Rubrics of Performance Indicators DOMAIN I: PLANNING AND DESIGNING INSTRUCTION ELEMENT A: STUDENT DEVELOPMENT Rubrics The rubrics have been developed as a continuum one’s professional performance and as such can be viewed as a collection of descriptors. MEETS THE STANDARDS DOES NOT SHOWS GROWTH IN MEET THE MEETING THE STANDARDS STANDARDS consistently frequently demonstrates growth needs support exemplary usually willing to try seldom customarily systematically begins to implement hardly ever almost always routinely needs additional support not/never typically rarely MEETS THE STANDARDS DOES NOT SHOWS GROWTH IN MEET THE STANDARDS MEETING THE STANDARDS Consistently demonstrates Frequently demonstrates Demonstrates growth in support with knowledge of student knowledge of student knowledge of student demonstrating knowledge development by applying a development by applying a development by applying of student development and wide variety of appropriate variety of appropriate therapy appropriate therapy strategies to applying appropriate therapy therapy strategies to address strategies to address students’ address students’ strategies to address students’ students’ needs. needs. needs. Consistently demonstrates an Frequently demonstrates an Demonstrates growth with an support with understanding and appreciation understanding and appreciation understanding and appreciation demonstrating an understanding of diversity with regular of diversity by using appropriate of diversity and uses and appreciation of diversity by application of developmentally therapy. appropriate therapy. using appropriate therapy. appropriate therapy.
Rubrics of Performance Indicators DOMAIN I: PLANNING AND DESIGNING INSTRUCTION ELEMENT A: STUDENT DEVELOPMENT Rubrics The rubrics have been developed as a continuum one’s professional performance and as such can be viewed as a collection of descriptors. MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS consistently frequently demonstrates growth needs support exemplary usually willing to try seldom customarily systematically begins to implement hardly ever almost always routinely needs additional support not/never typically rarely MEETS THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently demonstrates knowledge of student development by applying a wide variety of appropriate therapy strategies to address students’ needs. Frequently demonstrates knowledge of student development by applying a variety of appropriate therapy strategies to address students’ needs. Demonstrates growth in knowledge of student development by applying appropriate therapy strategies to address students’ support with demonstrating knowledge of student development and applying appropriate therapy strategies to address students’ needs. Consistently demonstrates an understanding and appreciation of diversity with regular application of developmentally appropriate therapy. Frequently demonstrates an understanding and appreciation of diversity by using appropriate therapy. Demonstrates growth with an understanding and appreciation of diversity and uses appropriate therapy. support with demonstrating an understanding and appreciation of diversity by using appropriate therapy.
Speech%20Language%20Pathologist%20Guidelines.docx