District Performance Standards

I.PLANNING AND PREPARATION DOMAIN

  1. Content and Pedagogical Knowledge
  1. Uses current knowledge to support licensed staff with teaching the important concepts in the discipline.

UnsatisfactoryImprovement NecessaryProficientExemplary

Specialistlacks knowledge of the important concepts in the discipline to support licensed staff. / Specialist has limited knowledge of current concepts in the discipline to support licensed staff. / Specialist has knowledge of the important concepts in the discipline to support licensed staff. / Specialist has extensive knowledge of the important concepts in the disciplineto support licensed staff.

District Performance Standards

I.PLANNING AND PREPARATION DOMAIN

  1. Content and Pedagogical Knowledge
  1. Develops multiple strategies to support teachers’ understanding to professional development.

UnsatisfactoryImprovement NecessaryProficientExemplary

Specialist does not include strategies to support teachers’ understanding during professional development. / Specialist includes limited strategies to support teachers’ understanding during professional development. / Specialist includes multiple strategies to support teachers’ understanding during professional development. / Specialist anticipates and plans for misconceptions by including a wide range of effective strategies to support teachers’ understanding during professional development.

District Performance Standards

I.PLANNING AND PREPARATION DOMAIN

  1. Content and Pedagogical Knowledge
  1. Integrates instructional strategies to support multiple cultural perspectives in professional development and modeled lessons.

UnsatisfactoryImprovement NecessaryProficientExemplary

Specialist does not integrate instructional strategies to support multiple cultural perspectives in professional development and modeled lessons. / Specialist seldom integrates instructional strategies to support multiple cultural perspectives in professional development and modeled lessons. / Specialist consistently integrates instructional strategies to support multiple cultural perspectives in professional development and modeled lessons. / Specialist consistently integrates instructional strategies to support multiple cultural perspectives in professional development and modeled lessons and shares expertise with other Specialist(s).

District Performance Standards

I.PLANNING AND PREPARATION DOMAIN

  1. Content and Pedagogical Knowledge
  1. Plans and organizes professional development time and resources to maximize learning opportunities.

UnsatisfactoryImprovement NecessaryProficientExemplary

Specialist does not plan and organize professional development time and resources to maximize learning opportunities. / Specialist makes limited attempts to plan and organize professional development time and resources to maximize learning opportunities. / Specialist plans and organizes professional development time and resources to maximize learning opportunities. / Specialist consistently plans and organizes professional development time and resources and connects with all teachers to maximize learning opportunities.

District Performance Standards

I.PLANNING AND PREPARATION DOMAIN

  1. Content and Pedagogical Knowledge
  1. Understands and uses knowledge of child development.

UnsatisfactoryImprovement NecessaryProficientExemplary

Specialist displays minimal knowledge of developmental characteristics of the age group being served by the teachers being supported. / Specialist displays some knowledge of developmental characteristics of the age group being served by the teachers being supported. / Specialist displays thorough understanding of typical developmental characteristics of the age group being served by the teachers being supported. Specialist consistently includes developmentally appropriate techniques to meet the various needs of students. / Specialist displays an exceptional knowledge of developmental characteristics of the age group being served by the teachers being supported. Specialist consistently includes developmentally appropriate techniques to meet the various needs of students. Specialist is willing to share this expertise.

District Performance Standards

I.PLANNING AND PREPARATION DOMAIN

  1. Content and Pedagogical Knowledge
  1. Uses district approved standards when supporting teachers in lesson planning.

UnsatisfactoryImprovement NecessaryProficientExemplary

Support provided by Specialist during planning reflects no knowledge and understanding of the district-approved standards. / Support provided by Specialist during planning reflects limited knowledge and understanding of the district-approved standards. / Support provided by Specialistconsistently reflects knowledge and understanding of the district-approved standards. / Support provided by Specialist reflects complete command and understanding of all district-approved standards. Specialistis able to provide multiple resources for planning support that aligns with individual teacher needs.

District Performance Standards

I.PLANNING AND PREPARATION DOMAIN

  1. Content and Pedagogical Knowledge
  1. Integrates relevant, research based strategies aligned with desired outcomes to engage individual teachers during professional development and coaching cycles.

