SOWK: PDE 430 NTP Educator Effectiveness Observation & Practice

Millersville University 
School of Social Work

PDE 430-NTP
Educator Effectiveness Observation & Practice

Framework for Non-Teaching Professionals: School Social Worker/Home and School Visitor
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DOMAIN 1: Planning and Preparation

Effective nonteaching professionals (NTPs) plan and prepare to deliver high-quality services equitably to all learners based upon extensive evidence-based knowledge of their discipline relative to individual and systems-level needs and within the context of interdisciplinary collaboration. ervice delivery outcomes are clear, measurable, and represent relevant goals for the individual and system.
Failing (0)Needs Improvement (1)Proficient (2)Distinguished (3)
NTP’s planning and preparation reflect little or no understanding of their discipline relative to individual and/or systems-level needs. 
Service delivery outcomes, as a function of planning and preparation, are not clear, not measurable, and do not represent relevant goals for 
the individual and/or system.**		NTP’s planning 
and preparation 
reflect moderate understanding of their discipline relative to individual and systems-level needs. 
Some service delivery outcomes are clear, measurable, and represent relevant goals for the individual and/or system.**		NTP’s planning and preparation reflect a thorough understanding of their discipline relative to individual and systems-level needs. 
Most service delivery outcomes are clear, measurable, and represent relevant goals for the individual and/or system.**		NTP’s planning 
and preparation 
reflect extensive understanding of their discipline relative to individual and systems-level needs. 
All service delivery outcomes are clear, measurable, and represent relevant goals for the individual and/or system.**

DOMAIN 2: Educational Environment

Effective NTPs assess and enhance the quality of the environment along multiple dimensions toward improved academic, behavioral and social-emotional outcomes. Environmental dimensions include adult-student relationships, staff interactions, security and maintenance, administration, student academic orientation, student behavioral values, student-peer relationships, parent and community-school relationships, instructional and intervention management and student activities.

Recommended Action:
Failing (0)Needs Improvement (1)Proficient (2)Distinguished (3)
Environment is characterized by chaos and conflict, with 
low expectations for improved academic, behavioral and social-emotional outcomes. 
There are no clear standards for interactions, behavior, use of space and time, instruction and intervention with students, maintaining confidentiality, etc.**		Environment is controlled, but reflects only moderate expectations for improved academic, behavioral, and social-emotional outcomes. 
There are some clearly defined standards 
for interactions, 
use of space and time, instruction 
and intervention with students, 
and maintaining confidentiality, etc.**		Environment functions smoothly, with an efficient use of space and time and effective supports for academic, behavioral, and social-emotional growth.
Standards and expectations for interactions, instruction and intervention 
with students, 
and maintaining confidentiality are high.**		Recipients of services make a significant and meaningful contribution to various dimensions of the environment and contribute to improved academic, behavioral, and social-emotional outcomes.**

DOMAIN 3: Delivery of Service

Effective NTP service delivery and evidence-based practice originate from a problem-solving process that can be applied at the individual, group, and systems level and is used for: (a) identification of priority areas for improvement; (b) analysis of variables related to the situation, including student needs and backgrounds; (c) selection of relevant factors within the system; (d) fidelity of implementation of services and supports; and (e) monitoring of effectiveness of services.

Failing (0)Needs Improvement (1)Proficient (2)Distinguished (3)
Minimal or no use of 
a problem-solving process to identify, analyze, and provide appropriate services and supports with fidelity. 
Minimal or no use of data and/or stakeholder engagement to monitor and improve the effectiveness of services.**		Moderate use of 
a problem-solving process to identify, analyze, and provide appropriate services and supports. 
Inconsistent use of data and/or stakeholder engagement to monitor and improve the effectiveness of services.**		Effective use of a problem-solving process to identify, analyze, and provide appropriate services and supports with fidelity. 
Consistent use of data and/or stakeholder engagement to monitor and improve the effectiveness of services.**		Effective use of a problem-solving process to identify, analyze, and provide appropriate services and supports with flexibility and fidelity. 
Extensive and strategic use of data and/or stakeholder engagement to monitor and improve the effectiveness of services. 
As a function of interdisciplinary collaboration and problem-solving, student and systems-level outcomes improve over time.**

DOMAIN 4: Professional Development

Effective NTPs have high ethical standards and a deep sense of professionalism, focused on improving their own service delivery in an equitable and inclusive manner and supporting the ongoing learning of colleagues. Their record keeping systems are efficient and effective. NTPs communicate with all parties clearly, frequently and with cultural sensitivity. These professionals assume leadership roles within the system and engage in a wide variety of professional development activities that serve to strengthen evidence-based practices. Reflection on their practice results in ideas for improvement that are shared across professional learning communities and contribute to improving the practice of others.

Failing (0)Needs Improvement (1)Proficient (2)Distinguished (3)
NTPs do not adhere to ethical standards or convey a deep sense of professionalism. There is an absence of focus on improving their own service delivery and supporting 
the ongoing learning of colleagues. 
Their record keeping systems are inefficient and ineffective. 
Communication is ineffective, as evidenced by lack of clarity, limited frequency, and absence of cultural sensitivity. 
NTPs do not take on leadership roles within the system and do not engage in a wide variety of professional development activities that would serve to strengthen their practice.
Reflection on their practice does not result in ideas 
for improvement that are shared across professional learning communities and/or contribute to improving the practice of others.**		NTPs partially adhere 
to ethical standards and convey an emerging sense of professionalism. There is some focus on improving their own service delivery and supporting the ongoing learning of colleagues. 
Their record keeping systems are approaching efficiency and effectiveness. 
Communication is somewhat effective, albeit inconsistent.
NTPs infrequently accept leadership roles within the system and engage in a wide variety of professional development activities that serve to strengthen their practice. 
Reflection on their practice is beginning to result in ideas for improvement that are shared across professional learning communities and/or contribute to improving the practice of others.**		NTPs fully adhere to ethical standards and conveys 
an emerging sense of professionalism. There is a solid focus on improving their own service delivery and supporting the ongoing learning of colleagues. 
Their record keeping systems are efficient and effective. 
Communication is clear, frequent, and effective.
NTPs assume leadership roles within the system and engage in a wide variety of professional development activities that serve to strengthen their practice. 
Reflection on their practice may result in ideas for improvement that are shared across professional learning communities and/or contribute to improving the practice of others.**		NTPs have exceptional adherence to ethical standards and professionalism. There 
is always evidence of improvement of practice 
and support to the ongoing learning of colleagues. 
Their record keeping systems are exceptionally efficient and effective. 
Communication is proactive and highly effective, characterized by clarity, frequency, respect, and cultural sensitivity. 
NTPs consistently seek out leadership roles within the system and engage in a 
wide variety of professional development activities that serve to strengthen their practice. 
Reflection on their practice consistently results in ideas for improvement that are shared across professional learning communities and/or contribute to improving the practice of others.**
*Adapted by the Pennsylvania Department of Education with permission from copyrighted material of Charlotte Danielson.
**From Enhancing Professional Practice: Framework for Teachers, 2nd Edition (pp. 41-42), by Charlotte Danielson, Alexandria, VA: ASCD.2007 by ASCD. Adapted and reproduced with permission.


As the candidate's site supervisor, I am recommending the selection noted below based on my assessment of their performance and verification of their relevant experience.
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