While some of the specialist components are similar, specialists do have their own frameworks. The components are here, but specialists have not yet met together to brainstorm artifacts.
Instructional Specialists (i.e. technology specialists, literacy coaches)
Domain 1: Planning and Preparation
- 1a. Demonstrating knowledge of current trends in a specialty area and professional development
- 1b. Demonstrating knowledge of the school’s program and levels of teacher skills in delivering the program
- 1c. Establishing goals for the instructional program appropriate to the setting and the teachers served
- 1d. Demonstrating knowledge of resources, both within and beyond the school and district
- 1e. Planning the instructional support program, integrated with the overall school program
- 1f. Developing a plan to evaluate the instructional support program
Domain 2: The Environment
- 2a. Creating an environment of trust and respect
- 2b. Establishing a culture for ongoing instructional improvement
- 2c. Establishing clear procedures for teachers to gain access to instructional support
- 2d. Establishing and maintaining norms of behavior for professional interactions
- 2e. Organizing physical space for workshops or training
Domain 3: Delivery of Service
- 3a. Collaborating with teachers in the design of instructional units and lessons
- 3b. Engaging teachers in learning new instructional skills
- 3c. Sharing expertise with staff
- 3d. Locating resources for teachers to support instructional improvement
- 3e. Demonstrating flexibility and responsiveness
Domain 4: Professional Responsibilities
- 4a. Reflecting on practice
- 4b. Preparing and submitting budgets and reports
- 4c. Coordinating work with other specialists
- 4d. Participating in a professional community
- 4e. Engaging in professional development
- 4f. Showing professionalism, including integrity and confidentiality
Library/Media Specialists
Domain 1: Planning and Preparation
- 1a. Demonstrating knowledge of literature and current trends in library/media practice and information technology
- 1b. Demonstrating knowledge of the school’s program and student information needs within the program
- 1c. Establishing goals for the library/media program appropriate to the setting and the students served
- 1d. Demonstrating knowledge of resources, both within and beyond the school and district, and access to such resources as interlibrary loan
- 1e. Planning the library/media program integrated with the overall school program
- 1f. Developing a plan to evaluate the library/media program
Domain 2: The Environment
- 2a. Creating an environment of respect and rapport
- 2b. Establishing a culture for investigation and love of literature
- 2c. Establishing and maintaining library procedures
- 2d. Managing student behavior
- 2e. Organizing physical space to enable smooth flow
Domain 3: Delivery of Service
- 3a. Maintaining and extending the library collection in accordance with the school’s need and within budget limitations
- 3b. Collaborating with teachers in the design of instructional units and lessons
- 3c. Engaging students in enjoying literature and in learning information skills
- 3d. Assisting students and teachers in the use of technology in the library/media center
- 3e. Demonstrating flexibility and responsiveness
Domain 4: Professional Responsibilities
- 4a. Reflecting on practice
- 4b. Preparing and submitting reports and budgets
- 4c. Communicating with the larger community
- 4d. Participating in a professional community
- 4e. Engaging in professional development
- 4f.  Showing professionalism
School Counselors
Domain 1: Planning and Preparation
- 1a. Demonstrating knowledge of counseling theory and techniques
- 1b. Demonstrating knowledge of child and adolescent development
- 1c. Establishing goals for the counseling program appropriate to the setting and the students served
- 1d. Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district
- 1e. Planning the counseling program, integrated with the regular school program
- 1f. Developing a plan to evaluate the counseling program
Domain 2: The Environment
- 2a. Creating an environment of respect and rapport
- 2b. Establishing a culture for productive communication
- 2c. Managing routines and procedures
- 2d. Establishing standards of conduct and contributing to the culture for student behavior throughout the school
- 2e. Organizing the physical space
Domain 3: Delivery of Service
- 3a. Assessing student needs
- 3b. Assisting students and teachers in the formulation of academic, person/social, and career plans, based on knowledge of student needs
- 3c. Using counseling techniques in individual and classroom programs
- 3d. Brokering resources to meet needs
- 3e. Demonstrating flexibility and responsiveness
Domain 4: Professional Responsibilities
- 4a. Reflecting on practice
- 4b. Maintaining records and submitting them in a timely fashion
- 4c. Communicating with families
- 4d. Participating in a professional community
- 4e. Engaging in professional development
- 4f. Showing professionalism
School Psychologists
Domain 1: Planning and Preparation
- 1a. Demonstrating knowledge and skill in using psychological treatments to evaluate students
- 1b. Demonstrating knowledge of child and adolescent development and psychopathology
- 1c. Establishing goals for the psychology program appropriate to the setting and the students served
- 1d. Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district
- 1e. Planning and psychology program, integrated with the regular school program, to meet the needs of individual students and including prevention
- 1f. Developing a plan to evaluate the psychology program
Domain 2: The Environment
- 2a. Establishing rapport with students
- 2b. Establishing a culture for positive mental health throughout the school
- 2c. Establishing and maintaining clear procedures for referrals
- 2d. Establishing standards of conduct in the testing center
- 2e. Organizing physical space for testing of students and storage of materials
Domain 3: Delivery of Service
- 3a. Responding to referrals; consulting with teachers and administrations
- 3b. Evaluating student needs in compliance with National Association of School Psychologists (NASP) guidlines
- 3c. Chairing evaluation team
- 3d. Planning interventions to maximize students’ likelihood of success
- 3e. Maintaining contact with physicians and community mental health service providers
- 3f. Demonstrating flexibility and responsiveness
Domain 4: Professional Responsibilities
- 4a. Reflecting on practice
- 4b. Communicating with families
- 4c. Maintaining accurate records
- 4d. Participating in a professional community
- 4e. Engaging in professional development
- 4f. Showing professionalism
Therapeutic Specialists
Domain 1: Planning and Preparation
- 1a. Demonstrating knowledge and skill in the specialist therapy area; holding the relevant certificate or license
- 1b. Establishing goals for the therapy program appropriate to the setting and the students served
- 1c. Demonstrating the knowledge of district, state, and federal regulations and guidelines
- 1d. Demonstrating knowledge of resources, both within and beyond the school and district
- 1e. Planning the therapy program, integrated with the regular school program, to meet the needs of individual students
- 1f. Developing a plan to evaluate the therapy program
Domain 2: The Environment
- 2a. Establishing rapport with students
- 2b. Organizing time effectively
- 2c. Establishing and maintaining clear procedures and referrals
- 2d. Establishing standards of conduct in the treatment center
- 2e. Organizing physical space for testing of students and providing therapy
Domain 3: Delivery of Service
- 3a. Responding to referrals and evaluating student needs
- 3b. Developing and implementing treatment plans to maximize students’ success
- 3c.  Communicating with families
- 3d. Collecting information; writing reports
- 3e. Demonstrating flexibility and responsiveness
Domain 4: Professional Responsibilities
- 4a. Reflecting on practice
- 4b. Collaborating with teachers and administrators
- 4c. Maintaining an effective data-management system
- 4d. Participating in a professional community
- 4e. Engaging in professional development
- 4f. Showing professionalism, including integrity, advocacy,a nd maintaining confidentiality