Microsoft Word - LS SLP Examples 6-11-13 FINAL

Possible examples of how the Framework For Teaching could apply to

Speech & Language Pathologist (SLP) Teachers

Speech Language Pathologist Teachers

Failing

Needs Improvement

Proficient

Distinguished

1a Knowledge of Content and

Pedagogy

GENERAL Examples

planning and practice, teacher

makes content

errors or does not correct errors made by

students.

Teacher’s plans and practice display little

understanding of prerequisite relationships

important to student’s learning of the content.

Teacher displays little or no understanding of the

range of pedagogical approaches suitable to

student’s learning of the content.

Teacher is familiar with the important concepts in the

discipline but displays lack of awareness of how these

concepts relate to one another.

Teacher’s plans and practice indicate some awareness

of prerequisite relationships, although such knowledge

may be inaccurate or incomplete.

Teacher’s plans and practice reflect a limited range of

pedagogical approaches to the discipline or to the

students.

Teacher displays solid knowledge of the important concepts

in the discipline and the ways they relate to one another.

Teacher’s plans and practice reflect accurate

understanding of prerequisite relationships among

topics and concepts.

Teacher’s plans and practice reflect familiarity with a wide

range of effective pedagogical approaches in the discipline.

Teacher displays extensive knowledge of the

important

concepts in the discipline and the ways they relate both to

one another and to other disciplines.

Teacher’s plans and practice reflect understanding of

prerequisite relationships among topics and concepts and

provide a link to necessary cognitive structures needed by

students to ensure understanding.

Teacher’s plans and practice reflect familiarity with a wide

range of effective pedagogical approaches in the

discipline, anticipating student misconceptions.

1a Specific

Examples

SLP plans to focus only on

articulation during

the lesson, while language and fluency are

documented areas of need.

SLP plans to utilize only repetitive drill and

practice instructional methodology during the

speech/language support sessions.

SLP plans a lesson on phonemic

awareness without

linking the activities to literacy.

SLP plans to focus on articulation of a specific

speech sound at the sentence level, which is a

documented area of need; however, the progress

monitoring data indicates the student has not yet

mastered the speech sound at the word level.

SLP plans to use an Augmentative/

Alternative

Communication (AAC) system consisting of voice output

devices, picture communication board, and sign

language for a lesson with a student who is non-verbal.

In teaching students with both articulation and language

disorders the SLP works on skills from each disorder area

within a session

SLP researches speech/language

journals to obtain

information regarding evidence-based methodologies to

reduce episodes of stuttering in adolescent student

population on current caseload.

SLP researches and creates a presentation to educate

others about dialectal and phonemic difference in a

specific student population.

1b Demonstrating Knowledge of

Students

General Examples

Teacher demonstrates little or no understanding

of how students learn and little knowledge of

students’ backgrounds, cultures, skills, language

proficiency, interests, and special needs and

does not seek such understanding.

Teacher indicates the importance of understanding

how

students learn and the students’ backgrounds, cultures,

skills, language proficiency, interests, and special

needs, and attains this knowledge about the class as a

whole.

Teacher understands the active nature of student learning

and attains information about levels of development for

groups of students.

The teacher also purposefully seeks knowledge from

several sources of students’ backgrounds, cultures, skills,

language proficiency, interests, and special needs and

attains this knowledge about groups of students. The

teacher knows, for groups of students, their levels of

cognitive development.

The teacher is aware of the different cultural groups in the

class.

Teacher actively seeks knowledge of students’

levels of

development and their backgrounds, cultures, skills,

language proficiency, interests, and special needs from a

variety of sources. This information is acquired for

individual students.

Speech Language Pathologist Teachers

Failing

Needs Improvement

Proficient

Distinguished

1b Specific

Examples

SLP plans a lesson in which verbal responses

are required, but does not provide an alternative

means of communication (i.e., voice output

communication aid, picture communication

board, etc.) for a student who is non-verbal.

The SLP prepares a language lesson, while

student’s documented area of need is fluency.

SLP plans the same articulation lesson for all ages of

students.

SLP is aware of student’s past medical history of a

traumatic brain injury (TBI), but does not consider this

information when developing appropriate instructional

outcomes (e.g., executive functioning skills, short-term

memory, etc.)

SLP maintains a student information sheet in his/her

logbook for each student containing information regarding

special needs, medical issues, language proficiency, and

culture.

SLP plans a lesson containing visual supports (i.e., picture

communication board, picture schedule, work system, etc.)

to promote communication in students diagnosed with

autism spectrum disorders (ASDs).

SLP administers a preference assessment in order to

identify students’ interests and incorporate the interests

into speech/language lessons.

SLP researches and creates a presentation to educate

others about dialectal and phonemic difference in a

specific student population.

1c Setting Instructional

Outcomes

General Examples

Outcomes represent low expectations

for students and lack of rigor, and not all of them

reflect important learning in the discipline.

Outcomes are stated as activities rather than as

student learning.

Outcomes reflect only one type of learning and

only one discipline or strand and are suitable for

only some students.

Outcomes represent moderately high expectations and

rigor.

Some reflect important learning in the discipline and

consist of a combination of outcomes and activities.

Outcomes reflect several types of learning, but teacher

has made no attempt at coordination or integration.

Most of the outcomes are suitable for most of the

students in the class in accordance with global

assessments of student learning.

Most outcomes represent rigorous and important learning in

the discipline.

All the instructional outcomes are clear, are written in the

form of student learning, and suggest viable methods of

assessment.

Outcomes reflect several different types of learning and

opportunities for coordination.

Outcomes take into account the varying needs of groups of

students.

All outcomes represent rigorous and important learning in

the discipline.

The outcomes are clear, are written in the form of student

learning, and permit viable methods of assessment.

Outcomes reflect several different types of learning and,

where appropriate, represent opportunities for both

coordination and integration.

Outcomes take into account the varying needs of

individual students.

