1d: Instructional specialist Instructional Instructional Instructional specialist Demonstrating demonstrates little or specialist specialist is fully is fully aware of Knowledge of no knowledge of demonstrates basic aware of resources resources available in Resources, both resources available in knowledge of available in the the school and district Within and beyond the school or district for resources available school and district and in the larger The school and teachers to advance in the school and and in the larger professional District their skills. district for teachers professional community for to advance their community for teachers to advance skills. teachers to advance their skills. their skills. 1e: Instructional Instructional Instructional Instructional Planning the specialist’s plan specialist’s plan has specialist’s plan is specialist’s plan is Instructional consists of a random a guiding principle well designed to highly coherent, taking Support program collection of unrelated and includes a support teacher in into account the Integrated with the activities, lacking number of the improvement of competing demands Overall school coherence or an overall activities, but their instructional of making Program structure. some of them don’t skills. presentations and fit with the broader consulting with goals. teachers, and has been developed following consultation with administrators and teachers. 1f: Instructional specialist Instructional Instructional support Instructional Developing a plan has no plan to evaluate specialist has a specialist’s plan to specialist’s evaluation To evaluate the the program or resists rudimentary plan to evaluate the program plan is highly Instructional suggestions that such evaluate the is organized and sophisticated, with Support program an evaluation is instructional support clear goals and the imaginative sources of important. program. collection of evidence evidence and a clear to indicate the degree path toward improving to which the goals the program on an have been met. ongoing basis.
1d: Demonstrating Knowledge of Resources, both Within and beyond The school and District Instructional specialist demonstrates little or no knowledge of resources available in the school or district for teachers to advance their skills. Instructional specialist demonstrates basic knowledge of resources available in the school and district for teachers to advance their skills. Instructional specialist is fully aware of resources available in the school and district and in the larger professional community for teachers to advance their skills. Instructional specialist is fully aware of resources available in the school and district and in the larger professional community for teachers to advance their skills. 1e: Planning the Instructional Support program Integrated with the Overall school Program Instructional specialist’s plan consists of a random collection of unrelated activities, lacking coherence or an overall structure. Instructional specialist’s plan has a guiding principle and includes a number of activities, but some of them don’t fit with the broader goals. Instructional specialist’s plan is well designed to support teacher in the improvement of their instructional skills. Instructional specialist’s plan is highly coherent, taking into account the competing demands of making presentations and consulting with teachers, and has been developed following consultation with administrators and teachers. 1f: Developing a plan To evaluate the Instructional Support program Instructional specialist has no plan to evaluate the program or resists suggestions that such an evaluation is important. Instructional specialist has a rudimentary plan to evaluate the instructional support program. Instructional support specialist’s plan to evaluate the program is organized and clear goals and the collection of evidence to indicate the degree to which the goals have been met. Instructional specialist’s evaluation plan is highly sophisticated, with imaginative sources of evidence and a clear path toward improving the program on an ongoing basis.
Reflection-Guide-Instructional-Specialists2.docx