document resume an assessment system …document resume ed 088 852 sp 007 823 title an assessment...

DOCUMENT RESUME

ED 088 852 SP 007 823

TITLE An Assessment System Utilizing Teacher Competenciesfor Differentiated Staffing.

INSTITUTION Georgia Univ., Athens. Center for Competency EasedEducation.; Mentor Exempted Village School District,Ohio.

SPONS AGENCY Ohio State Dept. of Education, Columbus.PUB DATE [74]NOTE 153p.

EDRS PRICE MF-$0.75 HC-$7.80DESCRIPTORS *Differentiated Staffs; Elementary Schools; Open Plan

Schools; *Performance Criteria; *Teacher BoleIDENTIFIERS Competency; *Competency Lists

ABSTRACTThis instrument attempts to determine appropriate

roles for teachers in a differentiated staffing pattern and to assessthe effectiveness of these roles. Based on the experience of tvoopen-space elementary schools utilizing differentiated staffing, theinstrument was developed with ESEA Title III funds by the MentcrExempted Village School District, assisted by the Center forCompetency Based Education at the University of Georgia. Four staffmember roles are considered: Master Teacher-Instructional Strategist;Staff Teacher; Assistant-to-the-Teacher; and Intern. The documentconsiders six areas of competency; diagnosis; prescription;implementation; evalua'zion; learning center management; and learnerrelations. A number of statements of competence and indicators ofcompetency related to each area of competency are included.(Author/JA)

AN ASSESSMENT SYSTEM

UTILIZING

TEACHER COMPETENCIES FOR

DIFFERENTIATED STAFFING

U.S. DEPARTMENTOF PIEALIN,

EDUCATION&WELFARE

NATIONALINSTITUTEOF

EDUCATION

THIS DOCUMENTHAS BEEN

REPRO

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SENT OFFICIAL SITtON ONATIONAL

INSTiTUTE OF

POSITION R POLICY

DEVELOPED BY

MENTOR OHIO EXEMPTED

VILLAGE SCHOOL DISTRICT

AND

THE CENTER FOR

COMPETENCY BASED EDUCATION

UNIVERSITY OF GEORGIA

ATHENS, GEORGIA

MENTCR OHIO EXEMPTED VILLAGE SCHOOL DISTRICT1972-1973 & 1973-1974 SCHOOL YEARS

BOARD OF EDUCATION

Mrs. Helen (Sue) Osborn, PresidentCharles Riley, Jr., Vice PresidentA. Hugh BrownMrs. Agnes HarperJack Daniels (1973)William McGiffin (1974)

ADMINISTRATION

Dr. Robert Hemberger, Superintendent of Schools (1972-1973)Dr. Charles Grottenthaler, Superintendent of Schools (1973-1974)Mr. Robert Gilson, Director of Elementary EducationMr. Richard Gardiner, Director Special Projects (1972-1973)Dr. Jeffrey Lorentz, Acting Project Director (1973-1974)

ORCHARD HOLLOW ELEMENTARY SCHOOL

Dr. James Klucher, Principal

Teachers

Mrs. Sanda Agard (1972-1973)Mr. Robert Archer (1972-1973)Mrs. Cheryl BarbiereMrs. Judy BensonLenix Bordelon (1973-1974)Mrs. Starlyn Bruno

Mrs. Eleanor HennigTerrance HigginsMrs. Carol HoffmanMrs. Judith HortonMrs. Margaret IafigliolaMrs. Joyce Jacobs (1972-1973)Miss Joyce Ketola

Robert CherryMiss Florence Dianni

F. Richard Kartche (1973-1974)Miss Ellen McCullough

Mrs. Gail Doddridge Mrs. Sonja MaierMrs. Mary Dudek Miss Jean MeliaMrs. Vera Edwards Mrs. Virginia MurpheyMrs. Barbara Elersich Mrs. Harriet ParkerMiss Penny Freed Mrs. Frances WiseMrs. Nancy Gingerich Mrs. Vivian Young

Assistant to the Teacher

Mrs. Annalee BodiMrs. Jackie Boepple (1972-1973)Mrs. Leatha BrewsterMiss Anthe Capitan (1973-1974)Mrs. Joyce Conklin (1972-1973)Kathleen Cowles (1973-1974)Linda Cossaboon (1973-1974)Mrs. Margaret Howells (1972-1973)Mrs. Joyce LaubachKarol Liggett (1973-1974)Mrs. Doris Miller (1972-1973)Mrs. Frances PaigeMiss Karol Paul (1972-1973)Sherryl Rook (1973-1974)Mrs. Rebecca SlovenskiMiss Debbie TulleyMrs. Judith Wagner

LAKE ELEMENTARY SCHOOL

Francis Rozzo, Principal

Teachers

James Baronetski (1972-1973)Miss Nancy BeltzMrs. Cheryl BestRobert BrightKenneth BuckleyMrs. Karen CherryGeorge CookMrs. Thelma CottrellRik DanburgMrs. Dora Jane DovenbargerCharles DworsMiss Bernie KendroMrs. Suzan KrausMargi LayerMrs. Karen MecklyMrs. Karen Mueller (1973-1974)Mrs. Lucille NixonMs. Charlotte NortheyCarol SayersMrs. Cynthia Schumann

Interns1972-1973

Lenix BordelonMrs. Brenda CrowlMiss Nancy KovacRobert PollockMrs. Margot RosenbaumMiss Lynda Terry

1973-1974

Jackie BoeppleLinda ShaverColleen CostelloMary Vitalone

Mrs. Carol Sennett (1973-1974)Mrs. Gayle ShawMrs. Leslie ThackerClaire TitgenmeyerMrs. Rosemary WelchAlbert Williams

Assistant to the Teacher

Margaret Brozina (1973-1974)Catherine Buehner (1973-1974)Ernestine Call (1973-1974)Jill Caroll (1973-1974)Patricia Sudgeon

Interns1972-1973

Sally AlexanderAnthony DaFonsecaCarole EctonJanice EvansFrank FecserPatricia GilliottiDouglas HundtJeffrey HundtJanice JersariPatricia KekicPete LatkovichJudi MalaskaRichard MertineitDiane OsterholmeJack ParisPatricia StockAnette YoungMike Zielinski

1973-1974

Susan AllsipAlice ButtiHelga DoblerJames FazekasElaine HagedorDebra MohorcicJames ServisBetty ShisilaLinda TurkovichCynthia YancharCarole Wiehn

The Center for

Competency Based Education

University of Georgia

Gilbert F. ShearronCharles E. Johnson

Kenneth PoolPatricia Fagan

TABLE OF CONTENTS

Part One: Introduction 1

Definition of Terms 3

Procedures 6

Indicators of Competency 17

Part Two: Assessment Procedure 18

Part Three: Assessment Instrument and Rating Scales 20

Indicators of Competence...... 26

Diagnosis 26

Prescription 40Implementation 54

Evaluation 63

Learning Center Management 72

Team Relations 92

Learner Relations 105

Part Four: Director of Instruction and Research 106Assessment 110Indicators of Competence 112

Staffing 112

Curriculum Development 116

Pupil Personnel Administration 131

School Community Relations 136School Business Administration 138

Rating Sheets 142

Intern and Assistant to the Teacher 142

Staff Teacher 143

Master Teacher-Instructional Strategist 144Director of Instruction and Research 145

PREFACE

Differentiated Staffing implies a staffing hierarchy

that assigns tasks, instructional and non-instructional, to

various staff members on the basis of role requirements and

a hierarchical position. This division of labor provides a

staff deployment plan that utilizes teacher time and talent

efficiently and effectively.

Job descrip:ions generally specify the "ought" con-

ditions of performance for certain roles. The analysis of

tasks, and the specificity of the competency required to

perform those tasks, is the exception rather than the rule

in educational organizations. It is felt that Differentiated

Staffing, as an organizational concept, requires a clear

definition of tasks vis-a-vis role, and specification of the

competencies necessary for role performance.

Operationally, the competency statements for the various

positions within the Differentiated Staff serves several

purposes. First, it becomes an expanded job description to

guide the preservice and induction of new staff members. A

second purpose is the assessment of competencies through a

process of self-assessment and peer assessment, the final

outcome being an improvement in staff performance.

The ideas contained in these pages are the result of

the efforts of many individuals, singularly and collectively.

The staffs of Orchard Hollow and Lake School's performed

commendably in defining competencies and writing indicators.

In its early stages, the total effort was guided by Dr. Robert

Hemberger, whose keen interest in the project was a

motivating force. Also instrumental in operatio:ializing the

project was Dr. Gilbert Shearron, University of Georgia, who

provided the needei expertise in competency writing. Overall

direction was provided by Mr. Richard Gardiner, Project

Directcr. Our thanks and appreciation go out to each of the

individuals.

Dr. Charles GrottenthalerSuperintendent of Schools

1.

PART ONE

INTRODUCTION

What are appropriate roles for teachers in a differen-

tiated staffing pattern? How can the effectiveness of

individuals assigned-to these roles be assessed? These two

questions are addressed in this publication. The document

was developed through funds made available by the Title III

Model Teacher Education Differentiated Staff Assessment Project

developed by the Mentor Ohio Exempted Village School District

with assistance from the Center for Competency Based

Education, University of Georgia.

Two elementary schools which use differentiated

staffing patterns within an open-space setting were desig-

nated program schools. Within these two schools, professional

and paraprofessional staff members were employed in a role

hierarchy (i.e., Master Teacher-Instructional Strategist,

Staff Teacher, Assistant to the Teacher, and Intern). All

professional and paraprofessional staff members participated

in the evaluation of this objective.

In general both the professional and paraprofessional

staff members in the two program schools tended to be

2.

young and enthusiastic. At the same time there was a good

mix of mature, experienced staff members. Elements of the

staff in both schools were observed on numerous occasions by

the Project Evaluator both within and outside the classroom

setting. During these observations, staff members exhibited

a high level of cohesiveness and enthusiasm for the task at

hand, as well as a good degree of rapport. During the adminis-

tration of the instrument designed to assess competency

levels and during the subsequent reporting of results, the

staff members exhibited a low Level of inhibition in what

could be considered a rather threatening environment. This

openness evidenced among members of the staff may be due to

the effect of the program. In any event, it should be

considev0 a significant characteristic of both professional

and paraprofessional staff members.

The attempt to develop appropriate roles and assessment

procedures within an ongoing public school program is cne of

the initial efforts to apply the ideas of Competency Based

Teacher Education (CBTE) to an inservice setting. From the

beginning the project has focused attention on the need to

enhance instructional opportunities for pupils by developing

a systematic approach to continual staff growth based on

individual as well as differentiated staff needs. One of

the operational principles applied to the project has been

3.

that the development of the project should be the concern

of those who are to be affected by it. Specifically the

project has focused on:

1. The specification of competencies for teachersin a differentiated staffing pattern.

2. The design of assessment procedures to determinewhat types of staff development activitiesare necessary to enable the teaching staff todevelop and maintain these competencies.