1c Specific

Examples

An articulation goal states “Student will

increase

articulation skills.”

Speech/language goals remain in student’s IEP

despite being mastered.

SLP uses the same language goal with all ages of

students on his/her caseload.

SLP composes a goal to address curricular vocabulary

based on the results of a diagnostic assessment;

however, the SLP does not consider the corresponding

grade-level academic standards when developing the

goal.

SLP uses assessment information and considers the

corresponding grade-level academic standards when to

developing IEP goals.

The SLP sets instructional outcomes for the student who

stutters based on the types of stuttered words or parts of

words.

SLP consults with the student to review assessment data

and academic curricular standards to develop IEP goals.

SLP collaborates with other teachers to develop

appropriate vocabulary and sentence structure and

grammatical goals.

1d Demonstrating

Knowledge of

Resources

General Examples

Teacher is unaware of school or district

resources for classroom use, for the expansion

of his or her own knowledge, or for students.

Teacher displays basic awareness of school or district

resources available for classroom use, for the

expansion of his or her own knowledge, and for

students, but no knowledge of resources available more

broadly.

Teacher displays awareness of resources

—

not only

through the school and district but also through sources

external to the school and on the Internet—available for

classroom use, for the expansion of his or her own

knowledge, and for students.

Teacher displ

ays extensive knowledge of resources

—

not

only through the school and district but also in the

community, through professional organizations and

universities, and on the Internet—for classroom use, for

the expansion of his or her own knowledge, and for

students.

Speech Language Pathologist Teachers

Failing

Needs Improvement

Proficient

Distinguished

1d Specific

Examples

When planning and preparing for a lesson on

pronouns, the SLP utilizes only one set of

commercially prepared cards and uses the cards

in only one way.

When asked by colleagues and/or students’

parents about the availability of medical

speech/language support services, the SLP

replies, “I don’t know of any services in this area

and can’t find out.”

SLP implements an approach to treatment of language

disorders that used to be prominent years ago with most

students, while making only general connections to

speech and language needs.

SLP plans and prepares to use materials that are

located only in the speech therapy room.

SLP independently conducts research regarding the use of

augmentative/ alternative communication with students

diagnosed with autism spectrum disorders to expand

his/her knowledge in this area.

SLP shares effective strategies to address stuttering in the

regular education classroom/general education curriculum

with colleagues.

SLP participated in an online course

pertaining to

speech/language acquisition for students with cochlear

implants. The SLP then used this information to compose

an in-service presentation for colleagues.

SLP contacted the speech/language clinic at local

college/university to obtain information regarding services

in order to share with a parent regarding additional

medical services.

1e Designing Coherent Instruction

General Examples

The series of learning experiences is poorly

aligned with the instructional outcomes and does

not represent a coherent structure.

The activities are not designed to engage

students in active intellectual activity and have

unrealistic time allocations.

Instructional groups do not support the

instructional outcomes and offer no variety.

Some of the learning

activities and materials are

suitable to the instructional outcomes and represent a

moderate cognitive challenge but with no differentiation

for different students.

Instructional groups partially support the instructional

outcomes, with an effort by the teacher at providing

some variety.

The lesson or unit has a recognizable structure; the

progression of activities is uneven, with most time

allocations reasonable.

Teacher coordinates knowledge of content, of students, and

of resources, to design a series of learning experiences

aligned to instructional outcomes and suitable to groups of

students.

The learning activities have reasonable time allocations;

they represent significant cognitive challenge, with some

differentiation for different groups of students.

The lesson or unit has a clear structure, with appropriate

and varied use of instructional groups.

Plans represent the coordination of in

depth content

knowledge, understanding of different students’ needs,

and available resources (including technology), resulting in

a series of learning activities designed to engage students

in high-level cognitive activity.

Learning activities are differentiated appropriately for

individual learners.

Instructional groups are varied appropriately with some

opportunity for student choice.

The lesson’s or unit’s structure is clear and allows for

different pathways according to diverse student needs.

1e Specific

Examples

SLP plans and prepares a language lesson that

has no clear scope and sequence.

SLP does not review data to make instructional

decisions regarding the progression of future

speech/language instruction/lessons.

SLP plans and prepares an articulation lesson that

provides the student with an opportunity for guided and

independent practice of his/her target speech sound;

however, the lesson does not have an introduction or

closure.

SLP creates instructional plans according to initial

assessments, but the plans are not altered based on

students’ needs and frequent formative assessment.

SLP crea

tes instructional plans that are instructionally

sound, based on the diagnosed speech and language

problem, and allow the student to make progress.

SLP allots an appropriate amount of time to address all

components of the speech/language lesson plan (i.e.,

introduction, opportunity for guided and independent

practice of established speech/language support goals,

and closure).

SLP creates instructional plans that are based on the

academic standards and make direct connections to the

diagnosed speech and language problem. The

instructional plans establish speech carryover to the

classroom.

SLP collaborates with general education teachers to

review instructional strategies and student data for

effectiveness and adjusts instruction accordingly.

Speech Language Pathologist Teachers

Failing

Needs Improvement

Proficient

Distinguished

1f Designing Student Assessment

General Examples

Assessment procedures are not congruent with

instructional outcomes; the proposed approach

contains no criteria or standards.

Teacher has no plan to incorporate formative

assessment in the lesson or unit nor any plan

to use assessment results in designing future

instruction.

Some of the instructional outcomes are assessed

through the proposed approach, but others are not.

Assessment criteria and standards have been

developed, but they are not clear.

Approach to the use of formative assessment is

rudimentary, including only some of the instructional

outcomes.

Teacher intends to use assessment results to plan for

future instruction for the class as a whole.

Teacher’s plan for student assessment is aligned wit

h the

instructional outcomes; assessment methodologies may

have been adapted for groups of students.

Assessment criteria and standards are clear.

Teacher has a well-developed strategy for using formative

assessment and has designed particular approaches to be

used.

