Special Education

Teacher on Special Assignment (TOSA)

Performance Standards and Rubrics

I.Planning and Preparation Domain

(This domain considers actions the SpEd TOSA takes in advance of instruction.)

  1. Content and pedagogical knowledge
  1. Uses current knowledge to support SpEd staff with teaching the important concepts in the discipline.
  2. Consults with SpEd staff on the integration of instructional strategies to support multiple cultural perspectives and learning styles in professional development.
  3. Uses multiple strategies in the planning and organizing of professional development to maximize learning opportunities.
  4. Understands and uses knowledge of child development.
  5. Uses district approved standards when supporting SpEd staff in completing SpEd paperwork.
  6. Integrates relevant, research based strategies aligned with desired outcomes to engage SpEd staff during professional development.
  1. Effective use of resources
  1. Provides information about support services to help SpEd staff meet expected outcomes.
  2. Organizes materials, technology, and physical space for workshops or training.

District Performance Standards

I.PLANNING AND PREPARATION DOMAIN

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

UnsatisfactoryImprovementProficientExemplary

Necessary

SpEd TOSAlacks knowledge of the important concepts in the discipline to support licensed staff. / SpEd TOSA has limited knowledge of current concepts in the discipline to support licensed staff. / SpEd TOSA has knowledge of the important concepts in the discipline. / SpEd TOSA has extensive knowledge of the important concepts in the discipline.

District Performance Standards

I.Planning and Preparation

A.Content and Pedagogical Knowledge

  1. Consults with SpEd staff on the integration of instructional strategies to support multiple cultural perspectives and learning styles in professional development.

UnsatisfactoryImprovementProficientExemplary

Necessary

SpEd TOSA lacks ability to effectively consult with staff and shows no understanding of various cultural perspectives and learning styles when delivering professional development. / SpEd TOSA has minimal skills to effectively consult with staff and shows limited understanding of various cultural perspectives and learning styles when delivering professional development. / SpEd TOSA effectively consults with staff and shows basic understanding of various cultural perspectives and learning styles when delivering professional development. / SpEd TOSA effectively consults with staff and shows basic understanding of various cultural perspectives and learning styles when delivering professional development. SpEd TOSA’s knowledge allows him/her to be a resource for other TOSAs.

District Performance Standards

I.PLANNING AND PREPARATION DOMAIN

  1. Content and Pedagogical Knowledge
  1. Uses multiple strategies in the planning and organizing of professional development to maximize learning opportunities.

UnsatisfactoryImprovementProficientExemplary

Necessary

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

District Performance Standards

I.PLANNING AND PREPARATION DOMAIN

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

UnsatisfactoryImprovementProficientExemplary

Necessary

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

District Performance Standards

I.Planning and Preparation

A.Content and Pedagogical Knowledge

  1. Uses district approved standards when supporting SpEd staff in completing SpEd paperwork.

UnsatisfactoryImprovementProficientExemplary

Necessary

SpEd TOSA has no knowledge of district approved standards when supporting staff in Special Education paperwork. / SpEd TOSA has limited knowledge of district approved standards when supporting staff in Special Education paperwork. / SpEd TOSA uses district approved standards when supporting staff in Special Education paperwork. / SpEd TOSA uses district approved standards when supporting staff in Special Education paperwork. SpEd TOSA is a resource for other TOSAs

District Performance Standards

I.PLANNING AND PREPARATION DOMAIN

  1. Content and Pedagogical Knowledge

6.Integrates relevant, research based strategies aligned with desired outcomes to engage SpEd staff during professional development.

UnsatisfactoryImprovementProficientExemplary

Necessary

SPED TOSA does not integrate research based instructional strategies in professional development. / SPED TOSAseldom integrates research based instructional strategies in professional development. / SPED TOSA consistently integrates research based instructional strategies in professional development. / SPED TOSA consistently integrates research based instructional strategies in professional development and shares expertise with other SPED TOSA(s).

