VIEWS: 18 PAGES: 49 CATEGORY: Business POSTED ON: 11/14/2010
Professional Employee Evaluations document sample
Professional Employee Evaluations document sample
From Discussion to Documentation: Effective Employee Evaluations March 15, 2010 Presented by Kathryn S. Scroggin, Ed.D. Brian D. Bock Purpose of this Workshop • Understanding employee evaluation • Assisting administrators in writing useful evaluation documents • Understanding the overlap between evaluation and progressive discipline The Basics Although the vast majority of District employees are competent, hard working, caring professionals, occasionally performance deficiencies and misconduct arise which must be addressed through employee evaluation and discipline. Evaluations: Purpose Identify, improve and maintain the quality of the services of all employees and insure an optimal learning situations for all students in the school district Evaluations: Purpose Evaluation is a cooperative and continuous process that is aimed at improving and maintaining quality educational programs, while serving as an essential component in each employee’s professional development Evaluations: Goals • Maximize employee effectiveness and performance • Stimulate professional growth • Promote overall school improvement and instructional services for students • Progress toward district and school goals • Provide formal communication for building trusting relationships Evaluations: Responsibility Who is responsible? Administrators and Immediate Supervisors Evaluations: How Often? Certificated • Probationary Employees = Once every school year • Permanent Employees = Every other year • Could be up to every five years if employee has at least 10 years or more of satisfactory service Evaluations: How Often? Classified • Probationary Employees = Twice in probationary period (first in first 60 days, second before end of 130 workdays) • Permanent Employees = Once every two years (Must occur between 3/15 and 5/15) Evaluations Certificated Timeline By October 15 – formal conference to review evaluation elements Observation forms - provide to employee within 5 work days of the observation Observation conference – 5 days after the receipt of the observation form 30 days before end of school year – written evaluation must be provided to employee By Last day of school - evaluation conference Evaluations: Components • Summary of observations • Professional growth activities • Contributions to school/district/community • Commendations and recommendations Evaluations: Areas of Focus for Teachers • Student progress toward standards • Effectiveness of instructional techniques and strategies • Adherence to curricular objectives Evaluations: Areas of Focus for Teachers • Establishment of a suitable learning environment • Engagement in non-instructional responsibilities – Professional development – Supervision – Submission of grades and reports, etc. Evaluation Checklist – What to do • Familiarize yourself with your district’s CBA • Understand the types of evaluation processes utilized in your district/school and when one process should be used over another – Traditional evaluation, portfolio evaluation, etc. • Ensure that your employees are familiar with the evaluation process used – Understand requirements – See forms in advance (if any) Evaluation Checklist – What to do • Structure the evaluation process to support the teacher • Be on time for scheduled observations • Document in a factual manner • Provide feedback to allow employees to reflect on his/her teaching Evaluation Checklist – What to do • Ensure that teachers understand the different between “walkthroughs” and formal observations – Provide feedback for both informal and formal observations • Videotape lessons if your CBA does not prohibit this practice and the teacher is agreeable Evaluation Checklist – What to do • Consult with district staff and/or more experienced administrators if you are uncertain about any aspect of an evaluation • Choose your words carefully when conferencing with a teacher and writing an evaluation • Allow a teacher to bring a representative to an evaluation conference if he/she requests one Evaluation Checklist – What NOT to do • Do not keep individual files on teachers • Do not communicate observation feedback via email • Do not “over observe” any one teacher • Do not “surprise” a teacher by turning a post- conference into a meeting whether the teacher is disciplined Evaluation Checklist – What NOT to do • Do not alter the evaluation process – should be consistent from teacher to teacher • Do not cancel scheduled observations unless there is an emergency • Do not “lecture” a teacher during a post- conference • Do not bring up new components that the teacher was not aware of before the observation Evaluations: 1st Step Prior to the observation: • Review employee’s last evaluation • Review employee’s past observation forms • Review employee’s API scores (Caution) • Ask questions and obtain relevant information – Has there been any discipline since the last evaluation? – Is the employee participating in PAR? • Conduct a pre-conference Evaluations: Pre-conference • Objectives of the lesson • How the teacher will meet his/her objectives • What the students will do during the lesson • What led to and what will follow the lesson • How the teacher will determine whether the lesson was successful • Anything the teacher would like the supervisor to look for during the lesson Evaluations: Observation Formal Observation • Probationary – Minimum of 2, 30 minute observations – Maximum of 6, 30 minute observations • Permanent – Minimum of 1, 30 minute observations – Maximum of 4, 30 minute observations Evaluations: Observation Observer should look for the following: • Lesson objectives • Lesson summary • Student progress • Instructional strategies • Curricular adherence • Learning environment Evaluations: Next Step What happens after the observation? • Provide employee with the observation form within 5 days of the observation • Conduct a post-observation conference • Additional observations – Prior to including negative comments in a permanent employee