STANDARDS/CRITERIA/RUBRICS/INDICATORS—EDUCATIONAL AUDIOLOGIST
STANDARD 1: DIREST SERVICE/INSTRUCTIONAL SUPPORT—EDUCATIONAL AUDIOLOGIST
NOTE: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.
Rubric
Exceeding. Consistently provides services to support high expectations for the educational success of all students.
Meeting. Typically provides services to support high expectations for the educational success of all students.
Developing. Occasionally provides services to support high expectations for the educational success of all students.
Not Meeting. Almost never provides services to support high expectations for the educational success of all students.
Indicators
A. PROVIDES SERVICES TO SUPPORT HIGH EXPECTATIONS FOR THE EDUCATIONAL SUCCESS OF ALL STUDENTS
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Demonstrates a commitment to the identification and management of students with auditory difficulties.
Makes appropriate educational, medical, and community referrals.
Assists others in developing a clear understanding of auditory difficulties and associated factors that impact learning.
Rubric
Exceeding. Regularly uses a variety of materials, methods, and strategies to remove barriers to learning and promote active student participation.
Meeting. Often uses a variety of materials, methods, and strategies to remove barriers to learning and promote active student participation.
Developing. Sometimes uses a variety of materials, methods, and strategies to remove barriers to learning and promote active student participation.
Not Meeting. Rarely uses a variety of materials, methods, and strategies to remove barriers to learning and promote active student participation.
Indicators
B. USES A VARIETY OF MATERIALS, METHODS AND STRATEGIES TO REMOVE BARRIERS TO LEARNING AND PROMOTE ACTIVE STUDENT PARTICIPATION.
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Offers an array of functional solutions and technologies to improve students’ auditory access.
Utilizes a variety strategies to support students’ communication needs.
Recognizes individual differences and unique situations and adjusts practices as appropriate.
Promotes delivery of services through consistent communication and contact.
Rubric
C. ASSISTS IN THE DEVELOPMENT AND IMPLEMENTATION OF SPECIALIZED PROGRAMS FOR STUDENTS AND FAMILIES.
Exceeding. Continually assists in the development and implementation of specialized programs for students and families.
Meeting. Routinely assists in the development and implementation of specialized programs for students and families.
Developing. Once in a while assists in the development and implementation of specialized programs for students and families.
Not Meeting. Seldom assists in the development and implementation of specialized programs for students and families.
© Denver Public Schools, 2006
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STANDARDS/CRITERIA/RUBRICS/INDICATORS—EDUCATIONAL AUDIOLOGIST
STANDARD 1: DIREST SERVICE/INSTRUCTIONAL SUPPORT—EDUCATIONAL AUDIOLOGIST
Indicators
NOTE: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.
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Participates actively on multidisciplinary teams to determine needs, disabilities, services, and educational placement.
Collaborates to develop appropriate intervention goals, accommodations, and/or modifications.
Involves students, families, and staff in monitoring progress toward goals.
© Denver Public Schools, 2006
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STANDARDS/CRITERIA/RUBRICS/INDICATORS—EDUCATIONAL AUDIOLOGIST
STANDARD 2: ASSESSMENT—EDUCATIONAL AUDIOLOGIST
NOTE: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.
Indicators
Rubric
A. USES AND INTERPRETS A VARIETY OF ASSESSMENTS TO EVALUATE/MONITOR STUDENT NEEDS
Exceeding. Consistently uses and interprets a variety of assessments to evaluate and monitor student needs.
Meeting. Often uses and interprets a variety of assessments to evaluate and monitor student needs.
Developing. Occasionally uses and interprets a variety of assessments to evaluate and monitor student needs.
Not Meeting. Inadequately uses and interprets a variety of assessments to evaluate and monitor student needs.
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Utilizes an assortment of audiological tests to analyze students’ hearing abilities, technologies, and/or environments.
Uses developmentally appropriate screenings or assessments that address referral and educational concerns.
