Instructional Specialists 3e – Component Unsatisfactory Basic Proficient Distinguished 3e: SAC adheres to his plan, in spite of evidence of its SAC makes modest changes in the support SAC makes revisions to the support program when it is SAC is continually seeking ways to improve the support Demonstrating inadequacy. program when confronted with evidence of the needed. program and makes changes as needed in response to flexibility and need for change. student, parent, or teacher input. responsiveness. Critical SAC ignores indications of participant efforts to modify the support program When improvising becomes necessary, SAC adjustments to the support program, when • • SAC’s • • SAC’s Attributes boredom or lack of understanding. are only partially successful. makes adjustments to the support program. needed, are designed to assist individuals. SAC brushes aside participant questions. SAC makes perfunctory attempts to SAC interests and SAC seizes a teachable moment to enhance a • • • incorporates participants’ • SAC conveys to participants that when they incorporate questions and interests into the questions into the heart of the support program. learning opportunity. • have difficulty learning it is their fault. lesson. SAC conveys to participants that s/he has other SAC implements a process of continuous • • In reflecting on practice, SAC does not approaches to try when they experience difficulty. improvement of support program and provides SAC conveys to participants a level of • • indicate that it is important to reach all responsibility for their learning but also his or In reflecting on practice, SAC cites multiple results of improvement. • approaches undertaken to reach those having participants. her uncertainty about how to assist them. difficulty. Despite evident participant confusion, SAC In reflecting on practice, SAC indicates the • • makes no attempt to adjust the lesson. desire to reach all participants but does not suggest strategies for doing so. Possible Implemented strategies to gain understanding of colleague needs. • Examples of Documented and scheduled in-service trainings/support based on target audience needs and the outcomes of those supports. • Evidence Implemented a plan for continuous improvement. •
Instructional Specialists – 3e Component Unsatisfactory Basic Proficient Distinguished 3e: Demonstrating flexibility and responsiveness. SAC adheres to his plan, in spite of evidence of its inadequacy. SAC makes modest changes in the support program when confronted with evidence of the need for change. SAC makes revisions to the support program when it is needed. SAC is continually seeking ways to improve the support program and makes changes as needed in response to student, parent, or teacher input. Critical Attributes • SAC ignores indications of participant boredom or lack of understanding. • SAC brushes aside participant questions. • SAC conveys to participants that when they have difficulty learning it is their fault. • In reflecting on practice, SAC does not indicate that it is important to reach all participants. • Despite evident participant confusion, SAC makes no attempt to adjust the lesson. • SAC’s efforts to modify the support program are only partially successful. • SAC makes perfunctory attempts to incorporate questions and interests into the lesson. • SAC conveys to participants a level of responsibility for their learning but also his or her uncertainty about how to assist them. • In reflecting on practice, SAC indicates the desire to reach all participants but does not suggest strategies for doing so. • When improvising becomes necessary, SAC makes adjustments to the support program. • SAC incorporates participants’ interests and questions into the heart of the support program. • SAC conveys to participants that s/he has other approaches to try when they experience difficulty. • In reflecting on practice, SAC cites multiple approaches undertaken to reach those having difficulty. • SAC’s adjustments to the support program, when needed, are designed to assist individuals. • SAC seizes a teachable moment to enhance a learning opportunity. • SAC implements a process of continuous improvement of support program and provides results of improvement. Possible Examples of Evidence • Implemented strategies to gain understanding of colleague needs. • Documented and scheduled in-service trainings/support based on target audience needs and the outcomes of those supports. • Implemented a plan for continuous improvement.
sy15-16_wp_for_danielson_student_acitivities_coordinators.docx