DOMAIN 3: INSTRUCTIONAL SPECIALISTS: Delivery of Service Level of Performance Component Unsatisfactory Basic Proficient Distinguished Reflective Comments 3a: Instructional specialist Instructional specialist Instructional Instructional specialist Collaborating declines to collaborate collaborates with specialist initiats initiates collaboration With teachers in with classroom classroom teachers in collaboration with with classroom The design of teachers in the design the design of classroom teachers teachers in the design Instructional of instructional instructional lessons in the design of of instructional Units and lessons and units. and units when instructional lessons lessons and Lessons specifically asked to do and units. locating additional so. resources from sources outside the school 3b: Teachers decline Instructional All teachers are Teachers are highly Engaging opportunities to specialist’s efforts to engaged in acquiring engaged in acquiring teachers in engage in professional engage teachers in new instructional new instructional skills learning new learning. professional learning skills. and take initiative in instructional are partially successful, suggesting new areas skills with some participating. for growth. 3c: Instructional The quality of the The quality of the The quality of the Sharing specialist’s model instructional specialist’s instructional instructional specialist’ Expertise with lessons are model lessons and specialist’s model model lessons and Staff workshops are of poor workshops is mixed, lessons and workshops are quality or are not with some of them workshops is uniformly high and appropriate to the being appropriate to uniformly high and appropriate to the needs of the teachers the needs of the appropriate to the needs of the teachers being served. teachers being served. needs of the teachers being served. The being served. instructional specialist conducts extensive follow-up work with teachers. 3d: Instructional specialist Instructional Instructional Instructional specialist Locating fails to locate specialist’s efforts to specialist locates Is highly proactive in Resources for resources for locate resources for resources for locating resources for Teachers to instructional instructional instructional instructional Support improvement for improvement for improvement for improvement for Instructional teachers, even when teachers are partially teacher when asked teachers, anticipating improvement successful; reflecting to do so. their needs.
DOMAIN 3: INSTRUCTIONAL SPECIALISTS: Delivery of Service Component Level of Performance Unsatisfactory Basic Proficient Distinguished Reflective Comments 3a: Collaborating With teachers in The design of Instructional Units and Lessons Instructional specialist declines to collaborate with classroom teachers in the design of instructional lessons and units. Instructional specialist collaborates with classroom teachers in the design of instructional lessons and units when specifically asked to do so. Instructional specialist initiats collaboration with classroom teachers in the design of instructional lessons and units. Instructional specialist initiates collaboration with classroom teachers in the design of instructional lessons and locating additional resources from sources outside the school 3b: Engaging teachers in learning new instructional skills Teachers decline opportunities to engage in professional learning. Instructional specialist’s efforts to engage teachers in professional learning are partially successful, with some participating. All teachers are engaged in acquiring new instructional skills. Teachers are highly engaged in acquiring new instructional skills and take initiative in suggesting new areas for growth. 3c: Sharing Expertise with Staff Instructional specialist’s model lessons are workshops are of poor quality or are not appropriate to the needs of the teachers being served. The quality of the instructional specialist’s model lessons and workshops is mixed, with some of them being appropriate to the needs of the teachers being served. The quality of the instructional specialist’s model lessons and workshops is uniformly high and appropriate to the needs of the teachers being served. The quality of the instructional specialist’ model lessons and workshops are uniformly high and appropriate to the needs of the teachers being served. The instructional specialist conducts extensive follow-up work with teachers. 3d: Locating Resources for Teachers to Support Instructional improvement Instructional specialist fails to locate resources for instructional improvement for teachers, even when Instructional specialist’s efforts to locate resources for instructional improvement for teachers are partially successful; reflecting Instructional specialist locates resources for instructional improvement for teacher when asked to do so. Instructional specialist Is highly proactive in locating resources for instructional improvement for teachers, anticipating their needs.
Reflection-Guide-Instructional-Specialists2.docx