Opening the world through education tochildren and young adults

with diverse abilities

Name:

Assignment: Program:

Evaluator: Completion Date:

Adapted From: Enhancing Professional Practice: A Framework for Technology for Teaching by Charlotte Danielson, ASCD,

AND ECHO Professional Staff Evaluation Manual (Accessible at www.echoja.org)

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SWCCCASE EDUCATIONAL INTERPRETER EVALUATION SYSTEM

Four Domains of Interpreting with 16 Components and 16 Elements

Domain 1: Preparation

1a. Demonstrating knowledge of the student goals appropriate to the setting and the students served.1b. Demonstrating knowledge of the DHH Program goals appropriate to the setting and the students served. 1c. Preparing the interpretation / transliteration integrated with the regular school program to meet the needs of individual students.1d. Collaborates with the team to ensure logistics, class objectives, and clear interpretation.

Domain 2: The Interpreting Environment

2a. Creating an environment of trust and respect.2b. Maintaining clear procedures for promoting student’s self- advocacy, independence, and responsibility.2c. Establishing and maintaining norms of behavior for professional interactions.2d. Organizing physical space for students and providing equal access to information.2e. Organizing work time effectively.

Domain 3: Delivery of Service

3a. Follows the IEP to address and assess the student’s interpreting and communication needs.3b. Flexibility with interpreting/transliterating communication to maximize student success.3c. Advocates for students as needed. 3d. Monitoring and communicating student comprehension of interpretation/transliteration to the team.

Domain 4: Professional Responsibilities

4a. Demonstrating knowledge of current trends in the profession for educational interpreting.4b. Engaging in professional development.4c. Showing professionalism including integrity, confidentiality and abiding by the EIPA Code of Professional Conduct.

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EDUCATIONAL INTERPRETER EVALUATION PROFESSIONAL DOMAINS

SWCCCASEEDUCATIONAL INTERPRETER PRE-OBSERVATION PLANNING RECORD

Name:       Date:      

Program/School:       Subject /Area:      

1. Briefly describe the student(s) you will be interpreting for, including any difficulties you anticipate (component 1a and 1b)

     

2. How will you plan the interpretation to meet the needs of the student(s) i.e. content, physical environment? (1d, 3a)

     

3. How do you plan to establish an environment that ensures trust, respect, clear procedures and professional interactions with the student and others? (2a, 2c)

     

4. Describe how you will monitor and ensure student understanding. (4b, 1c)

     

5. What will be indicators of successful student comprehension? (1d,

4b)

     

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ELEMENT LEVEL OF PERFORMANCEUNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT

1a. Demonstrating

knowledge of the student goals

appropriate to the setting and

the students served.

Educational Interpreter is unaware of the goals for the student and/or doesn't follow the student's goals.

Educational Interpreter has limited knowledge of the goals for the student and follows the student’s goals partially.

Educational Interpreter follows and understands the goals of the student appropriately.

Educational Interpreter follows and understands the goals of the student, will make suggestions contributing to the development of goals, following consultations with the administrator and educational team.

1b. Demonstrating

knowledge of the DHH Program

goals appropriate to the setting and

the students served.

Educational Interpreter is unaware of the goals for the program and/or doesn’t follow the program goals.

Educational Interpreter has limited knowledge of the goals for the program and follows the program goals partially.

.Educational Interpreter follows and understands the goals of the program appropriately.

.Educational Interpreter follows and understands the goals of the program, will make suggestions contributing to the development of goals, following consultations with the administrator and educational team.

1c. Preparing the

interpretation / transliteration integrated with

the regular school program

to meet the needs of

individual students.

Educational Interpreter’s prep consists of a random collection of unrelated materials, lacking coherence or an overall structure.

Educational Interpreter’s prep includes a number of strategies but some of them do not fit with the overall goals of the classroom or the individual student.

Educational Interpreter’s prep is well organized and is adapted to suit a variety of settings, planning is student driven incorporating goals of the educational program.

.

Educational Interpreter’s prep is well organized and adapted to suit a variety of settings, planning is student driven and shared with other interpreters as suggestions for how to prep to meet the needs of individual students.

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DOMAIN 1 PREPARATION

1d. Collaborates with the team to ensure logistics, class objectives,

and clear interpretation.

Educational Interpreter has no plan to evaluate the logistics of the class nor does he/she collaborate with the team. Plan lacks coherence or overall structure.

Educational Interpreter has a rudimentary plan to evaluate the logistics of the classroom and is more reactive instead of proactive in his/her planning.

Educational Interpreter’s plan is well organized, adapted to suit the variety of settings, is student driven incorporating goals of the educational program and is purposeful and successful.

Educational Interpreter's plan is highly coherent, proactive and reflective with imaginative sources of evidence and clear goals for ongoing interpreter clarity.

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ELEMENTLEVEL OF PERFORMANCE

UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT

2a. Creating an environment of

trust and respect

.

Educational Interpreter’s interactions with students are negative or inappropriate; students appear uncomfortable in the setting.

Educational Interpreter’s interactions are a mix of positive and negative, the educational interpreter's efforts at developing rapport are partially successful.

Educational Interpreter’s interactions are positive and respectful; students appear comfortable in a variety of settings.

.

Students seek out Educational Interpreter, reflecting a high degree comfort and trust in the relationship.

2b. Maintaining clear procedures

for promoting student’s self-

advocacy, independence, and

responsibility

Educational Interpreter lacks clear procedures for promoting student’s self-advocacy, independence, and responsibility.

Educational Interpreter has established basic procedures which are not always evident or clear, for promoting student’s self-advocacy, independence, and responsibility.

Educational Interpreter carries out evident and clear procedures for promoting student’s self-advocacy, independence, and responsibility.

Educational Interpreter has established and maintains excellent procedures for promoting student’s self-advocacy, independence, and responsibility. Students take charge in promoting their own self advocacy, independence and responsibility.

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DOMAIN 2: THE INTERPRETING ENVIRONMENT

ELEMENTLEVEL OF PERFORMANCE

UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT

2c. Establishing and maintaining

norms of behavior for professional

interactions.

Educational Interpreter’s conduct does not reflect acceptable norms of professional conduct. Interactions with staff are frequently disrespectful.

Educational Interpreter’s efforts to maintain norms of professional conduct are partially successful.

Educational Interpreter has established and maintained norms of behavior for professional interactions. Interactions with staff reflect mutual respect.

Educational Interpreter has established and maintained norms of behavior for professional interactions and is perceived as a model for colleagues.

2d. Organizing physical space for

students and providing equal

access to information.

Educational Interpreter's physical space is not organized. Equal access of information is minimally or not provided.

Educational Interpreter's physical space is partially organized but poorly suited for working with students. Equal access of information is partially provided.

Educational Interpreter's physical space is organized and suited for working with students. Equal access of information is provided.

Educational Interpreter's physical space is highly organized and suited for working with students. Equal access of information is highly effective.

2e. Organizing work time effectively.

Educational Interpreter shows no/poor time management skills in setting priorities, resulting in confusion, missed deadlines and conflicting schedules.

Educational Interpreter's time management skills are partially developed; essential activities are carried out, but not always in the most efficient manner.

Educational Interpreter uses efficient time management skills in setting priorities, resulting in important work being accomplished in an efficient manner.

Educational Interpreter demonstrates excellent time management skills, accomplishing all tasks in a seamless manner.

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ELEMENTLEVEL OF PERFORMANCE

UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT3a. Follows the IEP to address and assess the

student’s interpreting and communication

needs.

Educational Interpreter fails to address or provide ongoing assessment of student needs

Educational Interpreter provides for student’s basic interpreting needs only.

Educational Interpreter often assesses the student’s needs and adjusts interpreting accordingly.

Educational Interpreter always addresses and assesses the student’s needs and provides high quality interpreting in alignment with student’s changing needs.

3b. Flexibility with interpreting/transl

iterating communication to maximize student

success.

.Educational Interpreter fails to demonstrate flexibility to interpret/transliterate to maximize student success

Educational Interpreter partially demonstrates flexibility to interpret/transliterate occasionally using appropriate register to maximize student success.

Educational Interpreter demonstrates flexibility using appropriate register to interpret/transliterate to maximize student success.

