PROGRESS REVIEW Form 2
PERFORMANCE OBSERVATION FORM for Instructional Specialists
Subject/Grade
Building/Administrator
Goal
Not
Observed
Distinguished
 Bulleted areas under each
element are “Look Fors.”
Proficient
FORMAL OBSERVATIONS
Observation #1
Observation #2
Observation #3
Basic
Data Collected Through
 Formal Observation
 Informal Observations
 Input from Others
Date
Unsatisfactory
Teacher
DOMAIN 1: Planning and Preparation
1A. Demonstrating Knowledge of Current trends in Specialty Area and
Professional Development
 Instructional specialist demonstrates thorough knowledge of specialty area and trends in
professional development.
1B. Demonstrating Knowledge of the School’s Program and Levels of
Teacher Skill in Delivering that Program
 Instructional specialist demonstrates thorough knowledge of the school’s program.
 Instructional specialist demonstrates thorough knowledge of teacher skill in delivering that
program.
1C. Establishing Goals for the instructional Support Program Appropriate to
the Setting and the Teachers Served
 Instructional specialist’s goals for the instructional support program are clear and are suitable to
the situation and needs of the staff.
1D. Demonstrating Knowledge of Resources both within and beyond the
School and District
 Instructional specialist is fully aware of and actively seeks out resources available in the school
and district and in the larger professional community for teachers to advance their skills.
1E. Planning the Instructional Support Program, integrated with the Overall
School Program
 Instructional specialist’s plan is well designed, taking into account the competing demands of
making presentations and consulting with teachers to support the improvement of their
instructional skills.
1F. Developing a Plan to Evaluate the Instructional Support Program
 Instructional support specialist has a plan to evaluate the program organized around clear goals
and the collection of evidence to determine effectiveness of the program and support continuous
improvement.
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 Relationships with instructional specialists are respectful and there is evidence some contacts are
initiated by teachers.
2B. Establishing a Culture for Ongoing Instructional Improvement
 Instructional specialist promotes a culture of professional inquiry in which teachers seek
assistance in improving their instructional skills.
2C. Establishing Clear Procedures for Teachers to Gain Access to
Instructional Support
 Procedures for access to instructional support are clear to all instructional staff.
2D. Establishing and Maintaining Norms of Behavior for Professional
Interactions
 Instructional specialist has established of mutual respect for professional interaction.
2E. Organizing Physical Space for Workshops and Training
 Instructional specialist makes effective use of the physical environment, resulting in engagement
of all participants in the workshop activities.
Goal
Not
Observed
Distinguished
Proficient
Basic
Unsatisfactory
DOMAIN 2: The Environment
2A. Creating an Environment of Trust and Respect
Goal
Not
Observed
Distinguished
Proficient
Basic
Unsatisfactory
DOMAIN 3: Delivery of Service
3A. Collaborating with Teachers in the Design of Instructional Units and
Lessons
 Instructional specialist initiates collaboration with classroom teachers in the design of instructional
lessons and units.
3B. Engaging Teachers in Learning New Instructional Skills
 Most teachers are engaged in acquiring new instructional skills.
 Teachers take initiative in suggesting areas for growth.
3C. Sharing Expertise with Staff
 The quality of the instructional specialist’s model lessons and workshops is uniformly high and
appropriate to the needs of the teachers being served.
 The instructional specialist conducts follow up work with the teachers.
3D. Locating Resources for Teachers to Support Instructional Improvement
 Instructional specialist locates resources for instructional improvement when asked.
 Instructional specialist proactively anticipates needs for instructional improvement and locates
resources for teachers.
3E. Demonstrating Flexibility and Responsiveness
 Instructional specialist seeks to continually improve the support program based on needs as well
as input from students, teachers, and parents.
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4A. Reflecting on Practice
 Instructional specialist’s reflection is an accurate and objective description of practice citing
specific positive and negative characteristics.
 Instructional specialist has specific suggestions as to how the support program can be improved.
4B. Preparing and Submitting Reports and Budgets
 Instructional specialist’s budgets are complete, responding to teacher and program needs,
anticipating all expenditures, and following established procedures.
 Reports are submitted in a timely manner.
4C. Coordinating Work with other Instructional Specialists
 Instructional specialist initiates efforts to collaborate with other instructional specialists within the
district.
4D. Participating in a Professional Community
 Instructional specialist participates actively in school and district events and projects and
maintains positive and productive relationships with colleagues.
4E. Engaging in Professional Development
 Instructional specialist seeks out opportunities for professional development based on an
individual assessment of need.
4F. Showing Professionalism
 Instructional specialist displays high standards of honesty, integrity, and confidentiality in
interactions with colleagues, students, and the community.
Goal
Not
Observed
Distinguished
Proficient
Basic
Unsatisfactory
DOMAIN 4: Professional Responsibilities
Teacher Strengths:
Areas for Improvement:
Other Comments:
Employee signature indicates that they have read and received a copy of this form. Should the
employee want to attach a response, they may do so.
Teacher Signature
Date
Administrator Signature
Date
Completion:
Minimum of three observations for probationary staff and one observation for continuing
contract staff on high cycle prior to the end of the school year.
Original:
Attach to completed/signed Summative Evaluation Form and submit to Human Resources
for inclusion in personnel file.
Copies:
 Teacher
 Administrator
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