Common use of Involvement in Assisting Pupils, Parents and Educational Personnel Clause in Contracts

Involvement in Assisting Pupils, Parents and Educational Personnel.  Plans and implements a program to serve the needs of the school population, and the special needs of individual students.  Initiates and/or follows through on recommendations for counseling groups and other support services to meet the special needs of individual students.  Consults with appropriate District staff members concerning the development, coordination and/or extension of services to those needing specialized programs.  Effectively leads meetings and discussions to determine the delivery of services to students when needed.  Responds promptly to requests for support and concerns expressed by other support and instructional staff members.  Develops good relationships with parents and community by working constructively with them to improve the educational program for individual and groups of students  Presents the school’s program to the public when opportunities are available in a professional manner. SPECIALIZED SKILLS  Designs and conducts a structured guidance or other specific instructional program addressing the identified academic, personal/social, and career needs of students as applicable.  Instructional goals and behavioral expectations are clear and effective.  Provides guidance and inservice to other staff members as appropriate to support District Outcomes and Indicators.  Accesses and mobilizes partnerships with other educational and social agencies to support the needs of students and families as needed.  Assists instructional staff and administrators to utilize specialized information into the regular curricular program.  Administers assessment procedures or organizes and assists those who will administer assessment procedures. PROFESSIONALISM  Responds to parent and staff questions and concerns in an appropriate and timely manner.  Actively seeks opportunities for professional development to enhance knowledge and skills related to the services provided.  Utilizes peer and supervisor feedback to refine and shape practices.  Discusses problems, new ideas, gives & receives feedback respecting and accepting various viewpoints.  Meets all contractual responsibilities in a professional manner and demonstrates a strong commitment to the students served and to the profession.  Implements an effective system for managing timelines and paperwork associated with the profession.  Demonstrates an awareness of one’s professional strengths and limitations by efforts to improve or enhance competence through a variety of professional development opportunities. The signature below does not necessarily imply that the employee agrees with the preceding report, only that he or she has seen and discussed it with the evaluator and has been provided a copy. Employee may attach a statement. Employee Signature Date Evaluator Signature Date Employee Statement Attached? Yes No THIS FORM IS TO BE KEPT IN THE ADMINISTRATOR'S WORKING FILE FOR A MAXIMUM OF 3 YEARS. Tahoma School District #409 Standards for Quality Professional Practice Addendum 11: ESA Evaluation Form Employee Name: Sch. Yr.:

Involvement in Assisting Pupils, Parents and Educational Personnel.  Plans and implements a program to serve the needs of the school population, and the special needs of individual students.  Initiates and/or follows through on recommendations for counseling groups and other support services to meet the special needs of individual students.  Consults with appropriate District staff members concerning the development, coordination and/or extension of services to those needing specialized programs.  Effectively leads meetings and discussions to determine the delivery of services to students when needed.  Responds promptly to requests for support and concerns expressed by other support and instructional staff members.  Develops good relationships with parents and community by working constructively with them to improve the educational program for individual and groups of students  Presents the school’s program to the public when opportunities are available in a professional manner. SPECIALIZED SKILLS  Designs and conducts a structured guidance or other specific instructional program addressing the identified academic, personal/social, and career needs of students as applicable.  Instructional goals and behavioral expectations are clear and effective.  Provides guidance and inservice to other staff members as appropriate to support District Outcomes and Indicators.  Accesses and mobilizes partnerships with other educational and social agencies to support the needs of students and families as needed.  Assists instructional staff and administrators to utilize specialized information into the regular curricular program.  Administers assessment procedures or organizes and assists those who will administer assessment procedures. PROFESSIONALISM  Responds to parent and staff questions and concerns in an appropriate and timely manner.  Actively seeks opportunities for professional development to enhance knowledge and skills related to the services provided.  Utilizes peer and supervisor feedback to refine and shape practices.  