Skip to main content

- Username
- Password
forgot?

iRubric: SPED DIRECTOR/HIGHLY CAPABLE rubric

iRubric: SPED DIRECTOR/HIGHLY CAPABLE rubric

edit print share Copy to my rubrics Bookmark test run assess... delete Do more...
SPED DIRECTOR/HIGHLY CAPABLE Athletic Director Interview Rubric Code: VX8777W By ROYALSD Ready to use Public Rubric Subject: (General) Type: (Other) Grade Levels: 9-12, Graduate

SPED Director/Highly Capale
	Poor 1 pts	Fair 2 pts	Good 3 pts	Excellent 4 pts
Question 1 Please tell us about yourself and share with us why you are qualified for this position.	Poor Very few qualifications stated	Fair Has worked in the SPED department	Good Has worked in SPED as a teacher and an administrator	Excellent Has worked in SPED as a teacher, administrator and has some experience running a Highly Capable Program
Question 2 Describe a significant change effort in the special education arena that you have led. How would you evaluate your success and what might you do differently next time?	Poor Has only worked as a SPED teacher	Fair Has worked in a SPED department where there were innovative programs initiated	Good Helped lead innovative changes in a SPED department	Excellent Helped lead innovative changes in a SPED department and gives a detailed explanation of the benefits to students
Question 3 How do you view the role of a principal as it relates to the Director of Special Education? How would you communicate this with the principals?	Poor Not sure of the administrative role of a principal in regard to SPED director	Fair Can explain the administrative role of a principal in relation to the SPED department	Good Can explain the role of a principal in regard to working with the SPED director in relations with teachers, parents, and staff	Excellent Can explain in detail their experience in working with principals in carrying out duties of Special Education Director
Question 4 How do you balance meeting the needs of special education students with insufficient state and federal funding while satisfying the District’s expectations to conserve spending?	Poor Has no understanding of the budget process for Special Ed and Basic Ed	Fair Has a basic understanding of the funding for Special Education and the overall school budget	Good Has helped put together the Special Ed budget	Excellent Has put together the Special Ed budget and has a working knowledge of the overall school budgeting cycle
Question 5 What kinds of communication are important to a staff?	Poor Struggles with explaining a good system of communication	Fair Understands the importance of good communication but has no examples	Good Explains how they communicate with staff, parents, and community	Excellent Has developed a system of communication with different components that keeps all stakeholders in the loop (Examples – email, handouts, web page…. etc.)
Question 6 How would you work with a principal to help a teacher with deficits in the area of writing IEPs?	Poor Has no experience in working with a teacher with deficits	Fair Has worked with teacher in writing IEP’s	Good Has helped coordinate training on IEP’s and is very knowledgeable on how to properly put together an IEP	Excellent Has worked with a principal in EVAL process to help a struggling teacher improve their ability to write IEP’s with arranged training and observations
Question 7 How do you meet the needs of students while staying away from special education legal issues? Be specific about the demands from parents requesting more expensive services who threaten legal action if their demands are not met	Poor Aware of legal requirements for Special Education eligible students	Fair Has experience working with parents who have expressed dissatisfaction with Sped Dept.	Good Has worked as a Sped teacher in a district where parents appealed decisions	Excellent Has worked as a Sped Director and has examples of parents appealing decisions
Question 8 How would you ensure curriculum and instruction for special education students meet individual needs as well as state standards?	Poor Has a working knowledge of learning needs of students	Fair Understands the curriculum adoption cycle	Good Has helped adopt curriculum for the Special Ed Dept.	Excellent Has been the chair of the curriculum adoption for Special Ed Dept. and can explain how the adoption met individual needs and state standards
Question 9 How would you set up a quality program for children with autism? What are the important components of such a program?	Poor Little or no working knowledge of students with autism	Fair Has worked in a district with students with autism	Good Has helped set up a program for students with autism	Excellent As SPED director has developed a program and can list the components of a quality program
Question 10 Scenario: A parent of an elementary student calls and threatens to contact the Office of Civil Rights. He claims his child is being discriminated against on account of the student’s disability. The parent revoked consent for services almost a year ago. How do you respond and with whom do you communicate?	Poor Does not seem to have a plan for responding	Fair Understands the legal requirements when dealing with a parent and student and their rights	Good Gives basic steps that need to be taken	Excellent Gives an example of a parent dispute resolution process outlining legal requirements and documentation
Question 11 11. Could you give an example of your experience with tracking and accounting for grant or department funds?	Poor Has no experience dealing with budgets	Fair Has helped track budget items	Good Has helped put together a SPED budget and helped with tracking	Excellent As SPED director has written budget, tracked expenses, and accounted for all funds
Question 12 If you are selected for this position, what do you think we can do to help you be successful?	Poor Does not give examples	Fair Understands the growth model in the EVAL process	Good Gives an example of an area where they need help	Excellent Understands the growth model, gives an example of weakness, and asks for training and help
Question 13 What experience do you have in running a district wide Highly Capable Program?	Poor No experience	Fair Is aware of the Highly Capable Program at their district	Good Has helped administer Highly Capable tests and is on the district committee	Excellent Has run a Highly Capable Program and can explain the components of a successful program
Question 14 How do you respond to a parent when their student is not identified as Highly Capable and they are not happy with the decision?	Poor No experience	Fair No experience but gives a theoretical response	Good Has worked with Highly Capable students and staff	Excellent Highly Capable Program Director who gives examples of students not meeting standard and their response to parents
Question 15 What further questions do you have for this committee?	Poor No questions	Fair Asks a question	Good Asks questions about district	Excellent Asks questions about job duties, responsibilities and district-wide questions

Subjects:

(General)

Types:

(Other)

Discuss this rubric

You may also be interested in:

More rubrics by this author

More (General) rubrics

More (Other) rubrics

Do more with this rubric:

Preview

Preview

Preview this rubric.

Edit

Edit

Modify this rubric.

Copy

Copy

Make a copy of this rubric and begin editing the copy.

Print

Print

Show a printable version of this rubric.

Categorize

Categorize

Add this rubric to multiple categories.

Bookmark

Bookmark

Bookmark this rubric for future reference.

Assess

Test run

Test run

Test this rubric or perform an ad-hoc assessment.

Grade

Grade

Build a gradebook to assess students.

Collaborate

Apply this rubric to any object and invite others to assess.

Share

Publish

Publish

Link, embed, and showcase your rubrics on your website.

Email

Email

Email this rubric to a friend.

Discuss

Discuss

Discuss this rubric with other members.

Do more with rubrics than ever imagined possible.

Only with iRubric^tm.

Copyright © 2024 Reazon Systems, Inc. All rights reserved.

n98