evaluation, at least 2 observations must take place – Informal observations Evaluations: Post-conference • Data regarding teacher and student behavior during the lesson • Comparison of teacher behavior desired and performed • Comparison of student behavior desired and performed Evaluations: Post-conference • Whether and to what extent the instruction achieved the purpose of the lesson • Effective teaching strategies to reinforce • Areas of instruction where improvement/growth is desired Evaluations: Standards (Ed. Code section 44662) Performance is assessed as it reasonably relates to the following criteria: • Students’ progress toward expected achievement • The instructional techniques and strategies used by the employee • The employee’s adherence to curricular objectives • The establishment and maintenance of a suitable learning environment Evaluations: Standards • Engaging and Supporting All Students in Learning • Creating and Maintaining Effective Environments for Student Learning • Understanding and Organizing Subject Matter for Student Learning Evaluations: Standards • Planning Instruction and Designing Learning Experiences for All Students • Assessing Student Learning/Student Progress • Developing as a Professional Educator/Adjunct Duties Evaluations: Next Step (Ed. Code section 44664) • Evaluations shall include recommendations, if necessary, as to areas in need of improvement in the employee’s performance • If an employee is not performing satisfactorily, the Superintendent/designee must notify the employee in writing and describe the unsatisfactory performance • The Superintendent/designee must confer with the employee, make specific recommendations as to areas needing improvement, and endeavor to provide assistance to the employee in his/her performance Evaluations: Next Step What happens after the observation? • Review API scores • Develop an Assistance Plan (if necessary) Evaluations: Next Step If the employee is unsatisfactory: • PAR • Plan of Assistance • Evaluate employee next year • Notify personnel Progressive Discipline Progressive Discipline • A “progressive discipline” model is the process of using increasingly severe steps or measures when an employee fails to correct a deficiency after being given a reasonable opportunity to do so • The underlying principle of sound progressive discipline is to use the least severe action that is necessary to correct the performance deficiency or misconduct Progressive Discipline • Goal: give employee notice and an opportunity to remedy performance problems. • Goal: not to punish, but to strongly alert the employee of the performance problems. • Corollary: to justify further disciplinary action if remedial efforts unsuccessful Progressive Discipline • Flexible – no requirement that all steps be followed before terminating an employee. • Administrators must use judgment to determine which step to use based on the circumstances of each case. Progressive Discipline • Early, less stringent, measures may be skipped for serious offenses • Termination may be appropriate, even for a first offense • All steps are typically used for attendance or general work performance problems Examples of Progressive Discipline • Oral warning • Conference meeting/Conference summary • Letter of warning/Memo of concern • Letter of reprimand • Performance Improvement Plan • Suspension • Termination Unprofessional conduct (45-day Notice required first) • Must be given prior to filing charges of dismissal or suspension of unprofessional conduct • Specify nature of misconduct, and list specific instances • Purpose: give employee opportunity to correct faults and overcome grounds for charge • Notice must attach most recent evaluation of teacher • Sample (Ed. Code 44938(a)) Unsatisfactory performance (90-day Notice required first) • Give to employee prior to filing charges of dismissal for unsatisfactory performance • Specify nature of poor performance, list specific instances • Purpose: give employee opportunity to correct faults and overcome grounds for charge • Notice must include most recent evaluation of teacher • Sample (Ed. Code 44938(b)(2)) Effective Documentation: BRADS • Background • Rule • Analysis • Directives • Support Background • What happened? • Who is involved? – Employees? – Students? – Parents? – Non-employees? • When did the incident occur? • Where did the incident occur? • Has this, or similar misconduct, occurred before? Rules • Federal and/or State laws and regulations • Board Policies & Administrative Regs • District or school site rules • Previous directives or instruction • Collective Bargaining Agreements • Common courtesy and/or decency Analysis • Explain how the employee’s conduct violated the rules of conduct • Explain the impact or effect of the conduct on the worksite, school, district, etc. – Students – Other employees – Reputation – Potential liability Directives • Issue directives designed to correct the employee’s misconduct/unsatisfactory performance – Explain the District’s expectations – Explain, specifically, what the employee needs to do (or not do) • Directives should be clear and understandable • Compliance with directives should be measurable and not optional Support • Identify training opportunities, available assistance, who to speak with if the employee has any questions, etc. • Describe follow-up and consequences – How and when will you monitor, give feedback or follow up? – Set forth the anticipated action or discipline if employee fails to follow directives or engages in similar misconduct Questions & Answers NewsFlash, a complimentary service from F3, brings you the most current news on legal decisions and legislative action that affect public education. Subscribe today at fagenfriedman.com. All webinars in the E-ducation series have been recorded. Visit www.acsa.org/e-ducation for links to all webinar recordings and a schedule of future sessions. The next webinar, “Contracts and Student Achievement: How Can Districts Negotiate With Teachers Unions to Move Out of Program Improvement?,” will be held March 22nd at 10:00 A.M.
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