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Canton Teachers Association (PDF)

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CATEGORIES AND INDICATORS OF EFFECTIVE PERFORMANCE
K. SUPERVISORS

Adapted from the MA DOE Principles of Effective Administrative Leadership

DEPARTMENT COORDINATORS

DEPARTMENT ADVISORS

K-12 COORDINATORS

ELEMENTARY SCHOOL ASSISTANT PRINCIPALS

EFFECTIVE INSTRUCTIONAL LEADERSHIP
The administrator facilitates the development of a shared mission and vision.
The administrator encourages and uses a variety of strategies to assess student
performance accurately.
The administrator applies current principles, practices, and research to foster
effective teaching.
The administrator leads the renewal of curriculum and instructional programs.
The administrator promotes and models the effective use of appropriate
instructional technologies.
The administrator holds teachers accountable for having high standards and
positive expectations that all students can perform at high levels.
The administrator works with teachers and other staff to supervise and evaluate
their performance, using performance standards, and to identify areas for growth.
The administrator supports ongoing professional development.

EFFECTIVE ORGANIZATIONAL LEADERSHIP, ADMINISTRATION AND
MANAGEMENT
The administrator applies research and organizational leadership skills.
The administrator demonstrates communication skills that are clear, direct, and
responsive.
The administrator creates a positive, informed climate for collegial teaching and
learning.
The administrator facilitates constructive change.
The administrator plans for, models, and encourages collaboration and shared
decision-making.
The administrator applies strategic planning techniques that foster systemic
approaches and result in sound decisions.                                    ,
The administrator carries out personnel selection, supervision, evaluation, and
management functions for the school or district effectively.
The administrator applies current knowledge of policy formation and legal
requirements within the scope of his/her responsibility.
The administrator applies current knowledge of fiscal management policy and
practices within the scope of his/her responsibility.
The administrator applies current knowledge of auxiliary programs (e.g.
transportation, food services, pupil personnel services, maintenance, and facilities

42

management) within the scope of his/her responsibility.
K.             The administrator uses appropriate technologies to administer his/her

responsibilities.

I. PROMOTION OF EQUITY AND APPRECIATION OF DIVERSITY
A.             The administrator strives to ensure equity among programs and learning
opportunities for staff, students, and parents.
B.             The administrator demonstrates appreciation for and sensitivity to the diversity

among individuals.

IV. FULFILLMENT OF PROFESSIONAL RESPONSIBILITIES
A              The administrator assesses the needs of parents and community members and
involves them in decision-making.
B              The administrator promotes partnerships among staff, parents, business, and the
community.                                                                       ,
Cc.            The administrator interprets, articulates, and promotes the vision, mission,
programs, activities, and services of the school/district.
D              The administrator demonstrates enthusiasm for his/her own learning and a
E

willingness to grow.
The administrator demonstrates and promotes an atmosphere of respect for self

and others. The administrator models ethical behavior.

43

CANTON PUBLIC SCHOOLS
FORM K

SUMMARY EVALUATION — ADDENDUM
SUPERVISORS

This addendum is part of, and will be included in, the Summary Evaluation of Department
Coordinators, Department Advisors, K-12 Coordinators, and
Elementary School Assistant Principals.
The performance evaluated below will include, but not be restricted to, the Categories and
Indicators of Effective Performance for Supervisors.

Name                                                                       Date

Position                                                                   School

la

EFFECTIVE INSTRUCTIONAL LEADERSHIP

I.        EFFECTIVE ORGANIZATIONAL LEADERSHIP. ADMINISTRATION AND
MANAGEMENT

Ill. PROMOTION OF EQUITY AND APPRECIATION OF DIVERSITY

IV. PROFESSIONAL RESPONSIBILITIES

44

COMMENDATIONS:

RECOMMENDATIONS:

Date of Conference Held to Discuss This Report:

Name of Evaluator
:                                                                                         Signature of Evaluator

Signature of Teacher/Supervisor

In signing this form, the teacher/supervisor does not necessarily indicate agreement with its
contents. The signature only indicates that s/he has read this document. The teacher/supervisor
may attach a written statement of her/his own, provided s/he does so within five working days.

45

XI. CATEGORIES AND INDICATORS OF EFFECTIVE PERFORMANCE
L. PHYSICAL THERAPIST

I. Planning

A. Collaborates with other disciplines to ensure Team understanding of
student performance strengths and needs, through evaluation, educational
program planning, and service delivery.

B. Develops intervention plans based on student needs and evaluation results.

C. Participates in multidisciplinary meetings to review evaluation results,
integrate findings with other disciplines, offer recommendations and
develop individual education plans and intervention plans to achieve IEP                             i
goals or 504 accommodations.                                                                                 :

I. Identification, Screening, Testing & Diagnosis
A. Conducts physical therapy screenings.

B. Administers formal and informal (ongoing and curriculum-based)
assessments.

C. Obtains additional diagnostic information from appropriate persons and
available records for physical therapy purposes.

D. Analyzes and interprets information to make recommendations regarding
the need for physical therapy services.

E. Evaluates the student’s ability and formulates the student’s physical
therapy profile through a variety of functional, behavioral and
standardized assessments, skilled observation, checklists, histories and

interviews.

F. Synthesizes evaluation results into a comprehensive written report which
reflects strengths and barriers to student participation in the educational
environment, directs program development and guides evidence-based
intervention.                                                                                                                       ok

If].Managing & Implementing Therapy

A.        Provides targeted, evidence-based therapeutic intervention to facilitate
student participation and physical therapy performance within the school
environment.

46

G.

Consults with the school-based IEP Team to achieve student outcomes.

Adapts and modifies the environment including assistive technology and
trains instructional staff to meet individual needs and to help students
function as independently as possible.

Educates student, educational personnel, and family to facilitate skills in
areas of physical therapy.

Monitors and assesses the effects of physical therapy intervention and the
need to continue, modify, or discontinue intervention.

Documents physical therapy services to ensure accountability of service
provision and to meet standards for the IEP and Medicaid.

Promotes effective interpersonal relations with students.

IV. Program Administration and Management

A.

B.

Prioritizes and schedules work tasks independently.

Manages inventory of therapeutic equipment and assessments, and project
needs for budget planning.

Maintains programmatic and administrative records in accordance with
professional standards, state guidelines and school system policy.

Provides legal and ethical supervision of physical therapy assistant
assuming responsibility for the students serviced by the assistant.

Supervises physical therapy assistants in the implementation of physical
therapy goals.

Adheres to federal and state legislation, regulation and policies that affect
physical therapy practice.

Reviews physical therapy services for programmatic improvement and
makes changes as needed to ensure quality of services.

Provides consultation regarding emergency evacuation of students with
disability.

AT

V. Professional Responsibilities

A.

Collaborates with educational personnel, community agencies, parents and
students to increase understanding of the student’s physical therapy
performance.

Provides consultations as needed for educational personnel, parents and
community based service providers.

Shares ideas and resources with colleagues.

Demonstrates a willingness to participate in open dialogue with
supervisors on a continuing basis.

Assumes responsibility for professional self-improvement through formal
education and/or other means.

Accepts responsibility for punctuality and attendance.

Adheres to work schedule.

48

CANTON PUBLIC SCHOOLS

FORM L
SUMMARY EVALUATION
PHYSICAL THERAPIST
Name                                                                               Date
Position                                                                            School
Evaluator
Type of Contract for this Evaluation Year:
Non-Professional Status           1st year            2nd year.            3rd year                                                                                       —

Professional Status

I,           PLANNING

Il.         IDENTIFICATION, SCREENING, TESTING & DIAGNOSIS

Tl. MANAGING & IMPLEMENTING THERAPY

IV. PROGRAM ADMINISTRATION AND MANAGEMENT                                                                            .

Vv.        PROFESSIONAL RESPONSIBILITIES

49                               ae

COMMENDATIONS:

RECOMMENDATIONS:

Overall, the therapist

(] meets the standards of the Canton Public Schools.

(1 meets the standards of the Canton Public School with concerns.
does not meet the standards of the Canton Public School.

Recommended for Reappointment                Yes                   No
Recommended for Tenure                            Yes                  No

Date of Summary Evaluation Conference:

Name of Evaluator

Signature of Evaluator
Name of Evaluator

Signature of Evaluator
Date of Signature Meeting:
Name of Evaluator

Signature of Evaluator
Name of Evaluator

Signature of Evaluator
Signature of Therapist                                             Signature of Principal

In signing this form, the therapist does not necessarily indicate agreement with its contents. The
signature only indicates that s/he has read this document. The therapist may attach a written statement of
her/his own, provided s/he does so within five working days.

50

XI. CATEGORIES AND INDICATORS OF EFFECTIVE PERFORMANCE
M. SPEECH AND LANGUAGE PATHOLOGIST

I. Planning

A. Collaborates with other disciplines to ensure Team understanding of
student performance strengths and needs, through evaluation, educational
program planning, and service delivery.

