
demonstrates leadership
in the knowledge and
application of current
special education laws
and policies and is a
resource to others.
Specialist demonstrates
little or no knowledge of
special education laws
and policies.
Specialist demonstrates
basic knowledge of
resources for students
available through the
school or district.
Specialist demonstrates
thorough knowledge of
resources for students
available through the
school or district and
some familiarity with
resources outside the
district.
Specialist demonstrates
extensive knowledge of
resources for students
available through the
school or district and in
the larger community.
Specialist demonstrates
little or no knowledge of
resources for students
available through the
school or district.
Revised: June 1, 2012
Parkrose School District
Pilot Therapeutic Specialist Evaluation
Therapeutic Specialist Performance Standards
Domain 2 for Therapeutic
Specialists: Planning and
Delivery of Service
Component
2d:
Planning therapy
interventions, integrated
with the regular school
program, to meet the
needs of individual
students
2e:
Responding to referrals,
demonstrating
knowledge and skills in
evaluating student needs
2f:
Developing and
implementing treatment
interventions to
maximize students’
success
Page 4 of 10
Basic
Specialist’s interventions
have a guiding principle
and include a number of
worthwhile activities,
but some of them don’t
fit with the broader
goals.
Proficient
Specialist has developed
a repertoire of
interventions that match
student need.
Distinguished
Specialist’s interventions
are highly coherent and
preventive and serve to
support students
individually, within the
broader educational
program.
Unsatisfactory
Specialist’s interventions
consist of a random
collection of unrelated
activities, lacking
coherence or an overall
structure.
Specialist responds to
referrals when pressed
and makes adequate
assessments of student
needs; uses a limited
number of instruments
to evaluate students.
Specialist responds to
referrals and makes
thorough assessments of
student needs; uses
multiple instruments
matched to referral
questions to evaluate
students and draws
meaningful conclusions.
Specialist is proactive in
responding to referrals
and makes highly
competent assessments
of student needs; uses a
wide range of
instruments, matched to
referral questions,
tailored to individual
student needs, draws
meaningful conclusions
and makes insightful
recommendations.
Specialist fails to
respond to referrals or
makes hasty
assessments of student
needs; demonstrates
little or no knowledge
and skill in using
instruments to evaluate
students.
Specialist’s plans for
students are partially
suitable for them or are
sporadically aligned with
identified needs.
Specialist’s interventions
for students are suitable
for them and are aligned
with identified needs.
Specialist develops
comprehensive
interventions for
students, finding ways to
creatively meet student
needs and incorporate
many related elements.
Specialist fails to plan
treatment plans suitable
to students, or plans are
mismatched with the
findings of the
assessments.
Revised: June 1, 2012
Parkrose School District
Pilot Therapeutic Specialist Evaluation
Therapeutic Specialist Performance Standards
Domain 2 for Therapeutic
Specialists: Planning and
Delivery of Service
Component
2g:
Collecting information;
writing reports
Basic
Specialist collects most
of the important
information on which to
base interventions;
reports are accurate but
lacking in clarity and not
always appropriate to
the audience.
Proficient
Specialist collects all of
the important
information on which to
base interventions;
reports are accurate and
appropriate to the
audience.
Distinguished
Specialist is proactive in
collecting all of the
important information,
interviewing teachers
and parents if necessary;
reports are accurate and
tailored for the audience.
Unsatisfactory
Specialist neglects to
collect important
information on which to
base interventions;
reports are inaccurate or
not appropriate to the
audience.
2h:
Demonstrating flexibility
and responsiveness
Specialist makes modest
changes in individual
student plans when
confronted with
evidence of the need for
change.
Specialist makes
revisions in individual
student plans as needed
in response to student,
parent or teacher input.
Specialist is continually
and proactively seeking
ways to improve
individual student plans
and makes changes as
needed in response to
student, parent or
teacher input.
Specialist adheres to the
plan or program, in spite
of evidence of its
inadequacy.
2i:
Collaborating with staff
to develop specialized
educational programs for
students with diverse
needs
Specialist initiates
collaboration with staff
in developing
instructional
programming to meet
student needs; acts as a
resource of extensive
strategies to meet
student needs.
Specialist initiates
collaboration with staff
in developing
instructional
programming to meet
student needs; acts as a
resource of a variety of
strategies to meet
student needs.
Specialist collaborates
with staff in developing
instructional
programming to meet
student needs; acts as a
resource of strategies to
meet student needs.
Specialist declines to
collaborate with staff in
developing instructional
programming to meet
student needs; does not
act as a resource of
strategies to meet
student needs.
Page 5 of 10
Revised: June 1, 2012
Parkrose School District
Pilot Therapeutic Specialist Evaluation
Therapeutic Specialist Performance Standards
Domain 2 for Therapeutic
Specialists: Planning and
Delivery of Service
Component
2j:
Effectively utilizing and
monitoring support staff
assigned to assist in
carrying out educational
programming for
students
Page 6 of 10
Basic
Specialist gives
directions and
communicates changes.
Specialist attempts to
monitor implementation
of educational
programming and
provides some feedback
to support staff.
Proficient
Specialist gives clear
directions and
communicates any
changes promptly.
Specialist monitors the
implementation of
educational
programming and
provides specific, timely
feedback to support
staff.
Distinguished
Specialist proactively
communicates clear
directions, anticipates
potential problems and
provides preventive
measures, and
communicates any
changes promptly.
Specialist monitors the
implementation of
educational
programming and
provides specific, timely
feedback to support
staff.