UnsatisfactoryImprovement NecessaryProficientExemplary

Specialist does not integrate relevant, research-based strategies aligned to the desired outcomes to engage individual teachers during professional development and coaching cycles. / Specialist integrates limited relevant, research-based strategies aligned to the desired outcomes to engage individual teachers during professional development and coaching cycles. / Specialist integrates appropriate research-based strategies aligned to the desired outcomes to engage individual teachers during professional development and coaching cycles. / Specialist integrates a variety of research-based strategies, aligned to the desired outcome to engage individual teachers during professional development and coaching cycles.

District Performance Standards

I.PLANNING AND PREPARATION DOMAIN

  1. Effective use of resources
  1. Uses available support services to help teachers meet expected outcomes.

UnsatisfactoryImprovement NecessaryProficientExemplary

SPECIALIST does not attempt to access appropriate support services to assist teachers in meeting expected outcomes. / SPECIALIST is inconsistent in attempting to access appropriate support services to assist teachers in meeting expected outcomes. / SPECIALIST attempts to use all appropriate support services available through the school and/or district to assist teachers in meeting expected outcomes. / SPECIALIST, in addition to using internal resources, also uses alternative resources to assist teachers who need them.

District Performance Standards

I.PLANNING AND PREPARATION DOMAIN

  1. Effective use of resources
  1. Researches and incorporates instructional materials and resources that are suitable to instructional purposes and supportive of engagement during professional development, coaching and modeling for staff.

UnsatisfactoryImprovement NecessaryProficientExemplary

SPECIALISTdoes not research or incorporate instructional materials and resources that are suitable for instructional purposes and supportive of engagement during professional development, coaching and modeling for staff. / SPECIALIST makes limited effort to research or incorporate instructional materials and resources that are suitable for instructional purposes and supportive of engagement during professional development, coaching and modeling for staff. / SPECIALIST researches and incorporates instructional materials and resources which are suitable for instructional purposes and supportive of engagement during professional development, coaching and modeling for staff. / SPECIALIST researches and incorporates instructional materials and resources that are suitable to instructional purposes and supportive of engagement during professional development, coaching and modeling for staff. SPECIALISTacts as resourceto other SPECIALISTS.

District Performance Standards

I.PLANNING AND PREPARATION DOMAIN

  1. Effective use of resources
  1. Organizes materials, technology, and physical space for workshops or training.

UnsatisfactoryImprovement NecessaryProficientExemplary

Specialist does not organize materials, technology and physical space for workshops or trainings. / Specialist displays minimal effort to organize materials, technology, and physical space for workshops or trainings. / Specialist is well organized with materials, technology, and physical space for workshops or trainings. / Specialist is well organized with materials, technology, and physical space availablefor workshops or trainings. Specialist makes teachers aware of available resources to facilitate ease of access in the absence of the Specialist.

District Performance Standards

II.Instruction

  1. Delivery
  1. Adapts professional development and instruction to meet learners’ needs and exhibits flexibility.

UnsatisfactoryImprovement NecessaryProficientExemplary

SPECIALIST does not adapt professional development and instruction to meet learners’ needs and does not exhibit flexibility. / SPECIALIST includes some strategies to adapt professional development and instruction to meet learners’ needs and exhibits some flexibility. / SPECIALIST includes strategies to adapt professional development and instruction to meet learners’ needs and exhibits flexibility. / SPECIALIST anticipates and plans for strategies to adapt professional development and instruction to meet the learners’ needs and exhibits flexibility.

District Performance Standards

II.Instruction

  1. Delivery
  1. Collaborates with teachers in the design of instructional units and lessons.

UnsatisfactoryImprovement NecessaryProficientExemplary

SPECIALIST does not collaborate with teachers in the design of instructional units and lessons. / SPECIALISTseldom collaborates with teachers in the design of instructional units and lessons. / SPECIALIST collaborates with teachers in the design of instructional units and lessons in a consistent and organized manner. / SPECIALIST consistently collaborates with multiple teachers in the design of instructional units and lessons and seeks out new opportunities to offer support.

District Performance Standards

II.Instruction

  1. Delivery
  1. Promotes staff engagement in professional development, coaching and modeling.

UnsatisfactoryImprovement NecessaryProficientExemplary

SPECIALIST does not promote staff engagement in professional development, coaching and modeling. / SPECIALISTseldom promotes staff engagement in professional development, coaching and modeling. / SPECIALISTconsistently promotes staff engagement in professional development, coaching and modeling. / SPECIALIST consistently promotes staff engagement in professional development, coaching and modeling. SPECIALIST tailors the delivery to the instructional needs of the building.

