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iRubric: Freedom Area School District Aide Evaluation rubric

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Freedom Area School District Aide Evaluation WPS Special Education Paraprofessional Evaluation Employee Evaluation (sped para) Rubric Code: SXAACX3 By mslavic Draft Public Rubric Subject: Education Type: Assessment Grade Levels: K-5, 6-8, 9-12

Planning & Preparation
	Distinguished 4 pts	Proficient 3 pts	Developing 2 pts	Unsatisfactory 1 pts
Knowledge of Content	Distinguished Conveys knowledge that is accurate and current, corrects errors made by students during instructional practice. Does have a broad base of knowledge to answer questions. Makes real-life connections with curriculum as well as interdisciplinary connections.	Proficient Conveys knowledge that is accurate and current, corrects errors made by students during instructional practice. Does have a broad base of knowledge to answer questions. Makes real-life connections with curriculum.	Developing Conveys knowledge of content that is accurate and current, correct errors made by students during instructional practice. Does not have a broad base of knowledge to answer questions. Occasionally accessed resources available to increase knowledge of content.	Unsatisfactory Conveys knowledge of content that is inaccurate and out of date, does not correct errors made by students during instructional practice. Does not access resources available to increase knowledge of content.
Instructional Technology	Distinguished Stays current on best practices for instructional and assistive technology, and shares knowledge with educational team.	Proficient Brings observations and concerns to the educational team where technology, instructional and assistive, may be beneficial.	Developing Has limited awareness of instructional and assistive technology. Can identify the differences between them.	Unsatisfactory Has no understanding of the definition of instructional and assistive technology.
Inclusion & Best Practices	Distinguished Can serve as a resource and model what encourages collaboration when including students in general education classrooms.	Proficient Can implement best practices and strategies to facilitate inclusion of students with disabilities.	Developing Knows and can identify: What is meant by inclusion, laws and purpose, best practices and strategies to facilitate inclusion of students with disabilities.	Unsatisfactory Has no understanding of inclusion as it relates to the students in various educational settings.
Promoting Student Independence	Distinguished Can implement and encourage collaboration of IEP team on promoting student independence.	Proficient Knows and implements best practices and/or inclusive strategies which can promote student independence.	Developing Knows best practices and/or inclusive strategies which can promote student independence.	Unsatisfactory Is unable to use best practices and/or inclusive strategies that promote student independence.
The Instructional Plan x?x	Distinguished Has the knowledge and understanding of the roles and responsibilities of implementing the instructional plan. Can monitor and adjust the instructional plan based on student needs. Seeks out additional information and resources when necessary.	Proficient Has knowledge and understanding of the roles and responsibilities of implementing the instructional plan. Can monitor and adapt the instructional plan based on student needs.	Developing Has limited knowledge and understanding of the roles and responsibilities of implementing the instructional plan.	Unsatisfactory Needs ongoing assistance understanding the roles and responsibilities of implementing and adapting the instructional plan.
Supports School Environment
Student support xxx	Distinguished Demonstrates outstanding sensitivity in relating to students and promotes their positive self-concept.	Proficient Demonstrates average sensitivity in relating to students and promotes their positive self-concept.	Developing Demonstrates below average sensitivity in relating to students and promotes their positive self-concept.	Unsatisfactory Did not demonstrates sensitivity in relating to students and promotes their positive self-concept.
Leadership/Supervision xxx	Distinguished Promotes positive interaction between students, promotes language development of students, promotes student problem solving, promotes student learning.	Proficient Usually promotes positive interaction between students, usually promotes language development of students, usually promotes student problem solving, promotes student learning.	Developing Sometimes promotes positive interaction between students, sometimes promotes language development of students, sometimes promotes student problem solving, promotes student learning.	Unsatisfactory Struggles with positive interaction between students, struggles in promoting language development of students, struggles in promoting problem solving, struggles in promoting student learning. Requires a lot of improvement.
Environment Respect & Rapport xx	Distinguished Interactions between the Para and students are highly respectful, and reflect genuine warmth/caring. As a result of the direct support from the Para, students maintain high levels of civility among themselves.	Proficient 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.	Unsatisfactory Interactions between the Para and students, are negative, inappropriate, or insensitive to the students' cultural backgrounds, and/or characterized by sarcasm, putdowns, or conflict.
