MODIFIED DANIELSON INSTRUCTIONAL FRAMEWORK: SCHOOL PSYCHOLOGISTS

MODIFIED DANIELSON INSTRUCTIONAL FRAMEWORK: SCHOOL PSYCHOLOGISTS
CRITERION 1: KNOWLEDGE AND SCHOALRSHIP INA SPECIAL FIELD
UNSATISFACTORY
BASIC
PROFICIENT
1a:
Demonstrating knowledge
and skill in using psychological
instruments to evaluate students
Psychologist demonstrates little or
no knowledge and skill in using
psychological instruments to
evaluate students.
Psychologist uses a limited number of
psychological instruments to evaluate
students.
Psychologist uses a variety of
psychological instruments to evaluate
students and determines accurate
eligibility under IDEA. Psychologist
knows the situations in which each
instrument should be used.
Psychologist meets “proficient
criterion” and can clearly justify
reasons for administration of the
instrument.
1b:
Demonstrating knowledge
of child and adolescent
development and
psychopathology
Psychologist demonstrates little or
no knowledge of child and
adolescent development and
psychopathology.
Psychologist demonstrates limited
knowledge of child and adolescent
development and psychopathology.
Psychologist demonstrates thorough
knowledge of child and adolescent
development and psychopathology.
Psychologist demonstrates thorough
knowledge of child and adolescent
development and psychopathology
and knows variations of the typical
patterns.
1d:
Demonstrating knowledge of
district and state guidelines and
federal laws
Psychologist demonstrates little or
no knowledge of special education
laws and guidelines.
Psychologist demonstrates limited
knowledge of special education laws
and guidelines.
Psychologist demonstrates thorough
knowledge of special education laws
and guidelines.
Psychologist meets “proficient
criterion” and takes a leadership role
in reviewing and revising district
guidelines.
1e:
Demonstrating knowledge of
resources, both within and
beyond the school and district
Psychologist demonstrates little or
no knowledge of resources for
students available through the
school or district.
Psychologist demonstrates limited
knowledge of resources for students
available through the school or
district.
Psychologist demonstrates thorough
knowledge of resources for students
available through the school or district
and some familiarity with resources in
the larger community.
Psychologist demonstrates extensive
knowledge of resources for students
available through the school or district
and in the larger community.
UPDATED: AUGUST 2015
DISTINGUISHED
MODIFIED DANIELSON INSTRUCTIONAL FRAMEWORK: SCHOOL PSYCHOLOGISTS
CRITERION 2: SPECIALIZED SKILLS
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
2d:
Establishing standards of
conduct in the
testing environment
Inconsistent standards of conduct
have been established, and
psychologist disregards or fails to
address negative student behavior
during an evaluation.
Standards of conduct appear to have
been established in the testing
environment. Psychologist’s attempts
to monitor and correct negative
student behavior during an evaluation
are partially successful.
Standards of conduct have been
established in the testing
environment. Psychologist monitors
student behavior against those
standards; response to students is
appropriate and respectful. Correction
of negative student behavior during
evaluation is successful a majority of
the time.
Standards of conduct have been
established for the testing
environment. Psychologist’s
monitoring of students is preventive,
and students engage in
developmentally appropriate selfmonitoring of behavior.
3b:
Evaluating student needs in
compliance with IDEA and
district procedures
Psychologist resists administering
evaluations, selects instruments
inappropriate to the situation, or does
not follow established procedures and
guidelines.
Psychologist attempts to administer
appropriate evaluation instruments to
students but does not always follow
established procedures and
guidelines.
Psychologist administers appropriate
evaluation instruments to students
and ensures that all procedures and
guidelines are faithfully adhered to.
Psychologist selects, from a broad
repertoire, those assessments that
are most appropriate to the referral
questions and conducts information
sessions with colleagues to ensure
that they fully understand and comply
with procedures and guidelines.
3c:
Leading the evaluation team
process
Psychologist poorly leads the
evaluation team, failing to
communicate with team members.
Psychologist assumes leadership of
the evaluation team as a standard
expectation with insufficient progress
towards a completed evaluation.
