employee appraisal manual

employee appraisal manual

If the employee cannot or does not perform any one critical task satisfactorily, then the employee’s overall performance is considered to be unsatisfactory. How many are there?A rating of Deficient is reserved for performance where there is a clear, documented need for improvement.Complete a STD 636, Report of Performance for Probationary Employee Our mission is to create a smarter world by simplifying and accelerating the learning process. Terms and Conditions. Used: GoodShipped to over one million happy customers.Please try again.Please try again.Please try again. Performance appraisals have traditionally been viewed as a useful management tool that helps to promote productivity and improve employee communications. Some supervisors, however, experience considerable difficulty with the appraisal process. If a supervisor 'goes through the motions' with only a cursory comment at raise time, both the employee and supervisor fail to receive the benefits of an effective performance appraisal. This Performance Appraisal Manual for Managers and Supervisors is a handy reference on the performance appraisal process. This manual provides useful tips, ideas, and checklists to promote better performance appraisals. It is an effective aid when rating employee performance, preparing for a performance appraisal discussion, or for resolving an employee's performance problems. There are many kinds of performance appraisal systems with various policies, procedures, and forms. This manual is designed to compliment those systems by providing sound advice on dealing with the performance appraisal process. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Register a free business account To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon.http://www.easyplatform.fr/site/userfiles/di3010f-manual.xml

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It also analyzes reviews to verify trustworthiness. That professional growth and improvement should translate, at the classroom level, into an improved quality of instruction and learning opportunities for students. In order to facilitate this process, an effective assessment system provides a means for verifying the professional competence of teachers, then follows up with professional development and growth opportunities. This is best accomplished by setting clear expectations for all instructional personnel, data gathering, observation, feedback, self-reflection, and focusing on improvement and growth activities. The improvement and growth activities are supported through the alignment of other district processes and systems. The revised assessment system incorporates each of these components. Redesign Process In the fall of 2001, the Pinellas County School Board placed in Board Policy the Teacher Professional Expectations. A redesign of the district’s assessment instrument and process for evaluation became necessary due to the adoption of the Professional Expectations. A subcommittee of the Collaborative Bargaining Team and others met over a period of several months during the 2000-2001 and 2001-2002 school years. The committee was comprised of support service personnel, instructional personnel, district administrators, school-based administrators, and representatives from the Pinellas Classroom Teachers Association (PCTA). In considering the redesign of the existing instruments, requirements from three sources had to be included: district Teacher Professional Expectations (Appendix A); statutory requirements; and those competencies delineated in the Accomplished Practices for Educators.http://www.mogadicho.com.br/di350-pitney-bowes-manual.xml

The philosophy of the committee was evident in their following purpose statement: The purpose of the Evaluation Redesign Committee is to develop an evaluation instrument that meets state requirements, is aligned to the district Teacher Professional Expectations, promotes continuous growth, and recognizes accomplishments. Research The Teacher Professional Expectations form the foundation for defining the functioning levels of teacher proficiency as determined through performance appraisal. The district reviewed national, state, and local research and policy to develop Pinellas County Teacher Professional Expectations. At a local level, we considered Pinellas County Schools’ Teaching and Learning Policy. At a state level we encompassed the Accomplished Teacher Practices. We examined the research and standards found in various states. We adopted national standards from studies including the INTASC (Interstate New Teacher Assessment and Support Consortium) standards, and the National Board for Professional Teaching Standards, Five Propositions of Accomplished Teaching. The research is reflected in the Pinellas County Schools’ Teacher Professional Expectations- as described in the three standards representing Highest Student Achievement, Safe Learning Environment, and Effective and Efficient Operations and specifically in expectations 1.1, 1.2, 1.4, and 1.5. The National Board for Professional Teaching Standards Five Core Propositions are also reflected in expectations 1.1, 1.2, 1.6, and 3.6. Throughout the 2001-2002 school year the appraisal redesign committee reviewed research pertaining to teacher evaluation. Sources of research reviewed included AASPA (American Association of School Personnel Administrators) publications The Teacher of the Future, and Teacher Evaluation that Works, state examples from Oregon, Maryland, Texas, North Carolina, Minnesota, Washington, Tennessee, and various districts from Florida.

Members of the evaluation redesign committee attended the CREATE (Consortium for Research on Educational Accountability and Teacher Evaluation) National Evaluation Institute. 3 Appraisal Process The teacher assessment process provides a means for assessing a teacher’s overall proficiency rating. The overall ratings are described as Level 4 Proficiency, Level 3 Proficiency, Level 2 Proficiency, Level 1 Proficiency or Does Not Meet Minimum Expectations for Level 1. These overall ratings are based on the assessment of the 25 Teacher Professional Expectations including specific indicators, and student achievement gains and data, along with customer satisfaction data. Each of the 25 expectations are rated as: Exceeds, Meets, In Progress, or Not Evident. The forms, noted below, are to be used with all instructional personnel regardless of contract status: Annual Contract (AC); Professional Service Contract (PSC); or Continuing Contract (CC). The administrator will share the assessment process and forms with the staff during preschool. Prior to the observation a pre-conference should be scheduled between the administrator and the teacher and a Pre-Observation Conference form completed (see appraisal manual, Appendix C). The observations must each be at least one half-hour duration. The Data Collection Observation Tool should be used to collect information during the observation (see appraisal manual, Appendix D). The initial observation and post conference will serve as a process of identifying Teacher Professional Expectations to be developed as a part of the Individual Professional Development Plan (IPDP). The Individual Professional Development Plan (IPDP) should be a means of addressing expectations not met and incorporating strategies for professional growth.

