School Psychologist Professional Practice Rubric - Indiana

School Psychologist Professional Practice Rubric

Purpose of the Rubric psychologists. Additional information should be considered
The School Psychologist Professional Practice Rubric (SPPPR) when making evaluation decisions.
 The SPPPR should be used as a self-assessment by a school
was developed for three key purposes: psychologist. The ratings could be shared with a supervisor and
 To provide a description of the key roles and responsibilities of a considered in the evaluation process to determine final ratings
school psychologist. The activity examples are not intended to and areas for future professional growth.
be exhaustive and additional examples may need to be  School psychologists should provide evidence, or artifacts, to
considered based upon an individual school psychologist’s support their self-ratings on the SPPPR. Examples include:
assignment and responsibilities. student progress monitoring data, educational evaluation
 To inform the personnel evaluation process of school reports, examples of student work, surveys/feedback on
psychologists. interactions with families, school staff, and community partners.
 To assist school administrators’ recognition of effective school  The SPPPR should be completed by a supervisor who is
psychologists and support of ongoing professional development familiar with school psychology practices, professional best
for their school psychology staff. practices, and ethical principles. When possible, a credentialed
school psychologist should be the evaluator or at a minimum
Development of the Rubric serve as one level of review.
The SPPPR was developed by a representative group of school  The activities listed for the rating categories (Highly Effective,
etc.) are examples. The list is not exhaustive and a rating at
psychologists and school administrators from across Indiana in that level does not require evidence of each listed practice. A
collaboration with a workgroup of the Indiana Association of School school psychologist may be involved in other activities that
Psychologists (IASP). Multiple stakeholders provided input and the should be considered when selecting the appropriate rating.
rubric was piloted in 15 Indiana districts/cooperatives.  Supervisor ratings on the SPPPR will be more accurate and
valid when based on first-hand knowledge of the school
The Model for Comprehensive and Integrated School psychologists’ job performance. Observations, review of
Psychological Services (National Association of School Psychologists provided evidence/artifacts and self-ratings, and input from
[NASP], 2010) was utilized to develop the domains, indicators, and other school staff would be informative.
example activities. The SPPP was also developed to align with  The final SPPPR ratings should be reviewed and discussed by
personnel evaluation materials and requirements of the Indiana the supervisor and school psychologist. Identifying areas of
Department of Education. The below resources were also utilized: effectiveness and exemplary practice as well as areas in need
of improvement are essential for supporting school
Harvey, V. S., & Struzziero, J. A. (2008). Professional psychological practices that enhance student academic and
development and supervision of school psychologists: From intern to mental health outcomes.
expert (2nd ed.) Thousand Oaks, CA: Corwin Press.
 Scoring of the SPPPR should take into consideration the
Skalski, A. K. (2011, March/April). Should Student Achievement domains determined applicable to the individual school
Data Be Considered in the Evaluation of School Psychologists? NASP psychologist. Normative data has not been collected for the
Communiqué. www.nasponline.org SPPPR so decisions about criteria and overall classifications of
effectiveness should be made at the local level.
Using the Rubric
Key considerations for using the SPPPR include:
 The SPPPR is designed to be one measure, or piece of
information, used in the personnel evaluation of school

1 Updated August 2012, visit www.iasponline.org for most up-to-date version.

School Psychologist Professional Practice Rubric

DOMAIN 1: ASSESSMENT, DATA-BASED DECISION MAKING, AND ACCOUNTABILITY

School psychologists utilize their knowledge of data-based decision making and accountability, diversity in development and learning, as well as
research and program evaluation to assist staff with effective decision making regarding student needs

Indicator Highly Effective (4) Effective (3) Improvement Necessary (2) Ineffective (1)

1.1: Utilizes appropriate School Psychologist fulfills the School Psychologist uses School Psychologist uses School Psychologist uses
assessment and data criteria for Level 3 and additionally assessment and data collection assessment and data collection assessment and data collection
collection methods methods that are methods that are methods that are
-Applies evaluation data and
Part of the School findings to intervention, instruction, -Appropriate for the intended -Appropriate for the student, and -Inappropriate for purpose and/or
Psychologist’s role? programming, and services through purpose, student, or
written reports, intervention plans, -Administered, scored, and
No; Indicator Not Applicable and meetings/conferences with -Appropriate and individualized interpreted correctly -Are administered, scored, or
to this Employee parents and/or school staff. for the specific student’s cultural, interpreted incorrectly.
linguistic and disability But are
Yes background, and

Rating: . -Of sufficient variety for the -Limited in variety for the intended
intended purpose. purpose, or

-Limited in individualization for the
specific student(s).

