Evidence: ( Briefly document evidence, if any, that supports this area) Colchester School District Name: Date: (Special Education Department Teacher Summative Assessment Form, page 9) 5e.3: Standard #2 Educator does not Educator Effectively Educator emerges -Observations – Collaborating Professional interact with team understands the integrates input as a leader on of meetings Knowledge members or need for and information working to -Meeting Standard #3 resources or is collaboration but from the team and plan for students. minutes / notes – Colleagueship ineffective in those may require other resources.; Readily facilitates -IEPs / other interactions. assistance in effectively the synthesis of paperwork integration of communicates data and guides information. (timely, teams toward Communication is professional, and collaborative sincere but may be relevant.) decision making. lacking / expertise. Evidence: ( Briefly document evidence, if any, that supports this area) Colchester School District Name: Date: (Special Education Department Teacher Summative Assessment Form, page 10) Special Education Department Components of Professional Practice Rubric Domain 5f Rubric: Knowledge of and Skills Specific to Qualifying Disabilities Examples of Component Standard Target Level of Performance Evidence Unsatisfactory Basic Proficient Distinguished Standard #2 IEPs do not IEPs are generally IEP’s reflect students’ IEP’s emerge as -Student progress 5f.1: – Services , Goals, Professional reflect students appropriate but there disabilities and unique blueprints for each reports Objectives, Knowledge accurately and / may be missing education needs, student, guiding -Student / parent Accommodations Standard #4 - or are not relevant connections of levels of performance, mainstream interview Advocacy to disabilities. disability to needs, services and teachers and services; progress anticipated progress. specialist in and / or not clearly providing FAPE defined levels of for special performance. education students.
Evidence: ( Briefly document evidence, if any, that supports this area) Colchester School District Name: Date: (Special Education Department Teacher Summative Assessment Form, page 9) 5e.3: Collaborating Standard #2 – Professional Knowledge Standard #3 – Colleagueship Educator does not interact with team members or resources or is ineffective in those interactions. Educator understands the need for collaboration but may require assistance in integration of information. Communication is sincere but may be lacking / expertise. Effectively integrates input and information from the team and other resources.; effectively communicates (timely, professional, and relevant.) Educator emerges as a leader on working to plan for students. Readily facilitates the synthesis of data and guides teams toward collaborative decision making. -Observations of meetings -Meeting minutes / notes -IEPs / other paperwork Evidence: ( Briefly document evidence, if any, that supports this area) Colchester School District Name: Date: (Special Education Department Teacher Summative Assessment Form, page 10) Special Education Department Components of Professional Practice Rubric Domain 5f Rubric: Knowledge of and Skills Specific to Qualifying Disabilities Component Standard Target Level of Performance Examples of Evidence Unsatisfactory Basic Proficient Distinguished 5f.1: Services , Goals, Objectives, Accommodations Standard #2 – Professional Knowledge Standard #4 - Advocacy IEPs do not reflect students accurately and / or are not relevant to disabilities. IEPs are generally appropriate but there may be missing connections of disability to needs, services; progress and / or not clearly defined levels of performance. IEP’s reflect students’ disabilities and unique education needs, levels of performance, services and anticipated progress. IEP’s emerge as blueprints for each student, guiding mainstream teachers and specialist in providing FAPE for special education students. -Student progress reports -Student / parent interview
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