Self-Assessment of Practice Form E

Circle or highlight the statements that best reflect your performance

Domain 1: Planning and Preparation

Component
1a: Demonstrating knowledge of current trends in specialty area and professional development / TechnologyCenter Supervisor demonstrates little or no familiarity with specialty area or trends in professional development. / TechnologyCenter Supervisor demonstrates basic familiarity with specialty area or trends in professional development. / TechnologyCenter Supervisor demonstrates thorough knowledge of specialty area or trends in professional development. / TechnologyCenter Supervisor’ knowledge of specialty area and trends in professional development is wide and deep; facilitator is regarded as an expert by colleagues.
1b: Demonstrating knowledge of the schools’ program, and levels of staff need in delivering that program / TechnologyCenter Supervisor demonstrates little or no knowledge of the schools’ program, or of staff skill in delivering that program. / TechnologyCenter Supervisor demonstrates basic knowledge of the schools’ program, or of teacher skill in delivering that program. / TechnologyCenter Supervisor demonstrates thorough knowledge of the schools’ program, or of teacher skill in delivering that program. / TechnologyCenter Supervisor is deeply familiar with the schools’ program, and works to shape its future direction, and actively seeks information as to teacher skill in that program.
1c: Establishing goals for the instructional academic support program appropriate to the setting and the staff served / TechnologyCenter Supervisor has no clear goals for the instructional academic support program, or they are inappropriate to either the situation or the needs of the staff. / The Technology Center Supervisor’ goals for the instructional academic support program are rudimentary, and are partially suitable to the situation and the needs of the staff. / The Technology Center Supervisor’ goals for the instructional academic support program are clear, and are suitable to the situation and the needs of the staff. / The Technology Center Supervisor’ goals for the instructional support program are highly appropriate to the situation and the needs of the staff. They have been developed following consultations with administrators and colleagues.
1d: Demonstrating knowledge of resources, both within and beyond the schools and district / TechnologyCenter Supervisor demonstrates little or no knowledge of resources available in the schools or district for staff to advance their skill. / TechnologyCenter Supervisor demonstrates basic knowledge of resources available in the schools or district for staff to advance their skill. / TechnologyCenter Supervisor is fully aware of resources available in the schools or district and in the larger professional community for staff to advance their skill. / TechnologyCenter Supervisor actively seeks out new resources from a wide range of sources to enrich staff’ skills in implementing the schools’ program.
1e: Planning the instructional academic support program, integrated within the overall school and district program / TechnologyCenter Supervisor’ program consists of a random collection of unrelated activities, lacking coherence or an overall structure. / TechnologyCenter Supervisor’ plan has a guiding principle and includes a number of worthwhile activities, but some of them don’t fit with the broader goals. / TechnologyCenter Supervisor’ plan is well designed to support staff in the improvement of their instructional skills. / Technology Center Supervisor’ plan is highly coherent, taking into account the competing demands of making presentations and consulting with staff, and has been developed following consultation with administrators and staff.
1f: Developing a plan to evaluate the instructional academic support program. / TechnologyCenter Supervisor has no plan to evaluate the program, or resists suggestions that such an evaluation is important. / TechnologyCenter Supervisor has a rudimentary plan to evaluate the instructional academic support program. / TechnologyCenter Supervisor’ plan to evaluate the program is organized around clear goals and the collection of evidence to indicate the degree to which the goals have been met. / TechnologyCenter Supervisor’ evaluation plan is highly sophisticated, with imaginative sources of evidence, and a clear path towards improving the program on an ongoing basis.