1.2: Contributes to school-wide School Psychologist fulfills the School Psychologist contributes School Psychologist is School Psychologist
assessment and data-based criteria for Level 3 and additionally to school-wide assessment
practices for academic, social- practices in a manner that meets -Responsive to opportunities to -Lacks knowledge about school-
emotional, and behavioral -Serves as a member of school the expectations of the contribute to school-wide wide assessment and data-based
domains. building level teams (e.g., school role/school(s). assessment practices but decision making practices,
improvement team, intervention contributions are insufficient to
Part of the School team, etc.), Example activities include meet expectations of -Lacks knowledge about the
Psychologist’s role? school(s)/role, and collection and use of school-wide
-Conducts a needs assessment to -Collects, or assists with data, and/or
No; Indicator Not Applicable guide the development and delivery collection, of student data to -Involved in continued
to this Employee of building/district school-wide inform core curriculum and professional growth and learning -Fails to take advantage of
programs, instructional practices, regarding school-wide practices. opportunities to engage in school-
Yes; Indicate domain(s) in wide assessment practices.
which this Employee is -Conducts evaluation of school-wide -Researches and helps select
involved: practices and programs to ensure assessments for universal
effectiveness and guide continuous screening,
Academic improvements, or
Social-Emotional -Summarizes universal screening
Behavioral -Assists with the development and/or benchmarking data,
and/or delivery of staff professional
Rating: . development to support school-wide -Applies data to curricular
assessment practices. decisions and/or instructional
practices.

1 Updated August 2012, visit www.iasponline.org for most up-to-date version.

School Psychologist Professional Practice Rubric

DOMAIN 1: ASSESSMENT, DATA-BASED DECISION MAKING, AND ACCOUNTABILITY, continued

Indicator Highly Effective (4) Effective (3) Improvement Necessary (2) Ineffective (1)

1.3: Contributes to progress School Psychologist fulfills the School Psychologist contributes to School Psychologist is School Psychologist
monitoring and data-based criteria for Level 3 and additionally progress monitoring and data-
decisions regarding based decisions regarding -Responsive to opportunities to -Lacks knowledge about data-
intervention practices for -Serves as a member of student intervention practices in a manner contribute to progress monitoring based problem solving practices,
academic, social-emotional, level teams (e.g., intervention that meets the expectations of the and data-based decisions
and behavioral domains. team, problem solving team, etc.), school(s)/role. regarding intervention practices -Lacks knowledge about the
but contributions are insufficient collection and use of progress
Part of the School -Conducts evaluation of Example activities include to meet expectations of monitoring data, and/or
Psychologist’s role? intervention practices and school(s)/role, and
programs to ensure effectiveness -Collects, or assists with -Fails to take advantage of
No; Indicator Not Applicable and guide continuous collection, of student progress -Involved in continued opportunities to engage in
to this Employee improvements, monitoring data, professional growth and learning progress monitoring practices.
regarding progress monitoring and
Yes; Indicate domain(s) in -Conducts supplemental -Researches and helps select data-based decision making
which this Employee is diagnostic assessments to assist assessments for progress practices.
involved: in intervention selection, monitoring,

Academic -Assists with the development -Summarizes progress monitoring
Social-Emotional and/or delivery of staff data, and
Behavioral professional development to
support intervention practices. -Applies progress monitoring data
to intervention practices and
Rating: . decisions about need for
additional services/supports.

1.4: Conducts special School Psychologist fulfills the School Psychologist conducts School Psychologist conducts School Psychologist conducts
education evaluations to inform criteria for Level 3 and additionally evaluations that are evaluations that are evaluations that are
eligibility, service, and
programming decisions. -Effectively communicates -Compliant with minimum -Compliant with minimum -Not compliant with Article 7,
evaluation findings to school staff requirements of Article 7, requirements of Article 7 and/or
through written reports and
Part of the School conferences, and/or -Appropriate for the student being But are -Inappropriate for the student
Psychologist’s role? evaluated, and being evaluated.
-Utilizes evaluation findings to -Limited in appropriateness for the
No; Indicator Not Applicable inform accurate eligibility, -Informative for instructional student being evaluated and/or
to this Employee placement, and service decisions. and/or programming purposes.

Yes -Limited in providing instructionally
relevant information.

Rating: .

