DOMAIN 1: INSTRUCTIONAL SPECIALISTS: Planning and Preparation Level of Performance Component Unsatisfactory Basic Proficient Distinguished Reflective Comments 1a. Demonstrating Instructional specialist Instructional Instructional Instructional knowledge of demonstrates little or specialist specialist specialist’s knowledge current trends in no familiarity with demonstrates basic demonstrates basic of specialty area and specialist and specialty area or trends familiarity with familiarity with trends in professional professional in professional specialty area and specialty area and development is wide development development. trends in trend in professional and deep; specialist s professional development. regarded as an expert development. among colleagues. 1b: Instructional specialist Instructional Instructional Instructional specialist Demonstrating demonstrates little or specialist specialist is deeply familiar with Knowledge of the no knowledge of the demonstrates basic demonstrates the school’s program School’s program school’s program or of knowledge of the thorough knowledge and works to shape its And levels of teacher skill in school’s program of the school’s future direction and Teacher skill in delivering that and of teacher skill program and of actively seeks Delivering that program. in delivering that teacher skill in information as to Program program. delivering that teacher skill in that program. program. 1c: Instructional specialist Instructional Instructional Instructional Establishing goals has no clear goals for specialist’s for specialist’s goals for specialist’s for the For the the instructional the instructional the instructional instructional support Instructional support program, or support program are support program are program are highly Support program they are inappropriate rudimentary and are clear and are suitable appropriate to the Appropriate to the to either the situation or partially suitable to to the situation and situation and the Setting and the the needs of the staff. the situation and the the needs of the staff. needs of the staff. Teachers served needs of the staff. They have been developed following consultations with administrators and colleagues.
DOMAIN 1: INSTRUCTIONAL SPECIALISTS: Planning and Preparation Component Level of Performance Unsatisfactory Basic Proficient Distinguished Reflective Comments 1a. Demonstrating knowledge of current trends in specialist and professional development Instructional specialist demonstrates little or no familiarity with specialty area or trends in professional development. Instructional specialist demonstrates basic familiarity with specialty area and trends in professional development. Instructional specialist demonstrates basic familiarity with specialty area and trend in professional development. Instructional specialist’s knowledge of specialty area and trends in professional development is wide and deep; specialist s regarded as an expert among colleagues. 1b: Demonstrating Knowledge of the School’s program And levels of Teacher skill in Delivering that Program Instructional specialist demonstrates little or no knowledge of the school’s program or of teacher skill in delivering that program. Instructional specialist demonstrates basic knowledge of the school’s program and of teacher skill in delivering that program. Instructional specialist demonstrates thorough knowledge of the school’s program and of teacher skill in delivering that program. Instructional specialist is deeply familiar with the school’s program and works to shape its future direction and actively seeks information as to teacher skill in that program. 1c: Establishing goals For the Instructional Support program Appropriate to the Setting and the Teachers served Instructional specialist has no clear goals for the instructional support program, or they are inappropriate to either the situation or the needs of the staff. Instructional specialist’s for the instructional support program are rudimentary and are partially suitable to the situation and the needs of the staff. Instructional specialist’s goals for the instructional support program are clear and are suitable to the situation and the needs of the staff. Instructional specialist’s for the instructional support program are highly appropriate to the situation and the needs of the staff. They have been developed following consultations with administrators and colleagues.
Reflection-Guide-Instructional-Specialists2.docx