1. Educational Specialists Performance Evaluation System

2. What Do You Know? Closed book POP QUIZ!
Independently, take the Educational Specialist Effectiveness Performance Evaluation System Pre-Assessment.
Mark your answers in the Pre-Assessment Answer Box.
Have participants open to pre-assessment in their training materials. Give participants about 5 minutes to take the assessment. Do not have them open their other training materials until you tell them to do so.

3. Which questions are you confident about? Why?
How Did You Do?
Which questions are you confident about? Why?
Which questions gave you difficulty? Why?
Before giving answers, first debrief with participants: which questions were easy to answer? Why? Most likely, the easiest questions are those in which they used their knowledge of the teacher performance. Explain that this was a smart test-taking strategy, and it’s also a smart way to build an evaluation system. There are many similarities between the teacher and the educational specialist evaluations.
Ask participants: Why are there many similarities between the two systems? It’s because in many cases, there are many similarities between the jobs. And in some cases, the educators are even interacting with the same students.
Which questions were more difficult? Probably the ones that dealt specifically with the educational specialist position.

4. Want to Get a Better Score?
Open book!
Find the correct answers
Note where you find them
If you already had the correct answer, just note where it can be found
NOTE: Some answers can be found on more than one page. You only need to note the one that you use.
Give participants about minutes to look through the handbook to find the answers. They can work individually or with a partner.
Afterwards, debrief the correct answers and have participants list where they found the information. They should note all the places where information can be found on their assessments.

5. Compare and Contrast
Have participants complete this section in groups or pairs based just on what they found from their pre-assessment questions.

6. Educational Specialist Standards:
In Their Shoes
For the next section, get in groups of Each person should take on the role of a different educational specialist:
School counselor
School nurse
Library/media specialist
Instructional technology specialist
Each person should choose a different specialist position so that there are several in one group. They should try to pick one with which they are most familiar, but everyone in the group needs to have a different one.

7. Educational Specialist Standards:
In Their Shoes
Consider for each standard:
what is the PRODUCT we expect, and
what is the PROCESS for how it is achieved?
Explain that first we will work through the product and process, but they should also think about the standard from the perspective of the specialist position they have chosen.

8. Performance Standard 1: Professional Knowledge
The educational specialist uses professional knowledge to address the needs of the target learning community while demonstrating respect for individual differences, cultures, and learning needs.
Model your thinking with this standard.
When determining the difference between the PRODUCT and the PROCESS, it’s important to ask: WHY do we have this standard? What is the overall point of it? That is the product. The process is the means to reach that end.
PRODUCT: Address the needs of the target learning community
PROCESS: Using professional knowledge, demonstrating respect for individual differences, cultures, and learning needs
Part 2: Consider it from the POV of the specialist you have chosen. For example, an elementary library media specialist might demonstrate respect for individual differences and cultures by reading books from a variety of cultures. A guidance counselor might do so by understanding that different cultures value schoolwork differently, so students might come to school with different study habits and expectations.

9. Sample Performance Indicators
Examples may include, but are not limited to:
The educational specialist:
1.1 Demonstrates knowledge and skills relevant to the profession.
1.2 Demonstrates an understanding of the intellectual, social, emotional, and physical development of the learner.
1.3 Promotes and models respect for individual and cultural differences.
1.4 Uses district, school, family, and community resources to help meet student and/or program needs.
1.5 Identifies various students’ learning styles and individual needs to assist in the implementation of intervention plans.
1.6 Understands one’s responsibility to the system and collaborates in order to meet student needs.
Review with participants why these are SAMPLE indicators, rather than a checklist. Have everyone look at the sample indicators as if they are the educational specialist they have chosen. Are there any that would definitely NOT apply? Are there others that might be needed?
EXAMPLE: A counselor might have to use community resources to meet the needs of a child during a crisis.