2 Updated August 2012, visit www.iasponline.org for most up-to-date version.

School Psychologist Professional Practice Rubric

DOMAIN 1: ASSESSMENT, DATA-BASED DECISION MAKING, AND ACCOUNTABILITY, continued

Indicator Highly Effective (4) Effective (3) Improvement Necessary (2) Ineffective (1)

1.5: Completes evaluations in Completed all in a timely manner Few evaluations completed after Few evaluations completed after Multiple evaluations completed
a timely manner. past the compliance due dates
compliance due dates for reasons compliance due dates for reasons
Rating: . outside the school psychologist’s within the school psychologist’s

control control

1.6: Utilizes technology as part School Psychologist fulfills the School Psychologist utilizes School Psychologist is School Psychologist
of data-based decision making criteria for Level 3 and additionally technology to meet the
practices. expectations of role and -Involved in continued -Lacks knowledge about the use
-Utilizes technological tools and responsibilities. professional growth and learning of technological tools and
Rating: . programs in innovative ways to regarding the use of technological programs,
meet the needs of school(s) Example activities include using tools and programs, and/or
and/or enhance job performance, technological tools to -Lacks the skills needed to use
-Knowledge and skill with technological tools and programs,
-Provides mentoring and coaching -collect assessment data, when technological tools and programs and/or
to colleagues regarding the use of appropriate, is insufficient to meet
technological tools and programs, -score data, expectations of role/school(s). -Fails to engage in professional
-summarize data, growth and learning to gain
. -graph data, and/or needed knowledge and skills.
-share data and findings with
others.

3 Updated August 2012, visit www.iasponline.org for most up-to-date version.

School Psychologist Professional Practice Rubric

DOMAIN 2: INTERVENTIONS AND INSTRUCTIONAL SUPPORT TO DEVELOP ACADEMIC, SOCIAL, AND LIFE SKILLS

School psychologists utilize their knowledge of intervention and instructional support, mental health, prevention, and response to assist with the
development and delivery of services to students to improve learning and student outcomes.

Indicator Highly Effective (4) Effective (3) Improvement Necessary (2) Ineffective (1)

2.1: Contributes to school-wide School Psychologist fulfills the School Psychologist contributes to School Psychologist is School Psychologist
curricular and instructional criteria for Level 3 and additionally school-wide curricular and
practices for academic, social- instructional practices in a manner -Responsive to opportunities to -Lacks knowledge about
emotional, and behavioral -Serves as a member of school that is consistent with the contribute to school-wide curriculum and standards for
domains. building level teams (e.g., school expectations of the role/school(s). curriculum and instruction academic, social-emotional, and
improvement team, intervention Example activities include practices but contributions are behavioral domains
Part of the School team, etc.), insufficient to meet expectations
Psychologist’s role? -Researches and helps select of role/school(s), and -Lacks knowledge about
-Conducts evaluation of school- instructional strategies, instructional strategies and
No; Indicator Not Applicable wide practices and programs to approaches, or programs, -Involved in continued approaches for academic, social-
to this Employee ensure effectiveness and guide professional growth and learning emotional, and behavioral
continuous improvements, or -Assists staff in learning and regarding curriculum and domains, and/or
Yes; Indicate domain(s) in implementing new instructional instruction for academic, social-
which this Employee is -Assists with the development strategies, approaches, or emotional, or behavioral domains. -Fails to take advantage of
involved: and/or delivery of staff programs, opportunities to engage in
professional development to continued professional growth and
Academic support school-wide practices. -Assists in the collection of learning.
Social-Emotional information about implementation
Behavioral integrity.

Rating: . -Assists with student safety and
bullying activities.

2.2: Contributes to intervention School Psychologist fulfills the School Psychologist contributes to School Psychologist is School Psychologist
practices for academic, social- criteria for Level 3 and additionally intervention practices in a manner
emotional, and behavioral that meets the expectations of the -Responsive to opportunities to -Lacks knowledge about
domains. -Serves as a member of student role/school(s). contribute to intervention practices intervention strategies and
level teams (e.g., intervention but contributions are insufficient practices,
Part of the School team, problem solving team, etc.), Example activities include to meet expectations of
Psychologist’s role? school(s)/role, and - Fails to take advantage of
-Conducts evaluation of - Researches and helps select opportunities to engage in
No; Indicator Not Applicable intervention practices and intervention strategies and -Involved in continued continued professional growth and
to this Employee programs to ensure effectiveness approaches for school(s), professional growth and learning learning.
and guide continuous regarding intervention practices.
Yes; Indicate domain(s) in improvements, or -Helps develop intervention plans
which this Employee is for individual students or small
involved: -Assists with the development groups of students,
and/or delivery of staff -Applies progress monitoring data
professional development to