B. Develops intervention plans based on student needs and evaluation results,

C. Participates in multidisciplinary meetings to review evaluation results,
integrate findings with other disciplines, offer recommendations and
develop individual education plans and intervention plans to achieve IEP
goals or 504 accommodations.

IL. Identification, Screening, Testing & Diagnosis
A. Conducts speech & language screenings.

B. Administers formal and informal (ongoing and curriculum-based)
' assessments.                               :

C. Obtains additional diagnostic information from appropriate persons and
available records for speech & language purposes.

D. Analyzes and interprets information to make recommendations regarding
the need for speech & language services.

E. Evaluates the student’s ability and formulates the student’s speech &
language profile through a variety of functional, behavioral and
standardized assessments, skilled observation, checklists, histories and

interviews.

F, Synthesizes evaluation results into a comprehensive written report which
reflects strengths and barriers to student participation in the educational
environment, directs program development and guides evidence-based
intervention.

Il. Managing & Implementing Therapy

A.        Provides targeted, evidence-based therapeutic intervention to facilitate
student participation and speech & language performance within the
school environment.

B.        Consults with the school-based IEP Team to achieve student outcomes.

51

Cc.        Adapts and modifies the environment including assistive technology and
trains instructional staff to meet individual needs and to help students
function as independently as possible.

D.       Educates student, educational personnel, and family to facilitate skills 4 in
areas of speech & language.

E.        Monitors and assesses the effects of speech & language therapy
intervention and the need to continue, modify, or discontinue intervention.

F,        Documents speech & language therapy services to ensure accountability
of service provision and to meet standards for the IEP and Medicaid.

G.       Promotes effective interpersonal relations with students.

IV. Program Administration and Management
A.        Prioritizes and schedules work tasks independently.

B.       Manages inventory of therapeutic equipment and assessments, and project
needs for budget planning.

Cc.        Maintains programmatic and administrative records in accordance with
professional standards, state guidelines and school system policy.

D.        Provides legal and ethical supervision of speech & language therapy
assistant assuming responsibility for the students serviced by the assistant.

E.        Supervises speech and language assistants in the implementation of speech
& language goals.

F.        Adheres to federal and state legislation, regulation and policies that affect
speech & language therapy practice.

G.       Reviews speech & language therapy services for programmatic                                       a
improvement and makes changes as needed to ensure quality of services.                            :

V. Professional Responsibilities

A.        Collaborates with educational personnel, community agencies, parents and
students to increase understanding of the student’s speech & language
performance.

B.        Provides consultation as needed for educational personnel, parents and
community-based service providers.

52                                   bet

Shares ideas and resources with colleagues.

Demonstrates a willingness to participate in open dialogue with
supervisors on a continuing basis.

Assumes responsibility for professional self-improvement through formal
education and/or other means.

Accepts responsibility for punctuality and attendance.

Adheres to work schedule and supervisory duties.

53

uP

CANTON PUBLIC SCHOOLS
FORM M

SUMMARY EVALUATION
SPEECH AND LAN GUAGE PATHOLOGIST

Name                                                                       Date
Position                                                                   School
Evaluator

Type of Contract for this Evaluation Year:                                                                                                                      _
Non-Professional Status          Ist year           2nd year           3rd year                                                                           :
Professional Status

I.          PLANNING

I.        IDENTIFICATION, SCREENING, TESTING & DIAGNOSIS

Tl. MANAGING & IMPLEMENTING THERAPY

IV. PROGRAM ADMINISTRATION AND MANAGEMENT

V.         PROFESSIONAL RESPONSIBILITIES                           ;

54                                                                  ei

COMMENDATIONS:

RECOMMENDATIONS:

Overall, the therapist

Yes
Yes

Recommended for Reappointment
Recommended for Tenure

Date of Summary Evaluation Conference:
Name of Evaluator

Name of Evaluator

Date of Signature Meeting:

Name of Evaluator

Name of Evaluator

Signature of Therapist

C) meets the standards of the Canton Public Schools.
meets the standards of the Canton Public School with concerns.
(1 does not meet the standards of the Canton Public School.

No
No

Signature of Evaluator

Signature of Evaluator

Signature of Evaluator

Signature of Evaluator

Signature of Principal

In signing this form, the therapist does not necessarily indicate agreement with its contents. The
signature only indicates that s/he has read this document. The therapist may attach a written statement of
her/his own, provided s/he does so within five working days.

35

XI. CATEGORIES AND INDICATORS OF EFFECTIVE PERFORMANCE
_ N. OCCUPATIONAL THERAPIST

I. Planning

A. Collaborates with other disciplines to ensure Team understanding of                                   _—
student performance strengths and needs, through evaluation, educational
program planning, and service delivery.