The first observation must occur prior to the third week in October (or for first year teachers prior to the first 35th working day) and the second should occur in the spring prior to the final appraisal conference. The conference and feedback with the teacher must take place within ten (10) days of the observation. A post-conference form (see appraisal manual, Appendix E) should be completed. Data collection during the observation will occur by using the district developed Data Collection Observation Tool (Appendix D). This process also applies to instructional personnel holding licensure, rather than a teaching certificate, if the employee has been employed by the district for at least three years and is not experiencing performance difficulties. Informal Observation Administrators will periodically conduct informal observations. Administrators have the responsibility and duty of holding employees accountable for district expectations. 4 Walk Throughs Walk throughs provide administrators the opportunity to observe instructional patterns and encourage dialogue with teachers about teaching and learning. They raise the level of teacher awareness of exemplary teaching and learning practices. Walk through activity opens the door to coaching within the school. While administrators engage in walk throughs the message to staff should be clear regarding walk through purpose. Administrators must set the walk through purpose with the staff and view this activity as support and coaching and not evaluative. The Walk Through activity differs from classroom visitations that administrators engage in regularly. Rating Expectations: Guidelines Ratings of each expectation should indicate Exceeds, Meets, In Progress, or Not Evident for each of the 25 Teacher Professional Expectations. (see page 6). The administrator is to check the space to indicate the appropriate rating of Exceeds, Meets, In Progress, or Not Evident next to each expectation.

Performance Appraisal: Looking at the 25 Expectations The assessment is aligned to the Teacher Professional Expectations (Appendix A) that were placed in Board Policy the fall of 2001. The three standards and expectations make up the teacher assessment form. The teacher assessment form for appraisal (Appendix B) is a form that addresses expectations as Exceeds, Meets, In Progress or Not Evident. The form is to be used with all instructional personnel regardless of contract status: Annual Contract (AC); Professional Service Contract (PSC); or Continuing Contract (CC). Teachers are rated on each of the expectations based on specific criteria that represent the Teacher Professional Expectations: specific indicators (see pages 8-12 for Expectations, Indicators) student achievement gains, and customer satisfaction data. E V I D E N C E Rating Expectations: Looking at Indicators and Evidence Sources Indicators are behaviors, processes, strategies, or specific actions that provide evidence for rating each expectation as Not Evident, In Progress, Meets, or Exceeds. Indicators can be verified four (4) ways through observation, probing questions (discussion), or artifacts (documents) (teacher supplied). Portfolio documentation is not required. The following outlines sources to determine the rating of each expectation: Evidence: Sources 1. Observation: The use of the data collection tool (Appendix D) will provide most observable documentation. 2. Probing Questions (discussion): Conversation between the administrator and teacher will provide additional documentation. May (if applicable) include discipline data, survey results, etc. 5 R A T I N G Ratings for Expectations Exceeds Expectation (E): Indicators that are not bolded but are listed (bulleted with arrows) may be indicators that support that an expectation can be considered Exceeds. This is not an inclusive list.

Meets Expectation (M): All of the bolded indicators are indicators that must be consistently evident if an expectation is to be identified as Meets Expectation. It’s important to note that there may be indicators that, due to the nature of the class, age, or other reasons will not apply. The administrator and teacher through discussion and collaboration will make the determination of whether an indicator is applicable to the teaching assignment. E X P In Progress (I): In Progress category represents an effective rating for an expectation. The teacher E should have one or more of the bolded indicators evident, but not all. The In Progress rating would C indicate that an expectation is under development. T Not Evident (N): Not Evident category represents an ineffective rating for an expectation. The teacher A has no evidence of any of the bolded indicators. T See section regarding Expectations and Indicators. A T Please note: Due to similarities of indicators, the expectations have been clustered. Therefore, I similar evidence (indicators) will support expectations clustered. Each expectation within a cluster O should receive the same rating. N S 6 Overall Proficiency Ratings O V E R A L L R A T I N G The administrator is to also indicate the level at which the teacher is performing (overall) by placing a check in the space that corresponds to, Level 1, Level 2, Level 3 or Level 4 (see Appendix B). For teachers who have three or more expectations Not Evident, the overall rating would be marked- Does Not Meet Minimal Expectations for Level 1. This overall rating is considered to be unsatisfactory (ineffective). Teachers who do not move forward and do not Meet all expectations within a three year period are considered to be Unsatisfactory (Ineffective). It is important for the administrator to outline specific growth and improvement strategies in the Individual Professional Development Plan (IPDP).