4 Updated August 2012, visit www.iasponline.org for most up-to-date version.

School Psychologist Professional Practice Rubric

DOMAIN 2: INTERVENTIONS AND INSTRUCTIONAL SUPPORT TO DEVELOP ACADEMIC, SOCIAL, AND LIFE SKILLS, continued

Indicator Highly Effective (4) Effective (3) Improvement Necessary (2) Ineffective (1)

Academic support intervention practices. to intervention practices and
Social-Emotional decisions about need for
Behavioral additional services/supports.

Rating: . -Assists staff in learning and
implementing new intervention
strategies, approaches, or
programs,

-Provides intervention services to
individual students or small
groups, or

-Assists in the collection of
information about implementation
integrity.

2.3: Contributes to crisis School Psychologist fulfills the School Psychologist contributes to School Psychologist is School Psychologist
response and intervention criteria for Level 3 and additionally crisis response and intervention
practices. practices in a manner that meets -Responsive to opportunities to -Lacks knowledge about crisis
-Conducts evaluation of crisis the expectations of the contribute to crisis response and response and intervention
Part of the School response and intervention role/school(s). intervention practices but practices.
Psychologist’s role? practices to assess effectiveness contributions are insufficient to
and guide continuous Example activities include meet expectations of - Fails to take advantage of
No; Indicator Not Applicable improvements, or school(s)/role, and opportunities to engage in
to this Employee - Assists in the development of continued professional growth and
-Assists with the development crisis response and intervention -Involved in continued learning
Yes and/or delivery of staff plans, professional growth and learning
professional development on crisis regarding crisis response and
response and intervention. -Participates in school-wide crisis intervention.
response and intervention training,
Rating: . -Collaborates with community
agencies to provide coordinated -Provides crisis intervention
response and services to crisis services to students, staff, and
situations. community.

5 Updated August 2012, visit www.iasponline.org for most up-to-date version.

School Psychologist Professional Practice Rubric

DOMAIN 2: INTERVENTIONS AND INSTRUCTIONAL SUPPORT TO DEVELOP ACADEMIC, SOCIAL, AND LIFE SKILLS, continued

Indicator Highly Effective (4) Effective (3) Improvement Necessary (2) Ineffective (1)

2.4: Utilizes information School Psychologist fulfills the School Psychologist School Psychologist School Psychologist
about student background criteria for Level 3 and additionally
and characteristics to inform -Demonstrates an understanding -Is involved in continued -Lacks an understanding of the
instruction, intervention, and -Assists with the development of the influence of diversity factors professional growth regarding influence of factors such as
service delivery decisions. and/or delivery of staff professional through recommended strategies, student diversity and academic, culture, linguistic, socioeconomic
development on student diversity. interventions, and/or programming, social-emotional, and behavioral status, gender or gender identity,
Rating: . and outcomes national origin, religion, disability,
-Provides mentoring and coaching health status on student learning
to colleagues regarding issues of -Knowledge and skills meet the But practices and behavior.
diversity and student learning, expectations of the role and
school(s) population. -Demonstrate limited application of - Fails to take advantage of
-Applies knowledge in innovative this knowledge to instructional opportunities to engage in
ways to assist students, schools, practices and programming/service continued professional growth and
and/or corporation. For example, delivery. learning.
addressing issues of
disproportionality in special
education identification or
suspension/expulsion data.

6 Updated August 2012, visit www.iasponline.org for most up-to-date version.

School Psychologist Professional Practice Rubric

DOMAIN 3: CONSULTATION AND COLLABORATION

School psychologists utilize their knowledge of school-wide practices to promote learning as well as consultation and collaboration to assist staff in

creating and maintaining effective learning environments.