Conducts various levels of evaluation including: screening, observation, interview, and functional assessments to identify students’ academic strengths
and needs.
Rubric
Exceeding. Constantly collects data and integrate assessment results to influence planning and interventions.
Meeting. Generally collects data and integrate assessment results to influence planning and interventions.
Developing. Sometimes collects data and integrate assessment results to influence planning and interventions.
Not Meeting. Rarely collects data and integrate assessment results to influence planning and interventions.
Indicators
B. COLLECTS DATA FROM AND INTEGRATES ASSESSMENT RESULTS TO INFLUENCE PLANNING AND INTERVENTIONS
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Differentiates and integrates relevant past and present health, social, and family history.
Analyzes assessment information with other discipline-specific information to guide educational practices and enhance student learning.
Collaborates with district and community identification programs to ensure identification of students with hearing needs.
Rubric
C. APPLIES ASSESSMENT RESULTS TO DEVELOP THE APPROPRIATE INTERVENTIONS AND SERVICES
Exceeding. Regularly applies assessment results to develop appropriate interventions and services.
Meeting. Adequately applies assessment results to develop appropriate interventions and services.
Developing. Sporadically applies assessment results to develop appropriate interventions and services.
Not Meeting. Inadequately applies assessment results to develop appropriate interventions and services.
© Denver Public Schools, 2006
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STANDARDS/CRITERIA/RUBRICS/INDICATORS—EDUCATIONAL AUDIOLOGIST
STANDARD 2: ASSESSMENT—EDUCATIONAL AUDIOLOGIST
Indicator
s
NOTE: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.
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Counsels students, families, and staff regarding the educational impact of hearing loss and other auditory difficulties in a relevant manner.
Makes recommendations and/or referrals based on unique needs to positively affect students’ learning and achievement.
Connects assessment evidence with functional abilities to support student goals and objectives.
D. COMMUNICATES ASSESSMENT RESULTS TO A VARIETY OF AUDIENCES (E.G., PARENTS, STUDENTS, STAFF, COMMUNITY) IN A USEFUL, SENSITIVE ,AND CULTURALLY
Rubric
Exceeding. Always communicates assessment results to a variety of audiences in a useful, sensitive, and culturally appropriate manner.
Meeting. Typically communicates assessment results to a variety of audiences in a useful, sensitive, and culturally appropriate manner.
Developing. Infrequently communicates assessment results to a variety of audiences in a useful, sensitive, and culturally appropriate manner.
Not Meeting. Poorly communicates assessment results to a variety of audiences in a useful, sensitive, and culturally appropriate manner.
Indicators
APPROPRIATE MANNER
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Explains purpose, procedures and outcome of testing using jargon-free language.
Presents findings that help educators and parents understand the educational strengths and needs of students.
Assists students in understanding their own hearing, listening, and learning needs.
Provides timely reports that can be utilized to guide teaching, intervention, or services.
© Denver Public Schools, 2006
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STANDARDS/CRITERIA/RUBRICS/INDICATORS—EDUCATIONAL AUDIOLOGIST
STANDARD 3: PROGRAM AND PLANNING—EDUCATIONAL AUDIOLOGIST
NOTE: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.
Rubric
Exceeding. Consistently implements best practices for specialty area.
Meeting. Generally implements best practices for specialty area.
Developing. Sometimes implements best practices for specialty area.
Not Meeting. Inadequately implements best practices for specialty area.
Indicators
A. IMPLEMENTS BEST PRACTICES FOR SPECIALTY AREA
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Seeks out professional development opportunities and initiates self-learning to maintain and increase knowledge in the field of audiology.
Demonstrates knowledge of research-based, best practices in strategies, methods and theories.
Provides services in accordance with federal, state, district, and school guidelines.
Rubric
Exceeding. Constantly develops, plans, and prioritizes specialized services and programs.
Meeting. Typically develops plans, and prioritizes specialized services and programs.
Developing. Occasionally develops, plans, and prioritizes specialized services and programs.