A Culture of Learning	Distinguished Para supports high levels of student engagement by demonstrating passion for content & reinforcing a culture of learning in which all share a belief of the importance of learning.	Proficient Para has an understanding and is able to assist in the implementation of a variety of strategies that reinforces a culture of high expectations and genuine commitment to content, with students demonstrating pride in their work.	Developing Para assists the teacher's attempts to create a culture of learning with partial success, characterized by little interaction with students. Para has limited knowledge of materials or content and modest reinforcement of expectation for student achievement and pride.	Unsatisfactory Para contributes to a negative culture for learning, characterized by a low commitment to content, low expectations for student achievement, and little or no student pride in work. Para does not engage the students in work.
Classroom Procedures	Distinguished Para assists the teacher and student with the seamless operation of classroom routines and procedures.	Proficient Para assists the teacher and student with implementing classroom routines and procedures that allow for little instructional time to be lost.	Developing Para occasionally assists the teacher and students with implementing classroom routines and procedures.	Unsatisfactory Para fails to assist the teacher and students in the implementation of the classroom routines and procedures.
Managing Student Behavior	Distinguished Para is constantly monitoring student behavior and intervenes in a positive manner before behaviors escalate. Para's response to a student's misbehavior is sensitive to individual student needs. Para demonstrates a variety of strategies which reinforce positive student behavior. Standards of conduct are clear.	Proficient Para demonstrates knowledge of strategies that reinforce positive student behavior, using a student's 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	Unsatisfactory 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.
Instruction
Use of Assessment	Distinguished Para facilitates students' self-monitoring and self-assessment of their own learning. Para provides students and teachers with high quality feedback from a variety of sources.	Proficient Para is fully aware of students' assessment criteria and ensures that students are fully aware. Para frequently monitors students' understanding by collecting and utilizing assessment data to enhance student learning.	Developing Para assists the teacher occasionally in monitoring students' progress and providing students with feedback. Occasionally, checks for student understanding when they work with students using basic "yes/no" questions.	Unsatisfactory Para does not utilize assessment in assisting instruction. Does not monitor student process. Does not ensure that students are aware of assessment criteria used to evaluate their work. Does not check for understanding when working with students.
Instructional Delivery	Distinguished Para makes the purpose of the lesson or unit clear, implements it effectively, and collaborates with the teacher to implement and enhance the instructional plan. Students age able to identify and articulate the instructional purpose and how it is applicable to the real world.	Proficient Para is clear about the purpose of the lesson or unit, implements it effectively and collaborates with the teacher to implement the instructional plan. Students demonstrate understanding of the instructional purpose of the lesson.	Developing Para has basic knowledge and understanding of roles and responsibility of implementing the instructional plan.	Unsatisfactory Para has limited knowledge and understanding of roles and responsibility of implementing the instructional plan.
Instructional Techniques x?x	Distinguished Para varies instructional techniques, materials, and/or resources to best meet all student learning styles. Instructional delivery is differentiated for students. Para uses an extensive repertoire of strategies and seeks additional resources from the school.	Proficient Para consistently varies instructional techniques to accommodate the variety of student learning styles. Instructional delivery is differentiated for students.	Developing Para offers minimal variation in instructional techniques to accommodate the variety of student learning styles.	Unsatisfactory Para does not vary instructional techniques to accommodate the variety of student learning styles.
Oral & Written Language	Distinguished Para's spoken and written language is concise and expressive, with well-chosen vocabulary that enriches the lesson.	Proficient Para's spoken and written language is clear and concise. Vocabulary is appropriate to student's ages and interests.	Developing Para's spoken and written language is not always clear and concise. Vocabulary is not always appropriate to students' ages.	Unsatisfactory Para's spoken and written language is not clear and concise. Spoken or written language may contain grammar errors. Vocabulary is not appropriate to student's ages.
Professionalism & Self-Reflection
Attitude / Application to Work	Distinguished Outstanding and positive attitude with enthusiasm. Very motivated and industrious.	Proficient Average in diligence and motivation.	Developing Somewhat indifferent in attitude.	Unsatisfactory Unreliable. Shows lack of interest.
Attendance	Distinguished Uses sick-time and personal leave time responsibly. Consistently adheres to the contractual hours of the school day. Is in attendance at least 98% of the time.	Proficient Uses sick-time and personal leave time responsibly. Usually adheres to the contractual hours of the school day. Is in attendance at least 95% of the time.	Developing Is sometimes irresponsible with sick-time or personal leave time. Is sometimes irresponsible with the contractual hours of the school day. Is in attendance at least 90% of the time.	Unsatisfactory Is irresponsible with sick time, personal leave time, and with the contractual hours of the school day. Is in attendance less than 90% of the time.
Punctuality	Distinguished Arrives on time, leaves on time or late, takes breaks as prescribed, leaves adequate notice for scheduled absences.	Proficient Usually arrives on time, usually leaves on time or late, usually takes breaks as prescribed, usually 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.	Unsatisfactory Full of excuses. Late on a regular basis, or leaves early. Takes frequent or long breaks. Not available during work hours.