District Performance Standards

II.Instruction

  1. Delivery
  1. Differentiates instruction to meet the needs of all learners during professional development, coaching, and modeling for staff.

UnsatisfactoryImprovement NecessaryProficientExemplary

SPECIALIST does not differentiate instruction to meet the needs of all learners during professional development, coaching and modeling for staff. / SPECIALIST is limited in the ability to differentiate instruction to meet the needs of all learners during professional development, coaching and modeling for staff. / SPECIALIST differentiates instruction to meet the needs of all learners during professional development, coaching, and modeling for staff. / SPECIALIST skillfully differentiates instruction to meet the needs of all learners during professional development, coaching, and modeling for staff. SPECIALIST supports colleagues when planning for differentiated instruction.

District Performance Standards

II.Instruction

  1. Delivery
  1. Uses current and available technology effectively during professional development, coaching, and modeling for staff.

UnsatisfactoryImprovement NecessaryProficientExemplary

SPECIALIST does not use current and available technology effectively during professional development, coaching and modeling for staff. / SPECIALISTseldom uses current and available technology or uses it ineffectively during professional development, coaching and modeling for staff. / SPECIALIST consistently and effectively incorporates the use of available technology during professional development, coaching and modeling for staff. / SPECIALIST consistently and effectively incorporates the use of available technology during professional development, coaching and modeling for staff. SPECIALISTsupports staff with the use of current technology for instructional purposes.

District Performance Standards

II.Instruction

  1. Delivery
  1. Uses clear and expressive spoken and written language.

UnsatisfactoryImprovement NecessaryProficientExemplary

Specialist’s spoken and written communication is unclear or confusing. / Specialist’s spoken and written communication is sometimes unclear or confusing to audiences. / Specialist’s spoken and written communication is clear and easily understood by audiences. / Specialist’s spoken and written communication is consistently clear and easily understood by all audiences. Specialist differentiates communication using multiple modes when necessary.

District Performance Standards

II.Instruction

  1. Delivery
  1. Establishes clear procedures for teachers to gain access to instructional support.

UnsatisfactoryImprovement NecessaryProficientExemplary

SPECIALIST does not establish any clear procedures for teachers to gain access to instructional support. / SPECIALIST provides one- way communication to teachers, and proceduresto gain access to instructional support are not clear to all teachers. / SPECIALISTconsistently uses multiple methods of communicationto establish clear procedures for teachers to gain access to instructional support. / SPECIALIST consistently uses multiple methods of communication to establish clear procedures for teachers to gain access to instructional support and evidence of procedures is clearly visible in the building.

District Performance Standards

II.Instruction

  1. Delivery
  1. Makes effective use of time in meetings, coaching sessions, and professional development.*

UnsatisfactoryImprovement NecessaryProficientExemplary

Specialist does not make effective use of time in meetings, coaching sessions and professional development. / Specialistseldom makes effective use of time in meetings, coaching sessions and professional development. / Specialist consistently makes effective use of time in meetings, coaching sessions and professional development. / Specialist always makes effective use of time in meetings, coaching sessions and professional development. Specialist requests feedback and allocates time for follow up with individual teachers as needed after meetings, coaching sessions and professional development.

*Administrators ensure that discussions regarding collaboration are with the Specialist and not with his or her colleagues.

District Performance Standards

II.Instruction

  1. Assessment
  1. Provides timely, affirming and constructive peer support.

UnsatisfactoryImprovement NecessaryProficientExemplary

SPECIALIST does not provide timely, affirming and constructive peer support. / SPECIALISTseldom provides timely, affirming and constructive peer support. / SPECIALIST provides timely, affirming and constructive peer support. / SPECIALIST provides timely, affirming and constructive peer support based on current research to support individual teacher’s needs.

District Performance Standards

III.Relationships Domain

  1. Staff
  1. Forms and maintains relationships with individual colleagues and with teams that are respectful, supportive, cooperative and confidential.