Teacher intends to use assessment results to plan for

future instruction for groups of students.

Teacher’s plan for student assessment is fully aligned

with the instructional outcomes and has clear criteria and

standards that show evidence of student contribution to

their development.

Assessment methodologies have been adapted for

individual students, as needed. The approach to using

formative assessment is well designed and includes

student as well as teacher use of the assessment

information.

Teacher intends to use assessment results to plan future

instruction for individual students.

1f Specific

Examples

SLP has no evidence of formal or informal

assessments.

SLP has no evidence of data collection

associated with a therapy session.

SLP collects baseline data before and after breaks in

instruction to adjust instruction.

SLP only considers progress monitoring data when

planning and preparing for speech/language support

sessions.

SLP consistently reviews student data and adjusts plans

for instruction accordingly.

SLP consistently collects assessment data from a variety

of sources, including progress monitoring data, teacher

input, parent input, diagnostic assessments, and

classroom-based assessments. SLP uses the assessment

data to plan for future speech/language support sessions.

The SLP develops his/her student assessments directly

from classroom assessments, particularly in reading, so

that the assessments include student input so that the

student can measure his progress toward his goals.

SLP provides his/her students with data collection sheets

to self-monitor progress towards goals in the general

education curriculum.

2a Creating and Environment of

Respect and Rapport

General Examples

Patterns of classroom interactions, both

between the teacher and students and among

students, are mostly negative, inappropriate, or

insensitive to students’ ages, cultural

backgrounds, and developmental levels.

Interactions are characterized by sarcasm, put

downs, or conflict.

Teacher does not deal with disrespectful

behavior.

Patterns of classroom interactions, both between the

teacher and students and among students, are

generally appropriate but may reflect occasional

inconsistencies, favoritism, and disregard for students’

ages, cultures, and developmental levels.

Students rarely demonstrate disrespect for one

another.

Teacher attempts to respond to disrespectful behavior,

with uneven results. The net result of the interactions is

neutral, conveying neither warmth nor conflict.

Teacher

stud

ent interactions are friendly and demonstrate

general caring and respect. Such interactions are

appropriate to the ages of the students.

Students exhibit respect for the teacher. Interactions

among students are generally polite and respectful.

Teacher responds successfully to disrespectful behavior

among students.

The net result of the interactions is polite and respectful,

but impersonal.

Classroom interactions among the teacher and individual

students are highly respectful, reflecting genuine warmth

and caring and sensitivity to students as individuals.

Students exhibit respect for the teacher and contribute to

high levels of civil interaction between all members of the

class. The net result of interactions is that of connections

with students as individuals.

Speech Language Pathologist Teachers

Failing

Needs Improvement

Proficient

Distinguished

2a Specific

Examples

SLP does not model how to interact and treat

one another, and students often talk while

others are talking or even push or take things

from one another.

SLP frequently raises his/her voice to students

in order to manage a group of students.

Student looks to SLP for reinforcement but SLP

disregards the child’s intent.

SLP occasionally discusses how to be polite, how to

take turns, and other active listening models.

SLP often has to redirect; SLP and students

occasionally demonstrate politeness conventions

(“please” “thank you”). Student looks to SLP for

reinforcement and SLP inconsistently responds.

SLP demonstrates and discusses, and involves students in

modeling how to be polite, how to take turns, how to show

encouragement and respect to one another, and other

active listening strategies.

Students routinely work on tasks provided, while the SLP

actively reinforces politeness conventions (“That was very

polite of you.”), taking a proactive stance in creating an

environment of respect and rapport. Student looks to SLP

for reinforcement and the SLP consistently responds.

SLP demonstrates and discusses, and involves students

in modeling and self-regulating how to be polite, how to

take turns, how to show encouragement and respect to

one another, and other active listening strategies.

Students routinely work together on tasks and remark

and/or demonstrate kindness to and acceptance of one

another (“your turn” “thank you” “you did a great job on

that one!” “You can do it!”). Student looks to SLP for

reinforcement and SLP adjusts quantity and speed of

reinforcement based upon student’s performance.

2b Establishing a Culture for

Learning

General Examples

The classroom culture is characterized by a

lack of teacher or student commitment to

learning and/or little or no investment of student

energy into the task at hand. Hard work is not

expected or valued.

Medium or low expectations for student

achievement are the norm, with high

expectations for learning reserved for only one

or two students.

The classroom culture is characterized by little

commitment to learning by teacher or students.

The teacher appears to be only going through the

motions, and students indicate that they are interested

in completion of a task, rather than quality.

The teacher conveys that student success is the result

of natural ability rather than hard work; high

expectations for learning are reserved for those

students thought to have a natural aptitude for the

subject.

The classroom culture is a cogniti

vely busy place where

learning is valued by all, with high expectations for learning

being the norm for most students.

The teacher conveys that with hard work students can be

successful.

Students understand their role as learners and consistently

expend effort to learn.

Classroom interactions support learning and hard work.

The classroom culture is a cognitively vibrant place,

characterized by a shared belief in the importance of

learning.

The teacher conveys high expectations for learning by all

students and insists on hard work.

Students assume responsibility for high quality by

initiating improvements, making revisions, adding detail,

and/or helping peers.

2b Specific

Examples

Students cannot explain why they attend

speech therapy, even with prompting (when

developmentally appropriate)

The SLP occasionally states that speech and/or

language problems must be corrected, and only

provides correct speech models for the group

as a whole or general feedback, such as “right”

or “wrong.” Based on preconceived opinions of

a student’s ability to communicate, the SLP has

low expectations for progress.

Students sometimes can identify in general terms or

when given choices why they attend speech therapy (“I

come for my talking.”).

The SLP presents models and descriptions of

corrections for speech and/or language problems but

does not explain reasoning or purpose behind

improvement of communication, and does not work to

engage students’ ability to self-correct (only SLP

provides corrections). Based on preconceived opinions

of a student’s ability to communicate, the SLP has

inconsistent expectations for progress.

