The Role of the Evaluator in PACE

Performance Assessment of Contributions and Effectiveness (PACE)

It is strongly recommended that evaluators have experience and expertise in the professional area of the individual being evaluated. Districts do not always have the administrative resources to hire an individual with those qualifications. The evaluator who does not hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) should become familiar with the roles and responsibilities of a school-based SLP.

Consideration should be given to collaborating with university speech/language program personnel or forming a consortium with surrounding districts to contract with an individual who holds the CCC-SLP and has experience and expertise in evaluating school-based SLPs.

The purpose of a professional evaluation is twofold. First, the evaluation is to determine if the professional is meeting professional standards in light of the individual's specific roles and responsibilities. Second, evaluation results are used to guide professional development to ensure continuous professional growth.

ASHA's Performance Assessment of Contributions and Effectiveness of Speech-Language Pathologists (PACE) is an appropriate tool for evaluating SLPs in your school.

The PACE Step-by-Step Guide is available to assist the administrator and the SLP in understanding and completing the PACE process. 

PACE Components

1. PACE Matrix [PDF] contains a series of performance objectives that a school-based SLP should achieve. The Matrix [PDF] rates the SLP's level of competency for each performance indicator. Examples of performance indicators for each objective are listed in the chart below.
2. PACE Self-Reflection Tool [PDF] allows the SLP to self-evaluate professional skills associated with PACE performance objectives.  
3. PACE Observation Form [PDF] records observational evidence associated with PACE performance objectives.

This table defines the principle performance objectives and indicators for success applicable to speech-language pathologists working in schools. It describes the necessary administrative support districts/schools need to provide to ensure that SLPs are able to meet their obligations to students and satisfy their roles as professional members of the school community.