Needs Improvement Proficient Exemplary. III-A-1. Family Engagement Does not welcome families to become participants in the classroom and school community or actively discourages their participation. Makes limited attempts to involve families in school and/or classroom activities, meetings, and planning. Uses a variety of culturally responsive practices and communication strategies to support every family to participate actively and appropriately in the classroom and/or school community. Engages all families using a variety of culturally responsive practices and communication strategies that result in increased and/or more meaningful participation in the classroom and/or school community. Models this practice for others. Indicator III-B. Collaboration Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school. Unsatisfactory Needs Improvement Proficient Exemplary Does not inform families about learning or behavior expectations. Sends home only a list of classroom rules and the learning outline or syllabus for the year. Consistently provides families with clear, user-friendly expectations for student learning and behavior. Successfully communicates to families student learning and behavior expectations and their purposes, such that they can be readily reinforced at home. Models this practice for others. III-B-1. Learning Expectations Indicator III-B. Collaboration Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school. Unsatisfactory Needs Improvement Proficient Exemplary III-B-2. Curriculum Support Rarely, if ever, communicates with families on ways to support children at home or at school. Sends home occasional suggestions on how families can support children at home or at school. Regularly updates families on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Regularly updates families on curriculum throughout the year, and prompts most families to use one or more suggested strategies for supporting learning at school and home. Consistently seeks out feedback and evidence of impact. Models this practice for others. Indicator III-C. Communication Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. Unsatisfactory Needs Improveme...
Needs Improvement Proficient Exemplary. I-A-3. Plans individual lessons rather than Designs units of instruction that Designs units of instruction with Designs integrated units of instruction Rigorous units of instruction, or designs units of address some knowledge and skills measurable outcomes and with measurable, accessible Standards- Based Unit instruction that are not aligned with state standards/ local curricula, lack defined in state standards/local curricula, but some student outcomes challenging tasks requiring higher- order thinking skills that enable outcomes and challenging tasks requiring higher-order thinking skills Design measurable outcomes, and/or include are poorly defined and/or tasks rarely students to learn the knowledge that enable students to learn and tasks that mostly rely on lower level require higher-order thinking skills. and skills defined in state apply the knowledge and skills thinking skills. standards/local curricula. defined in state standards/local curricula. Is able to model this element. I-A-4. Develops lessons with inappropriate Develops lessons with only some Develops well-structured lessons Develops well-structured and highly Well- student engagement strategies, elements of appropriate student with challenging, measurable engaging lessons with challenging, Structured pacing, sequence, activities, engagement strategies, pacing, objectives and appropriate student measurable objectives and Lessons materials, resources, and/or grouping for the intended outcome or for the students in the class. sequence, activities, materials, resources, and grouping. engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student's needs. Is able to model this element. Note: At the Exemplary level, an educator's level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by "Is able to model." Part Ill: Appendix C. ESE Model Rubric for Teachers January 2012 page X-0xx X-00 Xxxxxxxxx X-X. Assessment: Uses a variety of informal and formal methods of assessments to measure student learning, growth, and understanding to develop differentiated and enhanced learning experiences and improve future instruction.
Needs Improvement Proficient Exemplary. Supports and cooperates with appropriate personnel to enhance student learning and development. Makes little effort to cooperate with appropriate personnel to enhance student learning and development. Sometimes cooperates with appropriate personnel to enhance student learning and development. Regularly cooperates with appropriate personnel to enhance student learning and development. Always cooperates with appropriate personnel to enhance student learning and development. Is able to model this element. Communicates effectively with supervisor and administration. Rarely, if ever, communicates with supervisor or administration. Sometimes communicates with supervisor or administration. Regularly communicates with supervisor or administration. Always communicates with supervisor or administration. Is able to model this element.
Needs Improvement Proficient Exemplary. Refuses to be trained in one or more of the areas identified in the job description. Inconsistently demonstrates this knowledge in daily work. Reluctant to be trained in one or more of the areas identified in the job description. Sometimes demonstrates this knowledge in daily work. Trained or willing to be trained in the areas identified in the job description. Consistently demonstrates this knowledge in daily work. Trained or willing to be trained in the areas identified in the job description. Demonstrates this knowledge in daily work and applies concepts appropriately in new situations. Performance: Performs work consistently, accurately, and effectively. Appropriate and effectively employs skills, techniques and methods learned in training using the methods techniques and skills. Work completed meets expectations for quality and performance responsibilities.
Needs Improvement Proficient Exemplary. Seldom acknowledges and uses areas of strength in performing the assignment. Seldom acts on suggestions from the supervisor to improve job performance. Sometimes acknowledges and uses areas of strength in performing the assignment. Sometimes acts on suggestions from the supervisor to improve job performance. Consistently acknowledges and uses areas of strength in performing the assignment. Acts on suggestions from the supervisor to improve job performance. Builds skills in areas of strength in performing the assignment. Seeks out and acts on suggestions from the supervisor to improve job performance.
Needs Improvement Proficient Exemplary. Seldom maintains effective, professional working relationships with others. Seldom seeks to resolve conflicts with and without assistance. Sometimes maintains effective, professional working relationships with others. Sometimes seeks to resolve conflicts with and without assistance. Consistently maintains effective, professional working relationships with others. Consistently seeks to resolve conflicts with and without assistance. Consistently maintains effective, professional working relationships with others. Consistently seeks to resolve conflicts with and without assistance, and help others resolve conflicts by adding information, ideas and suggestions to the professional. Chicopee Public Schools Paraprofessional Evaluation Name: ___________________________________ School: ______________________________ Assignment: ____________________________ Supervisors Name: ____________________________________________________________________ Paraprofessional’s initials ______ and date ________ (This indicates s/he has read this Paraprofessional Evaluation document at the beginning of each school year or at the time of hire.) Note: The attached job description describes the specific responsibilities for each different role (e.g., SPED, ELL, computer lab).
Needs Improvement Proficient Exemplary. Seldom maintains effective, professional working relationships with others. Seldom seeks to resolve conflicts with and without assistance. Sometimes maintains effective, professional working relationships with others. Sometimes seeks to resolve conflicts with and without assistance. Consistently maintains effective, professional working relationships with others. Consistently seeks to resolve conflicts with and without assistance. Consistently maintains effective, professional working relationships with others. Consistently seeks to resolve conflicts with and without assistance, and help others resolve conflicts by adding information, ideas and suggestions to the professional.
Needs Improvement Proficient Exemplary. Does little to welcome families as members of the classroom or school community or tolerates an environment that is unwelcoming to some families. Makes some attempts to welcome families as members of the classroom and school community but does not consistently use culturally responsive practices and/or work to identify and remove barriers to family involvement. Engages with families in a way that is culturally responsive and collaborative to ensure that all families are welcome and can contribute to the classroom, school, and community’s effectiveness. Works with staff to identify and remove barriers to families’ involvement, including but not limited to families with limited access to technology, and families whose home language is not English. Successfully engages with families in a way that is culturally responsive and collaborative to ensure meaningful contributions to classroom, school, and community effectiveness. Works with staff, families, and organizations to identify and remove barriers, and to create opportunities for all families to get involved, including but not limited to families with limited access to technology, and families whose home language is not English. Models this practice for others. III-A-1. Family Engagement Indicator III-A. Engagement