Indicator Highly Effective (4) Effective (3) Improvement Necessary (2) Ineffective (1)

3.1: Engages in consultation School Psychologist fulfills the School Psychologist effectively School Psychologist School Psychologist
and collaboration with school criteria for Level 3 and additionally engages in consultation and
staff. collaboration with school staff in a -Is involved in continued -Lacks knowledge and skills about
-Assists with the development manner that meets the professional growth regarding effective consultation strategies
Rating: . and/or delivery of staff professional expectations of the role/school(s). consultation and collaboration and practices, and/or
development on collaboration and strategies,
consultation. Example activities include - Fails to take advantage of
However individual’s practices opportunities to engage in
-Provides mentoring and coaching - Assists teachers with identifying continued professional growth and
to colleagues regarding concerns to target through -Demonstrate limited application of learning.
consultation strategies. intervention practices, knowledge and skills to expected
roles and responsibilities.
-Applies knowledge in innovative -Supports teachers with
ways to assist students, schools, intervention implementation
and/or corporation. For example, through coaching, providing
designing a process for feedback, modeling, etc.,
collaborative team meetings.
-Works well with others as part of a
team (e.g., intervention team,
problem solving team,
multidisciplinary team, case
conference committee) and/or

-Utilizes facilitation and conflict
resolution skills and strategies.

3.2: Engages in consultation School Psychologist fulfills the School Psychologist effectively School Psychologist School Psychologist
and collaboration with criteria for Level 3 and additionally engages in consultation and
parents and families. collaboration with parents and -Is involved in continued -Lacks knowledge about effective
-Assists with the development families in a manner that meets the professional growth regarding consultation strategies and
Rating: . and/or delivery of staff professional expectations of the role/school(s). consultation and collaboration practices, and/or
development on collaboration and strategies,
consultation. Example activities include - Fails to take advantage of
However individual’s practices do opportunities to engage in
-Provides mentoring and coaching - Discusses parent concerns and not continued professional growth and
to colleagues regarding provides suggestions for strategies learning.
consultation strategies. to use at home, -Demonstrate application of this
knowledge to expected roles and
-Clearly explains assessment data responsibilities
and intervention strategies,

7 Updated August 2012, visit www.iasponline.org for most up-to-date version.

School Psychologist Professional Practice Rubric

DOMAIN 3: CONSULTATION AND COLLABORATION, continued

Indicator Highly Effective (4) Effective (3) Improvement Necessary (2) Ineffective (1)

-Applies knowledge in innovative -Explains school procedures for School Psychologist
ways to assist students and services such as special -Lacks knowledge about effective
families. education, intervention, etc. consultation strategies and
practices, and/or
- Conducts and/or assists with -Clearly explains evaluation - Fails to take advantage of
parent education sessions and findings following special education opportunities to engage in
trainings evaluation, and continued professional growth and
learning.
-Answers questions clearly and
comprehensively.

3.3: Engages in consultation School Psychologist fulfills the School Psychologist effectively School Psychologist
and collaboration with criteria for Level 3 and additionally engages in consultation and
community agencies and collaboration with community -Is involved in continued
providers. -Assists with the development agencies in a manner that meets professional growth regarding
and/or delivery of staff professional the expectations of the consultation and collaboration
Rating: . development on collaboration and role/school(s). strategies,
consultation.
Example activities include However individual’s practices do
-Provides mentoring and coaching not
to colleagues regarding -Contacts community providers to
consultation strategies. obtain information needed for -Demonstrate application of this
instructional programming, knowledge to expected roles and
-Applies knowledge in innovative responsibilities
ways to assist students, families, -Clearly explains school
schools, and community, procedures for services and
practices,
-Conducts professional
development for community -Refers students and families to
agencies and providers community providers for needed
services,

-Communicates with community
providers in a clear and ethical
manner.

8 Updated August 2012, visit www.iasponline.org for most up-to-date version.

School Psychologist Professional Practice Rubric

Domain 4: LEADERSHIP

School psychologists develop and sustain professional involvement and leadership to ensure the continued learning and effective school

psychological services to schools, families, and students.

Indicator Highly Effective (4) Effective (3) Improvement Necessary (2) Ineffective (1)

4.1: Seeks professional School Psychologist fulfills the School Psychologist School Psychologist School Psychologist
growth and learning criteria for Level 3 and additionally
opportunities to advance -Responds well to constructive -Attends mandatory professional -Fails to seek or take advantage of
own knowledge and skill -Reflects critically on own skills and feedback, learning events opportunities to engage in
identifies professional learning professional learning, and/or
Rating: . needs, -Utilizes feedback to identify areas But does not
for professional growth, -Fails to respond to feedback from
-Shares newly learned knowledge -Respond to constructive supervisor(s) regarding the need
and practices with colleagues and -Initiates attendance at optional feedback, for professional learning.
school staff, professional learning events,
-Demonstrate application of
-Seeks opportunities to provide -Engages in professional reading knowledge/skill addressed in
professional learning sessions for of current research and practice, professional learning events, or
colleagues and school staff, and
-Demonstrates application of -Initiate attendance at optional
knowledge/skills addressed in professional learning events.
attended professional learning
events.

