ELEMENT C: INSTRUCTIONAL CONSULTATION: The school psychologist will demonstrate knowledge of common learning and behavioral problems that interfere with student achievement and will share strategies with teachers, parents, and students to address these problems as needed. MEETS THE STANDARDS DOES NOT SHOWS GROWTH IN MEET THE STANDARDS MEETING THE STANDARDS Consistently displays knowledge Demonstrates growth in knowledge Needs support to Frequently demonstrates of research-based instructional of instructional build knowledge of research- knowledge of practices and based instructional practices and practices and instructional practices and ‘scaffolding’ ‘scaffolding’ techniques that help struggling techniques that help struggling techniques that techniques that ‘scaffolding’ ‘scaffolding’ learners to experience success in learners to experience success in the help struggling learners to help struggling learners to the classroom. classroom. experience success in the experience success in the classroom. classroom. Consistently displays knowledge Demonstrates growth in knowledge Needs support to build Frequently demonstrates of research-based interventions of research-based interventions to knowledge of research-based knowledge of research-based to manage the behaviors of manage the behaviors of individuals interventions to manage the interventions to manage the individuals and groups of and groups of students, as well as behaviors of individuals and groups behaviors of individuals and students, as well as methods to of students, as well as methods methods to evaluate effectiveness of groups of students, as well as evaluate effectiveness of these these interventions. to evaluate effectiveness of these methods to evaluate effectiveness interventions. interventions. of these interventions. Consistently describes a Demonstrates growth in ability Needs support to Frequently demonstrates ability consultation format that he or she to describe a consultation format describe a consultation format to describe a consultation format follows that relies on objective that he or she follows that relies that he or she follows that relies that he or she follows that relies data collection and a structured on objective data collection and a on objective data collection and a on objective data collection and problem-solving process. structured problem-solving process. structured problem-solving process. a structured problem-solving process. Consistently meets with teachers Demonstrates growth in meeting Needs support to meet Frequently meets with teachers and parents to consult about the with teachers and parents to consult with teachers and parents to consult and parents to consult about the learning, behavior, or mental the learning, behavior, or about the learning, behavior, or learning, behavior, or mental health needs of students. mental health needs of students. mental health needs of students. health needs of students.
ELEMENT C: INSTRUCTIONAL CONSULTATION: The school psychologist will demonstrate knowledge of common learning and behavioral problems that interfere with student achievement and will share strategies with teachers, parents, and students to address these problems as needed. MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently displays knowledge of research-based instructional practices and ‘scaffolding’ techniques that help struggling learners to experience success in the classroom. Frequently demonstrates knowledge of instructional practices and ‘scaffolding’ techniques that help struggling learners to experience success in the classroom. Demonstrates growth in knowledge of instructional practices and ‘scaffolding’ techniques that help struggling learners to experience success in the classroom. Needs support to build knowledge of research- based instructional practices and ‘scaffolding’ techniques that help struggling learners to experience success in the classroom. Consistently displays knowledge of research-based interventions to manage the behaviors of individuals and groups of students, as well as methods to evaluate effectiveness of these interventions. Frequently demonstrates knowledge of research-based interventions to manage the behaviors of individuals and groups of students, as well as methods to evaluate effectiveness of these interventions. Demonstrates growth in knowledge of research-based interventions to manage the behaviors of individuals and groups of students, as well as methods to evaluate effectiveness of these interventions. Needs support to build knowledge of research-based interventions to manage the behaviors of individuals and groups of students, as well as methods to evaluate effectiveness of these interventions. Consistently describes a consultation format that he or she follows that relies on objective data collection and a structured problem-solving process. Frequently demonstrates ability to describe a consultation format that he or she follows that relies on objective data collection and a structured problem-solving process. Demonstrates growth in ability to describe a consultation format that he or she follows that relies on objective data collection and a structured problem-solving process. Needs support to describe a consultation format that he or she follows that relies on objective data collection and a structured problem-solving process. Consistently meets with teachers and parents to consult about the learning, behavior, or mental health needs of students. Frequently meets with teachers and parents to consult about the learning, behavior, or mental health needs of students. Demonstrates growth in meeting with teachers and parents to consult the learning, behavior, or mental health needs of students. Needs support to meet with teachers and parents to consult about the learning, behavior, or mental health needs of students.
School%20Psychologist%20Guidelines.docx