B. Develops intervention plans based on student needs and evaluation results.

C. Participates in multidisciplinary meetings to review evaluation results,
integrate findings with other disciplines, offer recommendations and
develop individual education plans and intervention plans to achieve IEP
goals or 504 accommodations.                                                                                       —

Il. Identification, Screening, Testing & Diagnosis
A. Conducts occupational therapy screenings.

B. Administers formal and informal (ongoing and curriculum-based)
assessments.

C. Obtains additional diagnostic information from appropriate persons and
available records for occupational therapy purposes.

D.   Analyzes and interprets information to make recommendations regarding
the need for occupational therapy services.

E. Evaluates the student’s ability and formulates the student’s occupational
therapy profile through a-variety of functional, behavioral and
standardized assessments, skilled observation, checklists, histories and
interviews.

F, Synthesizes evaluation results into a comprehensive written report which
reflects strengths and barriers to student participation in the educational
environment, directs program development and guides evidence-based
intervention.

Hl. Managing & Implementing Therapy

A.       Provides targeted, evidence-based therapeutic intervention to facilitate
student participation and occupational therapy performance within the
school environment.

sy                          B.        Consults with the school-based IEP Team to achieve student outcomes.

56

G.

' Adapts and modifies the environment including assistive technology and                      4

trains instructional staff to meet individual needs and to help students
function as independently as possible.

Educates student, educational personnel, and family to facilitate skills in
areas of occupational therapy.                                                                                    _

Monitors and assesses the effects of occupational therapy intervention and
the need to continue, modify, or discontinue intervention.

Documents occupational therapy services to ensure accountability of
service provision and to meet standards for the IEP and Medicaid.

Promotes effective interpersonal relations with students.

IV. Program Administration and Management

A.

B.

Prioritizes and schedules work tasks independently.

Manages inventory of therapeutic equipment and assessments, and project
needs for budget planning.

Maintains programmatic and administrative records in accordance with
professional standards, state guidelines and school system policy.

Provides legal and ethical supervision of occupational therapy assistant
assuming responsibility for the students serviced by the assistant.

Supervises COTA’s in the implementation of occupational therapy goals.

Adheres to federal and state legislation, regulation and policies that affect
occupational therapy practice.

Reviews occupational therapy services for programmatic improvement
and makes changes as needed to ensure quality of services.           ‘                               a

VY. Professional Responsibilities

A.

Collaborates with educational personnel, community agencies, parents and ;   a
students to increase understanding of the student’s occupational therapy                             Pos
performance.

Provides consultation as needed for educational personnel, parents and
community based service providers.

57                 a

Shares ideas and resources with colleagues.

Demonstrates a willingness to participate in open dialogue with
supervisors on a continuing basis.

Assumes responsibility for professional self-improvement through formal ©
education and/or other means.

Accepts responsibility for punctuality and attendance.

Adhetes to work schedule.

58

CANTON PUBLIC SCHOOLS                                                        my

FORM N
SUMMARY EVALUATION
OCCUPATIONAL THERAPIST
Name                                                                               Date
Position                                                                            School
Evaluator
Type of Contract for this Evaluation Year:                                                                     _
Non-Professional Status          Ist year.           2nd year           3rd year                                                                          :

Professional Status

I           PLANNING

IL.        IDENTIFICATION, SCREENING, TESTING & DIAGNOSIS

Tl. MANAGING & IMPLEMENTING THERAPY
IV. PROGRAM ADMINISTRATION AND MANAGEMENT    ——

Vv.            PROFESSIONAL RESPONSIBILITIES

59                                  i | ,

COMMENDATIONS:

RECOMMENDATIONS:

Overall, the therapist

C1 meets the standards of the Canton Public Schools.

( meets the standards of the Canton Public School with concerns.
CJ does not meet the standards of the Canton Public School.

Recommended for Reappointment                Yes                   No
Recommended for Tenure                            Yes                  No

Date of Summary Evaluation Conference:

Name of Evaluator

Signature of Evaluator
Name of Evaluator
Signature of Evaluator
Date of Signature Meeting:
Name of Evaluator                                                                                                                                               a
Signature of Evaluator                                                                  :
Name of Evaluator                                                                                                                                                       7
Signature of Evaluator
Signature of Therapist                                              Signature of Principal

In signing this form, the therapist does not necessarily indicate agreement with its contents. The
signature only indicates that s/he has read this document. The therapist may attach a written statement of
her/his own, provided s/he does so within five working days.

60