Definition of Terms

Area of Competency: An area of competency is definedas a general area associated with teaching where teachersneed to have some skills.

Statement of Competency: A statement of competency isa specific statement of what a teacher needs to know, feel,or be able to do in an instructional setting.

Indicator of Competency: An indicator of competency isa statement of observable behavior.

Negotiation: Negotiation is defined as bargaining todetermine the indicators of competency.

Differentiated Staffing: Differentiated Staffing is aplan to deploy staff in positions that are structured dif-ferently from traditional roles. It creates a hierarchywithin the teaching staff where greater responsibility isassigned to positions at the top of the hierarchy.

Master Teacher-Instructional Strategist: The role ofthe Master Teacher-Instructional Strategist is perhaps themost significant departure from traditional teacher roleexpectations and performance. The Master Teacher-InstructionalStrategist is conceptualized as a totally professional role,a means of professional advancement without leaving theteaching role.

The Master Teacher-Instructional Strategist is theleader of an instructional team. He directs and coordinates the

4.

activities of professionals and paraprofessionals on theinstructional team. The role of team leader positions theMaster Teacher-Instructional Strategist as the discussionleader at team meetings, processing team input and arrivingat curricular decisions. Among other major role responsibi-lities are:

1. To design, develop, implement and evaluate instruc-tional programs.

2. To diagnose individual learner needs, to prescribeinstructional programs, and to evaluate the effect.

3. To deploy staff members based upon individualstrengths and interests.

4. To bring to the instructional setting and cause staffto be aware of current instructional practices andresearch.

5. To correlate requests for instructional materials withthe instructional program.

Staff Teacher: The role dimensions prescribed for thestaff teacher are those that normally are found in the jobdescriptions of certified staff members in Mentor. It maybe stated that within the differentiated staffing setting,teachers perform aspects of their role differently, and thesedifferences are an inherent consequence of differentiatedstaffing. An added dimension is working with and directingthe activities of a paraprofessional. The paraprofessionaloffers the staff teacher greater flexibility in providingdiversity within the instructional setting. This relationshipis analagous to the physician-nurse relationship in medicine.The team setting offers another variation in the staff teacherrole; there is an expectation of cooperation with peers onthe team, to participate in team meetings, to provide inputfor team decisions, and to provide resource to the team ina discipline area. Another aspect of the staff teacher rolethat is somewhat unique within the differentiated staff isthat of teacher educator, i.e., the staff teacher assumesa responsibility for the professional training of internsthat goes beyond the traditional student teacher-cooperatingteacher relationship.

Assistant to the Teacher: The Assistant to the Teacheris an integral part of the differentiated staff. The basic

5.

requirements for employment are two years of college training,a suitable personality, and an affinity for working withchildren. The Assistant to the Teacher performs many non-professional tasks that were formerly performed by profes-sional staff members, e.g., attendance, lunch counts, milkmoney, and other sundry clerical duties. He may alsosupervise lunchrooms, bus loading, recess, etc. But perhapsthe greatest impact of the Assistant to the Teacher comesin the instructional setting as the teacher supplements herwork with activities carried out by the Assistant to theTeacher. Reinforcement, remedial and enrichment activitiescan all be within the realm of implementation by the Assistantto the Teacher. One constraint, of course, is that theparaprofessional does not intrude upon those professionaldimensions for which teachers are specially trained.

Intern: The intern holds a position within the differen-tiated staffing hierarchy that is unique in most schoolstaffing patterns. An intern is a student associated witha college preparatory program leading to certification asa teacher. The position represents a departure from traditionalstudent teaching relationships in the school setting. Theintern spends one academic year in the school, assigned to aninstructional team. He receives the training in methodscourses while at the school, concommitantly sampling theinstructional techniques of several professional staff withwhom he comes in contact. The professional staff acts asteacher educator.

Model: A model is defined as a representative designor pattern of operation that could be used in similar situations.

Director of Instruction and Research: Instruction andresearch is expected to exert major influence in the instruc-tional program. The role of the director is expanded beyondthat of the traditional elementary school principal, especiallyin the areas of curriculum development and instructionalimprovement. Along with the usual duties associated with theposition of elementary principal, the Director of Instructionand Research has major responsibility in introducing newconcepts to the faculty, translating research into instructionaldesign, determining curricular needs through the interpretationof standardized test results, and assists teachers in diag-nosing the learning needs of individual students. In severaldifferentiated staffing organizations a school businessmanager assumes major responsibility to direct and coordinatenon-instructional aspects of the school operation.

6.

Procedures

The development of the statements of competency within

the differentiated staffing pattern and the assessment system

occurred simultaneously. The model takes into account the

hierarchical structure of the Mentor Exempted Village School

District and the necessity of administrators and teachers

being responsible to the Board of Education.

The model was developed by the faculties at Lake and

Orchard Hollow Elementary Schools with all teachers partici-

pating. The development was monitored and supervised by a

Clearing House Committee made up of representatives from

these two schools.

Areas of Competence

The first step in the development of the model was the

identification o= areas of competence. They are:

1.0 Diagnosis: Diagnosis means assessing the learner's

intellectual ability and achievement through standardized

tests and teacher devised assessment procedures that may

include written, verbal, and observational techniques. The

physical, social, and emotional aspects of the learner's

growth are also assessed through both standardized and teacher-

devised assessment procedures. The purpose of diagnosis is

to determine what learning activities are most appropriate

for individual learners. Diagnosis involves three tasks:

7.

1. After learner objectives or instructional objectivesare specified, decisions must be made about whattype of data is necessary in order to ascertain theappropriatenessof the instructional objectives andthe assessment.

2. After decisions are made about the assessmentprocedures to be utilized, data are collected andrecorded.

3. After data are collected and recorded, they must besummarized and interpreted.

In a differentiated staffing pattern, the tasks above

can be assigned according to the level of training of the

staff position. Tasks One and Three require specialized

skills. Master Teacher-Instructional Strategists are respon-

sible for Task One and share responsibility for Task Three

with Staff Teachers. Both professional and nonprofessional

team members share in Task Two.

2.0 Prescription: Prescription refers to specifying

instructional activities for learners. The prescription

should be based on the diagnosis of both individual learners

and groups of learners. In the learning sequence, instruc-

tional objectives are specified, learners are diagnosed, and

the prescriptive process begins. It involves the following

tasks:

1. Modification of instructional objectives (bothindividual and group) based on diagnostic findings.

2. Planning of learning strategies to be employed.

3. Selection of materials to be used.

8.

4. Selection of the physical setting where learningwill take place.

5. Assignment of learners to groups and learning tasks.

The prescriptive process is a task that calls for expertise

on the part of the staff. Prescription should be the respon-

sibility.of the Master Teacher-Instructional Strategist and

Staff Teachers. However, in a differentiated staff, it is

important for all members to contribute to planning. Therefore

the nonprofessionals make their contribution by sharing their

knowledge of available resources.

3.0. Implementation: Implementation refers to the

carrying out of prescribed learning activities. Successful

implementation involves a number of tasks.

1. Skill in instructional techniques.

2. Skill in the use of materials and equipment.

3. Skill in utilizing learner feedback for modifyingthe prescriptiOn.

Implementation involves the total staff. Roles have

been defined during the prescriptive phase. Now each pro-

fessional and nonprofessional is to carry out his role. Staff

TeacherE and Master Teacher-Instructional Strategists introduce

new material. Nonprofessionals are involved in learning

activities that reinforce and reteach. Interns are to assume

the role of staff teacher at various times during their

9.

internships and should be functioning in that role at the

end of their internship.

4.0 Evaluation: Evaluation is used here as the

evaluation of learners and the evaluation of the efforts of

the differentiated staff in the instructional program. The

evaluation tasks involve:

1. The securing of data on learners.

2. Assessing the data.

3. Reporting the results to learners, parents, etc.

4. Utilizing the learner data to assess team efforts.

All team members provide information (data) on learners.

The professional staff (Master Teacher-Instructional Strategists

and Staff Teachers) assess the data and determine the extent

to which learners have achieved or not achieved. The

professional staff also reports on learner progress to learners,

parents, etc. The evaluation of staff efforts is the respon-

sibility of the Master Teacher-Instructional Strategist. He

should utilize this evaltiation to plan future uses of staff,

space, materials and equipment.

5.0 Learning Center Management: Learning center

management refers to the management of the physical environment

where learning activities take place. There are several

tasks involved in this.

1. Establishing routines for both learners andstaff.

10.

2. Assigning responsibilities to both learnersand staff.

3. Establishing a climate where learning is likelyto take place.

All of the differentiated staff have a part in the

management of the learning center. The Master Teacher

however, is responsible for seeing that the three tasks

outlined above are carried out.

6.0 Team Relations: Team relations refer to the

relationship among the members of the differentiated staff.

Relationships among staff members are crucial to carrying

out any instructional program for learners. All staff

members are responsible for developing these relationships.

Master Teacher-Instructional Strategists are responsible for

setting the conditions under which good team relations are

likely to occur.

7.0 Learner Relations: Learner relations refer to the

relationships between team members and learners, and to the

teams' efforts at developing learners who accept themselves

and their peers. Establishing relationships of this type

requires a conscious concerted effort on the part of all

members.

Statements of Competence: For each area of competency

statements of competence were developed that indicated

competencies needed by teachers in a differentiated staffing

11.

pattern. These statements form a job description of three

levels of teaching within a differentiated staffing pattern.

These statements of competence are as follows:

1.00 Diagnosis:

1.10 Intern and Assistant to the Teacher:

1.101 Observes pupils in and out of the instruc-tional setting.

1.102 Scores and corrects learner's assignments.

1.103 Administers and scores selected test underthe direction of the professional staff.

1.104 Prepares written information for learnerfiles.

1.105 Works with learners individually to gatherspecific information as requested byprofessional staff.

1.20 Staff Teacher:

1.201 Gathers information on learner's academic,health, and family situations.

1.202 Relates to the team the learner's academichistory, health problems, and familysituation.

1.203 Designs non-standardized diagnostic instruments.

1.204 Administers and interprets appropriatestandardized and non-standardized instruments.

1.205 Summarizes and interprets data.

1.206 Specifies instructional objectives.

1.30 Master Teacher-Instructional Strategist:

1.301 Selects standardized assessment proceduresfor diagnosis.

12.

1.302 Provides leadership to the professionalmembers of the team in selecting anddesigning appropriate non-standard assessmentprocedures.

1.303 Provides leadership to the professionalmembers of the team in selecting andwriting instructional objectives.

2.00 Prescription:


2.101 Kerps team informed of available materials,equipment and other resources.

2.102 Procures materials and equipment as re-quested by the team.

2.103 Has knowledge of basic curriculum.

2.104 Has knowledge of a variety of reinforcementtechniques.

2.20 Staff Teacher:

2.201 Arranges instructional time and space tomeet the needs of individual learners.

2.202 Plans for instruction.

2.203 Develops skill continuums for learners.

2.204 Utilizes diagnostic data to identifyprograms for learners.

2.205 Utilizes diagnostic data to identifyprograms and learning modes that willmeet the needs of learners.


2.301 Suggests spatial organization of LearningCenter.

2.302 Directs prescriptive planning activitiesof team.

13.