4.2: Contributes to School School Psychologist fulfills the School Psychologist School Psychologist School Psychologist
and/or Profession of School criteria for Level 3 and additionally
Psychology -Contributes ideas and expertise to -Responds to direct requests for -Rarely or never contributes ideas
-Assumes leadership positions in improve the functioning of the involvement in activities outside to improve school, district, or
Rating: . professional organizations or school, district, or cooperative, the typical school day or cooperative efforts,
school or district committees, professional advancement
-Participates in activities focused activities (e.g., team retreats, -Rarely participates in activities
-Mentors school psychology on improving the procedures and development of new procedures, that occur outside the typical
practicum students and interns. practices of the school, district, or etc.) school day hours,
cooperative,
But does not -Little or no involvement in
-Maintains membership in activities designed to advance the
professional organizations and -Initiate involvement in such professional practice of school
participates in sponsored activities. activities. psychologists.

9 Updated August 2012, visit www.iasponline.org for most up-to-date version.

School Psychologist Professional Practice Rubric

Domain 4: LEADERSHIP, continued

Indicator Highly Effective (4) Effective (3) Improvement Necessary (2) Ineffective (1)
School Psychologist
4.3: Advocates for student School Psychologist fulfills the School Psychologist School Psychologist
success criteria for Level 3 and additionally -Demonstrates a concern about
-Demonstrates a concern for student failure or lack of progress -Demonstrates limited commitment
Rating: . -Provides support and mentoring to student learning and outcomes by to the growth and learning of
colleagues who are less likely to advocating for a change in But does not students.
advocate on the behalf of students, instruction and services when
needed, -Advocate for student needs. -Accepts student failure and lack of
-Seeks systems level changes that growth and doesn’t advocate for a
will benefit all students and -Advocates in a respectful and change in instruction or services.
families. effective manner

DOMAIN 5: CORE PROFESSIONALISM

School psychologists exhibit the minimum competencies expected in any employment situation. School psychologists also adhere to ethical standards, grow

professionally, and participate as active stakeholders across school environments.

Indicator Meets Standard (1) Does Not Meet Standard (0)

5.1 Attendance . Individual has not demonstrated a pattern of unexcused Individual demonstrates a pattern of unexcused absences
Rating: absences as defined by local school policy and the relevant (those that are in violation of procedures set forth by local
collective bargaining agreement. school policy and by the relevant collective bargaining
5.2 Punctuality agreement)
Individual has not demonstrated a pattern of unexcused late
Rating: . arrivals, early departures for meetings, conferences, and/or Individual has demonstrated a pattern of unexcused late
school hours. arrivals or early departures.
5.3 Respect
Individual interacts with students, colleagues, Individual demonstrates a pattern of failing to interact with
Rating: . parents/families, and community members in a respectful students, colleagues, parents/families, and community
manner. members in a respectful manner.
5.4 Policies and Procedures
Individual follows state, corporation, and school policies and Individual demonstrates a pattern of failing to follow state,
procedures. corporation, and school policies and procedures.

Rating: .

10 Updated August 2012, visit www.iasponline.org for most up-to-date version.

School Psychologist Professional Practice Rubric

Summary and Planning: Possible Number of Obtained Comments
Points Indicators Score
Domain/Number of Possible Determined
Indicators 24 Applicable to

Assessment, Data-based School
Decision Making, and Psychologist
Accountability/6
Interventions and Instructional 16
Support to Develop Academic,
Social, and Life Skills/4 12
Consultation and Collaboration/3

Leadership/3 12

Core Professionalism/4 4 Total Total Points
Total Number of Indicators - 20 Indicators Possible for
Total Indicators
Possible Rated
Rated
Points

68

The following percentages apply when all 20 indicators have been rated. Score range of 62-68 corresponds approximately to 90% and higher, score range of 55-61
corresponds to 80-89%, score range of 48-54 corresponds to 70-79%,and score range of 47 and below corresponds to 68% and below.

11 Updated August 2012, visit www.iasponline.org for most up-to-date version.

Strengths School Psychologist Professional Practice Rubric
Specific Growth Areas

Employee Signature: ______________________________________ Administrator Signature: _____________________________

Date: _____________________________________ Date: _____________________________________

Ratings have been discussed between administrator and school psychologist. Signature indicates that the rating and evaluation has been shared and discussed, but
does not necessarily indicate agreement.

12 Updated August 2012, visit www.iasponline.org for most up-to-date version.