Students routinely can identify or explain their individual

speech and language goals, when given simple prompts or

questions.

The SLP teaches and consistently reinforces that having a

speech and/or language problem is different for each

student and that we respect each other’s correct and

incorrect responses in the group. SLP routinely provides

individualized models of correct speech production, and

elicits self-corrections from students; they discuss and

practice direct connections of improved speech and

language with classroom curriculum and practical or

vocational situations with teacher direction. Based on

educational background and experience regarding a

student’s ability to communicate, the SLP has consistent

expectations for progress.

Students can independently state their own goals and

objectives, in age appropriate terms, and make

statement(s) about progress or show evidence by data

found in the room or speech folder(s).

The SLP establishes opportunities for students to take

responsibility for their communication through self-

reflection and correction; they independently discuss and

practice direct connections of improved speech and

language with classroom curriculum and practical or

vocational situations. Based on educational background

and experience regarding a student’s ability to

communicate, the SLP has high expectations for

progress.

Speech Language Pathologist Teachers

Failing

Needs Improvement

Proficient

Distinguished

2c Managing Classroom

Procedures

General Examples

Much instructional time is lost through

inefficient classroom routines and procedures.

There is little or no evidence that the teacher is

managing instructional groups, transitions,

and/or the handling of materials and supplies

effectively.

There is little evidence that students know or

follow established routines.

Some instructional time is lost through only partially

effective classroom routines and procedures.

The teacher’s management of instructional groups,

transitions, and/or the handling of materials and

supplies are inconsistent, the result being some

disruption of learning.

With regular guidance and prompting, students follow

established routines.

There is little loss of instructional time because of effective

classroom routines and procedures.

The teacher’s management of instructional groups and the

handling of materials and supplies are consistently

successful.

With minimal guidance and prompting, students follow

established classroom routines.

Instructional time is maximized beca

use of efficient

classroom routines and procedures.

Students contribute to the management of instructional

groups, transitions, and the handling of materials and

supplies.

Routines are well understood and may be initiated by

students.

2c Specific

Examples

Students sit unengaged in any activity while

waiting for SLP to arrive or to start the lesson.

Students squirm in their seats or otherwise do

not pay attention while SLP completes routine

task such as checking speech folders.

Much instructional time is lost to speech books

and stickers, or game set-up and play. Students

need frequent instruction on rules and

procedures; they are unable to state the

classroom expectations and routines.

Students need SLP direction to complete routine

activities such as sticker charts or getting folder ready

for review. Students usually wait, but not always

quietly, and without a task to keep them engaged while

SLP is working with another student.

SLP occasionally has to reinstruct during the session

regarding routines with speech books, stickers, and

turn-taking; one visual reminder (poster, list) is

displayed to remind students of routines and rules.

SLP has materials organized and ready for use as group

arrives. Students engage in routine or practice activities

while waiting for SLP or another student to complete a

task.

SLP rarely has to reinstruct during the session regarding

routines due to consistent implementation of distinct rules

and procedures for the operation of the therapy sessions;

classroom rules and expectations (visuals of a positive

nature such as posters, lists) are posted for student

reference.

Students can independently locate appropriate materials

and can begin established therapy routines without SLP

direction. Students independently remain engaged during

sessions because they know the classroom procedures

and expectations.

SLP does not reinstruct during the session regarding

routines due to consistent implementation of distinct rules

and procedures for the operation of the therapy sessions;

classroom rules and expectations (visuals of a positive

nature such as posters, lists) are posted for student

reference. Students were involved in developing rules

and procedural operations for therapy sessions and can

state these as well as identify the posted classroom

expectations and rules.

2d Managing Student

Behavior

General Examples

There appear to be no established standards of

conduct and little or no teacher monitoring of

student behavior.

Students challenge the standards of conduct.

Response to students’ misbehavior is

repressive or disrespectful of student dignity.

Standards of conduct appear to have been

established, but their implementation is inconsistent.

Teacher tries, with uneven results, to monitor student

behavior and respond to student misbehavior.

There is inconsistent implementation of the standards

of conduct.

Student behavior is generally appropriate.

The teacher monitors student behavior against established

standards of conduct.

Teacher response to student misbehavior is consistent,

proportionate, respectful to students, and effective.

Student behavior is entirely appropriate.

Students take an active role in monitoring their own

behavior and that of other students against standards of

conduct.

Teachers’ monitoring of student behavior is subtle and

preventive.

Teacher’s response to student misbehavior is sensitive to

individual student needs and respects students’ dignity.

Speech Language Pathologist Teachers

Failing

Needs Improvement

Proficient

Distinguished

2d Specific

Examples

SLP misses opportunities to reinforce positive

behavior, and works only to control negative

behaviors when they occur. SLP does not know

or follow behavior management systems in

school(s) serviced.

SLP does not enforce the use of universal

health precautions; students sneeze on each

other and materials without consequence.

SLP

addresses both positive and unacceptable

behavior but without alternative or replacement

behavior for undesirable conduct; SLP feedback is

inconsistent and vague such as “stop that.” SLP is

inconsistent with following the behavior management

system in the school(s) serviced.

SLP inconsistently reinforces the use of universal

health precautions, such as use of tissues, hand

sanitizers, etc.

The SLP implements specific procedures for when

students go off task or are reluctant to do work. SLP

follows the behavior management system in the school(s)

serviced, and reinforces the system by reminding students

and referring to the procedures in a positive manner (“You

sat nicely and waited your turn.”).

SLP and students are consistent with use of universal

health precautions, such as use of tissues, hand

sanitizers, etc., since items are placed where students can

easily reach them.

In addition to consistently addressing behaviors and

following the behavior management system in the

school(s) serviced, the SLP is proactive regarding

behavior by arrangement of furniture and individuals;

students provide praise or compliments to one another

regarding positive behavior.

SLP and students always use universal health

precautions; students automatically follow precautions

without reminders, and can remind others as necessary.