Discusses problems, new ideas, gives & receives feedback respecting and accepting various viewpoints.  Meets all contractual responsibilities in a professional manner and demonstrates a strong commitment to the students served and to the profession.  Implements an effective system for managing timelines and paperwork associated with the profession.  Demonstrates an awareness of one’s professional strengths and limitations by efforts to improve or enhance competence through a variety of professional development opportunities. The signature below does not necessarily imply that the employee agrees with the preceding report, only that he or she has seen and discussed it with the evaluator and has been provided a copy. Employee may attach a statement. Employee Signature Date Evaluator Signature Date Employee Statement Attached? Yes No THIS FORM IS TO BE KEPT IN THE ADMINISTRATOR'S WORKING FILE FOR A MAXIMUM Addendum 12: Verification of Completion of One Year of PDP Form VERIFICATION OF 3 YEARS. Tahoma School District #409 Standards for Quality Professional Practice Addendum 11: ESA Evaluation Form COMPLETION OF ONE YEAR OF PDP Employee Name: Sch. Yr.:: Current Position: Location: This verifies that the staff member has completed one year on PDP and a year-end conference has been completed. Employee Signature Date Evaluator Signature Date To be completed and forwarded to Human Resources. Addendum 13: Verification of Completion of One Year on Focused FOCUSED EVALUATION FORM Tahoma School District #409 Employee Name: Sch. Yr.: Current Position: Location: Student Growth While there is no student growth impact, a rating of 1 on any student growth rubric will trigger a student growth inquiry. Overall Rating An overall rating is assigned using the summative score from the most recent comprehensive evaluation. This score becomes the focused summative evaluation score for any of the subsequent years following the comprehensive summative evaluation in which the classroom teacher is placed on a focused evaluation. Should a teacher provide evidence of exemplary practice on the chosen focused criterion, a level 4 (Distinguished) score may be awarded by the evaluator. Overall Rating Distinguished Proficient Basic Unsatisfactory Addendum 14: Curriculum Review and Documentation Process Activity Responsibility A. Examine data to prioritize needs to include but not limited to: 1. Curriculum alignment with state and district standards; 2. Scope and sequence across grade levels; and 3. Student achievement and growth T&L B. Meet with grade level / content area leads to review data and outline process. T&L

Involvement in Assisting Pupils, Parents and Educational Personnel.  ♦ Plans and implements a program to serve the needs of the school population, and the special needs of individual students.  ♦ Initiates and/or follows through on recommendations for counseling groups and other support services to meet the special needs of individual students.  ♦ Consults with appropriate District staff members concerning the development, coordination and/or extension of services to those needing specialized programs.  ♦ Effectively leads meetings and discussions to determine the delivery of services to students when needed.  ♦ Responds promptly to requests for support and concerns expressed by other support and instructional staff members.  ♦ Develops good relationships with parents and community by working constructively with them to improve the educational program for individual and groups of students  ♦ Presents the school’s program to the public when opportunities are available in a professional manner. SPECIALIZED SKILLS  ♦ Designs and conducts a structured guidance or other specific instructional program addressing the identified academic, personal/social, and career needs of students as applicable.  ♦ Instructional goals and behavioral expectations are clear and effective.  ♦ Provides guidance and inservice to other staff members as appropriate to support District Outcomes and Indicators.  ♦ Accesses and mobilizes partnerships with other educational and social agencies to support the needs of students and families as needed.  ♦ Assists instructional staff and administrators to utilize specialized information into the regular curricular program.  ♦ Administers assessment procedures or organizes and assists those who will administer assessment procedures. PROFESSIONALISM  ♦ Responds to parent and staff questions and concerns in an appropriate and timely manner.  ♦ Actively seeks opportunities for professional development to enhance knowledge and skills related to the services provided.  ♦ Utilizes peer and supervisor feedback to refine and shape practices.  ♦ Discusses problems, new ideas, gives & receives feedback respecting and accepting various viewpoints.  ♦ Meets all contractual responsibilities in a professional manner and demonstrates a strong commitment to the students served and to the profession.  ♦ Implements an effective system for managing timelines and paperwork associated with the profession.  ♦ Demonstrates an awareness of one’s professional strengths and limitations by efforts to improve or enhance competence through a variety of professional development opportunities. The signature below does not necessarily imply that the employee agrees with the preceding report, only that he or she has seen and discussed it with the evaluator and has been provided a copy. Employee may attach a statement. Employee Signature Date Evaluator Signature Date Employee Statement Attached? Yes No THIS FORM IS TO BE KEPT IN THE ADMINISTRATOR'S WORKING FILE FOR A MAXIMUM Addendum 12: Verification of Completion of One Year of PDP Form VERIFICATION OF 3 YEARS. Tahoma School District #409 Standards for Quality Professional Practice Addendum 11: ESA Evaluation Form COMPLETION OF ONE YEAR OF PDP Employee Name: Sch. Yr.:: Current Position: Location: This verifies that the staff member has completed one year on PDP and a year-end conference has been completed. Employee Signature Date Evaluator Signature Date To be completed and forwarded to Human Resources. Addendum 13: Verification of Completion of One Year on Focused Focused Evaluation Form Tahoma School District #409 Employee Name: Sch. Yr.: Current Position: Location: Student Growth While there is no student growth impact, a rating of 1 on any student growth rubric will trigger a student growth inquiry. Overall Rating An overall rating is assigned using the summative score from the most recent comprehensive evaluation. This score becomes the focused summative evaluation score for any of the subsequent years following the comprehensive summative evaluation in which the classroom teacher is placed on a focused evaluation. Should a teacher provide evidence of exemplary practice on the chosen focused criterion, a level 4 (Distinguished) score may be awarded by the evaluator. Overall Rating Distinguished Proficient Basic Unsatisfactory Addendum 14: Curriculum Review and Documentation Process Activity Responsibility A. Examine data to prioritize needs to include but not limited to: 1. Curriculum alignment with state and district standards; 2. Scope and sequence across grade levels; and 3. Student achievement and growth T&L B. Meet with grade level / content area leads to review data and outline process. T&L

Involvement in Assisting Pupils, Parents and Educational Personnel.  ♦ Plans and implements a program to serve the needs of the school population, and the special needs of individual students.  ♦ Initiates and/or follows through on recommendations for counseling groups and other support services to meet the special needs of individual students.  ♦ Consults with appropriate District staff members concerning the development, coordination and/or extension of services to those needing specialized programs.  ♦ Effectively leads meetings and discussions to determine the delivery of services to students when needed.  ♦ Responds promptly to requests for support and concerns expressed by other support and instructional staff members.  ♦ Develops good relationships with parents and community by working constructively with them to improve the educational program for individual and groups of students  ♦ Presents the school’s program to the public when opportunities are available in a professional manner. SPECIALIZED SKILLS  ♦ Designs and conducts a structured guidance or other specific instructional program addressing the identified academic, personal/social, and career needs of students as applicable.  ♦ Instructional goals and behavioral expectations are clear and effective.  ♦ Provides guidance and inservice to other staff members as appropriate to support District Outcomes and Indicators.  ♦ Accesses and mobilizes partnerships with other educational and social agencies to support the needs of students and families as needed.  ♦ Assists instructional staff and administrators to utilize specialized information into the regular curricular program.  ♦ Administers assessment procedures or organizes and assists those who will administer assessment procedures. PROFESSIONALISM  ♦ Responds to parent and staff questions and concerns in an appropriate and timely manner.  ♦ Actively seeks opportunities for professional development to enhance knowledge and skills related to the services provided.  ♦ Utilizes peer and supervisor feedback to refine and shape practices.  ♦ Discusses problems, new ideas, gives & receives feedback respecting and accepting various viewpoints.  ♦ Meets all contractual responsibilities in a professional manner and demonstrates a strong commitment to the students served and to the profession.  ♦ Implements an effective system for managing timelines and paperwork associated with the profession.  ♦ Demonstrates an awareness of one’s professional strengths and limitations by efforts to improve or enhance competence through a variety of professional development opportunities. The signature below does not necessarily imply that the employee agrees with the preceding report, only that he or she has seen and discussed it with the evaluator and has been provided a copy. Employee may attach a statement. Employee Signature Date Evaluator Signature Date Employee Statement Attached? Yes No THIS FORM IS TO BE KEPT IN THE ADMINISTRATOR'S WORKING FILE FOR A MAXIMUM OF 3 YEARS. Tahoma School District #409 Standards for Quality Professional Practice Addendum 11: ESA Evaluation Form Employee Name: Sch. Yr.: