DOMAIN 2: INSTRUCTIOANL SPECIALISTS: The Environment Level of Performance Component Unsatisfactory Basic Proficient Distinguished Reflective Comments 2a: Teachers are reluctant Relationships with the Relationships with Relationships with the Creating an to request assistance instructional specialist the instructional instructional specialist Environment of from the instructional are cordial; teachers specialist are are highly respectful Trust and specialist, fearing that don’t resist initiatives respectful, with some and trusting, with respect such a request will be established by the contacts initiated by many contacts treated as a sign of instructional specialist. teachers. initiated by teachers. deficiency. 2b: Instructional specialist Teachers do not resist Instructional Instructional specialist Establishing a conveys the sense the offerings of support specialist promotes a has established a Culture for that the work of from the instructional culture of culture of professional Ongoing improving instruction specialist. professional inquiry inquiry in which Instructional is externally mandated in which teachers teachers initiate Improvement and is not important to seeks assistance in projects to be school improvement. improving their undertaken with the instructional skills. support of the specialist. 2c: When teachers want Some procedures (for Instructional Procedures for access Establishing to access assistance example, registering for specialist has to instructional support clear from the instructional workshops) are clear to established clear are clear to all procedures for specialist, they are not teachers, whereas procedures for teachers and have teachers to gain sure how to about it. others (for example, teachers to use in been developed access to receiving informal gaining access to following consultation instructional support) are not. support. with administrators support and teachers. 2d: No norms of Instructional specialist’s Instructional Instructional specialist Establishing professional conduct efforts to establish specialist has has established clear and maintain have been norms of professional established clear norms of mutual norms of established; teachers conduct are partially norms of mutual respect for behavior for are frequently successful. respect for professional professional disrespectful in their professional interaction. Teachers interactions interactions with one interaction. ensure that their another. colleagues adhere to theses standards of conduct.
DOMAIN 2: INSTRUCTIOANL SPECIALISTS: The Environment Component Level of Performance Unsatisfactory Basic Proficient Distinguished Reflective Comments 2a: Creating an Environment of Trust and respect Teachers are reluctant to request assistance from the instructional specialist, fearing that such a request will be treated as a sign of deficiency. Relationships with the instructional specialist are cordial; teachers don’t resist initiatives established by the instructional specialist. Relationships with the instructional specialist are respectful, with some contacts initiated by teachers. Relationships with the instructional specialist are highly respectful and trusting, with many contacts initiated by teachers. 2b: Establishing a Culture for Ongoing Instructional Improvement Instructional specialist conveys the sense that the work of improving instruction is externally mandated and is not important to school improvement. Teachers do not resist the offerings of support from the instructional specialist. Instructional specialist promotes a culture of professional inquiry in which teachers seeks assistance in improving their instructional skills. Instructional specialist has established a culture of professional inquiry in which teachers initiate projects to be undertaken with the support of the specialist. 2c: Establishing clear procedures for teachers to gain access to instructional support When teachers want to access assistance from the instructional specialist, they are not sure how to about it. Some procedures (for example, registering for workshops) are clear to teachers, whereas others (for example, receiving informal support) are not. Instructional specialist has established clear procedures for teachers to use in gaining access to support. Procedures for access to instructional support are clear to all teachers and have been developed following consultation with administrators and teachers. 2d: Establishing and maintain norms of behavior for professional interactions No norms of professional conduct have been established; teachers are frequently disrespectful in their interactions with one another. Instructional specialist’s efforts to establish norms of professional conduct are partially successful. Instructional specialist has established clear norms of mutual respect for professional interaction. Instructional specialist has established clear norms of mutual respect for professional interaction. Teachers ensure that their colleagues adhere to theses standards of conduct.
Reflection-Guide-Instructional-Specialists2.docx