Domain 2. The quality of research performance and of research postgraduate experience PM 2.2 Value of total research income Notes:
Domain 2. The quality of research performance and of research postgraduate experience PM 2.3 Average time-to-completion, graduation rate and employability of research postgraduates, allowing for disciplinary differences Notes:
Domain 2. The quality of research performance and of research postgraduate experience PM 2.1 Percentage of research activities judged to be world leading or internationally excellent as assessed in the latest Research Assessment Exercise Notes:
Examples of Domain 2 in a sentence
Domain 2: Collaborative Leadership: The principal promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
The PRIME Projects are organized into three Domains:• Domain 1: Outpatient Delivery System Transformation and Prevention• Domain 2: Targeted High Risk or High Cost Populations• Domain 3: Resource Utilization Efficiency The PRIME program will provide incentive payments to participating entities that commit to implementing 5-year projects within the PRIME domains and as further described in Attachment II -- PRIME Program Funding and Mechanics Protocol.
DPHs must select at least nine projects, of which six are specifically required:• Select at least four projects from Domain 1 (Projects 1.1, 1.2, and 1.3 are required);• Select at least four projects from Domain 2 (Projects 2.1, 2.2, and 2.3 are required); and,• Select at least one project from Domain 3.
Domain 1, Domain 2, and Domain 3 shall be weighted at twenty percent (20%) each, Domain 4 shall be weighted at fifteen percent (15%), and Domain 5 shall be weighted at twenty-five percent (25%).
Then the PPS will consolidate hub data in order to deliver a cohesive quarterly report tracking narratively the Domain 1 measures and statistically the Domain 2, 3 and 4 progress measures calculated by the DOH in the reporting period.
More Definitions of Domain 2
Domain 2. The Environment U N P E 2a Establishing a rapport with students 2b Participating in promoting a positive school environment 2c Consulting and Communicating clear referral procedures 2d Establishing standards of conduct and maintaining clear procedures 2e Organizing Physical Space 2f Following District 144 Initiatives- PBIS Strengths: Weaknesses: Domain 3: Delivery of Service U N P E 3a Consultation with teachers and administrators regarding and responding to referrals (RtI and emergency services) 3b Evaluating student needs in compliance with National Association of School Psychologists (NASP) guidelines/federal, state, local regulations 3c Assumes assigned role for eligibility team 3d Planning interventions to maximize students’ success/Consultation in the RtI process 3e Maintaining Contact with Physicians and Community Mental Health Providers 3f Demonstrating Flexibility and Responsiveness 3g Following District 144 Initiatives- Disaggregation of data to guide instruction Strengths: Weaknesses: Domain 4: Professional Responsibilities U N P E 4a Reflecting on practice 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism 4g Following District 144 Initiatives- Professional Development Strengths: Weaknesses: OVERALL RATING: U = Unsatisfactory N=Needs Improvement P= Proficient E=Excellent Evaluator’s Signature /Position Psychologist’s Signature (Signature Date indicates only that I have read this evaluation) Prairie-Hills Elementary School District 144 Summative Evaluation Form – Speech-Language Pathologist Domain 1: Planning and Preparation U N P E 1a Demonstrating knowledge and skills in the speech-language pathology therapy area as evidenced through: *articulation/phonology/apraxia/oral motor * receptive/expressive language * fluency * voice 1b Establishing speech-language pathology plan appropriate to the students’ needs in the Least Restrictive Environment or school setting 0x Xxxxxxxxxxxxx xxxxxxxxx xx xxxxxxxx, xxxxx and federal regulations and guidelines for speech-language pathology 1d Demonstrating knowledge of resources, both within and beyond the district 1e Formulating an outline for the therapy services to meet the needs of individual students 1f Developing a plan to revise the therapy services in order to meet the needs of individual students 1g Following District Initiatives Strengths: Weaknesses:
Domain 2. The Classroom Environment (the interactions that occur in the classroom) 2a. Creating an Environment of Respect and Rapport 2b. Establishing a Culture for Learning 2c. Managing Classroom Procedures 2d. Managing Student Behavior 2e. Organizing Physical Space DOMAIN 3: Instruction (the heart of teaching—the actual engagement of students in content) 3a. Communicating with Students 3b. Using Questioning and Discussion Techniques 3c. Engaging Students in Learning 3d. Using Assessments in Instruction 3e. Demonstrating Flexibility and Responsiveness DOMAIN 4: Professional Responsibilities (the roles outside of those in the classroom) 4a. Reflecting on Teaching 4b. Maintaining Accurate Records 4c. Communicating with Families 4d. Participating in the Professional Community 4e. Growing and Developing Professionally 4f. Showing Professionalism Performance Standards: ● Highly Effective – Evidence of high levels of knowledge, implements of performance standards along with evidence of leadership initiative and willingness to model and/or serve as a mentor for colleagues. ● Effective – Evidence of increased knowledge, implementation and integration of performance standards. Evidence of a clear proficiency and skill in the performance area. ● Developing – Evidence of basic knowledge and implementation of performance standards. Integration of performance standards is not evident. Educator is making progress towards proficiency. ● Ineffective – Little or no knowledge and minimal implementation of performance standards. Does not meet minimal performance standards and needs substantial improvement. Domains and rubrics extracted from: Xxxxxxxxx Xxxxxxxxx, Enhancing Professional Practice – A Framework for Teaching and from ETS Pathwise. Evaluation Procedures:
Domain 2. The Classroom Environment 2b: Establishing a Culture for Learning Domain 3: Instruction 3a: Communicating with Students 3c: Engaging Students In Learning Domain 3: Instruction 3b: Using Questioning And Discussion Techniques Domain 4: Professional Responsibilities 4a: Reflecting on Teaching Domain 1: Planning and Preparation 1b: Demonstrating Knowledge of Students Domain 3: Instruction 3e: Demonstrating Flexibility And Responsiveness Student Growth SG 3.1: Establish Student Growth Goal(s) SG 3.2: Achievement of Student Growth Goal(s) Criterion 4 Criterion 5 Criterion 6 Providing clear and intentional focus on subject matter content and curriculum. Fostering and managing a safe, positive learning environment. Using multiple student data elements to modify instruction and improve student learning
Domain 2. The Learning Environment
Domain 2. The Instructional Environment B/P/E NO/NI/ U Domain Data and Indicators 11 2a The teacher-student interactions are friendly and demonstrate general caring and respect.
Domain 2. The Classroom Environment (the interactions that occur in the classroom) 2a. Creating an Environment of Respect and Rapport 2b. Establishing a Culture for Learning 2c. Managing Classroom Procedures 2d. Managing Student Behavior 2e. Organizing Physical Space DOMAIN 3: Instruction (the heart of teaching—the actual engagement of students in content) 3a. Communicating with Students 3b. Using Questioning and Discussion Techniques 3c. Engaging Students in Learning 3d. Using Assessments in Instruction 3e. Demonstrating Flexibility and Responsiveness
Domain 2. The Classroom Environment •Creating an Environment of Respect and Rapport •Establishing a Culture for Learning •Managing Classroom Procedures •Managing Student Behavior •Organizing Physical Space Domain 3: Instruction •Communicating Clearly and Accurately •Using Questioning and Discussion Techniques •Engaging Students in Learning •Providing Feedback to Students •Demonstrating Flexibility and Responsiveness Domain 4: Professional Responsibilities •Reflecting on Teaching •Maintaining Accurate Records •Communicating with Families •Contributing to the School and District •Growing and Developing Professionally •Showing Professionalism