2e Organizing Physical

Space

General Examples

The physical environment is unsafe, or many

students don’t have access to learning

resources.

There is poor coordination between the lesson

activities and the arrangement of furniture and

resources, including computer technology.

The classroom is safe, and essential learning

accessible to most students.

The teacher’s use of physical resources, including

computer technology, is moderately effective.

Teacher makes some attempt to modify the physical

arrangement to suit learning activities, with partial

success.

The classroom is safe, and learning is accessible to all

students; teacher ensures that the physical arrangement is

appropriate to the learning activities.

Teacher makes effective use of physical resources,

including computer technology.

The classroom is safe, and learning is accessible to all

students, including those with special needs.

Teacher makes effective use of physical resources,

including computer technology. The teacher ensures that

the physical arrangement is appropriate to the learning

activities.

Students contribute to the use or adaptation of the

physical environment to advance learning.

2e Specific

Examples

Unsafe transitions

when moving to/from speech

‘room’ are noted (ex: students hop on stairs).

There are potential safety hazards, such as

electrical or plumbing items, in the room that

are easily touched by the students and SLP

takes no steps to correct these dangers.

The SLP does not manage the physical space

to provide for a conducive learning environment

(ex: the furniture is not of the appropriate size

or function for the students; student cannot

participate fully due to wheelchair

arrangement).

SLP inconsistently corrects unsafe transitioning

behavior (ex: remind students to hold onto the railing

and take one step at a time). SLP, to the best of his/her

ability has removed any potential safety hazards in the

room and reinforces safety precautions through

modeling and instruction to prevent harm. SLP and

students know and practice evacuation procedures in

case of fire, bomb scare, or other potential problem.

SLP inconsistently attempts to manage the physical

space (such as furniture or special equipment

arrangement) but student’s access for instruction is not

optimal.

SLP has established and consistently enforces rules for

transitioning in and out of therapy room, and SLP has

addressed any potential safety hazards or equipment

arrangement needs. SLP and students know and practice

evacuation procedures (in case of fire, bomb scare…) and

these procedures are clearly posted in room.

SLP has organized the physical space so that furniture

arrangement facilitates group interactions; there are no

physical barriers to instruction. SLP has addressed any

concerns and has appropriate solutions in place which

students use as directed.

Students consistently follow and can explain transition

rules. SLP is flexible in scheduling place of instruction if

usual materials/place is unavailable or unsafe. SLP and

students know and practice evacuation procedures in

case of fire, bomb scare, or other potential problem;

procedures are clearly posted in room and students can

direct others regarding these procedures if necessary.

Safe and appropriate physical space is consistently

managed by the SLP; SLP has addressed any concerns

and appropriate substitute solutions are in place that

students use independently (ex: students may choose

and use furniture/items that fit them best).

Speech Language Pathologist Teachers

Failing

Needs Improvement

Proficient

Distinguished

3a Communicating with Students

General Examples

The instructional purpose of the lesson is

unclear to students, and the directions and

procedures are confusing.

The teacher’s explanation of the content

contains major errors.

The teacher’s spoken or written language

contains errors of grammar or syntax.

The teacher’s vocabulary is inappropriate,

vague, or used incorrectly, leaving students

confused.

The teacher’s vocabulary is inappropriate to the

age or culture of the students.

The teacher’s at

tempt to explain the instructional

purpose has only limited success, and/or directions

and procedures must be clarified after initial student

confusion.

The teacher’s explanation of the content may contain

minor errors; some portions are clear; other portions

are difficult to\ follow.

The teacher’s explanation consists of a monologue,

with no invitation to the students for intellectual

engagement.

Teacher’s spoken language is correct; however, his or

her vocabulary is limited, or not fully appropriate to the

students’ ages or backgrounds.

The teacher clearly communicates instructional purpose of

the lesson, including where it is situated within broader

learning, and explains procedures and directions clearly.

Teacher’s explanation of content is well scaffold, clear and

accurate, and connects with students’ knowledge and

experience.

During the explanation of content, the teacher invites

student intellectual engagement.

Teacher’s spoken and written language is clear and

correct and uses vocabulary appropriate to the students’

ages and interests.

The teacher links the instructional purpose of the lesson

to student interests; the directions and procedures are

clear and anticipate possible student misunderstanding.

The teacher’s explanation of content is thorough and

clear, developing conceptual understanding through artful

scaffolding and connecting with students’ interests.

Students contribute to extending the content and help

explain concepts to their classmates.

The teacher’s spoken and written language is expressive,

and the teacher finds opportunities to extend students’

vocabularies.

3a Specific

Examples

Students are not aware of the skill they are

working on; language used is not appropriate

for age of students or cognitive ability (no

attempts made to clarify instructions).

SLP may clarify the task when questions are asked by

restating directions in the same manner; SLP may tell

students they are working on categorization without

explaining what categorization is to the students.

SLP us

es multiple modalities to demonstrate tasks and

explain relevant vocabulary (uses visuals along with verbal

explanations to explain task); SLP clearly states skill that

will be worked on during the session (“Today you are

working on…”).

SLP asks a student

to explain a task to a peer; SLP all

modalities when demonstrating/explaining tasks (SLP

uses category cards with picture representations, paired

with SLP verbal explanation and the physical

demonstration of matching the cards into categories).

3b Using Questions and

Discussion Techniques

General Examples

Teacher’s questions are of low cognitive

challenge, require single correct responses,

and are asked in rapid succession.

Interaction between teacher and students is

predominantly recitation style, with the teacher

mediating all questions and answers.

A few students dominate the discussion.

Teacher’s questions lead students through a single

path of inquiry, with answers seemingly determined in

advance.

Alternatively, the teacher attempts to frame some

questions designed to promote student thinking and

understanding, but only a few students are involved.

Teacher attempts to engage all students in the

discussion and to encourage them to respond to one

another, but with uneven results.

Although the teacher

may use some low

level questions,

he or she asks the students questions designed to

promote thinking and understanding.

Teacher creates a genuine discussion among students,

providing adequate time for students to respond and

stepping aside when appropriate.

Teacher successfully engages most students in the

discussion, employing a range of strategies to ensure that

most students are heard.

Teacher uses a variety or series of questions

or prompts

to challenge students cognitively, advance high-level

thinking and discourse, and promote metacognition.

Students formulate many questions, initiate topics, and

make unsolicited contributions.

Students themselves ensure that all voices are heard in

the discussion.

3b Specific

Examples

SLP does not engage all

students (some

children appear to be off task).

SLP only asks multiple choice questions or

“what” questions.

SLP does ask a range of questions but relies on lower

level question (uses only concrete examples, no

abstract, higher level thinking).

SLP facilitates some peer interaction through

discussion but does not allow students to develop their

own questions for each other.

SLP engages most students by asking a variety of

questions and allows students to develop their own

questions (SLP uses who, what, where, when and why

open-ended questions to elicit higher level thinking).

SLP involves all students in discussions and uses

prompting strategies to encourage all students to

participate (SLP says, “think of a question to ask…”)

Students

initiate spont

aneous extension of targ

et skills

through conversation.

Adjustments in complexity are made as the students

demonstrate success. SLP structures lessons and

language usage to meet the students’ needs.

Speech Language Pathologist Teachers

Failing

Needs Improvement

Proficient

Distinguished

3c Engaging Students in Learning

General Examples

The

learning tasks and activities, materials,

resources, instructional groups and technology

are poorly aligned with the instructional

outcomes or require only rote responses.

The pace of the lesson is too slow or too

rushed.

Few students are intellectually engaged or

interested.

The learning tasks and activities are partially aligned

with the instructional outcomes but require only

minimal thinking by students, allowing most to be

passive or merely compliant.

The pacing of the lesson may not provide students the

time needed to be intellectually engaged.

The learning tasks and activities are aligned with the

instructional outcomes and designed to challenge student

thinking, the result being that most students display active

intellectual engagement with important and challenging

content and are supported in that engagement by teacher

scaffolding.

The pacing of the lesson is appropriate, providing most

students the time needed to be intellectually engaged.

Virtually all students are intellectually engaged in

challenging content through well-designed learning tasks

and suitable scaffolding by the teacher and fully aligned

with the instructional outcomes.

In addition, there is evidence of some student initiation of

inquiry and of student contribution to the exploration of

important content.

The pacing of the lesson provides students the time

needed to intellectually engage with and reflect upon their

learning and to consolidate their understanding.

Students may have some choice in how they complete

tasks and may serve as resources for one another.

3c Specific

Examples

Therapy is limited to auditory information (no

visuals or kinesthetic cues/prompting).

SLP rushes through tasks without checking for

understanding of the skills being taught.

SLP checks for

understa

nding on an inconsistent

basis.

Students are able to recall prompts but not given

opportunities to practice (can explain articulatory

postures for production of target sound but not given

opportunity to practice).

Students are observed giving

mult

iple responses to

practice and receive immediate corrective feedback.

SLP provides direct instruction and checking for

understanding while balancing an appropriate amount of

feedback that engages all students.

Students are prompted to suggest learning ide

as for

different modifications to teach different skills (students

are involved in creating their own learning tasks).

Clear conclusion of lesson by educator and students.

Students are able to restate what they have worked on or

learned during session.

3d Using Assessment in Instruction

General Examples

There is little or no assessment or monitoring of

student learning; feedback is absent or of poor

quality.

Students do not appear to be aware of the

assessment criteria and do not engage in self-

assessment.

Assessment is used sporadically by teacher and/or

students to support instruction through some

monitoring of progress in learning.

Feedback to students is general, students appear to be

only partially aware of the assessment criteria used to

evaluate their work, and few assess their own work.

Questions, prompts, and assessments are rarely used

to diagnose evidence of learning.

Assessment is used regularly by teacher and/or students

during the lesson through monitoring of learning progress

and results in accurate, specific feedback that advances

learning.

Students appear to be aware of the assessment criteria;

some of them engage in self-assessment.

Questions, prompts, assessments are used to diagnose

evidence of learning.

Assessment is f

ully integrated into instruction through

extensive use of formative assessment.

Students appear to be aware of, and there is some

evidence that they have contributed to, the assessment

criteria.

Students self-assess and monitor their progress.

A variety of feedback, from both their teacher and their

peers, is accurate, specific, and advances learning.

Questions, prompts, assessments are used regularly to

diagnose evidence of learning by individual students.

Speech Language Pathologist Teachers

Failing

Needs Improvement

Proficient

Distinguished

3d Specific

Examples

SLP administers the same test regardless of

the reason for referral (uses Goldman Fristoe to

assess language).

SLP makes little or no effort to assess if

students understand the skills being taught or

modeled for them (little to no evidence of data

collection).

SLP provides immediate feedback often about the

student response, however, it is not always specific

(SLP often says “good job”).

Students are aware they are being assessed within the

session but not aware of their progress with skills.

Clear

evidence that a variety of assessments are used

regularly with systematic monitoring of progress (oral

responses, written responses, teacher observation, self-

assessment).

SLP provides examples of expected responses and uses

other students to model accurate responses.

SLP often asks students to evaluate themselves or peers

within the session and allows for peer feedback (peers

assess sound productions of peer and offer suggestions

to remediate).

SLP consistently and effectively assists students in

setting rigorous goals; self-assessing, monitoring and

taking responsibility for their progress (promotes self-

monitoring skills and carryover of skills into academic

setting).

Demonstration

Flexibility and

Responsiveness

General Examples

Teacher adheres to

the instruction plan in

spite

of evidence of poor student understanding or

lack of interest.

Teacher ignores student questions; when

students experience difficulty, the teacher

blames the students or their home environment.