Domain 2: The Learning Environment

Component
2a: Creating an environment of trust and respect / Staff is reluctant to request assistance from the Technology Center Supervisor, fearing that such a request will be treated as a sign of deficiency. / Relationships between the Technology Center Supervisor are cordial; staff doesn’t resist initiatives established by the Technology Center Supervisor. / Relationships between the Technology Center Supervisor are respectful, with some contacts initiated by staff. / Relationships between the Technology Center Supervisor are highly respectful and trusting, with many contacts initiated by staff.
2b: Establishing a culture for ongoing instructional academic improvement / TechnologyCenter Supervisor conveys the sense that the work of improving instruction is externally mandated, and is not important to school improvement. / Staff does not resist the offerings of support from the Technology Center Supervisor. / TechnologyCenter Supervisor promotes a culture of professional inquiry in which staff seeks assistance in improving their instructional skill. / TechnologyCenter Supervisor has established a culture of professional inquiry in which staff initiates projects to be undertaken with the support of the specialist.
2c: Establishing and maintaining norms of behavior for professional interactions / TechnologyCenter Supervisor has not established norms of professional conduct; staff is frequently disrespectful in their interactions with one another. / TechnologyCenter Supervisor’s efforts to establish norms of professional conduct are partially successful. / TechnologyCenter Supervisor has established clear norms of mutual respect for professional interaction. / TechnologyCenter Supervisor has established clear norms of mutual respect for professional interaction. Staff ensures that their colleagues adhere to these standards of conduct.
2d: Organizing physical space for workshops or training, including use of training equipment, arrangement of furniture for visual access, traffic flow, and match between the physical arrangement and workshop activity. / TechnologyCenter Supervisor’ has a physical environment thatis in disarray, or is inappropriate to the planned activities / The Technology Center Supervisor’s attempts to create an inviting and well-organized physical environment are partially successful. / The Technology Center Supervisor’s area or classroom arrangements are inviting, and conducive to the planned activity. / The Technology Center Supervisor’s area or classroom arrangements are inviting, and conducive to the planned activity. Staff has contributing to the physical arrangement

Domain 3: Delivery of Service

Component
3a: Maintaining and extending the technology and software in accordance with the district’s needs, and within budget limitations, and including a periodic inventory / TechnologyCenter Supervisor fails to adhere to district or professional guidelines in selecting technology and software, and does not periodically purge outdated technology. / Attempts by the Technology Center Supervisor to adhere to district or professional guidelines in selecting technology or software, to weeding the technology and software, and to establishing balance, are partially successful / TechnologyCenter Supervisor adheres to district or professional guidelines in selecting technology and software and periodically purges the outdated materials. / TechnologyCenter Supervisor selects software and technology thoughtfully, and in consultation with administration and teaching colleagues, and periodically purges outdated material.
3b: Engaging staff in learning new instructional academic skills / Staff decline opportunities to engage in professional learning with the Technology Center Supervisor / TechnologyCenter Supervisor’s efforts to engage staff in professional learning is partially successful, with some participating. / Staff is engaged in acquiring new technology and instructional skills with the Technology Center Supervisor’ / Staff is highly engaged in acquiring new technology and instructional skills, and Technology Center Supervisor takes initiative in suggesting new areas for growth.
3c: Sharing expertise with staff , e.g., through modeling lesson design, presenting workshops, facilitating study groups / TechnologyCenter Supervisor’s model lessons and workshops are of poor quality, or are not appropriate to the needs of the staff being served. / The quality of the Technology Center Supervisor’s model lesson designs and workshops is mixed, with some of them being appropriate to the needs of the staff being served. / The quality of the Technology Center Supervisor’s model lesson designs and workshops is uniformly high, and appropriate to the needs of the staff being served. / The quality of the Technology Center Supervisor’s model lesson designs and workshops is uniformly high, and appropriate to the needs of the staff being served. The Technology Center Supervisor conducts extensive follow-up work with staff.
3d: Locating resources including technology and software for staff to support instructional improvement / TechnologyCenter Supervisor fails to locate resources for instructional improvement for staff, even when specifically requested to do so. / TechnologyCenter Supervisor’s efforts to locate resources for instructional improvement for staff are partially successful; reflecting incomplete knowledge of what is available. / TechnologyCenter Supervisor locates resources for instructional improvement for staff when asked to do so. / TechnologyCenter Supervisor is highly proactive in locating resources including technology and software for instructional improvement for staff, anticipating their needs.
3e: Demonstrating flexibility and responsiveness / TechnologyCenter Supervisor adheres to his or her plan, in spite of evidence of its inadequacy. / TechnologyCenter Supervisor makes modest changes in the support program when confronted with evidence of the need for change. / TechnologyCenter Supervisor makes revisions to the support program when it is needed. / TechnologyCenter Supervisor is continually seeking ways to improve the support program, and makes changes as needed in response to staff input.