Educational Interpreter demonstrates a high level of flexibility and use of appropriate register in interpreting/transliterating to maximize student success finding ways to creatively meet student needs and incorporate many related elements.

3c. Advocates for students as

needed.

Educational Interpreter does not advocate for the needs of students.

Educational Interpreter only minimally and occasionally advocates for the needs of students.

Educational Interpreter consistently advocates for the needs of students.

Educational Interpreter always and proactively advocates for the needs of individual students.

3d. Monitoring Educational Interpreter does Educational Interpreter has Educational Interpreter has Educational Interpreter has

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DOMAIN 3: DELIVERY OF SERVICE

and communicating student comprehension of interpretation/transliteration to the team.

not have a system for monitoring student comprehension of the interpretation/transliteration process and communicates no feedback to team on student progress.

developed a rudimentary system for monitoring student comprehension and occasionally uses it to communicate student progress.

developed an effective system for monitoring and communicating student comprehension of the interpretation/transliteration process and communicates feedback to the team on student progress.

developed a highly effective system for monitoring and communicating student comprehension of the interpretation/transliteration process and makes the system available and accessible to others for service to the student.

ELEMENTLEVEL OF PERFORMANCE

UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT

4a. Demonstrating knowledge of current trends in the profession for educational interpreting

Educational Interpreter demonstrates little or no familiarity of specialty area or trends in the profession.

Educational Interpreter demonstrates basic familiarity of specialty area or trends in the profession.

Educational Interpreter demonstrates working knowledge of specialty area and trends in the profession.

Educational Interpreter’s knowledge is wide and deep; educational interpreter is regarded as an expert by colleagues and willingness to share information.

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DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

4b. Engaging in professional development

Educational Interpreter does not participate in professional development activities, even when such activities are clearly needed for personal professional development.

Educational Interpreter’s participation in professional development activities is limited to those that are convenient or are required.

Educational Interpreter seeks out professional development based on an individual assessment of need.

Educational Interpreter actively pursues professional development opportunities and makes a substantial contribution to the profession through activities such as presenting/sharing workshops with colleagues.

4c. Showing professionalism including integrity, confidentiality and abiding by the EIPA Code of Professional Conduct.

Educational Interpreter does not demonstrate professional integrity or observe confidentiality and does not abide by the Code of Professional Conduct.

Educational Interpreter inconsistently demonstrates professional integrity, inconsistently observes confidentiality and inconsistently abides by the Code of Professional Conduct.

Educational Interpreter displays consistent standards of integrity and confidentiality in interactions with colleagues, students, and public; in consistent adherence to the Code of Professional Conduct.

Educational Interpreter can be counted on to hold the highest standards of integrity and confidentiality and always adheres to the Code of Professional Conduct.

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11

PROFESSIONALISM

Attendance/Punctuality

Number of Sick Days Used to Date:

Personal Days Used to Date:

Number of Learning Links Credits Completed to Date:

Professional Appearance

Professional Demeanor

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RATING

Domain 1: Preparation

a.      

b.      

c.      

d.      

Domain 2: The Interpreting Environment

a.      

b.      

c.      

d.      

e.      

Domain 3: Delivery of Service

a.      

b.      

c.      

d.      

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Domain 4: Professional Responsibilities

a.      

b.      

c.      

TOTALS:                         /16=      

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TOTAL POINTS:      

NUMBER OF ITEMS RATED:      

Overall Performance Rating:      

Excellent 3.51-4.0Proficient 2.50-3.50

Needs Improvement 2.0-2.49Unsatisfactory 1.0-1.99

Interpreter’s Signature: _________________________________ Date:      

Evaluator’s Signature: __________________________________ Date:      

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Professional Data Record

Please share additional information since your last evaluation.

Name:       Date:      

Please record all significant accomplishments. Your comments should serve to clarify and give specific meaning to each item.

Contributions to Program, District and/or Cooperative beyond the regular assignment (committees, co-curricular, etc.):

     

Academic Preparation (academic courses, workshops, conferences, etc.):

     

Professional Contributions:

Memberships:      

Presentations:      

Published Work:      

Other:      

Awards and Recognition:

     

Other:Self Assessment

Strengths:      

Areas for Professional Growth:      

_____________________________________________      Employee Signature Date

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