10. Performance Standard 2: Program Planning & Management
The educational specialist effectively plans, coordinates, and manages programs and services consistent with established guidelines, policies, and procedures.
1: Let participants take 1-2 minutes to read the standard and determine the process/product in their groups, then debrief.
2: Have them discuss this might apply to the specialist position they are representing.
EXAMPLE:
Product: plans, coordinates, and manages programs
Process: Consistent with established guidelines, policies, and procedures

11. Sample Performance Indicators
Examples may include, but are not limited to:
The educational specialist:
2.1 Understands and follows applicable local, state and federal regulations, policies, guidelines, and procedures.
2.2 Provide a safe and appropriate environment for service delivery.
2.3 Organizes and maintains appropriate program and learner records.
2.4 Demonstrates effective scheduling and time management skills.
2.5 Identifies and manages available resources (human and financial) to address learner and program needs.
2.6 Adheres to proper procedures for using, maintaining, updating, and securing program materials.
2.7 Maintains fidelity in delivering programs and services.
Review with participants why these are SAMPLE indicators, rather than a checklist. Have everyone look at the sample indicators as if they are the educational specialist they have chosen. Are there any that would definitely NOT apply? Are there others that might be needed?
EXAMPLE: A technology specialist will need to ensure that the technology is secured in the building each day.

12. Performance Standard 3: Program Delivery
The educational specialist uses professional knowledge to implement a variety of services for the targeted learning community.
1: Let participants take 1-2 minutes to read the standard and determine the process/product in their groups, then debrief.
2: Have them discuss this might apply to the specialist position they are representing.
EXAMPLE:
Product: implement a variety of services for the targeted learning community
Process: uses professional knowledge

13. Sample Performance Indicators
Examples may include, but are not limited to:
The educational specialist:
3.1 Selects, develops, organizes, implements, and supports curriculum for specific learner and/or program needs.
3.2 Uses technology, materials, and other resources as appropriate to deliver services and programs.
3.3 Presents information and provides services using a variety of strategies or approaches to meet the needs of the learning community.
3.4 Collaborates with instructional staff to design, implement, or support services for specific learner or program needs.
3.5 On a continual basis, consults with administration, parents, community agencies, school, and support personnel to resolve issues and/or communicate progress related to the provision of programs/services to individual learners.
3.6 Provides services that will support mastery of state and national standards.
3.7 Interprets policies, programs, and procedures related to the delivery of services to learners.
Review with participants why these are SAMPLE indicators, rather than a checklist. Have everyone look at the sample indicators as if they are the educational specialist they have chosen. Are there any that would definitely NOT apply? Are there others that might be needed?
Example: A school nurse presents and provides information on working with students with asthma.

14. Performance Standard 4: Assessment
The educational specialist gathers, analyzes, and uses data to determine learner/ program needs, measure learner/program progress, guide instruction and intervention, and provide timely feedback to learners, families, staff, and community.
1: Let participants take 1-2 minutes to read the standard and determine the process/product in their groups, then debrief.
2: Have them discuss this might apply to the specialist position they are representing.
EXAMPLE:
Product: to determine learner/programs, measure learner/program progress, guide instruction and intervention, and provide timely feedback to learners, families, staff, and community
Process: gathers, analyzes, and uses data

15. Sample Performance Indicators
Examples may include, but are not limited to:
The educational specialist:
4.1 Demonstrates proficiency in administering, scoring, evaluating, and interpreting data from instruments or records.
4.2 Provides accurate feedback to learners, families, and staff on assessment results.
4.3 Uses assessment information in making recommendations or decisions that are in the best interest of the learner/school/district.
4.4 Uses assessment data to modify strategies, interventions, services, and programs.
4.5 Uses data to assess learner and/or program needs.
4.6 Uses data to assess learner and/or program outcomes.
4.7 Documents learner and/or program outcomes.
Review with participants why these are SAMPLE indicators, rather than a checklist. Have everyone look at the sample indicators as if they are the educational specialist they have chosen. Are there any that would definitely NOT apply? Are there others that might be needed?
EXAMPLE: A school librarian uses data on which type of books are being checked out to determine which books to order each year.

16. Performance Standard 5: Communication & Collaboration
The educational specialist communicates and collaborates effectively with learners, families, staff, and the community to promote student learning and well-being.
1: Let participants take 1-2 minutes to read the standard and determine the process/product in their groups, then debrief.
2: Have them discuss this might apply to the specialist position they are representing.
EXAMPLE:
Product: Promote student learning and well-being
Process: communicates and collaborates effectively with learners, families, staff, and the community

