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iRubric: P75 Special Education Paraprofessional Evaluation rubric

iRubric: P75 Special Education Paraprofessional Evaluation rubric

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P75 Special Education Paraprofessional Evaluation 
P75 Special Education Paraprofessional Evaluation
Employee Evaluation (sped para)
Rubric Code: SX887A7
By dritter1114
Ready to use
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: K-5, 6-8, 9-12

Powered by iRubric Paraprofessional Eval
  Effective

3 pts

Developing

2 pts

Ineffective

1 pts

Supports School Environment
Environment Respect & Rapport

Effective

Interactions between the Para and students reflect general warmth and caring, and are polite and respectful of the cultural and developmental differences among students.
Developing

Interactions between the Para and students are generally appropriate and free from conflict, but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural backgrounds.
Ineffective

Interactions between the Para and students, are negative, inappropriate, or insensitive to the students' cultural backgrounds, and/or characterized by sarcasm, putdowns, or conflict.
Classroom Procedures

Effective

Para assists the teacher and student with implementing classroom routines and procedures.
Developing

Para occasionally assists the teacher and students with implementing classroom routines and procedures.
Ineffective

Para fails to assist the teacher and students in the implementation of the classroom routines and procedures.

Para fails in following routines and procedures imposed on students, eating in front the students at inappropriate times and using inappropriate language.
Managing Student Behavior

Effective

Para demonstrates knowledge of
strategies that reinforce positive student behavior, using a students individual or a class's behavior support plan. Implements
behavior plans appropriately and
consistently. The Para's response to student misbehavior is appropriate and respectful to students.
Developing

Para has knowledge, and with support, is able to implement strategies that reinforce positive student behavior. While having this knowledge, the Para inconsistently uses this knowledge and skills to manage student behavior
Ineffective

Para has limited knowledge and is unable to demonstrate a variety of strategies that reinforce positive student behavior. Para does not assist to resolve any behavioral issues which may arise.
Professionalism
Attitude / Application to Work

Effective

Diligence in working and motivating.
Developing

Somewhat indifferent in attitude.
Ineffective

Unreliable. Shows lack of interest.
Punctuality

Effective

Arrives on time, leaves on time, leaves adequate notice for scheduled absences.
Developing

Inconsistently arrives or leaves on time. Sometimes takes breaks as prescribed. Sometimes gives adequate notice for scheduled absences.
Ineffective

Full of excuses. Late on a regular basis, or leaves early. Takes frequent or long breaks. Not available during work hours.
Adaptibility

Effective

Is willing to be flexible to change. Is usually willing to accept constructive commentary. Usually remains calm and effective in upsetting situation.
Developing

Is sometimes willing to be flexible to change. Is sometimes willing to accept constructive commentary. Sometimes remains calm and effective in upsetting situation.
Ineffective

Struggles with flexibility to change, struggles to accept constructive commentary, struggles to remain calm and effective in upsetting situations. Requires a lot of improvement.
Professional Relationships

Effective

Para's professional relationships with
colleagues and administration are
characterized by mutual support and cooperation to meet the needs of the
students.
Developing

Para maintains basic relationships with colleagues and administrations in order to fulfill required duties.
Ineffective

Para's professional relationships with colleagues and administration are negative or self-serving.
Initiative

Effective

Takes initiatives on many of the tasks. Requires few directions.
Developing

Requires some directions or does not take initiative to complete tasks independently.
Ineffective

Does not initiate tasks or development of solutions on tasks. Does not create or discover solutions.
Classroom

Effective

Para is available in their designated class and prepared to work with teachers and students at all times.
Developing

Para exits the classroom often and is hardly prepared or available to work with teachers and students.
Ineffective

Para is not prepared to work with teachers or students. If Para is in the classroom, para is preoccupied with his/her cell phone - and/or Para spends more time outside the classroom. Para is not completing any classroom tasks.



Keywords:
  • paraprofessional, special education,



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