District Performance Standards

I.PLANNING AND PREPARATION DOMAIN

  1. Effective use of resources
  1. Provides information about support services to help SpEd staff meet expected outcomes.

UnsatisfactoryImprovementProficientExemplary

Necessary

SpEd TOSA lacks knowledge about support services to help SpEd staff meet expected outcomes. / SpEd TOSA has limited knowledge about support services to help SpEd staff meet expected outcomes. / SpEd TOSA providesinformation about support services to help SpEd staff meet expected outcomes. / SpEd TOSA provides information about support services to help SpEd staff meet expected outcomes. TOSA is a support to other TOSAs about the support services available.

District Performance Standards

I.PLANNING AND PREPARATION DOMAIN

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

UnsatisfactoryImprovementProficientExemplary

Necessary

SPED TOSA does not organize materials, technology and physical space for workshops or trainings. / SPED TOSA displays minimal effort to organize materials, technology, and physical space for workshops or trainings. / SPED TOSA is well organized with materials, technology, and physical space for workshops or trainings. / SPED TOSA is well organized with materials, technology, and physical space for workshops or trainings. Teachers are able to locate resources provided with ease in the absence of the SPED TOSA.

II.Instruction Domain

(This domain considers the SpEd TOSA’s actions with learners during delivery of services.)

  1. Delivery
  1. Adapts professional development and instruction to meet learners’ needs and exhibits flexibility.
  2. Collaborates with SpEd staff in the design of specially designed instruction and instructional settings
  3. Promotes staff engagement and builds staff interest in professional development, coaching and modeling.
  4. Demonstrates Instructional leadership
  5. Uses current and available technology effectively during professional development.
  6. Uses clear and expressive spoken and written language.
  7. Establishes clear procedures for teachers to gain access to support.
  8. Makes effective use of time in meetings, coaching sessions, and professional development.
  1. Assessment
  1. Provides timely, affirming and constructive peer support.

District Performance Standards

II.Instruction

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

UnsatisfactoryImprovementProficientExemplary

Necessary

SPED TOSA does not adapt professional development and instruction to meet learners’ needs and does not exhibit flexibility. / SPED TOSA includes some strategies to adapt professional development and instruction to meet learners’ needs and exhibits some flexibility. / SPED TOSA includes strategies to adapt professional development and instruction to meet learners’ needs and exhibits flexibility. / SPED TOSA 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 SpEd staff in the design of specially designed instruction and instructional settings*

UnsatisfactoryImprovementProficientExemplary

Necessary

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

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

District Performance Standards

II.Instruction

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

UnsatisfactoryImprovementProficientExemplary

Necessary

SPED TOSA does not promote staff engagement or build staff interest in professional development, coaching and modeling. / SPED TOSAseldom promotes staff engagement or builds staff interest in professional development, coaching and modeling. / SPED TOSAconsistently promotes staff engagement and builds staff interest in professional development, coaching and modeling. / SPED TOSA consistently promotes staff engagement and builds staff interest in professional development, coaching and modeling. SPED TOSA tailors the delivery to the instructional needs of the building.

District Performance Standards

II.Instruction

  1. Delivery
  1. Demonstrates Instructional Leadership

UnsatisfactoryImprovementProficientExemplary

Necessary

SPED TOSA does not use current, research-based, best practices in instructional techniques when presenting professional development to the SpEd staff, whether it be in small or whole group settings. / SPED TOSA uses limited current, research-based, best practices in instructional techniques when presenting professional development to the SpEd staff, whether it be in small or whole group settings. / SPED TOSA uses current, research-based, best practices of instructional techniques when presenting professional development to the SpEd staff, whether it be in small or whole group settings. / SPED TOSA uses current, research-based, best practices in instructional techniques when presenting professional development to the SpEd staff, whether it be in small or whole group settings. SPED TOSA supports colleagues when planning for professional development.

District Performance Standards

II.Instruction

  1. Delivery
  1. Uses current and available technology effectively during professional development.

UnsatisfactoryImprovementProficientExemplary

Necessary

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

District Performance Standards

II.Instruction

  1. Delivery

6.Uses clear and expressive spoken and written language.