2.303 Assigns learners to instructional groupsbased on available diagnostic data.

2.304 Assigns Staff to instructional tasksaccording to needs and staff capabilitiesand interests.

2.305 Specifies procedures and acts as a resourcefor prescribing learning activities withinthe team.

2.306 Develops broad programmatic goals in co-operation with the instructional cabinet tobe utilized by the team in developingindividual prescriptions.

3.00 Implementation:


3.101 Assembles and prepares materials.

3.102 Operates audio-visual equipment.

3.103 Reinforces learning activities.

3.104 Carries out lesson plans.

3.105 Discusses social and academic topics.

3.20 Staff Teacher:

3.201 Provides motivational techniques forlearning process.

3.202 Introduces new concepts to learnersutilizing a variety of instructionalstrategies.


3.301 Procures materials for implementation.

3.302 Supervises all implementation activities.

4.00 Evaluation:

14.


4.101 Provides information to the team about theintellectual, social, emotional, andphysical development of those learnerswith whom they are directly associated.

4.20 Staff Teacher:

4.201 Compiles data on learners.

4.202 Reviews learner progress.

4.203 Compares present and past learner data.

4.204 Assesses the degree to which learner hasattained the prescribed objectives.

4.205 Reports learner progress to appropriateparties.


4.301 Specifies evaluation procedures andtechniques to be used within the team.

4.302 Evaluates program on the basis of individuallearner performance.

4.303 Evaluates program on the basis of programgoals.

5.00 Learner Center Management:


5.101 Assists in regulating learning environment.

5.102 Assumes responsibilities as assigned byteam.

5.103 Assumes supervision of learning activitieswhen the Staff Teacher is temporarily calledaway from the instructional setting.

5.104 Makes learners aware of expected behavior.

15.

5.105 Reinforces positive learner behavior.

5.106 Responds appropriately to negative behavior.

5.107 Arranges learner seating within theirinstructional group so that it is conduciveto successful learner interaction.

5.20 Staff Teacher:

5.201 Has learners make up work after absences.

5.202 Has conferences with learners who haveproblems in adapting to learning centerroutine.

5.203 Schedules non-system conferences.

5.204 Provides plans and schools for substitutes.


5.301 Orients substitutes as to their responsi-bility.

5.302 Decides on informati)n to be placed inrecords and files.

5.303 Takes responsibility for materials in thelearning center.

5.304 Provides leadership in establishinglearning center climate.

5.305 Assesses and utilizes strengths of teammembers.

6.00 Team Relations:

6.10 Intern, Assistant to the Teacher, Staff Teacher,and Master Teacher-Instructional Strategist:

6.101 Establish positive relationships withall staff members.

6.102 Cooperate with team members.

16.

6.103 Understand their roles and the roles ofother team members.

6.104 Contribute ideas and suggestions.

6.20 Staff Teacher: (Included above)


6.301 Provides opportunity for staff input.

6.302 Provides positive, encouraging, andsupportive criticism to the team as aresult of observations.

6.303 Coordinates inter/intra school communicationwith the team.

6.304 Maintains an atmosphere of respect.

7.00 Learner Relations:


7.101 Develops a positive self-image in learners.

7.102 Listens to, considers, and draws out opinionsand ideas of learners.

7.103 Establishes rapport with learners.

7.104 Establishes and maintains learner-peerrelationships.

7.20 Staff Teacher:

7.201 Sub-groups learners on the basis oflearner relations data.

7.202 Discusses learner's social and emotionaldevelopment with parents.

7.203 Evaluates learner's past behavior and hispresent performance.


7.301 Helps team to be sensitive to learner

17.

needs and concerns.

7.302 Is attentive to individual learner's needsand concerns.

Indicators of Competency

The third step in the development of the model was the

identification of criteria or indicators of competence.

Indicators of competence are statements of observable be-

havior that provide the basis for assessing each statement

of competence. For each statement of competence there are

a number of indicators. There are, however, difficulties

in establishing the same set of indicators for every staff

member. Conditions vary in each instructional situation

(pupils, materials, etc.). Therefore the indicators of

competence presented in Part III should be considered

as representative of the kinds of observable behavior ne-

cessary to indicate competency.

18.

PART TWO

THE ASSESSMENT PROCEDURE

The assessment procedure is based on several assumptions.

Among these are:

1. The ultimate aim of the assessment system isthe development of self assessment skills byall members of the differentiated staff.

2. An assessment system should involve all membersof the differentiated staff.

3. An assessment system.should attempt to identifyneeds and provide follow up training based onthese needs. The system generally is a diag-nostic, prescriptive, evaluative strategy. TheAssessment procedures represent the diagnosticand evaluative phases of the strategy.

4. The Mentor Exempted Village School District hasa hierarchy of responsibility within its organi-zational structure. Therefore an assessmentsystem should relate to this structure.

These assumptions give direction for an assessment system

with the following characteristics:

1. The areas of competency and statements ofcompetency are to be continually consideredand/or revised by the teaching staff.

2. The indicators of competency contained in theassessment instrument are representative ofthe types of observable behavior identified asbeing necessary to demonstrate that the indivi-dual being assessed has the competency calledfor in the statement of competency. It is

19.

impossible however to identify all of theindicators of competency, for instructionalsituations vary. Therefore the individualbeing assessed will negotiate with those doingthe assessment those indicators of competencewhich he feels might be more appropriate forhis situation.

3. There are different levels of competency forany statement of competency. There are thosewho meet the minimum level of competency,others who are considered competent in thenormal instructional setting, and a few whoextend the effectiveness of normal competency.Therefore levels of competency should be deve-loped along a continuum. The continuum providesa way to identify staff needs and project deve-lopmental activities that address themselves tothese needs.

4. Self assessment will receive the major emphasisin the assessment procedure. A staff memberwith assistance from a person in the differen-tiated staffing pattern will determine where heis with regards to each competency statement..The staff member will then indicate where hewants to go, developing with assistance, addi-tional indicators of competency. Self assess-ment will take place periodically.

5. Assessment by peers and superordinates will alsobe a part of the assessment procedures. Everyoneneeds to consider how others view his work.While self assessment is the major emphasis,members of the differentiated staff need to con-sider their perceptions of themselves in contrastto how others see them. This is part of anysuccessful development program.

6. The assessment procedure will allow an individualto receive a composite picture of his teaching(in relation to the competency statements) fromhimself, his superiors, and his peers.

20.

PART THREE

ASSESSMENT INSTRUMENT AND RATING SCALES

The Assessment Instrument is made up of a series of

competency statements developed by the staffs at Lake and

Orchard Hollow Elementary Schools. Each competency statement

has a number of indicators of competency. These indicators

were also developed by the staffs at Orchard Hollow and Lake

Schools and were supplemented by the staff of the Competency

Based Education Center of the University of Georgia.

The indicators are listed at three levels along a

continuum.

1. Level one has indicators that tend to indicatea minimum level of competency for the competencystatement.

2. Level three indicators establish some criteriafor acceptable performance usually found innormal instructional settings.

3. Level five indicators indicate performances thatextend the effectiveness of normal competence.

Using the assessment system will require several steps.

1. Each staff member will make an initial assessmentof himself. This can include selecting addi-tional indicators of competency. He will ratehimself and record his assessment.

21.

2. Each staff member will with the assistance ofa superordinate staff member set goals as towhere he would like to move on the continuum foreach competency statement. He will record hisgoals for each competency statement. If at anytime the staff member wishes to modify or changehis goals he may do this with the consent of thesuperordinate. For purposes of the assessmentsystem superordinate-subordinate rank areconsistent with those assigned by the schooldistrict.

Director of Elementary EducationDirector of Instruction and ResearchMaster Teacher-Instructional StrategistSta.2f TeacherAssistant to the TeacherIntern

3. Each staff member shall do a self assessment toconsider his progress every 60 school days.This assessment shall be recorded.

4. Each staff member shall have one of his peerson the team assess his performance on the basisof the competency statements and his projectedgoals at the same time the staff member doeshis second self assessment. This will allowthe staff member to have someone else's percep-tion of his progress. This assessment shall berecorded.

5. At the end of the school year the superordinatewill assess the staff member and together theywill consider the progress made during the year.Their joint assessment will be recorded.

The implementation of this process will require that

each member of the two faculties have some opportunity to

practice the assessment skills needed to use the procedures

outlined.

22.

t.

Three rating scales have been established. One scale is

for the Assistant to the Teacher and the Intern, one for the

Staff Teacher and one for the Master Teacher-Instructional

Strategist. The top of each scale has spaces for the date of

assessment and the name of the assessor. Space is provided

at the top of the scale for the desired level of competence

for each competency statement.

The scale has been coded for ease in scoring. Each area

of competence has been given a number. The digit to the left

of the decimal point refers to the area of competence:

1.00 Diagnosis2.00 Prescription3.00 Implementation4.00 Evaluation5.00 Learning Center Management6.00 Team Relations7.00 Learner Relations

The job categories have also been coded. The first

digit to the right of the decimal point identifies the job

category:

.1 Assistant to the Teacher and Intern

.2 Staff Teacher

.3 Master Teacher-Instructional Strategist

Each Statement of Competency has also been numbered.

The second and third places to the right of the decimal

point have been reserved for the Statements of Competency.

23.

This provides for up to 99 Statements of Competency for each

job category per area of competence.

The following example will illustrate how the system

works. The code to identify will be 1.101. The digit to the

left of the decimal point represents the area of competence,

which in this case is diagnosis. The first digit to the

right of the decimal point represents the job category which

is .1 or Assistants to the Teacher or Interns. The 01 in the

second and third places to the right of the decimal point

represents the number given to the competency statement. It

happens to be the first statement in this case. "Observes

pupils in and out of the instructional setting." The code of

1.101 is a statement for the Diagnostic Area of Competence

for Assistants to the Teacher or Interns. The statement is

the first one in the category.

Each area of competence has been given a number, each

job category has been given a number and each competency

statement has also been given a number. The numbers on the

rating scale correspond to the numbers given statements which

appear in Part One and Part Two of this document.

It is important to remember that the indicators of

competency included in this document have been placed along

a continuum. The first level represents minimum competence

24.

and level three represents acceptable performance in normal

classroom settings. It should be noted that level two

indicators would fall somewhere between the statements given

for levels one and three. Level five indicators represent

an extension of effectiveness of normal competence. Level

four performances would fall somewhere between the indicators

of the third and fifth levels.