Teacher attempts to modify the

lesson when needed

and to respond to student questions and interests, with

moderate success.

Teacher accepts responsibility for student success but

has only a limited repertoire of strategies to draw upon.

Teacher promotes the successful learning of all s

tudents,

making minor adjustments as needed to instruction plans

and accommodating student questions, needs, and

interests.

Drawing on a broad repertoire of strategies, the teacher

persists in seeking approaches for students who have

difficulty learning.

Teacher seizes an opportunity to enhance learning,

building on a spontaneous event or student interests, or

successfully adjusts and differentiates instruction to

address individual student misunderstandings.

Teacher persists in seeking effective approaches for

students who need help, using an extensive repertoire of

instructional strategies and soliciting additional resources

from the school or community.

3e Specific

Examples

SLP does not plan for transitions or provide

closure between lesson/activities (jumps from

one activity to another without explanation).

SLP does not respond to student’s information

seeking questions in an appropriate manner

and time (ignores student questions)

SLP is aware of student confusion but makes no

attempts to clarify (SLP is aware students do not

understand placement cues for sound production but

does not clarify).

SLP says, “I’ll try to think of another way to approach

this and get back to you.”

SLP provides answers to students’ information seeking

questions in an appropriate manner and time and answers

the question.

SLP says, “That’s an interesting idea; let’s see how it fits.”

(in response to language activity).

SLP incorporates school

and community events into

therapy session (pragmatic lesson relating to upcoming

dance-appropriate behavior, assembly-vocabulary, and

appropriate behavior).

SLP consistently reviews skills to ensure understanding

of concepts related to individual needs (figurative

language, perspective taking).

4a Reflecting on

Teaching

General Examples

Teacher does not know whether a lesson was

effective or achieved its instructional outcomes,

or he/she profoundly misjudges the success of

a lesson.

Teacher has no suggestions for how a lesson

could be improved.

Teacher has a generally accurate impression of a

lesson’s effectiveness and the extent to which

instructional outcomes were met.

Teacher makes general suggestions about how a

lesson could be improved.

Teache

r makes an accurate assessment of a lesson’s

effectiveness and the extent to which it achieved its

instructional outcomes and can cite general references to

support the judgment.

Teacher makes a few specific suggestions of what could

be tried another time the lesson is taught.

Teacher makes a thoughtful and accurate assessment of

a lesson’s effectiveness and the extent to which it

achieved its instructional outcomes, citing many specific

examples from the lesson and weighing the relative

strengths of each.

Drawing on an extensive repertoire of skills, teacher

offers specific alternative actions, complete with the

probable success of different courses of action.

4a Specific

Examples

SLP rarely or never assesses the lesson’s

effectiveness, and the degree to which

outcomes are met.

SLP offers no suggestions for how a lesson

could be improved.

SLP inconsistently assesses a lesson’s effectiveness,

and the degree to which outcomes are met.

SLP offers global suggestions about how a lesson

could be improved.

SLP consistently assesses the lesson’s effectiveness, and

the degree to which outcomes are met and can cite

evidence to support the judgment.

SLP offers specific suggestions for lesson improvement.

SLP Consistently and effectively assesses the lesson

effectiveness, both during and following instruction.

SLP offers extensive suggestions during instruction and

makes adaptions as needed.

Speech Language Pathologist Teachers

Failing

Needs Improvement

Proficient

Distinguished

Maintaining

Accurate Records

General Examples

Teacher’s system for maintaining information

on student completion of assignments and

student progress in learning is nonexistent or in

disarray.

Teacher’s records for non-instructional activities

are in disarray, resulting in errors and

confusion.

Teacher’s system for maintaining information on

student completion of assignments and student

progress in learning is rudimentary and only partially

effective.

Teacher’s records for non-instructional activities are

adequate but require frequent monitoring to avoid

errors.

Teacher’s system for maintaining information on stud

ent

completion of assignments, student progress in learning,

and non-instructional records is fully effective.

Teacher’s system for maintaining information

on student

completion of assignments, student progress in learning,

and non-instructional records is fully effective.

Students contribute information and participate in

maintaining the records.

4b Specific

Examples

SLP does not abide by mandated timelines

(overdue IEPs, ERs, and RRs); No evidence of

data collection from lessons; does not complete

progress reports as indicated in IEP.

SLP abides by mandated timelines.

Minimal data collection is evident.

Progress reports are completed on time but lack

specificity on student progress toward goals.

SLP meets all timelines.

Consistent data collection is evident for progress

monitoring.

Progress reports include specific student data toward

annual goals.

SLP develops and shares with colleagues protocols that

assist with organizing and maintaining data collection.

Students contribute to collection of data as appropriate to

their abilities.

4c Communicating

with Families

General Examples

Teacher communication with families

—

about

the instructional program, about individual

students—is sporadic or culturally

inappropriate.

Teacher makes no attempt to engage families

in the instructional program.

Teacher makes sporadic attempts to communicate with

families about the instructional program and about the

progress of individual students but does not attempt to

engage families in the instructional program.

Communications are one-way and not always

appropriate to the cultural norms of those families.

Teacher communicates frequently with families

about the

instructional program and conveys information about

individual student progress.

Teacher makes some attempts to engage families in the

instructional program.

Information to families is conveyed in a culturally

appropriate manner.

Teacher’s communication with families is frequent

and

sensitive to cultural traditions, with students contributing

to the communication.

Response to family concerns is handled with professional

and cultural sensitivity.

Teacher’s efforts to engage families in the instructional

program are frequent and successful.

4c Specific

Examples

SLP fails to respond to the

parent’s/guardian’s

inquiries regarding the instructional program or

the student and/or contacts are inappropriate in

content and insensitive to cultural differences.

SLP responds inconsistently to the parent’s/guardian’s

inquiries in regard to the instructional program and/or

with general information not specific to the individual

student.

SLP tries to incorporate cultural differences but does

not do so consistently.

