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| Format: | Recurso educativo Open Access |
|---|---|
| Language: | en |
| Published: |
2015
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED561963 |
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Table of Contents:
- Rhode Island Model Evaluation & Support System: Support Professional. Edition II Public Schools Educational Objectives School Personnel School Nurses Media Specialists Reading Teachers Consultants Specialists Mathematics Teachers Language Teachers English (Second Language) Leaders School Counselors School Psychologists Speech Language Pathology Social Work Caseworkers Evaluation Methods Personnel Evaluation Models Responsibility Competence Employment Qualifications Delivery Systems Cooperation Academic Achievement Evaluators Conferences (Gatherings) Performance Professional Development Feedback (Response) Alignment (Education) Rhode Island educators believe that implementing a fair, accurate, and meaningful evaluation and support system for support professionals will help improve student outcomes. The primary purpose of the Rhode Island Model Support Professional Evaluation and Support System (Rhode Island Model) is to help all support professionals do their best work in order to help all students grow and learn. The goal of the Rhode Island Model is to help create a culture where all support professionals have a clear understanding of what defines excellence in their work; are provided with prioritized, specific, and actionable feedback about their performance; and receive support to continuously improve their effectiveness, regardless of the number of years they have been working. The purpose of this Guidebook is to describe the process and basic requirements for evaluating and supporting support professionals with the Rhode Island Model. For aspects of the Rhode Island Model that have room for flexibility and school/district-level discretion, the different options have been clearly separated and labeled with a "Flexibility Factor." The Rhode Island Model Support Professional Evaluation and Support System was designed using the sets of national standards for the following roles: library media specialists, school nurse teachers, reading specialists, school counselors, school psychologists, speech language pathologists, and school social workers. To help educators better understand "how" to best implement various aspects of the Rhode Island Model, additional resources are available on the Rhode Island Department of Education (RIDE) website, including online training modules, sample Student Learning Objectives, and a suite of calibration protocols designed to help school and district leaders facilitate ongoing calibration exercises. Four appendices are included: (1) Student Learning Objective Scoring Lookup Tables; (2) Online Resources; (3) Support Professional--Professional Practice Rubric; and (4) Support Professional--Professional Responsibilities Rubric.