Not Meeting. Rarely develops, plans, and prioritizes specialized services and programs.
Indicators
B. DEVELOPS, PLANS, AND PRIORITIZES SPECIALIZED SERVICES PROGRAMS
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Documents and maintains records of services provided in an organized and systematic manner.
Adapts and manages services based on district resources and procedures.
Ensures proper maintenance and tracking of testing equipment and assistive technologies.
Rubric
C. DEMONSTRATES KNOWLEDGE OF DISCIPLINES WITHIN THE EDUCATIONAL SETTING
Exceeding. Habitually demonstrates knowledge of discipline within the educational setting.
Meeting. Frequently demonstrates knowledge of discipline within the educational setting.
Developing. Infrequently demonstrates knowledge of discipline within the educational setting.
Not Meeting. Inconsistently demonstrates knowledge of specialty area within the educational setting.
© Denver Public Schools, 2006
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STANDARDS/CRITERIA/RUBRICS/INDICATORS—EDUCATIONAL AUDIOLOGIST
STANDARD 3: PROGRAM AND PLANNING—EDUCATIONAL AUDIOLOGIST
Indicators
NOTE: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.
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Articulates the relevancy of hearing and listening to student learning and achievement
Relates audiological perspectives to the process of deciding the most effective learning environment for students
Provides leadership within the school, district, and community to represent the field of audiology
© Denver Public Schools, 2006
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STANDARDS/CRITERIA/RUBRICS/INDICATORS—EDUCATIONAL AUDIOLOGIST
STANDARD 4: CONSULTATION AND CONTRIBUTION TO THE LEARNING ENVIRONMENT—EDUCATIONAL AUDIOLOGIST
NOTE: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses .
Rubric
Exceeding. Almost always develops effective consultative and collaborative relationships.
Meeting. Often develops effective consultative and collaborative relationships.
Developing. Sometimes develops effective consultative and collaborative relationships.
Not Meeting. Rarely develops effective consultative and collaborative relationships.
Indicators
A. DEVELOPS EFFECTIVE CONSULTATIVE AND COLLABORATIVE RELATIONSHIPS
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Joins with appropriate school personnel to address issues that impact instruction and service delivery.
Contributes to a team atmosphere of cooperation, collaboration, and support.
Establishes rapport with staff, students, and families and invites shared communication between school and home.
Rubric
Exceeding. Consistently provides education, support, and training to improve student achievement.
Meeting. Usually provides education, support, and training to improve student achievement.
Developing. Occasionally provides education, support, and training to improve student achievement.
Not Meeting. Inadequately provides education, support, and training to improve student achievement.
Indicators
B. PROVIDES EDUCATION, SUPPORT AND TRAINING TO IMPROVE STUDENT ACHIEVEMENT
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Communicates individualized, appropriate information at the listener’s level of understanding.
Promotes awareness of hearing, listening, and learning through formal or informal inservices.
Orients and/or trains identified staff on support tasks in a clear, consistent manner.
Rubric
C. FACILITATES THE DELIVERY OF SERVICES TO MAXIMIZE LEARNING
Exceeding. Regularly facilitates the delivery of services to maximize learning.
Meeting. Generally facilitates the delivery of services to maximize learning.
Developing. Infrequently facilitates the delivery of services to maximize learning.
Not Meeting. Inconsistently facilitates the delivery of services to maximize learning.
© Denver Public Schools, 2006
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STANDARDS/CRITERIA/RUBRICS/INDICATORS—EDUCATIONAL AUDIOLOGIST
STANDARD 4: CONSULTATION AND CONTRIBUTION TO THE LEARNING ENVIRONMENT—EDUCATIONAL AUDIOLOGIST
Indicators
NOTE: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses .
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Establishes communication and serves as an effective liaison with appropriate district and community service providers.
Responds and follows up to questions and concerns in a timely manner.
Utilizes community resources to address student needs.
Plays a proactive role in helping students achieve district and individual goals.