SLP consistently initiates responses to families to inform

the parent/guardian about the student and the instructional

program.

SLP contacts are consistently culturally appropriate.

SLP develops a system for communication with families

beyond mandated time frames to further provide

information to families.

Time frame for notes and type of communication is

determined with parent input.

SLP is highly sensitive to cultural needs.

Speech Language Pathologist Teachers

Failing

Needs Improvement

Proficient

Distinguished

4d Participating in the

Professional Community

General Examples

Teacher’s relationships with colleagues are

negative or self-serving.

Teacher avoids participation in a professional

culture of inquiry, resisting opportunities to

become involved.

Teacher avoids becoming involved in school

events or school and district projects.

Teacher maintains cordial relationships with

colleagues

to fulfill duties that the school or district requires.

Teacher becomes involved in the school’s culture of

professional inquiry when invited to do so.

Teacher participates in school events and school and

district projects when specifically asked to do so.

Teacher’s relatio

nships with colleagues are characterized

by mutual support and cooperation; teacher actively

participates in a culture of professional inquiry.

Teacher volunteers to participate in school events and in

school and district projects, making a substantial

contribution.

eacher’s relationships with colleagues are characterized

by mutual support and cooperation, with the teacher

taking initiative in assuming leadership among the faculty.

Teacher takes a leadership role in promoting a culture of

professional inquiry.

Teacher volunteers to participate in school events and

district projects making a substantial contribution, and

assuming a leadership role in at least one aspect of

school or district life.

4d Specific

Examples

SLP is negative or self

serving in

attitude and

relationships with colleagues.

SLP refuses to participate in activities which

promote professional communities with

colleagues.

Work with others is inconsistently characterized by

openness, courteous and genuine behaviors.

Self-serving behaviors are sometimes noted to

promote self.

The SLP will attend required meetings but actual

participation in the content and discussion is minimal.

SLP is open to sharing expertise and materials with

colleagues.

SLP volunteers for professional community opportunities

and actively participates in the content, discussion and

outcomes determined.

SLP takes a leadership position in supporting colleague’s

growth through mentoring or leadership within

professional communities.

SLP offers to provide graduate externship experiences.

4e Growing and Developing

Professionally

General Examples

Teacher engages in no professional

development activities to enhance knowledge

or skill.

Teacher resists feedback on teaching

performance from either supervisors or more

experienced colleagues.

Teacher makes no effort to share knowledge

with others or to assume professional

responsibilities.

Teacher participates in professional activities to a

limited extent when they are convenient.

Teacher accepts, with some reluctance, feedback on

teaching performance from both supervisors and

colleagues.

Teacher finds limited ways to contribute to the

profession.

Teacher seeks out opportunities for

professional

development to enhance content knowledge and

pedagogical skill.

Teacher welcomes feedback from colleagues—either

when made by supervisors or when opportunities arise

through professional collaboration.

Teacher participates actively in assisting other educators.

Teacher seeks out opportunities for

professional

development and makes a systematic effort to conduct

action research.

Teacher seeks out feedback on teaching from both

supervisors and colleagues.

Teacher initiates important activities to contribute to the

profession.

4e Specific

Examples

SLP does not actively

participate in any

professional organizations or seek to grow in

skills which will support students’ instruction.

SLP politely attends district workshops and

professional development days, and makes minimal

use of the materials received.

SLP only attends mandatory in-services but does not

actively seek self-skill growth opportunities.

SLP actively seeks trainings reflective of current caseload

needs and/or school district needs to meet the needs of

the students.

Actively uses feedback to develop skills and improve own

practice.

SLP makes a substantial contribution to school, district or

program events and projects and assumes a leadership

role with colleagues.

SLP initiates ideas with the supervisors to determine

professional development opportunities which will support

program and collegial growth.

Speech Language Pathologist Teachers

Failing

Needs Improvement

Proficient

Distinguished

4f Showing Professionalism

General Examples

Teacher displays dishonesty in interactions with

colleagues, students, and the public.

Teacher is not alert to students’ needs and

contributes to school practices that result in

some students’ being ill served by the school.

Teacher makes decisions and

recommendations based on self-serving

interests.

Teacher does not comply with school and

district regulations.

Teacher is honest in interactions with coll

eagues,

students, and the public.

Teacher attempts, though inconsistently, to serve

students.

Teacher does not knowingly contribute to some

students’ being ill served by the school.

Teacher’s decisions and recommendations are based

on limited but genuinely professional considerations.

Teacher complies minimally with school and district

regulations, doing just enough to get by.

Teacher displays high standards of honesty, integrity, and

confidentiality in interactions with colleagues, students,

and the public.

Teacher is active in serving students, working to ensure

that all students receive a fair opportunity to succeed.

Teacher maintains an open mind in team or departmental

decision making.

Teacher complies fully with school and district regulations.

Teacher takes a leadership role with

colleagues and can

be counted on to hold to the highest standards of

honesty, integrity, and confidentiality.

Teacher is highly proactive in serving students, seeking

out resources when needed.

Teacher makes a concerted effort to challenge negative

attitudes or practices to ensure that all students,

particularly those traditionally underserved, are honored

in the school.

Teacher takes a leadership role in team or departmental

decision making and helps ensure that such decisions

are based on the highest professional standards.

4f Specific

Examples

SLP displays unprofessional behaviors (dress,

language, interactions)

SLP does not adhere to professional

responsibilities, such as being tardy to work,

meeting timelines, and keeping student

schedule timelines.

SLP displays inconsistencies in professional behaviors.

SLP inconsistently adheres to professional

responsibilities, such as being tardy to work, meeting

timelines, and keeping student schedule timelines.

SLP

demonstrates professional behaviors at all times.

SLP consistently adheres to professional responsibilities,

such as being tardy to work, meeting timelines, and

keeping student schedule timelines.

SLP demonstrates leadership in advocat

ing for children

and families.

SLP promotes speech/language profession by initiating a

leadership role within the program.