APPENDIX K

 

THE CONNECTICUT COMPETENCIES AND INDICATORS FOR

PERFORMANCE EVALUATION OF SPEECH LANGUAGE

PATHOLOGISTS

 

 

 

 

  

 

 

 

 

 

  

 CONNECTICUT STATE DEPARTMENT OF EDUCATION

Bureau of Certification and Professional Development

Bureau of Special Education and Pupil Services

Vocational‑Technical School System

 

October 1993

 

 

'Competencies and indicators in this document are not proposed as a complete instrument. School districts may wish to review and use this document to enhance their current evaluation process.

 

                   SPEECH AND LANGUAGE PATHOLOGIST

COMPETENCIES AND INDICATORS

 

 

1.0 Demonstrates facility in the skills of reading, writing and mathematics

 

2.0 Demonstrates knowledge of the theory and practice of the discipline

 

2.1  Demonstrates knowledge and understanding of the major theories, principles and concepts of communication development and disorders
 

2.2   Demonstrates accurate and up‑to‑date knowledge of theory and practices of prevention, assessment and intervention in communication disorders

 

2.3   Demonstrates an understanding of the purpose and value of effective communications

 

2.4   Demonstrates the ability to formulate meaningful questions to achieve effective outcomes

 

2.5   Demonstrates the ability to identify appropriate sources of additional information regard­ing prevention, assessment and intervention in communication disorders

 

2.6   Demonstrates the ability to critically examine new information about communication development and disorders

 

2.7   Demonstrates knowledge of cultural diversity and its relation to communication develop­ment and disorders

 

3.0  Demonstrates knowledge of human growth and development as it relates to the educational process

 

3.1   Demonstrates an understanding of the major theories of human development

 

3.2   Demonstrates an understanding of how physical, social, emotional and intellectual de­velopment relate to planning and organizing prevention, assessment and intervention in communication disorders

 

3.3   Demonstrates an understanding of the interrelationship between teaching styles and learning styles

 

3.4  Recognizes the conditions and needs of special children

 

 4.0 Demonstrates knowledge of the American public school system

 

4.1   Knows and understands the governance of schools from the local, state and federal level

 

4.2   Knows and understands how the organization of the district and school has an impact upon the individual speech‑language pathologist

 

4.3   Understands the rights and responsibilities of children, parents and teachers

 

5.0   Effectively assesses student needs and progress

 

5.1   Selects appropriate materials and procedures for assessing children's communication skills

 

5.2   Appropriately uses formal and informal measures of children's communication skills

 

5.3   Accurately interprets all information to describe the current level of communication skills

 

5.4   Recognizes when communication skills are deficient and recommends appropriate action

 

5.5   Uses all information to plan assessment and intervention

 

5.6   Documents and reports assessment results and intervention progress

 

5.7   Creates and selects evaluation instruments or procedures to obtain information for monitoring children's progress

 

5.8   Evaluates children on the basis of criteria that are aligned with instructional objectives

 

6.0   Plans programs and Interventions to achieve established objectives

 

6.1   Identifies and sequences goals for prevention, assessment and intervention in communication disorders

 

6.2   Identifies and sequences objectives to achieve established goals

 

6.3   Identifies procedures and sequences activities for prevention, assessment and intervention in communication disorders

 

6.4   Selects appropriate human resources, materials and media

 

6.5   Plans activities that provide for individual differences 

 

7.0   Effectively Implements programs and Interventions to achieve established objectives

 

7.1   Presents materials at a level appropriate to the needs, interests, abilities and backgrounds of children

 

7.2   Conducts learning activities in a logical sequence, which is flexible and developmentally appropriate

 

7.3   Provides opportunities for generalization of communication skills and behaviors across a variety of settings

 

7.4   Uses a variety of materials and media

 

7.5   Uses a variety of methods and incorporates advancing technology

 

7.6   Uses a variety of service‑delivery models

 

7.7   Uses a balance of individual, small‑group and large‑group formats

 

7.8   Provides activities that foster involvement of children, families, school and other pro­fessional personnel

 

7.9   Matches approaches and methods with the demands of the situation and in consider­ation of human diversity

 

7.10 Revises approaches and methods on the basis of comments, questions and performance

 

8.0   Helps students develop positive self‑concepts

 

8.1   Recognizes and understands the worth of all individuals and the opportunities provided by human diversity

 

8.2   Demonstrates sensitivity to and respect for the needs and feelings of all children

 

8.3   Conveys patience, empathy and enthusiasm

 

9.0 Facilitates the development of student Independence

 

9.1   Recognizes and encourages the special interests and abilities of individuals

                                                                                                                                                                

9.2   Assists individuals in selecting their own learning objectives and activities

9.3   Poses questions that stimulate individuals to recall, analyze, synthesize and evaluate

9.4   Presents  that foster thinking skills and problem‑solving skills

9.5   Assists and encourages individuals to investigate issues of concern to them

9.6   Fosters individuals' communications with others about ideas and concerns

10.0 Effectively meets the needs exceptional students

10.2 Identifies children who require the assistance of other specialists and makes appropriate referrals

 

10.3 Obtains and uses information from other sources

 

10.4  Provides appropriate equipment, materials and procedures for children with special needs
 

11.0  Effectively communicates with students, family members, school personnel and members of the community

 

11.1  Communicates expectations, directions and explanations in a clear, coherent and logical manner

 

11.2  Uses acceptable oral and written expression

 

11.3  Provides opportunities for interactive communication

 

11.4 Establishes rapport and fosters positive reinforcement through verbal and nonverbal

communication
     

11.5  Conveys personal enthusiasm and self‑confidence

 

11.6 Communicates with others, both individually and collectively, about the needs and progress of children
 

12.0    Promotes a positive learning environment

12.1 Demonstrates skills in managing behaviors of individuals and groups

12.2 Promotes positive interpersonal relationships