Psychologist effectively leads the
evaluation team. Psychologist
responds to evaluation team
members to facilitate timely
evaluation progress and takes
initiative in assembling materials for
meetings.
.Psychologist meets the “proficient
criterion” and informs team members
of timelines.
3d:
Collecting information and
writing evaluations
Psychologist neglects to collect
relevant information on which to base
recommendations. Evaluation
reports are inaccurate, and unclear or
not tailored to the audience.
Psychologist collects most of the
relevant information on which to base
recommendations. Evaluation
reports are accurate but lacking in
clarity or are somewhat tailored to the
audience.
Psychologist collects all of the
relevant and critical information on
which to base recommendations.
Evaluation reports are accurate, clear
and tailored to the audience.
Psychologist is proactive in collecting
relevant information, interviewing
teachers and parents if necessary.
Evaluation reports are accurate and
clearly written and are tailored for the
audience and interpreted with a high
level of expertise.
UPDATED: AUGUST 2015
MODIFIED DANIELSON INSTRUCTIONAL FRAMEWORK: SCHOOL PSYCHOLOGISTS
CRITERION 3: MANAGEMENT OF SPCIAL AND TECHNICAL ENVIRONMENT
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
1c:
Establishing goals for the
evaluation process appropriate
to the setting and the students
served
Psychologist has no clear goals for
the evaluation process, or they are
inappropriate to either the situation or
the individual needs of the students.
Psychologist’s goals for the
evaluation process are minimal and
are partially suitable to the situation
and the individual needs of the
students.
Psychologist’s goals for the
evaluation process are clear and
appropriate to the situation and to the
individual needs of the students.
Psychologist’s goals meet the
“proficient criterion” and have been
developed following consultations
with students, parents, and
colleagues.
2b:
Organizing time effectively
Psychologist fails to set priorities,
resulting in confusion, missed
deadlines, and conflicting schedules.
Psychologist’s time-management
skills are moderately well developed;
essential activities are carried out, but
not always in the most efficient
manner.
Psychologist sets priorities, resulting
in clear schedules and important work
being accomplished in an efficient
manner. Teachers and students
have been consulted about testing
times.
Psychologist demonstrates excellent
time-management skills,
accomplishing all tasks in a seamless
manner; teachers and students have
been consulted about testing times.
2c:
Establishing and maintaining a
clear process for managing
special education referrals
Psychologist has not established a
consistent process for managing
referrals. Psychologist fails to
provide information when a referral is
made.
Psychologist has established
processes for managing referrals, but
the details are unclear to the
evaluation team members.
Psychologist has established a
consistent process for managing
referrals and the details are made
clear and shared with the evaluation
team.
Psychologist meets the “proficient
criterion” and proactively
communicates and collaborates with
the evaluation team members
throughout the process.
2e:
Organizing physical space for
testing of students and storage
of materials
The testing environment is
disorganized and poorly suited to
student evaluations. Materials are not
stored in a secure location and are
difficult to find when needed.
Materials in the testing environment
are stored securely, but the center is
not completely well organized, and
materials are difficult to find when
needed.
The testing environment is well
organized and includes purposeful
supports that elicit positive behaviors
and interactions; materials are
available when needed.
The testing environment is highly
organized and is inviting to students.
Purposeful supports are fully
integrated and smoothly elicit positive
behaviors and interactions.
Materials are convenient when
needed.
UPDATED: AUGUST 2015
MODIFIED DANIELSON INSTRUCTIONAL FRAMEWORK: SCHOOL PSYCHOLOGISTS
CRITERION 4: SUPPORT PERSON AS A PROFESSIONAL
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
3e:
Maintaining contact with
physicians and community
service providers
Psychologist does not maintain
contact with physicians and
community service providers.
Psychologist maintains occasional
contact with physicians and
community service providers.
Psychologist maintains ongoing
contact with physicians and
community service providers and
initiates contacts when needed.
Psychologist meets the “proficient
criterion” and incorporates shared
information into the team planning
process.
4a:
Reflecting on practice
Psychologist does not reflect on
practice, or the reflections are
inaccurate or self-serving.