Domain 4: Professional Responsibilities

Component
4a: Reflecting on practice / TechnologyCenter Supervisor does not reflect on practice, or the reflections are inaccurate or self-serving. / TechnologyCenter Supervisor’ reflection on practice is moderately accurate and objective without citing specific examples, and with only global suggestions as to how it might be improved / TechnologyCenter Supervisor’ reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. The Facilitator makes some specific suggestions as to how the support program might be improved. / TechnologyCenter Supervisor’ reflection is highly accurate and perceptive, citing specific examples. The Facilitator draws on an extensive repertoire to suggest alternative strategies, accompanied by a prediction of the likely consequences of each.
4b: Preparing and submitting reports / TechnologyCenter Supervisor does not follow established procedures for preparing and submitting reports, which are routinely late. / The Technology Center Supervisor’ efforts to prepare reports are sometimes submitted on time. / The Technology Center Supervisor’ reports are always submitted on time. / TechnologyCenter Supervisor follows established procedures and submits reports on time.
4c: Coordinating work with other specialists / TechnologyCenter Supervisor makes no effort to collaborate with other specialists within the district. / TechnologyCenter Supervisor responds positively to the efforts of other specialists within the district to collaborate. / TechnologyCenter Supervisor initiates efforts to collaborate with other specialists within the district. / TechnologyCenter Supervisor takes a leadership role in coordinating projects with other specialists within and beyond the district.
4d: Participating in a professional community / TechnologyCenter Supervisor’s relationship with colleagues is negative or self-serving, and the specialist avoids being involved in district events and projects. / TechnologyCenter Supervisor’s relationship with colleagues is cordial, and the specialist participates in district events and projects when specifically requested. / TechnologyCenter Supervisor participates actively in district events and projects, and maintains positive and productive relationships with colleagues. / TechnologyCenter Supervisor makes a substantial contribution to district events and projects, and assumes leadership role with colleagues.
4e: Engaging in professional development / TechnologyCenter Supervisor does not participate in professional development activities, even when such activities are clearly needed for the enhancement of skill. / TechnologyCenter Supervisor participation in professional development activities is limited to those that are convenient or are required. / TechnologyCenter Supervisor seeks out opportunities for professional development based on an individual assessment of need. / TechnologyCenter Supervisor actively pursues professional development opportunities, and makes a substantial contribution to the profession through such activities as participating in state or national conferences for other specialists.
4f: Showing professionalism, including integrity and confidentiality / TechnologyCenter Supervisordisplays dishonesty in interactions with colleagues, and violates norms of confidentiality. / TechnologyCenter Supervisoris honest in interactions with colleagues, and respects norms of confidentiality. / TechnologyCenter Supervisordisplays high standards of honesty and integrity in interactions with colleagues, and respects norms of confidentiality. / TechnologyCenter Supervisorcan be counted on to hold the highest standards of honesty and integrity and takes a leadership role with colleagues in respecting the norms of confidentiality..
4g: Attendance / TechnologyCenter Supervisor fails to demonstrate a consistent pattern of attendance and punctuality and fails to follow all policies and procedures related to necessary absences and timelines. / TechnologyCenter Supervisor demonstrates a consistent pattern of attendance and punctuality and follows all policies and procedures related to necessary absences and timelines

Self-Assessment of Practice Form E (Staff)