There are three rating scales. Assistants to the

Teacher and Interns use Scale One, Staff Teachers use Scale

Two and Master Teacher-Instructional Strategists use Scale

Three. During an assessment the assessor will place his

name and the date of the assessment at the top of the correct

rating scale. The assessor should place his estimate of the

level of competence of the staff member in the space corres-

ponding to the correct area of competence and the statement

of competence. Space has been provided for the differentiated

staff member to place a desired assessment for each competency

applying to his job. This is so the differentiated staff

member can determine how competent he would like to become

in the different areas being rated.

It should be noted that in the area of team relations,

everyone on the differentiated staff is expected to

25.

demonstrate the first through the fourth competency. No

statement of competency was prepared solely for Staff

Teachers in this area.

1.00 AREA OF COMPETENCE:

1.10 POSITION:

1.101 STATEMENT OF COMPETENCY:

FROM

26.

Diagncsis

Intern and Assistant to theTeacher

Observes pupils in and outof the instructional setting.

2. 3. 4. 5.

TOWARDS

a. Observes pupilsin classroom andin other situations.

b. Uses devicessuch as checkliststo aid in observa-tion.

a. Reports generalobservations to theteam.

b. Preparesanecdotal records.

c. Prepares writtenor oral reportsof group interaction,individual inter-action, and adult-child relationships.

a. Reportsspecific obser-vations to theteam leader.

Others to be negotiated and goals to be determined:

27.

1.00 AREA OF COMPETENCE: Diagnosis

1.10 POSITION: Intern and Assistant to theTeacher

1.102 STATEMENT OF COMPETENCY: Scores and corrects learner'sassignments.

FROM TOWARDS

1. 2. 3. 4. 5.

a. Corrects and, a. Reports learners a. Makes con-scores assignments results to the team structive commentsand tests. or teacher. on assignments.

b. Reports learner'sneed for reteaching tothe team or teacher.



1.10 POSITION: Intern and. Assistant to theTeacher

1.103 STATEMENT OF COMPETENCY: Administers and scoresselected tests under thedirection of the pro-fessional staff:

FROM TOWARDS

1. 2. 3. 4. 5.

28.

a. Administers andscores prescribedtests under directionor supervision ofprofessional staff.

a. Administers testsunder conditions.specified by testmanuals or by staff.


29.



1.104 STATEMENT OF COMPETENCY: Prepares written informationfor learner files.

FROM TOWARDS

1. 2. 3. 4. 5,

a. Prepares written a. Reports to teaminformation to be concerning writtenused in learner files. learner file

information.


tP


1.10 POSITION:

30.

Diagnosis


1.105 STATEMENT OF COMPETENCY: Works with learners indivi-dually to gather specificinformation as requested byprofessional staff.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Works withlearners and gathersspecific informationwhich the profes-sional requests.

a. Reports generalinformation to theteam.

b. Prepares writtenor oral reports onspecific learners asrequested by theteam.

c. Records writtenor oral reports onspecific learnersas requested by theteam.

a. Uses appro-priate proceed-ures and instru-ments to collectdata.



1.20 POSITION:

Diagnosis

Staff Teacher

1.201 STATEMENT OF COMPETENCY: Gathers information onlearner's academic, health,and family situations.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Collects infor-mation pertaining tolearner's academic,health and familybackgrounds.

b. Plans time fordata gatheringactivities.

a. Talks withlearner's previousteacher.

b. Conductsparent teacherconferences.

c. Makeshome visits.

d. Reviews dataalready availablein learner records.

e. Records new datain learner records.

f. Talks withlearner.

31.

a. Collectsand has avai-lable infor-mation aboutlearner's envi-ronment, values,needs, andsocio-economicstatus.

b. Uses appro-priate pro-cedures togather infor-mation.



1.20 POSITION: Staff Teacher

1.202 STATEMENT OF COMPETENCY: Relates to the team thelearner's academic history,health problems, and familysituation.

FROM TOWARDS

1. 2. 3. 4. 5.

32.

a. Informs teamof informationcollectedregarding learner'sacademic history,health problems,and familysituation.

a. Works withteam to determinehow this infor-mation can be usedto provile learnerwith help whereand when needed.

a. Uses in-formation toarrange uniquelearning expe-rience for thestudent.



1.20 POSITION:

Diagnosis

Staff Teacher

1.203 STATEMENT OF COMPETENCY: asi3ns non-standardizeddiagnostic instruments.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Designs non-standardized testsfor the purpose ofdiagnosis.

a. Develops diag-nostic tests basedon group objectives.

b. Administersdiagnostic tests atthe beginning ofthe year.

c. Uses diagnostictest results as onesource of infor-mation for groupingpupils forinstruction.

33.

a. Developsdiagnostic testsbased on groupand individualpupil objectives.

b. Revisesgroup and indi-vidual pupilobjectives afterstudying resultsof tests.

c. Uses appro-priate pro-cedures forvalidating andestablishingreliability fortest items.




1.204 STATEMENT OF COMPETENCY: Administers and interpretsappropriate standardizedand non-standardizedinstruments.

FROM TOWARDS

1. 2. 3. 4. 5.

34.

a.' Administers andinterprets test whenrequested_ to bycentral adminis-tration.

b. Uses standar-dized test data forevaluatioh ofindividual pupils.

a. Administersstandardized testsaccording todirections inmanual.

b. Reads testresults forindividual pupils.

c. Uses test datato determine thenature of the class.

a. Selects andadministersstandardizedtests when infor-mation is neededon individualpupils.

b. Administerstests only underconditions thatallow pupils todo their best.

c. Understandsand uses termssuch as relia-bility, validity,standard deviation,standard score,national norms,local norms.

d. Knows anduses the variablesthat can effectindividual scoreswhen interpretingtest results.

Others tobe negotiated and goals to be determined:


1.20 POSITION:

Diagnosis

Staff Teacher

1.205 STATEMENT OF COMPETENCY: Summarizes and interpretsdata.

FROM

2. 3. 4. 5.

TOWARDS

a. Demonstratescompetency bysummarizing andinterpretingdata.

a. Identifieslearner's learningstyle.

b. Analyzeslearner's per-formance todetermine levelof mastery.

35.

a. Understandsand uses appro-priate termi-nology in inter-pretation ofdata.



1.20 POSITION:

Diagnosis

Staff Teacher

1.206 STATEMENT OF COMPETENCY: Specifies instructionalobjectives.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Prepares in-structionalobjectives inbroad generalterms.

a. Writes instruc-tional objectivesusing criteriadefined by the team.

36.

a. Writes in-structionalobjectives interms that canbe evaluatedeither objectivelyor subjectively.

b. Writes ob-jectives thatclearly defineinstructionalactivitiesnecessary toreach theobjective.



1.30 POSITION:


FROM

1. 2.

37.

Diagnosis

Master Teacher-InstructionalStrategist

Selects standardizedassessment procedures fordiagnosis.

3. 4. 5.

TOWARDS

a. Selectssuitable standard-

ized assessmentprocedures thatmay be used indiagnosis.

a. Secures andmakes availablestandardizedinstruments fordiagnosis.

b. Prepareswritten or oralinterpretationof results ofstandardizedinstruments.

a. Modifiesassessmentmaterials ifthe need arises.

b. Determinesif proceduresfit the needof the team.



1.30 POSITION:

38.

Diagnosis


1.302 STATEMENT OF COMPETENCY: Provides leadership to theprofessional members of theteam in selecting anddesigning appropriate non-standardized assessmentprocedures.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Selects and/ordesigns appropriatenon-standardizedassessment proceduresto be used by theteam.

a. Uses non-standardizedassessment pro-cedures in thediagnostic process.

a. Determinesif these pro-cedures haveproved successfulwith diagnosis.

b. Redesignsprocedures thatrequire modifi-cation.



1.30 POSITION:

39.

Diagnosis


1.303 STATEMENT OF COMPETENCY: Provides leadership to theprofessional members of theteam in selecting and writinginstructional objectives.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Selects andwrites instruc-tional objectivesto be used by theteam.

b. Aids teammembers inwriting theirdbjectives.

a. Develops andwrites instruc-tional programsthat have beenteam developedusing instruc-tional objec-tives.

b. Plans forevaluation on thebasis of instruc-tional objectives.

a. Plansinstruction forclasses andindividualsbased on speci-fied instruc-tional objectives.

b. Plans forevaluation ofinstructionalprogram basedon statedobjectives.


40.

2.00 AREA OF COMPETENCE: Prescription


2.101 STATEMENT OF COMPETENCY: Keeps team informed ofavailable materials,equipment, and otherresources.

FROM TOWARDS

1. 2. 3. 4. 5.

a. Informs teammembers of availablematerials and otherresources.

a. Compiles listof materials andequipment.

b. Keeps inventoryof materials andequipment within thebuilding and withinthe school system.

Compiles listoZ. resource people.

d. Compiles list offield trip possibili-ties.

e. Evaluates mate-rials in terms of theirusefulness within thecurriculum.




2.102 STATEMENT OF COMPETENCY: Procures materials andequipment as requested bythe team.

FROM TOWARDS

1. 2. 3. 4. 5.

41.

a. Obtains sup-plies and equip-ment.

a. Obtains text-books and otherresource books.

b. Gathers language,math, science, socialstudies, etc. kits.

a. Anticipatesteam needs andhas materialready for teamuse.

Others, to be negotiated and goals to be determined:


2.10 POSITION:

42.

Prescription


2.103 STATEMENT OF COMPETENCY: Has knowledge of basiccurriculum.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Knows generalinformation re-garding basiccurriculum.

a. Can describescope and sequenceof curriculum.

a. Can aid inplanning activi-ties related tocurriculum.


43.



2.104 STATEMENT OF COMPETENCY: Has knowledge of a varietyof reinforcement techniques.

FROM TOWARDS

1. 2. 3. 4. 5.

a. Knows that avariety of rein-forcement tech-niques exist.

a. Demonstratesability to useflash cards, flannelboards, charts,chalkboards, etc.

b. Demonstratesability to carryon group discus-sions.

c. Demonstratesability to carry ontutorial or small groupwork.

a. Uses rein-forcement tech-niques with in-dividual learnersand with smallgroups.


44.



2.201 STATEMENT OF COMPETENCY: Arranges instructional timeand space to meet the needsof individual learners.

FROM TOWARDS

1. 2. 3. 4. 5.

a. Makes upschedules forinstructionaltime and spacethat will meet theneeds of indivi-dual learners.

a. Bases learnerschedules ondiagnostic data.

b. Plans foralternate groupingpatterns.

c. Allows flexibilityaccording to situ-ation.

a. Modifiesexisting schedulesto better servelearners.



2.20 POSITION:

Prescription

Staff Teacher

2.202 STATEMENT OF COMPETENCY: Plans for instruction

FROM

1. 2. 3. 4. 5.