Adaptibility Is able to adapt to change, Is willing to accept constructive criticism. Remains calm and effective in upsetting situation.	Distinguished Is able to adapt to change, Is willing to accept constructive criticism. Remains calm and effective in upsetting situation.	Proficient Is usually able to adapt to change, Is usually willing to accept constructive criticism. Usually remains calm and effective in upsetting situation.	Developing Is sometimes able to adapt to change, Is sometimes willing to accept constructive criticism. Sometimes remains calm and effective in upsetting situation.	Unsatisfactory Struggles to adapt to change, struggles to accept constructive criticism, struggles to remain calm and effective in upsetting situations. Requires a lot of improvement.
Quality of Work	Distinguished Very thorough and organized. Prioritizes and plans work. Follow up and completes tasks on time.	Proficient Is usually thorough and organized. Prioritizes and plans work appropriately. Consistently follows up and usually completes tasks on time.	Developing Needs some support and direction in being thorough and organized. May struggle to prioritize and plan. Sometimes struggles to follow up and complete tasks on time.	Unsatisfactory Is not thorough or organized. Struggles to determine priorities and set plans. Does not follow up or complete tasks on time.
Participation in School Activites	Distinguished Para takes a leadership role in school projects and activities and school based professional development and makes a substantial contribution in the development and outcome of these activities. Para willingly and successfully performs the duties and responsibility for which he/she was originally hired based on program needs.	Proficient Para demonstrates a desire to participate in school projects and activities, including school based professional development opportunities. Para willingly performs the duties and responsibility for which he/she was originally hired based on program needs.	Developing Para participates in school based projects and activities when specifically asked. Para minimally performs the duties and responsibility for which he/she was originally hired based on program needs.	Unsatisfactory Para avoids participation in school based projects and activities. Para refuses or is unable to perform the duties and responsibility for which he/she was originally hired based on program needs.
Professional Relationships xx	Distinguished Para's professional relationships with colleagues and administration are characterized by mutual support and cooperation. Para takes initiative in assuming a supportive and leadership role among faculty.	Proficient 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.	Unsatisfactory Para's professional relationships with colleagues and administration are negative or self-serving.
Integrity & Ethical Conduct xxx	Distinguished Para takes a leadership role in the maintenance of the highest standards of ethical behavior in interactions with colleagues, students, administration and community.	Proficient Para displays high standards of ethical behavior in interactions with colleagues, students, administration, and community and remains confidential at all times.	Developing Para displays appropriate standards of ethical behavior in interactions with colleagues, students, administration, and community. Is aware of confidentiality requirements.	Unsatisfactory Para does not display appropriate standards of ethical behavior in interactions with colleagues, students, administration, and community. Disregards confidentiality requirements.
Initiative Independently innovates or finds and develops solutions. Uses practical and logical thought to achieve solutions.	Distinguished Independently innovates or finds and develops solutions. Uses practical and logical thought to achieve solutions.	Proficient Takes initiatives on many of the tasks. Requires few directions.	Developing Requires some directions or does not take initiative to complete tasks independently.	Unsatisfactory Does not initiate tasks or development of solutions on tasks. Does not create or discover solutions.
Knowledge of Educational, State & District Regulations & Policies	Distinguished Para is very knowledgeable about the laws and relevant district policies and the responsibilities as a paraprofessional.	Proficient Para knows, understands, and can explain the guidelines of the law and the responsibilities of each of they relate to their everyday experiences as a paraprofessional. Para is a model for other team members.	Developing Para understands and can explain the importance of various laws and relevant district policies, and the responsibilities that come with each and using examples from the day-to-day practice of the position.	Unsatisfactory Para is unable to explain various laws and relevant district policies and relate it to the everyday aspects of the position.
Reflection & Professional Developme	Distinguished Para documents reflection on their own professional practice and maintains all mandated District Documentation. Seeks professional development opportunities independently to enhance their own learning and to stay abreast of trends in education. Seeks out feedback from a variety of sources, uses the information to improve instruction, and provides information on the effectiveness of the changes.	Proficient Para documents reflection on their own professional practice and maintains all mandated District Documentation. Welcomes feedback from others and uses such feedback to modify instruction.	Developing Para reflects on their own professional practice and does participate in District Professional Development opportunities. Reluctantly accepts feedback regarding performance.	Unsatisfactory Para does not reflect on their own professional practice and resists feedback regarding performance. Does not participate in District Professional Development opportunities.

Keywords:

paraprofessional, special education,

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