17. Sample Performance Indicators
Examples may include, but are not limited to:
The educational specialist:
5.1 Supports, promotes, and communicates the mission, vision, and goals of the school and the district.
5.2 Uses effective written, verbal, and nonverbal communication skills.
5.3 Initiates, maintains, and appropriately documents communication to support the needs and progress of the learning community.
5.4 Supports learner success and well-being by working collaboratively with stakeholders.
5.5 Collaborates with stakeholders to design, implement, and/or support services for specific learner or program needs.
5.6 Responds promptly to learner, family, staff, and community concerns.
5.7 Actively assumes an advocacy role for learners and families.
5.8 Uses resources, including technology, to effectively communicate with stakeholders.
Review with participants why these are SAMPLE indicators, rather than a checklist. Have everyone look at the sample indicators as if they are the educational specialist they have chosen. Are there any that would definitely NOT apply? Are there others that might be needed?
Example: A school counselor has parent-workshops after school on effective study-habits at home

18. Performance Standard 6: Professionalism
The educational specialist demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth.
1: Let participants take 1-2 minutes to read the standard and determine the process/product in their groups, then debrief.
2: Have them discuss this might apply to the specialist position they are representing.
EXAMPLE:
Product: contributes to the profession
Process: demonstrates behavior consistent with legal, ethical, and professional standards, engages in professional growth

19. Sample Performance Indicators
Examples may include, but are not limited to:
The educational specialist:
6.1 Follows federal and state guidelines and school board policies and procedures.
6.2 Maintains positive professional behavior (e.g., appearance, demeanor, punctuality, and attendance).
6.3 Performs assigned duties in a timely manner.
6.4 Respects and maintains confidentiality.
6.5 Evaluates and identifies strengths and areas for growth related to professional skills.
6.6 Sets measurable goals for improvement of skills and professional performance.
6.7 Participates in professional growth activities and incorporates learning into professional practices.
6.8 Mentors, trains, and/or supports colleagues in professional growth opportunities.
6.9 Contributes to the organization and community.
6.10 Adheres to professional, legal, and ethical standards.
Review with participants why these are SAMPLE indicators, rather than a checklist. Have everyone look at the sample indicators as if they are the educational specialist they have chosen. Are there any that would definitely NOT apply? Are there others that might be needed?
EXAMPLE: The technology specialist attends conferences to remain up-to-date on the latest technologies and pedagogies

20. Performance Standard 7: Learner/Program Progress
The work of the educational specialist results in acceptable and measurable learner or program progress based on established standards, district goals, and/or school goals.
1: Let participants take 1-2 minutes to read the standard and determine the process/product in their groups, then debrief.
2: Have them discuss this might apply to the specialist position they are representing.
EXAMPLE:
Product: acceptable and measurable learner or program progress
Process: based on established standards, district goals, and/or school goals

21. Sample Performance Indicators
Examples may include, but are not limited to:
The educational specialist:
7.1 Sets measurable, reasonable, and appropriate goals for learner/program progress.
7.2 Assesses prerequisite developmental knowledge and skills to determine initial level of service delivery.
7.3 Monitors learner/program progress through the use of appropriate assessments.
7.4 Identifies and establishes additional means of support to increase learner/program progress.
7.5 Provides evidence that learner/programs are meeting measurable, reasonable, and appropriate outcomes.
Review with participants why these are SAMPLE indicators, rather than a checklist. Have everyone look at the sample indicators as if they are the educational specialist they have chosen. Are there any that would definitely NOT apply? Are there others that might be needed?
EXAMPLE: The school librarian sets a goal that all students will understand how to use reference materials (both hard copies and online) by the end of the year. She gives the fifth graders a pre-assessment on their knowledge at the beginning of the year and administers the same assessment at the end of the year, then compares scores.

22. Ready for Some Review? Choose a partner.
Stand back-to-back so that only one person can see the screen.
Password Rules:
The person who can see the screen can use any words to describe the word or phrase EXCEPT the word or phrase itself
Once you get a word, you can move on
If you’re having trouble with a word/phrase, move on
See how fast you can get all the words/phrases
Explain the rules to participants.

23. Educational Specialist Professionalism Program Delivery
Round One
Standard
Assessment
Document Log
Educational Specialist
Professionalism
Program Delivery
Have participants play the game. When a majority have completed the words, move on to the next round.

24. Program Planning & Management Indicators Professional Knowledge
Round Two
Client Surveys
Program Planning & Management
Indicators
Professional Knowledge
Communication & Collaboration
Learner/Program Objectives
Afterwards, ask participants which words were easiest, which were the most difficult to explain or guess.

25. To Sum Up… Anything you want to add or change?
Review the similarities/differences between the two systems.