TOWARDS

45.

a. Plans forinstructions basedon goals andobjectives.

a. Deploys adultpersonnel ininstructionalgroups.

b. Sets up organi-zation for pairedlearning andlearner tutors.

a. Plans forinstructionfor class andfor indivi-duals based onspecifiedobjectives.

b. Plans foruse of re-

c. Prepares precise sources andobjectives, procedures, materialsand reinforcement necessary totechniques to be used achievewith learners. specified ob-

jectives.

d. Prepares plansfor enriching thecurriculum.

e. Has written plansavailable.




2.203 STATEMENT OF COMPETENCY: Develops skill continuumsfor learners.

FROM TOWARDS

2. 3. 4. 5.

a. Makes skillcontinuums to beused with learners.

46.

a. Has available a. Develops

skill continuums continuums forfor specific concepts. affective areas.

b. Has availableskill continuumsfor mastery of basicskill areas ( i.e.,

reading, mathematics).

Others to be negotiated and goal's to be determined:

47.



2.204 STATEMENT OF COMPETENCY: Utilizes diagnostic data toidentify programs andlearning modes that will meetthe needs of learners.

FROM TOWARDS

1. 2. 3. 4. 5.

a. Uses diagnosticdata to identifyprograms that willmeet the needs of thelearner.

a. Plans andjustifies indi-vidual learnerprograms on thebasis of diag-nostic results.

b. Forms instruc-tional groups on thebasis of diagnosticdata.

a. Uses datafrom diagnosisto developprograms forthe developmentof basic intel-lectual skills.

b. Uses datafor programdevelopment inareas of inter-

c. Considers alternate est, developingprograms before pro- specifiedgram decisions are affective, social,made. and emotional

skills.


48.


2.30 POSITION: Master Teacher-InstructionalStrategist

2.301 STATEMENT OF COMPETENCY: Suggests spatial organizationof Learning Center.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Makes suggestions a. Assigns space forto the team regarding instructional acti-the spatial organi- vities after confer-zation of the learning ring with team.center.

b. Keeps physi-cal surroundingsflexible toenhance possiblechanges.

a. Evaluatesspatial organi-zation toensure environ-ment isconducive tolearning.


200 AREA OF COMPETENCE:

2.30 POSITION:

49.

Prescription


2.302 STATEMENT qF COMPETENCY: Directs prescriptive planningactivities of the team.

FROM

2. 3. 4. 5.

TOWARDS

a. Directs theprescriptive planningactivities of theteam.

a. Arrangesavailable timefor planning.

b. Has team plansavailable showingtotal involvementof team.

a. Tries newprocedures tofacilitateplanning.

b. Asks otherteam members forevaluations andsuggestions re-garding planning.



2.30 POSITION:

50.

Prescription


2.303 STATEMENT OF COMPETENCY: Assigns learners to instruc-tional groups based onavailable diagnostic data.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Establishesinstructional groupsaccording to avail-able data.

a. Correlatesand chartsavailable diag-nostic data.

b. Assigns learnersto instructionalgroups.

a. Usesavailable datafrom tests togroup pupils forthe developmentof basic intel-lectual skills.

b. Uses datafor grouping oflearners in areasof interestdeveloping speci-fied affective,social, andemotional skills.


51.



2.304 STATEMENT OF COMPETENCY: Assigns staff to instructionaltasks according to needs andstaff capabilities andinterests.

FROM TOWARDS

2. 3. 4. 5.

a. Assignsinstructionaltasks to staffconsidering thelearner's needsand staff in-terests andcapabilities.

a. Correlateslearner needs andstaff capabilities.

b. Assigns instruc-tional tasks to eachstaff member.

a. Keeps incontact withstaff to ensurethat instruc-tional needs andstaff interestsand capabilitiesare compatible.

b. Makes modi-fications inassignments ifnecessary.



2.30 POSITION:

52.

Prescription


2.305 STATEMENT OF COMPETENCY: Specifies procedures and actsas a resource for prescribinglearning activities withinthe team.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Developsprocedures to beused to prescribelearning activities.

a. Has a setprocedure for usingdiagnostic data toprescribe learningprocedure.

b. Has a procedurefor utilizing theteam in prescribinglearning activities.

a. Developsalternative pro-cedures to exis-ting ones.



2.30 POSITION:

53.

Prescription

Master Teacher - Instructionalstrategist

2.306 STATEMENT OF COMPETENCY: Develops broad programmaticgoals in cooperation withthe instructional cabinetto be utilized 1;5Ilitt2D2in developing individualprescriptions.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Developsprogrammatic goalsthat consider goalsand objectives.

b. Works withinstructionalcabinet.

a. Prepares writtenprogram goals andmakes them availableto the team.

b. Provides inputto individual teammembers in pre-paring plans andgbjpctivps.

a. Developsmethods to aidin the achieve-ment of goals.


54.


3.10 POSITION:

Implementation


3.101 STATEMENT OF COMPETENCY: Assembles and preparesmaterials.

FROM

2. 3. 4. 5.

TOWARDS

a. Knows how touse and preparematerials whenrequested by theteam.

a. Produces learningmaterials such astransparencies, games,etc.

b. Prepares and runsoff ditto sheets.

. c. Designs anddecorates bulletinboards.

a. Preparesoriginalmaterials tobe used bythe team.



3.10 POSITION:

Implementation


3.102 STATEMENT OF COMPETENCY: Operates audio-visualequipment.

FROM

2. 3. 4. 5.

TOWARDS

55.

a. Learns theoperation ofaudio-visualequipment tocomply withrequests madeby team members.

a. Operatesproperly equip-ment such as 16mmprojector, cassette,and reel to reeltape recorders,overhead pro-jector, etc.

a. Maintainsaudio-visualequipment.



3.10 POSITION:

Implementation


56.

3.103 STATEMENT OF COMPETENCY: Reinforces learning activities.

FROM

2. 3. 4. 5.

TOWARDS

a. Learns theoperations ofreinforcementlearning acti-vities.

a. Utilizes tech-niques such asflash cards, chalk-board, and instruc-tional games topractice learningalready acquired.

a. Makeschildren suc-cessful inthese activi-ties.



3.10 POSITION:

Implementation


3.104 STATEMENT OF COMPETENCY: Carries out lesson plans.

FROM

2. 3. 4. 5.

TOWARDS

a. Carries outlesson plansunder directionof staff.

a. Demonstratesflexibility byinterpreting feed-back from learners.

b. Carries outlesson objectives.

c. Utilizes se-lected materialsand resources.

d. Utilizes avariety of teachingtechniques such asgroup discussions,instructional games,chalkboard, writtenwork, oral reading,flash cards, bookclubs.

e. Utilizes timeand assigned spaceeffectively.

f. Guides learnersin finding enrich-ment and projectmaterials.

57.

a. Demonstratesability to quicklyadapt materialsto the situation.



3.10 POSITION:

Implementation


3.105 STATEMENT OF COMPETENCY: Discusses social and aca-demic topics.

FROM

2. 3. 4. 5.

TOWARDS

55.

a. Carries ondiscussions onsocial andacademic topics.

a. Utilizes learnerquestions and inter-ests to discussissues.

a. Teacher andstudent determinetasks fromdiscussions.


59.


3.20 POSITION:

Implementation

Staff Teacher

3.201 STATEMENT OF COMPETENCY: Provides motivationaltechniques for learningprocesses.

FROM

2. 3. 4. 5.

TOWARDS

a. Aidslearning byutilizing moti-vational tech-niques.

a. Observesinvolvement oflearners.

b. Utilizes avariety ofinstructionaltechniques.

a. Promotesopen communi-cation betweenlearners andthemselves.


60.

3.00 AREA OF COMPETENCE: Implementation


3.202 STATEMENT OF COMPETENCY: Introduces new concepts tolearners utilizing a varietyof instructional strategies.

FROM TOWARDS.

2. 3. 4. 5.

a. Locates newtechniques in theclassroom toprovide learnerswithin a varietyof instructionalstrategies.

a. Develops thetechniques to beused in a particularlearner situation.

a. Guidesstudents frommaterial thatis known to newknowledge.

b. Involvesstudents in thelearning process.


3.00 AREA OF COMPETENCE: Implementaticn

3.30 POSITION:

61.


3.301 STATEMENT OF COMPETENCY: Procures materials forimplementation.

FROM TOWARDS

2. 3. 4. 5.

a. Orders supplies a. Secures avai- a. Developsand materials for lable materials for materials forteam use. implementation. implementation.

b. AssessesValues of ma-terials beingimplemented.


62.

3.00 AREA OF COMPETENCE: Implementation


3.302 STATEMENT OF COMPETENCY: Supervises all implementationactivities.

FROM TOWARDS

2. 3. 4. 5.

a. Observes im- a. Verifies that a. Develops newplementation activi- prescriptions are methods of imple-ties. being properly mentation.

carried out.



4.10 POSITION:

Evaluation


63.

4.101 STATEMENT OF COMPETENCY: Provides information to theteam about the intellectual,social, emotional, and phys-ical development of thoselearners with whom they aredirectly associated.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Identifies de-velopment of learnerswith whom they areassociated.

a. Gives infor-mation to the teambased on observations,written work, andopinion.

a. Respondsto learnersnonverbalclues andcan report onthese.


4.00 AREA OF COMPETENCE: Evaluation


4.201 STATEMENT OF COMPETENCY: Compiles data on learners.

FROM

2. 3. 4. 5.

TOWARDS

a. Collects infor- a. Uses post-tests,mation on learners. observations, confer-

ences, and records oflearners.

64.

a. Developsalternativemethods of datacollection.



4.20 POSITION:

Evaluation

Staff Teacher

4.202 STATEMENT OF COMPETENCY: Reviews learner progress.

FROM

1. 2. 3. 4. 5.

65.

TOWARDS__.

a. Reviews progressof learners bychecking availabledata.

a. Has data avai-lable such as anec-dotal records, per-manent records,current work samples,conferences, reports,report cards, psy-chological reports,recorded scores,diagnostic results,observation reports,learner conferencereports, opinionsof supportivepersonnel, and teamreports.

a. Is selec-tive in use ofdata.


66.



4.203 STATEMENT OF COMPETENCY: Compares present and pastlearner data.

FROM TOWARDS

2. 3. 4. 5.

a. Obtains past and a. Compares learner's a. Determinespresent learner data, current progress with learner's rate

his progress in the of progress topast. identify pos-

sible problems.




67.

4.204 STATEMENT OF COMPETENCY: Assesses the degree to whichlearner has attained theprescribed-objectives:

FROM

2. 3. 4. 5.

TOWARDS

a. Determines.learner progress.

a. Compares indi-vidual learner objec-tives with learnerattainment.

b. Compares the per-formance of learnerson specified objec-tives with the otherdata available.

a. Determines iflearner hasachieved at alevel compatiblewith ability.



4.20 POSITION:

Evaluation

Staff Teacher

4.205 STATEMENT OF COMPETENCY: Reports learner progress toappropriate parties.

FROM

1. 2. 3. 4. 5.

