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									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
• 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?
• Probationary Employees = Once every school
• Permanent Employees = Every other year
• Could be up to every five years if employee
  has at least 10 years or more of satisfactory
      Evaluations: How Often?
• 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)
               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
• Student progress toward standards
• Effectiveness of instructional techniques and
• Adherence to curricular objectives
    Evaluations: Areas of Focus for
• Establishment of a suitable learning
• Engagement in non-instructional
  – 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
• 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
  – Provide feedback for both informal and formal
• Videotape lessons if your CBA does not
  prohibit this practice and the teacher is
 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
• 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
• 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-
• Do not bring up new components that the
  teacher was not aware of before the
              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
• Comparison of student behavior desired and
    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
 •   The employee’s adherence to curricular objectives
 •   The establishment and maintenance of a suitable
     learning environment
       Evaluations: Standards

•   Engaging and Supporting All Students in
•   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:
• 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
         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
• All steps are typically used for attendance or general
  work performance problems
   Examples of Progressive Discipline
• Oral warning
• Conference
• Letter of warning/Memo of
• Letter of reprimand
• Performance Improvement
• 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
• 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
• 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
• 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?
•   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
• 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
• 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
• Identify training opportunities, available assistance,
  who to speak with if the employee has any questions,
• Describe follow-up and consequences
   – How and when will you monitor, give feedback or follow
   – Set forth the anticipated action or discipline if employee
     fails to follow directives or engages in similar misconduct
Questions & Answers
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