UnsatisfactoryImprovement NecessaryProficientExemplary

Specialist’s relationships with colleagues are negative or are not collaborative. / Specialist maintains professional relationships with colleagues to fulfill duties that the school or district requires. / Specialist maintains professional relationships with colleagues characterized by support and cooperation. / Specialistmaintains collaborative relationships with colleagues that are characterized by support and cooperation.

District Performance Standards

III.Relationships Domain

  1. Staff
  1. Participates with other staff members in school and district projects.

UnsatisfactoryImprovement NecessaryProficientExemplary

SPECIALIST avoids participation in a culture of inquiry, resisting opportunities to become involved. / SPECIALISTseldom becomes involved in the school’s culture of inquiry and learning. / SPECIALISToften participates in a culture of professional inquiry and learning. / SPECIALISTalways promotes a culture of professional inquiry and learning.SPECIALIST takes initiative to assume leadership roles.

District Performance Standards

III.Relationships Domain

  1. Staff
  1. Accepts and integrates feedback from colleagues and supervisors.

UnsatisfactoryImprovement NecessaryProficientExemplary

SPECIALIST is unresponsive to criticism and resistant to changing practices. / SPECIALISTis somewhat unresponsive to input, but listens to feedback and suggestions. / SPECIALISTlistens thoughtfully to other viewpoints and responds constructively to suggestions and criticism. / SPECIALISTactively seeks out feedback and suggestions and uses them to improve practice.

District Performance Standards

III.Relationships Domain

  1. Students
  1. Interacts with students of diverse cultures, languages and special needs, showing respect for individuals as well as groups of students.

UnsatisfactoryImprovement NecessaryProficientExemplary

SPECIALISTinteraction with some students is negative or inappropriate to the age or culture or ability of students. Few students exhibit respect for SPECIALIST. / SPECIALISTinteractions with students are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for student cultures. Some students show respect for SPECIALIST. / SPECIALIST’s interactions with students are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of students. Most students exhibit respect for SPECIALIST. / SPECIALIST’s interactions with students reflect genuine respect and caring for individuals as well as groups of students. Such interactions are appropriate to the age and cultures of students. All students exhibit respect for SPECIALIST.

District Performance Standards

III.Relationships Domain

  1. Students
  1. Supports a nurturing climate in which students respect each other.

UnsatisfactoryImprovement NecessaryProficientExemplary

SPECIALIST’s interactions are frequently characterized by conflict, sarcasm, or put-downs. / SPECIALIST minimally contributes in creating a nurturing climate in which students respect each other. / SPECIALIST supports a nurturing climate in which students respect each other. / SPECIALIST actively supports teachers and students in creating a climate in which students respect each other.

District Performance Standards

III.Relationships Domain

B.Students

  1. Contributes to the climate of the district by participating in activities and events.

UnsatisfactoryImprovement NecessaryProficientExemplary

When invited, SPECIALIST does not participate in school activities and events. / When invited, SPECIALIST occasionally participates in school activities and events. / SPECIALIST is an active participant in school activities and events,contributing to a positive tone at the events. / SPECIALIST participates in school activities and events, making a significant contribution and/or assumes a leadership role in some aspect of a major school or district project or event.

District Performance Standards

IV.Professional Responsibilities Domain

  1. Professionalism
  1. Implements Oregon Statutes, collective bargaining agreement, District policies and building procedures.

UnsatisfactoryImprovement NecessaryProficientExemplary

Specialistdoes not follow Oregon statutes, collective bargaining agreement, District policies, and building procedures. / Specialistis inconsistent in following Oregon statutes, collective bargaining agreement, District policies, and building procedures. / Specialist consistently follows Oregon statutes, collective bargaining agreement, District policies, and building procedures. / Specialistadheres to all Oregon statutes, collective bargaining agreement, District policies, and building procedures. Specialist implements any changes when they occur.

District Performance Standards

IV.Professional Responsibilities Domain

  1. Professionalism
  1. Is punctual and assures continuity of services.

UnsatisfactoryImprovement NecessaryProficientExemplary

SPECIALIST is late and does not adequately plan for professional development sessions, team or teacher collaboration sessions. / SPECIALIST is occasionally late, and does not adequately plan for professional development sessions, team or teacher collaboration sessions. / SPECIALIST is punctual and adequately plans for professional development sessions and team or teacher collaboration sessions. / SPECIALIST is always punctual and thoroughly plans for professional development sessions and team or teacher collaboration sessions.

District Performance Standards