Rubric for School Psychologist Evaluation Domain 1 for School Psychologists: Planning and Preparation COMPONENT Level of Performance INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE Psychologist demonstrates little Psychologist uses a limited Psychologist uses a variety of Psychologist uses a wide range 1a: or no knowledge and skill in number of psychological methods to evaluate students of psychological instruments to Demonstrating using psychological instruments instruments to evaluate and determine accurate results. evaluate students and knows knowledge and skill in to evaluate students. students. the proper situations in which using psychological each should be used. instruments to evaluate students 1b: Psychologist demonstrates little Psychologist demonstrates Psychologist demonstrates Psychologist demonstrates Demonstrating or no knowledge of child and partially effective knowledge of thorough knowledge of child extensive knowledge of child and knowledge of child adolescent development and child and adolescent adolescent development and and adolescent development and adolescent psychopathology. development and psychopathology and knows and psychopathology. development and psychopathology. variations of the typical patterns. psychopathology 1c: Psychologist has no clear Psychologist's expectations for Psychologist's expectations for Psychologist's expectations for Establishing the psycho educational l expectations for the psycho the psycho educational the psycho educational support expectations for the supports are rudimentary and educational supports, or they supports are clear and are highly appropriate to the psycho educational are partially suitable to the are inappropriate to either the appropriate to the situation in situation in the school and to the supports appropriate to situation and the age of the situation or the age of the the school and to the age of the age of the students and have the setting and the students. students. students. been developed following students served consultations with students, parents, and colleagues. 1d: Psychologist demonstrates little Psychologist displays Psychologist displays Psychologist's knowledge of Demonstrating knowledge or no knowledge of awareness of governmental awareness of governmental governmental regulations and of state and federal governmental regulations or of regulations and of resources for regulations and of resources for of resources for students is regulations and of resources for students available students available through the students available through the extensive, including those resources both within and through the school or district. school or district, but no school or district and some available through the school or beyond the school and knowledge of resources familiarity with resources district and in the community. district available more broadly. external to the district
Rubric for School Psychologist Evaluation Domain 1 for School Psychologists: Planning and Preparation COMPONENT Level of Performance INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE 1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students Psychologist demonstrates little or no knowledge and skill in using psychological instruments to evaluate students. Psychologist uses a limited number of psychological instruments to evaluate students. Psychologist uses a variety of methods to evaluate students and determine accurate results. Psychologist uses a wide range of psychological instruments to evaluate students and knows the proper situations in which each should be used. 1b: Demonstrating knowledge of child and adolescent development and psychopathology Psychologist demonstrates little or no knowledge of child and adolescent development and psychopathology. Psychologist demonstrates partially effective knowledge of child and adolescent development and psychopathology. Psychologist demonstrates thorough knowledge of child and adolescent development and psychopathology. Psychologist demonstrates extensive knowledge of child and adolescent development and psychopathology and knows variations of the typical patterns. 1c: Establishing expectations for the psycho educational supports appropriate to the setting and the students served Psychologist has no clear expectations for the psycho educational supports, or they are inappropriate to either the situation or the age of the students. Psychologist's expectations for the psycho educational l supports are rudimentary and are partially suitable to the situation and the age of the students. Psychologist's expectations for the psycho educational supports are clear and appropriate to the situation in the school and to the age of the students. Psychologist's expectations for the psycho educational support are highly appropriate to the situation in the school and to the age of the students and have been developed following consultations with students, parents, and colleagues. 1d: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district Psychologist demonstrates little or no knowledge of governmental regulations or of resources for students available through the school or district. Psychologist displays awareness of governmental regulations and of resources for students available through the school or district, but no knowledge of resources available more broadly. Psychologist displays awareness of governmental regulations and of resources for students available through the school or district and some familiarity with resources external to the district Psychologist's knowledge of governmental regulations and of resources for students is extensive, including those available through the school or district and in the community.
Psychologist%20Rubric%202014-15.docx