TOWARDS

68.

a. Notifies otherstaff members oflearner's achieve-ment and progress.

a. Prepares a. Discusseswritten reports of learner's progresslearner's progress with staff.(report cards, etc.).

b. Holds con-ferences withlearners and/orparents to reportprogress.

c. Holds con-ferences withsupportive per-sonnel to reportprogress.



4.30 POSITION:

69.

Evaluation


4.301 STATEMENT OF COMPETENCY: Specifies evaluation pro-_ cedures_and_techniques_to_

be used within the team.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Designs pro-cedures which will beused by the teamfor evaluation.

a. Has availablea written proce-dure for evaluatinglearners within theteam.

a. Developsproceduresbased on teamobjectives.


70.



4.302 STATEMENT _OF COMPETENCY: Evaluates_program on the-basis__of individual learner per-formance.

FROM TOWARDS

2. 3. 4. 5.

a. Uses indivi-dual learner datato determine per-formance.

a. Assesses thedegree to whichlearners haveattained specifiedobjectives.

b. Attempts toascertain why cer-tain learners havenot achieved speci-fied objectives.

a. Uses indi-vidual learner'sperformance datato determinesuccess ofprogram.

b. Recommendschanges inprogram wheredata indicateschange is required.


71.



4.303 STATEMENT OF COMPETENCY: Evaluates program on thebasis of program goals-.-

FROM TOWARDS

2. 3. 4. 5.

a. Compares learn-er's progress withexpectations forlearners.

a. Considers thedegree to which eachprogram goal has beenmet.

b. Is prepared toinform the principalwhen requested on thedegree to which pro-gram goals are beingmet.

a. Determinessuccess or fail-ure of programusing predeter-mined criteria.

b. Determinesnecessary revis-ions to program.


5.00 AREA OF COMPETENCE Learning Center Management


5.101 STATEMENT OF COMPETENCY: Assists in re

FROM

1. 2.

ulatinlearning environment.

3. 4. 5.

TOWARDS

a. Works with staffto provide condi-tions conducive tolearning.

a. Directs learnersthrough their dailyroutines.

b. Reinforces learn-ing center rules andregulations.

72.

a. Encourageslearners indirecting them-selves throughtask completion.


73.

5.00 AREA OF COMPETENCE: Learning Center Management


5.102 STATEMENT OF COMPETENCY: Assumes responsibilities asassigned by team.

FROM TOWARDS

1. 2. 3. 4. 5.

a. Does assigned tasks. a. Completes assignedhousekeeping duties.

b. Carries out assign-ed instructional activ-ities.

c. Carries out super-visory duties such asmorning duty, bus duty,rest room duty, andtaking sick or injuredstudents to the clinic.

d. Carries out clericalduties such as collect-ing money, taking atten-dance, securing notesfrom home, recordinginformation in perman-ent files.


74.



5.103 STATEMENT OF COMPETENCY: Assures supervision of learn-ing acitvities when the staffteacher is temporarily awayfrom the instructionalsetting.

FROM TOWARDS

1. 2. 3. 4. 5.

a. Takes respon- a. Carries outsibility for learning activities outlinedactivities during by the professionaltempdrary absence staff.

of staff teacher.

a. Carries outoutlined activ-ities and isable to assiststudents.


75.



5.104 STATEMENT OF COMPETENCY: Makes learners aware oflearning center procedures.

FROM TOWARDS

2. 3. 4. 5.

a. Knows the pro- a. Explains and a. Observescedures of the reminds learners learners inlearning center. of expected action and

behavior. clarifiesprocedures.


76.


5.10 POSITION:. Intern and Assistant to theTeacher

5.105 STATEMENT OF COMPETENCY: Reinforces positive learnerbehavior.

FROM

2. 3. 4. 5.

TOWARDS

a. Knows how to a. Commends learnersreinforce positive either verbally orbehavior on learners. nonverbally for

positive behavior.

a. Developsown ways ofreinforcingstudentbehavior.


77.



5.106 STATEMENT OF COMPETENCY: Responds appropriately tonegative behavior.

FROM TOWARDS

1. 2. 3. 4. 5.

a. Knows a variety a. Monitors a. Developsof responses to behavior of own ways ofnegative behavior. learners. responding to

negativeb. Follows through behavior.with establishedand appropriateresponses tolearner behaviorwhen expectationsare not met.


78.



5.107 STATEMENT OF COMPETENCY: Arranges learner seatingwithin their instructionalgroups so that it isconducive to successfullearner interaction.

FROM TOWARDS

1. 2. 3. 4. 5.

a. Knows a variety a. Changes seating a. Develops

of ways of arranging pattprns as instruc- seating to

a classroom. tionl effortsrequire.

facilitatepeer teaching.


79.



5.201 STATEMENT OF COMPETENCY: Has learners make up workafter absences,

FROM TOWARDS

2. 3. 4. 5.

a. Assigns make-up a. Keeps recordswork to learners. of learner make-

up work.

a. Determinesneed for moremake-up exer-cises.


80.'



5.202 STATEMENT OF COMPETENCY: Has conference with learnerswho have problems in adaptingto learning center routines.

FROM TOWARDS

1. 2. 3. 4. 5.

a. Knows problems a. Records results a. Uses a

that learners have of conferences for variety of pro-

in adapting toroutines.

learner file. cedures to tryto preventconfusion andmisunderstanding.

Others to be negotiated and goals to be determined:.

81.



5.203 STATEMENT OF COMPETENCY: Schedules non-systemconferences.

FROM TOWARDS

2. 3. 4. 5.

a. Arranges and a. Records resultsschedules non-system of conferences andconferences. makes them available

to the team forutilization.



5.20 POSITION:

Learning Center Management

Staff Teacher

82.

5.204 STATEMENT OF COMPETENCY: Provides plans and schedulesfor substitutes.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Plans and a. Providesschedules, are implementationavailable for procedures insubstitutes. plans and

provides alter-nate plans.


83.



5.301 STATEMENT OF COMPETENCY: Orients substitutes as totheir responsibilities.

FROM TOWARDS

1. 3. 4. 5.

a. Duties andresponsibilities-are-communicatedto substitutes.


5.00

5.30 POSITION:

5.302

FROM

AREA OF COMPETENCE: Learning Center Management

84.


STATEMENT OF COMPETENCY: Decides on information to beplaced in records and files.

1. 2. 3. 4. 5.

TOWARDS

E. Keeps a varietyof information oneach learner.

a. Furnishes teamwith a verbal orwritten list ofinformation to bekept on file.

a. Evaluatesfiles periodi-cally and elimi-nates informationno longer ofvalue.


85.



5.303 STATEMENT OF COMPETENCY: Takes responsibility formaterials in the learningcenter.

FROM TOWARDS

2. 3. 4. 5.

a. Is aware of a. Confers with team a. Arranges formaterials-avail-- --aboUt_needed mater7 better utiliza-

.

able to the team. ials. tion of presentmaterial.

b. Files requestsfor new and/oradditional materials.

c. Provides for theorganization of avail-able storage space sothat materials areeasily accessible toteam members.


86.



5.304 STATEMENT OF COMPETENCY: Provides leadership inestablishing learningcenter climate.

FROM TOWARDS

1. 2. 3. 4. 5.

a. Develops a set of a. Expectations of a. Utilizesexpc,t-e-041Mmo,,,for the team are set and feedback tolearning center. communicated. make necessary

changes inb. Expectations of learning cen-Master Teacher- ter climate.InstructionalStrategist are setand communicated.

c. Makes time avail-able so that teammembers may discussmanagement problems.

d. Consults withteam members as groupand as individuals.

e. Consults withprincipal.

Uthers to be negotiated and goals to be determined:


5.30 POSITION:

87.


5.305 STATEMENT OF COMPETENCY: Assesses and utilizesstrengths of team members.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Learns thestrength of teammembers.

a. Assigns teammembers manage-ment tasks.

b. Provides verbalor written lists cfduties for eachteam member.

a. Develops aprocedure formonitoring theperformance ofstaff members.


6.00 AREA OF COMPETENCE: Team Relations

6.10 POSITIONS:

88.

Intern, Assistant to theTeacher, Staff Teacher andMaster Teacher-InstructionalStrategist

6.101 STATEMENT OF COMPETENCY: Establishes positiverelationships with allstaff members.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Becomesacquainted withother staffmembers.

a. Respects otherstaff members asevidenced bywillingness tolisten and acceptconsensus decisions.

a. Acceptsfeelings ofstaff membersas meaningful.

b. Attempts toreduce anyanxiety andattempts tomake staff feelsecure.



6.10 POSITIONS: Assistant to the Teacher,Staff Teacher and MasterTeacher-InstructionalStrategist

89.

6.102 STATEMENT OF COMPETENCY: Cooperates with team members.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Works withother teammembers.

b. Attends teammeetings.

a. Carries outplans and respon-sibilities.

b. Shares materialsand ideas.

c. Offers andaccepts construc-tive criticism.

d. Shows consider-ation for teammembers.

e. Is sensitive tothe personal needsof team members.

f. Uses democraticprinciples whendealing with teammembers.

g. Is rational inhandling problems.

a. Shows con-cern for indi-vidual teammembers bygoing to themwith team re-latecl problems.

90.

h, lts withtc .mbers tosoli._ problems.

i. Shows under-standing of theresponsibilitiesand appreciationof the achievementof other staffmembers.



6.10 POSITIONS:

91.

Team Relations

Intern, Assistant to theTeacher, Staff Teacher andMaster Teacher - InstructionalStrategist

6.103 STATEMENT OF COMPETENCY: Understands his role and roleof other team members.

FROM

1. 2. 3. 4. 5-

TOWARDS

a. Understands his a. Can verbalizerole and can relate his role and theit to the team effort. role of other

team members.

a. Suggestsway of being amore efficientteam member.



6.10 POSITIONS:

92.

Intern, Assistant to theTeacher, Staff Teacher andMaster Teacher-InstructionalStrategist

6.104cSTATEMENT OF COMPETENCY: Contributes ideas and

suggestions.

FROM

2. 3. 4. 5.

TOWARDS

a. Thinks of ideasand suggestions toimprove the team.

a. Makes verbalor written contri-butions to theteam.

a. Demonstratesto team how theidea or sugges-tion wouldbenefit theteam.



6.30 POSITION:

93.


6.301 STATEMENT OF COMPETENCY: Provides opportunity forstaff input.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Plans forstaff input.

a. Provides timeon the team meetingagenda for staffconcerns.

a. Schedulestime to hearstaff as agroup or on anindividualbasis.


94.



6.302 STATEMENT OF COMPETENCY: Provides positive, encourag-ing and supportive criticismto the team as a result ofobservations.

FROM TOWARDS

2. 3. 4. 5.

a. Observes theteam in operation.

a. Discusses obser-vations with teammembers individuallyand collectively.

a. Uses obser-vations as abasis to im-prove team ina constructivemanner.



6.30 POSITION:

95.