© Denver Public Schools, 2006
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STANDARDS/CRITERIA/RUBRICS/INDICATORS—EDUCATIONAL AUDIOLOGIST
STANDARD 5: PROFESSIONAL RESPONSIBILITIES—EDUCATIONAL AUDIOLOGIST
NOTE: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.
Rubric
Exceeding. Persistently demonstrates personal integrity and maintains professional and ethical standards.
Meeting. Typically demonstrates personal integrity and maintains professional and ethical standards.
Developing. Inconsistently demonstrates personal integrity and maintains professional and ethical standards.
Not Meeting. Rarely demonstrates personal integrity and maintains professional and ethical standards.
Indicators
A. DEMONSTRATES PERSONAL INTEGRITY AND MAINTAINS PROFESSIONAL AND ETHICAL STANDARDS
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Resolves concerns and problems in an appropriate and timely manner.
Respects and maintains confidentiality.
Assumes responsibility for personal action, demeanor and appearance.
Understands and accommodates multicultural and individual differences.
Rubric
Exceeding. Constantly supports the district/school mission and seeks new ways to support the vision and goals.
Meeting. Often supports the district/school mission and seeks new ways to support the vision and goals.
Developing. Intermittently supports the district/school mission and seeks new ways to support the vision and goals.
Not Meeting. Inadequately supports the district/school mission and seeks new ways to support the vision and goals.
Indicators
B. SUPPORTS DISTRICT, DEPARTMENTAL, AND SCHOOL MISSION AND VISION
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Supports school vision and mission in respectful interactions with colleagues, families, and other community members.
Conducts professional, relevant, and knowledgeable interactions with others.
Rubric
C. FULFILLS DEPARTMENTAL RESPONSIBILITIES AND EXPECTATIONS
Exceeding. Consistently fulfills department responsibilities and expectations.
Meeting. Generally fulfills department responsibilities and expectations.
Developing. Occasionally fulfills department responsibilities and expectations.
Not Meeting. Infrequently fulfills department responsibilities and expectations.
© Denver Public Schools, 2006
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START
1. District training for all
evaluators, principals, and
department managers
2. Notification and Orientation
(Evaluators)
Occurs within 30 days of the start
of the school year.
STANDARDS/CRITERIA/RUBRICS/INDICATORS—EDUCATIONAL AUDIOLOGIST
STANDARD 5: PROFESSIONAL RESPONSIBILITIES—EDUCATIONAL AUDIOLOGIST
Indicators
NOTE: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.
3. Pre-observation Conference
(Teachers and Specialists)
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Submits reports and documents as required and appropriate and as defined by district timelines.
Adheres to schedule and keeps appointments by managing time efficiently.
Demonstrates respect for colleagues through organization of schedule, materials, and student files and through the support of team decisions.
4. Formal Observation
Teachers and Specialists)
STANDARD 5: PROFESSIONAL RESPONSIBILITIES—EDUCATIONAL AUDIOLOGIST
NOTE: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.
D. DEMONSTRATES EFFECTIVE INTERPERSONAL SKILLS/RELATIONSHIPS
Indicators
Rubric
5. Post-observation Conference
Teachers and Specialists)
Exceeding. Regularly demonstrates
effective interpersonal skills.
Meeting. Usually demonstrates effective interpersonal skills.
Developing. Sometimes demonstrates effective interpersonal skills. Complete this conference by
January 31st.
Not Meeting. Seldom demonstrates effective interpersonal skills.
6. Mid-year Structured Conference
(All)
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Establishes and promotes positive interpersonal relationships.
Builds professional and personal trust and credibility with others.
Required for probationary teachers
and teachers with serious
performance deficiencies.
6a. Second observation (required for
probationary teachers) and/or more
data collection.
7. Remediation Plan
Final Evaluation for non-probationary
teachers with completed Summary of
Evidence forms.
8. Final Evaluation
Page
© Denver Public Schools, 2006
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Finished!