UnsatisfactoryImprovementProficientExemplary

Necessary

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

District Performance Standards

II.Instruction

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

UnsatisfactoryImprovementProficientExemplary

Necessary

SPED TOSA does not establish any clear procedures for teachers to gain access to instructional support. / SPED TOSA provides one way communication to teachers and proceduresto gain access to instructional support are not clear to all teachers. / SPED TOSAconsistently uses multiple methods of communicates to establish clear procedures for teachers to gain access to instructional support. / SPED TOSA 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

8.Makes effective use of time in meetings, coaching sessions, and professional development.

UnsatisfactoryImprovementProficientExemplary

Necessary

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

District Performance Standards

II.Instruction

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

UnsatisfactoryImprovementProficientExemplary

Necessary

SPED TOSA does not provide timely, affirming and constructive peer support. / SPED TOSAseldom provides timely, affirming and constructive peer support. / SPED TOSA provides timely, affirming and constructive peer support. / SPED TOSA provides timely, affirming and constructive peer support based on current research.

III.Relationships Domain

(This domain considers SpEd TOSA’s actions with others.)

  1. Staff
  1. Forms and maintains relationships with individual colleagues and with teams that are respectful, supportive, and cooperative and maintains confidentiality.
  2. Participates with other staff members in school and/or district projects.
  3. Accepts and integrates feedback from colleagues and supervisors
  1. Students
  1. Interacts with students of diverse cultures, languages and special needs, showing respect for individuals as well as groups of students.
  2. Supports a nurturing climate in which students respect each other.
  3. Contributes to the climate of the district by participating in activities and events.
  1. Parents/Guardians/Families
  1. Communicates effectively with families of diverse cultures, values, and beliefs as partners in education to support student learning.
  2. Informs families of classroom expectations, policies, placement, processes, resources, and law.

District Performance Standards

III.Relationships Domain

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

UnsatisfactoryImprovementProficientExemplary

Necessary

SpEd TOSA’s relationships with colleagues are negative or are not collaborative. / SpEd TOSA seldom maintains cordial relationships with colleagues to fulfill duties that the school or district requires. / SpEd TOSA often maintains relationships with colleagues characterized by support and cooperation. / SpEd TOSA’s relationships with colleagues are always characterized by support and cooperation.

District Performance Standards

III.Relationships Domain

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

UnsatisfactoryImprovementProficientExemplary

Necessary

SPED TOSA avoids participation in a culture of inquiry, resisting opportunities to become involved. / SPED TOSAseldom becomes involved in the school’s culture of inquiry and learning. / SPED TOSAoften participates in a culture of professional inquiry and learning. / SPED TOSAalways promotes a culture of professional inquiry and learning.SPED TOSA takes initiative to assume leadership roles.

District Performance Standards

III.Relationships Domain

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

UnsatisfactoryImprovementProficientExemplary

Necessary

SPED TOSA is unresponsive toinput and resistant to changing practices. / SPED TOSAis somewhat unresponsive to input, but listens to feedback and suggestions. / SPED TOSAlistens thoughtfully to other viewpoints and responds constructively to suggestions and feedback. / SPED TOSAactively 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.

UnsatisfactoryImprovementProficientExemplary

Necessary

SPED TOSAinteraction with some students is negative or inappropriate to the age or culture or ability of students. / SPED TOSAinteractions with students are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for student cultures. / SPED TOSA’s interactions with students are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of students. / SPED TOSA’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.

District Performance Standards

III.Relationships Domain

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

UnsatisfactoryImprovementProficientExemplary

Necessary

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

UnsatisfactoryImprovementProficientExemplary

Necessary

When invited, SPED TOSA does not participate in school activities and events. / When invited, SPED TOSA occasionally participates in school activities and events. / SPED TOSA is an active participant in school activities and events contributing to a positive tone at the events. / SPED TOSA 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