6.303 STATEMENT OF COMPETENCY: Coordinates inter/intraschcol communication withthe team.

FROM

2. 3. 4. 5.

TOWARDS

a. Provides fortwo way teamcommunication.

a. Communicatesteam concerns andneeds to instruc-tional cabinet andsupportive staff.

b. Communicatesinstructionalcabinet decisionsand concerns ofsupportive staffto the teacher.

a. Developschannels formore meaningfulteam communi-cation.



6.30 POSITION:

96.

Master Teacher- InstructiondiStrategist

6.304 STATEMENT OF COMPETENCY: Maintains an atmosphere ofrespect.

FROM

2. 3. 4. S.

TOWARDS

a. Recognizesdifferences amongstaff members.

a. Commends teammembers whensuccessful.

b. Solicits ideasfrom team members.

c. Resolves dif-ferences and con-flicts betweenteam members.

a. Promotesfeedback tostaff so theyknow someonelistens to them.


97.

7.00 AREA OF COMPETENCE: Learner Relations


7.101 STATEMENT OF COMPETENCY: Develops a positive self-image in learners.

FROM TOWARDS

2. 3. 4. 5.

a. Conveys a feeling a. Uses positive a. Promotesof importance to each reinforcement communicationchild. techniques. between learn-

ers and staff.


98.



7.102 STATEMENT OF COMPETENCY: Listens to, considers anddraws out opinions and ideasof learners.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Talks withlearners andlistens to them.

a. Interacts withlearners indivi-dually and collect-ively.

a. Asks learn-ers evaluativequestions todetermine ideasand opinions.




7.103 STATEMENT OF COMPETENCY: Establishes rapport withlearners.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Displays anopen attitudetoward learners.

a. Displays concernfor learner's inter-

ests and needs.

b. Is availableand approachableto learners.

c. Displays enthu-siasm while workingwith learners.

d. Displays tact,poise and confi-dence while workingwith learners.

99.

a. Works withlearners indeterminingtasks, goalsand objectivesthat are posi-tive.


100.



7.104 STATEMENT OF COMPETENCY: Establishes and maintainslearner-peer relationships.

FROM TOWARDS

1. 2. 3. 4. 5.

a. Makes observationsof learner-peerrelationships.

b. Collects data byusing items such associo-gram.

a. Guides learnerto make him moreacceptable to peers.

b. Helps learner tosee himself as otherssee him.

c. Changes seatingarrangements toimprove learnerself-image and/orpeer relationship.

a. Provideslearner withsituations tha-t---2

allow personalgrowth.

b. Provideslearner withfeedback toshow if behav-ior is improv-ing.




7.201 STATEMENT OF COMPETENCY: Subgroups learners on thebasis of learner relationsdata.

FROM TOWARDS

1. 2. 3. 4. 5.

101.

a. Uses learnerrelations data tomake subgroups.

a. Places learnersin learning activ-ities where theyare more likely tofeel adequate and/orlikely to achievepeer acceptance.

a. Placeslearner insituationsthat allow himto develop amore adequateself concept.



7.20 POSITION:

Learner Relations

Staff reacher

102.

7.202 STATEMENT OF COMPETENCY: Discusses learner's socialand emotional developmentwith parents.

FROM

2. 3. 4. 5.

TOWARDS

a. Identifies thesocial and emotionaldevelopment oflearners.

a. Reports problemsto parents and askstheir help inresolving them.

b. Sends homepositive notes toparents.

a. Works withparents in re-solving problems.

b. Keeps parentsinformed of prog-ress.




7.203 STATEMENT OF COMPETENCY: Evaluates learner's pastbehavior and his presentperformance.

FROM

1. 2. 3. 4. 5.

TOWARDS

103.

a. Collects infor-mation on pastperformance andbehavior of learners.

a. Reviews andinterprets learnerfiles to ascertainpast records.

b. Specifies newactivities basedon recorded data.

a. Adds usefulinformation tolearner files.

Others to be negotiated and goals to be determined:.


7.30 POSITION:

104.


7.301 STATEMENT OF COMPETENCY: Helps team to be sensitiveto learner needs and concerns.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Promotes interest a. Listens toin learner needs and learners andconcerns among staff responds to theirmembers. concerns.

b. Encourages teammembers to considerindividual learners.

c. Presents sug-gestions to the teamfor major regroupingto improve or main-tain learner self-image.

a. Works withteam in devel-oping programs.to promotelearner self-concept andreduce learneranxiety, andaccepting learn-er feelings asmeaningful.



7.30 POSITION:

105.


7.302 STATEMENT OF COMPETENCY: Is attentive to individuallearner's needs and concerns.

FROM

2. 3. 4. 5.

TOWARDS

a. Listens tolearner's requests.

a. Is availablefor learner reques-ted conferences.

b. Diagnoses observ-able learner.behavior as neededfor consulting.

c. Relates learnerconcerns in a posi-tive manner toindividual teammembers and/ortotal team.

a. Providesexperiencesthat helplearners under-stand them-selves better.


106

PART FOUR

DIRECTOR OF INSTRUCTION AND RESEARCH

The Director of Instruction and Research is expected to

exert major influence on the instruction program. His role

is expanded over that of the traditional principal. His job

includes staffing, curriculum development, pupil personnel

administration, school-community relations and school business

administration skills.

Staffing refers to consideration of the personnel who

plan and provide the learning activities afforded to pupils

by the schools. Tasks involved in staffing involve the

determining of staffing needs, selecting staff, assessing the

proficiency of personnel and assessing professional growth

needs. Certain competencies are required to carry out the

staffing tasks.

1.01 Deployment of professional and paraprofessional staff

based upon assessment data is one of these skills.

1.02 Selecting personnel for positions within the dif-

ferentiated staffing hierarchy.

1.03 Orienting new staff members.

107

1.04 Evaluating staff personnel and their effectiveness

on the instructional team.

Curriculum development is the second area of concern.

Curriculum development from an administrative point of view

may be thought of as designing and developing the content

and the learning experiences offered pupils by the school.

Selecting outcomes (goals and objectives), selecting learning

activities, organizing learning activities and evaluating

the attainment of outcomes are all processes related to

curriculum development. These four processes require

conceptual, technical and human relations skills on the part

of the administration. The competencies identified in this

area are:

2.01 Establishing a structure to cooperatively develop

statements of philosophy, goals and objectives, and inter-

preting these statements to the various publics.

2.02 Establishing a structure to consider curriculum

issues with the professional staff.

2.03 Establishing an organizational structure that is

consistent with the goals and objectives.

2.04 Assessing curriculum needs after considering pupils.

2.05 Suggesting alternative strategies to the instructional

team based on needs.

108

2.06 Presenting new and innovative concepts.

2.07 Assists the professional staff in the interpretation

of test scores.

2.08 Initiates curriculum changes that result from

surveys, changes in state standards, etc.

2.09 Schedules instructional activities.

2.10 Suggests classroom organization that will facilitate

instruction.

2.11 Assesses instructional material needs and priorities

within resource allocation.

2.12 Informs the staff of new materials.

2.13 Assesses physical plant needs as they relate to

the instructional objectives.

2.14 Suggests alternatives to utilizing existing space

and materials.

2.15 Assesses the curriculum structure and instructional

program.

The next area the Director of Instruction and Research is

involved with is Pupil Personnel Administration. This term

refers to the provision of services that relate to student

welfare, guidance. etc. Administratively, the coordination

and referral to specialized personnel and community agencies

for special help are tasks involved. Pupil Personnel

109.

Administration also refers to discipline, guidance, pupil

information and student relationships.

Four competencies are involved.

3.01 Maintaining adequate pupil behavior for learning

(discipline).

3.02 Developing procedures for guidance activities within

the school.

3.03 Collecting demographic data and pupil information.

3.04 Maintaining student relationships.

School and community relations is the next major area

of concern. School community relations refers to establishing

rapport with the parents of children served by the school.-

Two competencies have been identified.

4.01 Cultivates positive community attitudes.

4.02 Encourages parental involvement.

The final area the Director of Instruction and Research

is involved with is the School Business Administration. This

refers to those activities that maintain the physical

environment of the school, provide for services extraneous to

the areas of instruction, and provide the financial basis for

operating the school.

Competencies identified in this area:

5.01 Assumes responsibility for maintenance of buildings

110

and grounds.

5.02 Implements food services program.

5.03 Develops effective finances.

5.04 Develops effective transportation plan.

"ASSESSMENT"

Assessment procedures for the Director of Instruction

and Research are the same as those procedures specified for

members of the differentiated staff exCept there will not

be peer assessment.

The evaluation instrument consists of a series of com-

petency statements with indicators of competency.

The indicators are listed at three levels along

a continuum.

1. Level one has indicators that tend to indicate a

minimum level of competency for the competency statement.

2. Level three indicators establish some criteria for

acceptable performance in a normal administration setting.

3. Level five indicators indicate performances that

extend the effectiveness of normal competencies.

Using the assessment system will require several steps.

1. The Director of Instruction and Research will make

an initial assessment of himself. This can include selecting

additional indicators of competency. He will rate himself

and record his assessment.

2. The Director of Instruction and Research will with

the assistance of superordinates set goals as to where he

would like to move on the continuum for each competency

statement. He will record his goals for each competency

statement. If at any time the Director of Instruction

and Research wishes to modify or change his goals he may

do so.

3. The Director of Instruction and Research shall do a

self assessment to consider his progress every 60 school

days. This assessment shall be recorded.

4. At the end of the school year superordinates will

assess the Director of Instruction and together they will

consider progress made during the year. Their joint assess-

ment will be recorded.

A separate rating scale has been established for the

Director of Instruction and Research. The top of the scale

has spaces for the date of assessment and the same of the

assessor. Space is provided at the top of the scale for the

desired level of competence for each competency statement.

The scale has been coded for ease in scoring, Each

112.

area of competence has been given a number. The digit

to the left of the decimal point refers to the area of

competence.

1.00 Staffing

2.00 Curriculum Development

3.00 Pupil Personnel Administration

4.00 School-Community Relations

5.00 School Business Administration Skills

Each statement of competency has also been numbered. The

first and second places to the right of the decimal point

have been reserved for the Statements of Competency. This

provides for up to 99 Statements of Competency for each area

of competence.

Each area of competence has been given a number, and

each competency statement has also been given a number. The

numbers on the rating scale correspond to the numbers given

statements appearing in the description of the Director of

Instruction and Research.

113.

1.00 AREA OF COMPETENCE: Staffing

1.01 STATEMENT OF COMPETENCY: Deploys professional andparaprofessional staff basedupon assessment data.

FROM TOWARDS

2. 3. 4. 5.

a. Assesses a. Assesses thestrengths and weak- need for supportnesses of staff with- personnel.in instructionalteams.


114.


1.01 STATEMENT OF COMPETENCE: Selects personnel for positionswithin the differentiate&staffing hierarchy.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Utilizes staffsuggestions in the'selection process.

a. Conductsinterviews withprospectivecandidates.



