Rubrics are widely used tools that assist in rating performance. For example, specialists and licensed faculty members often use rubrics to determine how closely a student’s demonstration of knowledge or skill aligns with expectations or accepted standards. Rubrics also describe practice that is common across specialists and other licensed professionals such as school psychologists, school nurses, occupational therapists, speech and language pathologists, autism consultants, special education teachers, etc. The Eugene School District 4J Professional Growth and Effectiveness System incorporates Specialist Rubrics as a rating tool that describes characteristics of professional practice at different levels of performance. The specialists’ Effective Teaching and Professional Practice Rubrics are designed to help Educational Support Services (ESS) licensed faculty and specialists and their evaluators to:
- Develop a consistent, shared understanding of what proficient performance looks like in practice.
- Develop a common terminology and structure to organize evidence.
- Make informed professional judgments about performance ratings on each standard.
The ESS Specialist Rubrics describe practice that is common across positions/roles. They are intended for ESS specialists who provide direct services such as therapy, counseling, assessments, and diagnosis to students’ caseload as well as those who provide indirect support to services to students through consultation to and/or collaboration with teachers, administrators and other professionals.
The roles and responsibilities of ESS specialists and licensed faculty to whom the rubric applies will vary due to the diversity of functions and services in Educational Support Services. The ESS Specialist Rubrics are closely aligned with the classroom licensed faculty rubric and emphasize commonalities across disciplines.
|
The purpose of English language development (ELD) instruction is to provide students who are not yet fully proficient in English with explicit English language instruction that is differentiated based on their English proficiency level. Effective English language instruction actively develops competence in the functions, forms and academic vocabulary of English, and provides many opportunities to develop oral and written fluency. “Functions” refers to the purposes for using language, such as asking a question, giving an opinion, or describing a situation. “Forms” refers to grammatical features of language, such as plurals, verb tenses, and contractions. |