Unsatisfactory
Specialist gives
incomplete or unclear
directions and fails to
communicate changes.
Specialist does not
monitor implementation
of educational
programming and
provides inadequate
feedback to support
staff.
Revised: June 1, 2012
Parkrose School District
Pilot Therapeutic Specialist Evaluation
Therapeutic Specialist Performance Standards
Domain 3 for Therapeutic
Specialists: Professional
Responsibilities
Component
3a:
Reflecting on practice
3b:
Communicating with
families
Page 7 of 10
Basic
Specialist’s reflection on
practice is moderately
accurate and objective
without citing specific
examples, and with only
global suggestions as to
how it might be
improved.
Proficient
Specialist’s reflection
provides an accurate and
objective description of
practice, citing specific
positive and negative
characteristics.
Specialist makes some
specific suggestions as to
how therapy services
might be improved.
Distinguished
Specialist’s reflection is
highly accurate and
perceptive, citing specific
examples that were not
fully successful for at
least some students.
Specialist draws on an
extensive repertoire to
suggest alternative
strategies.
Unsatisfactory
Specialist does not
reflect on practice, or the
reflections are inaccurate
or self-serving.
Specialist’s
communication with
families is partially
successful; permissions
are obtained, but there
are occasional
insensitivities to cultural
and linguistic traditions.
Specialist communicates
with families and
secures necessary
permission for
evaluations and does so
in a manner sensitive to
cultural and linguistic
traditions.
Specialist secures
necessary permissions
and communicates with
families in a manner
highly sensitive to
cultural and linguistic
traditions. Specialist
reaches out to families of
students to enhance
trust.
Specialist fails to
communicate with
families and secure
necessary permission for
evaluations or
communicates in an
insensitive manner.
Revised: June 1, 2012
Parkrose School District
Pilot Therapeutic Specialist Evaluation
Therapeutic Specialist Performance Standards
Domain 3 for Therapeutic
Specialists: Professional
Responsibilities
Component
3c:
Maintaining an effective
data-management
system
3d:
Participating in a
professional community
3e:
Engaging in professional
development
Page 8 of 10
Basic
Specialist has developed
a rudimentary datamanagement system for
monitoring student
progress and
occasionally uses it to
adjust interventions
when needed.
Proficient
Specialist has developed
an effective datamanagement system for
monitoring student
progress and uses it to
adjust interventions
when needed.
Distinguished
Specialist has developed
a highly effective datamanagement system for
monitoring student
profess and uses it to
adjust interventions
when needed. Specialist
uses the system to
communicate with
parents and teachers
Unsatisfactory
Specialist’s datamanagement system is
either nonexistent or in
disarray; it cannot be
used to monitor student
progress or to adjust
interventions when
needed.
Specialist’s relationships
with colleagues are
cordial, and specialist
participates in school
and district events and
projects when
specifically requested.
Specialist’s participation
in professional
development activities is
limited to those that are
convenient or are
required.
Specialist participates
actively in school and
district events and
projects and maintains
positive and productive
relationships with
colleagues.
Specialist seeks out
opportunities for
professional
development based on
an individual assessment
of need.
Specialist makes a
substantial contribution
to school and district
events and projects and
assumes leadership with
colleagues.
Specialist’s relationships
with colleagues are
negative or self-serving,
and specialist avoids
being involved in school
and district events and
projects.
Specialist does not
participate in
professional
development activities,
even when such
activities are clearly
needed for the ongoing
development of skills.
Specialist actively
pursues professional
development
opportunities and makes
a substantial
contribution to the
profession through such
activities as offering
workshops to colleagues.
Revised: June 1, 2012
Parkrose School District
Pilot Therapeutic Specialist Evaluation
Therapeutic Specialist Performance Standards
Domain 3 for Therapeutic
Specialists: Professional
Responsibilities
Component
3f:
Showing professionalism
Page 9 of 10
Basic
Specialist is honest in
interactions with
colleagues, students, and
the public, plays a
moderate advocacy role
for students, and does
not violate
confidentiality.
Proficient
Specialist displays high
standards of honesty,
integrity, and
confidentiality in
interactions with
colleagues, students, and
the public, and advocates
for students when
needed.
Distinguished
Specialist can be counted
on to hold the highest
standards of honesty,
integrity, and
confidentiality and to
advocate for students,
taking a leadership role
with colleagues.
Unsatisfactory
Specialist displays
dishonesty in
interactions with
colleagues, students, and
the public and violates
principles of
confidentiality.
Revised: June 1, 2012
Parkrose School District
Pilot Therapeutic Specialist Evaluation
Therapeutic Specialist Performance Standards
Domain 4
The teacher sets, monitors and achieves goals based on student growth and learning.
Elements
Basic (2)
Proficient (3)
Distinguished (4)
Unsatisfactory (1)
A less than significant number of
students demonstrated
proficiency and/or growth
toward the teacher’s stated goals.
A significant number of students
demonstrated proficiency
and/or growth toward the
teacher’s stated goals.
An exceptional number of
students demonstrated
proficiency and/or growth
toward the teacher’s stated goals.
Few students demonstrated
proficiency and/or growth
toward the teacher’s stated
goals.
A. Student growth
and learning goals
Supervisor’s recommendations:
_____Renewal of contract
_____Non-extension of contract
This is to certify that we have read and discussed the above document.
Signatures:
Teacher
Date
Supervisor
Date
Teacher’s response may be attached. By Oregon law, a teacher may make a written statement relating to an evaluation and the statement will be placed in
the file along with the evaluation.
Page 10 of 10
Revised: June 1, 2012