1.03 STATEMENT OF COMPETENCY: Provides for orientationof staff members:

FROM

1. 2. 3. 4. 5.

TOWARDS

115

a. Conducts pre-service activitiesto aid in assimi-lating new staffmembers.

a. Re-orientstotal staff togoals and objec-tives of the in-structional program.



1.04 STATEMENT OF COMPETENCY: Evaluates staff personneland their effect on theinstructional program.

FROM TOWARDS

1. 2. 3. 4. 5.

116-

a. Makes formal a. Documents a. Maintainsobservations and evaluations and records of indivi-evaluations of observations. dual conferences.staff performances.


117.

2.00 AREA OF COMPETENCE: Curriculum Development

2.01 STATEMENT OF COMPETENCY: Establishes a structure tocooperatively develop state-ments to the various publics.

FROM

2. 3. 4. 5.

TOWARDS

a. Provides copiesof statements ofphilosophy, goalsand objectives.

a. Provides oppor-tunities for the co-operative developmentof statements.

a. Interpretsstatements to thevarious publicsthrough meeting,printed materials,etc.


118.


2.02 STATEMENT OF COMPETENCY: Establishes a structure for theconsideration of curriculumissues with the professional*staff.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Holds cabinetmeetings to considercurriculum issues.

a. Interpretsvarious factorsinfluencingcurriculum.

a. Provides in-formation regardingcurriculum issuesby means of pre-sentations, writtenmemos, etc.


119.


2.0.3 STATEMENT OF COMPETENCY: Establishes an organizationalstructure consistent withoals and objectives.

FROM TOWARDS

1. 2. 3. 4. 5.

a. Develops astructure contri-buting to goals andobjectives.



2.04 STATEMENT OF COMPETENCY: Assesses curriculum needsafter considering pupils.

FROM

2. 3. 5.

TOWARDS

120.

a. Interpretsschool-wide andstandardized testresults to assesscurriculum effort.

a. Assista indiagnosis of indi-vidual pupils.

a. Interprets datato staff that willbe useful in as-sessing curriculumneeds.


121.


2.05 STATEMENT OF COMPETENCY: Suggests alternative strategiesto instructional team basedon needs.

FROM TOWARDS

2. 3. 4. 5.

a. Meets with a. Offers sug- a. Holds indi-team and suggests gestions after vidual conferencesstrategies. formal observations. with staff members.

Others to be negOtiated and goals to be determined:



FROM

1. 2. 3.

Provides staff with newand innovative conceptsof organization.

4. 5.

TOWARDS

122.

a. Curculatesbooks, papers,articles, etc.

a. Reports onorganizationalpractices atinstructionalcabinet meetings.



2.07 STATEMENT OF COMPETENCY: Assists the professionalstaff to interpret stand-ardized tests.

FROM TOWARDS

2. 3. 4. 5.

123.

a. Interprets data a. Makes assess-

from standardized ments of the staff'stests to the staff. ability to diagnose

pupils.


124.


2.08 STATEMENT OF COMPETENCY: Initiates curriculum changesthat result from surveys,changes in state standards,etc.

FROM TOWARDS

2. 3. 4. 5.

a. Interprets surveys,etc. to the staff asa reason for curricu-lum change.


125.


2.09 STATEMENT OF COMPETENCY: Involves staff in schedulingof instructional activities.

FROM TOWARDS

2. 3. 4. 5.

a. Uses infor- a. Producesmation from the schedules accept-staff for scheduling. able to the staff.


126.


2.10 STATEMENT OF COMPETENCY: Suggests classroom organi-zations that will facilitateinstruction.

FROM

2. 3. 4. 5.

TOWARDS

a- Attends teammeetings and suggeststypes of organiza-tion for classrooms.

a. Holds indivi-dual conferences withmaster teachers tosuggest organiza-tional schemes forclassrooms.




FROM

1. 2.

127.

Curriculum Development

Assesses instructional materialneeds and priorities withinresource allocation.

3. 4. 5.

TOWARDS

a. Makes staffaware of availableresources and theneed for establish-ing priorities.

a. Holds meetingsof the instructionalcabinet to discussmaterial needs.


128.


2.12 STATEMENT OF COMPETENCY: Keeps staff informed aboutnew materials.

FROM TOWARDS

2. 3. 4. 5.

a. Has materialscatalogues available.

a. Providesinformation tothe staff andthe instructionalcabinet.



2.13 STATEMENT OF COMPETENCY: Assesses physical plantneeds as they relate toinstructional objectives.

FROM

1. 2. 3. 4. 5.

TOWARDS

129.

a. Makes staffaware of restric-tions the physicalplant may place onachieving certaininstructionalobjectiVes.

a. Recommends modi-fications of facil-ities, when appro-priate, to thedirector of facilities.



2.14 STATEMENT OF COMPETENCY: Suggests alternatives toutilizing existing spaceangniiaterials.

FROM

1. 2.

.TOTAARDS

3. 4. 5.

130.

a. Holds staffmeetings to makesuggestions aboututilizing existingspace and materials.

a. Prepares writteninformation for thestaff to utilizeexisting materialsand space.


131.


2.15 STATEMENT OF COMPETENCY: Assesses the curricularstructure and instructionalprogram.

FROM TOWARDS

1. 2. 3. 4. 5.

a. Considers a. Evaluates the a. Provides staffstandardized test achievement of with verbal andscores. goals and objec- written appraisals

tives.


132.

3.00 AREA OF COMPETENCE: Pupil Personnel Administration

3.01 STATEMENT OF COMPETENCY: Maintains adequate pupilbehavior for learning(discipline).

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Works withstaff members onspecific behavioralproblems.

b. Refers to schoolpsychologists be-havioral problemswith emotional orsocial basis.

a. Confers withparents on studentbehavior problems.

b. Refers parentsto outside agencieswhen additionalhelp is required.

a. ImplementsBoard of Educationpolicies ondiscipline.


133.


3.02 STATEMENT OF COMPETENCY: Develops procedures forguidance activities withinthe school.

FROM

2. 3. 4. 5.

TOWARDS

a. Develops re-ferral proceduresfor learningproblems.

a. Confers withparents and othersupport personnelwith the specificpurpose of guidance.


134..


3.03 STATEMENT OF COMPETENCY: Collects demographic dataand pupil information.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Establishessystematic pro-cedure to collect_and record pupildata.

a. Establishesan accurate, up-date and completesystem of permanentstudent records.

a. Gathersinformation con-cerning student inregards to family,community, interests,activities, etc.


135.


3.04 STATEMENT OF COMPETENCY: Develops Student Relationships

FROM TOWARDS

2. 3. 4. 5.

a. Establishesinstructional pro-gram that developspeer relationships.


136.

4.00 AREA OF COMPETENCE: School- Community Relations

4.01 STATEMENT OF COMPETENCY: Cultivates Community Attitudes.

FROM TOWARDS

2. 3. 4. 5.

a. Communicates withthe community throughvarious channels(newspapers, book-lets, papers, etc.).

a. Assessescommunity atti-tudes throughquestionnaires,opinion polls,etc.

Others to be -4egotiated and goals to be determined:

137.

4.00 AREA OF COMPETENCE: School Community Relations

4.02 STATEMENT OF COMPETENCY: Encourages parental involvement.

FROM TOWARDS

2. 3. 4. 5.

a. Works closelywith the P.T.A. andother parentorganizations.

a. Establishesprograms forutilizing commu-nity volunteers.

b. Establishesprograms forparent visitationof classrooms.

a. Disseminatesinformation thatrelates to the wel-fare and raisingof children.


138.

5.00 AREA OF COMPETENCE: School Business Administration

5.01 STATEMENT OF COMPETENCY: Assumes responsibility formaintenance of buildingsand grounds.

FROM

1. 2. 3. 4. 5.

TOWARDS

a. Requestsrepairs to buildingwhen needed.

a. Requestsimprovements togrounds whenneeded.

a. Suggestschanges to thebuilding toimprove utiliza-tion.


139.


5.02 STATEMENT OF COMPETENCY: Implements food servicesprogram.

FROM TOWARDS

2. 3. 4. 5.

a. Establishes a a. Supervisesschedule for lunch personnel asso-program. ciated with lunch

program.


140.


5.03 STATEMENT OF COMPETENCY: Develops Effective Finances.

FROM TOWARDS

1. 2. 3. 4. 5.

a. Maintains ac-curate bookkeepingof student activityaccounts.

a. Completesschool purchaseswith the financialparameters ofBoard of Educationallocations.

a. Prioritizesitems forpurchase.


141.


5.04

FROM

STATEMENT OF COMPETENCY: Develops effectivetransportation_plan.

TOWARDS

3. 4. 5.1. 2.

a. Works cooper-atively with trans-portation departmentin establishingschedules, stops,etc.

a. Establishesschedules for thesupervision ofstudents enteringand exiting buses.

a. Implementspolicies concerningdiscipline on buses.


INTERN AND ASSISTANT TO THE TEACHERRATING SHEET

wO 4..)

w mAw

COMPETENCIES ww4 m

Diagnosis 1.001.1011.1021.1031.1041.105

Prescription 2.002.1012.1022.1032.104

Implementation 3.003.1013.1023.1033.1043.105

Evaluation 4.004.101

Learning Center 5.00Management 5.101

5.1025.1035.1045.1055.1065.107

Team Relations 6.006.1016.1026.1036.104

Learner Relations 7.007.1017.1027.1037.104

142.

1

STAFF TEACHERRATING SHEET

woto nito Aa)

COMPETENCIES to rcito< m

Diagnosis 1.001.2011.2021.2031.2041.2051.206

Prescription 2.002.2012.2022.2032.2042.205

Implementation 3.003.2013.202

Evaluation 4.004.2014.2024.2034.2044.205


5.2025.2035.204

Team Relations 6.006.1016.1026.1036.104

Learner Relations 7.007.2017.2027.203

143.

MASTER TEACHER-INSTRUCTIONAL STRATEGISTRATING SHEET

a)

4.)

w mw

COMPETENCIES m

Diagnosis 1.001.3011.3021.303

Prescription 2.002.3012.3022.3032.3042.3052.306

Implementation 3.003.3013.302

Evaluation 4.004.3014.3024.303


5.3025.3035.3045.305

Team Relations 6.006.1016.1026.1036.1046.3016.3026.3036.304

Learner Relations 7.007.3017.302

144.

DIRECTOR OF INSTRUCTION AND RESEARCHRATING SHEET

COMPETENCIES

}-I0 -1--)U2 fU

U2 qU2 V

< raStaffing 1.00

1.011.021.031.04

Curriculum and 2.00Development 2.01

2.022.032.042.052.062.072.082.092.102.112.122.132.142.15

Pupil Personnel 3.00Administration 3.01

3.023.033.04

School-Community 4.00Relations 4.01

4.02

School Business 5.00Administration 5.01

5,025.035.04

145.