Psychologist’s reflection on practice
is moderately accurate and objective
without citing specific examples, and
with only global suggestions as to
how it might be improved.
Psychologist’s reflection provides an
accurate and objective description of
practice, citing specific positive and
negative characteristics. Psychologist
makes some specific suggestions as
to how the psychology program might
be improved.
Psychologist’s reflection is highly
accurate and perceptive, citing
specific examples that were not fully
successful for at least some students.
Psychologist draws on an extensive
repertoire to suggest alternative
strategies and has a plan to
implement them.
4c:
Participating in a professional
community
Psychologist’s relationships with
colleagues are negative or selfserving, and psychologist avoids
being involved in school and district
events and projects.
Psychologist’s relationships with
colleagues are cordial, and
psychologist participates. in the
following, in order of priority:
1) school events;
2) projects and committees; or
3) district events
when specifically asked to do so.
Psychologist maintains a positive and
productive relationship with
colleagues. Psychologist participates
in the following, in order of priority:
1) school events;
2) projects and committees; or
3) district events
Psychologist meets “proficient
criterion” and assumes a leadership
role with colleagues.
4d:
Engaging in professional
development
Psychologist does not participate in
professional development activities,
even when such activities are clearly
needed for the ongoing development
of skills.
Psychologist’s participation in
professional development activities is
limited to those that are convenient or
are required.
Psychologist seeks out opportunities
for professional development based
on an individual assessment of need.
Psychologist actively pursues
professional development
opportunities and makes a substantial
contribution to the profession through
such activities as offering workshops
to colleagues.
4e:
Showing professionalism,
including integrity, advocacy,
and maintaining confidentiality
Psychologist displays dishonesty in
interactions with colleagues,
students, and the public and violates
principles of confidentiality.
Psychologist is honest in interactions
with colleagues, students, and the
public, plays a moderate advocacy
role for students, and does not violate
norms principals of confidentiality.
Psychologist displays high standards
of honesty, integrity, and
confidentiality in interactions with
colleagues, students, and the public
and advocates for students when
needed.
Psychologist can be counted on to
hold the highest exemplary standards
of honesty, integrity, and
confidentiality and to advocate for
students, taking a leadership role with
colleagues in demonstrating ethical
practices.
UPDATED: AUGUST 2015
MODIFIED DANIELSON INSTRUCTIONAL FRAMEWORK: SCHOOL PSYCHOLOGISTS
CRITERION 5: INVOLVEMENT IN ASSISTING PUPILS, PARENTS, AND EDUCATIONAL PERSONNEL
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
2a:
Establishing rapport
with students
Psychologist’s interactions with
students are negative or
inappropriate; students appear
uncomfortable during testing.
Psychologist’s interactions are a mix
of positive and negative; the
psychologist’s efforts at developing
rapport are partially successful during
testing
Psychologist’s interactions with
students are positive and respectful;
students appear comfortable during
testing.
Psychologist’s interactions with
students are positive and respectful,
reflecting a high degree of comfort
and trust in the relationship during
testing.
3a:
Responding to referrals;
consulting with teachers and
administrators
Psychologist fails to consult with
colleagues or to tailor evaluations to
the questions raised in the referral.
Psychologist consults on a sporadic
basis with colleagues, making
partially successful attempts to tailor
evaluations to the questions raised in
the referral.
Psychologist consults frequently with
colleagues, tailoring evaluations to
the questions raised in the referral.
Psychologist consults frequently with
colleagues, contributing own insights
and tailoring evaluations to the
questions raised in the referral.
4b:
Communicating with families
Psychologist fails to communicate
with families or communicates in an
insensitive manner.
Psychologist’s communication with
families is partially successful; but
there are occasional insensitivities to
cultural and linguistic traditions.
Psychologist communicates with
families doing so in a manner
sensitive to cultural and linguistic
traditions.
Psychologist communicates with
families in a manner highly sensitive
to cultural and linguistic traditions.
Psychologist reaches out to families
of students to enhance trust.
UPDATED: AUGUST 2015