The administrator should contact the Office of Professional Standards regarding a teacher’s insufficient growth at the earliest indication of performance issues. Growth and improvement for Level 1 and Level 2 proficiencies moves the teacher forward to achieve all expectations. Teachers who have not met expectations should have those expectations reflected in their IPDP. It is acceptable for teachers to be performing at a Level 2 Proficiency and have achieved all expectations. Those at Level 2 Proficiency who have completed all expectations, but are not considered Level 3 Proficiency will have growth strategies outlined in their IPDP. Not all teachers will move to the Outstanding category of Proficiency Levels 3 or 4. Growth and improvement at Level 3 Proficiency is in the form of improvement strategies and processes as outlined in the IPDP. Level 4 Proficiency reflects refinement and utilizing results for benchmark purposes. Specific growth strategies for refinement of a Level 4 Proficiency will be outlined in the IPDP. It is important to remember that all teachers should have an IPDP, regardless of Levels of Proficiency demonstrated (see p. 14 for IPDP information). Rating the Overall Proficiency Level Levels of Proficiency Standards are assessed by looking at levels of proficiency overall. Levels 1-4 outline specific expectations and indicate the level at which a teacher is performing. Levels are outlined in graduated performance and proficiencies. 7 The overall rating of proficiency is described as Level 4, Level 3, Level 2, Level 1, or Below Level 1. The overall level of proficiency is determined by the ratings and number of ratings for the 25 expectations. The following chart will assist with the determination of the overall proficiency level: Proficiency Level Rating Chart O V E R A L L R A T I N G Level of Proficiency Expectation Ratings Level 4 Exceeds 13 or more of the 25 expectations and Meets all of the remaining expectations.

Level 3 Exceeds 1-12 of the 25 expectations and Meets all but one of the remaining expectations. Level 3 proficiency may include one (1) expectation In Progress. Level 2 Meets 13 or more of the 25 expectations. The remaining expectations are rated as In Progress. A combination of expectations rated Exceeds, Meets, and In Progress may exist. Level 1 Meets less than 13 of the 25 expectations. The remaining expectations are rated In Progress or may have one, two, or three expectations rated as Not Evident. Below Level 1 Three (3) or more of the 25 expectations rated as Not Evident. Teacher Professional Expectations and Indicators Highest Student Achievement: Standard 1 Please note: Due to similarities of indicators, the expectations have been clustered. Therefore, similar evidence (indicators) will support expectations clustered. Creates learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several subject areas. Develops curricula that encourages students to see, question, and interpret ideas from diverse perspectives. Develops teacher made assessments. Participates in action research. Responds to parent survey results. Participates in parent information sessions (workshops) beyond required duty. Coaches or mentors others. Seeks grant opportunities. Trains others in the use of technology. Maintains perfect attendance. Actively participates in more than one committee. Educates students to self-monitor progress. Involves, shares, and seeks input from other stakeholders. Leads students (when appropriate) to write class and personal action plans to address achievement gaps. Provides needed student training to manage and improve operational and instructional processes. Surveys students’ regarding their safety, well being and satisfaction within the classroom. Uses comparison data to monitor, track and interpret results to show improvement over time. Communicates improvement results.

Uses portfolios or data folders to record results. Teacher-made pre and post tests, district-developed assessments, grades and other sources will be used when determining student gains. Teachers do need to bring specific documentation to the appraisal conference. Evidence from documents listed below will assist in demonstrating Meeting Expectations. While a portfolio is not necessary to determine an exceeding rating, the organization of a portfolio and supporting data will assist with the determination. Expectations marked Exceeds indicate an application level of understanding and practice. 13 Grievance Process A teacher may appeal a problem evaluation to the Area Superintendent, only after trying to resolve the disputed ratings with the appropriate administrator. A problem evaluation is one that has been rated Does Not Meet Minimum Expectations for Level 1 (deemed Unsatisfactory). A problem evaluation also includes ratings in which a teacher has not met teacher professional expectations over a three-year period. Individual Professional Development Plan The Individual Professional Development Plan (IPDP) is a growth and improvement plan required by the state that is completed with each teacher. The IPDP should be specific to expectations not yet met and to growth activities for each teacher. Training and learning opportunities should be outlined within the IPDP. Questions regarding IPDP’s should be directed to the Professional Development Department, as there are state guidelines that outline the purpose and resposibilities of the IPDP. Training aligned to the Teacher Professional Expectations can be found on the Professional Development LMS site. The program provides support by assigning a mentor, providing training, classroom modeling, and assistance to the teacher. Teachers can self-refer to the program or be referred by their administrator. PDIN is a confidential program designed to provide assistance and support through the use of a “data curtain”.

The data curtain keeps information between the teacher and mentor confidential and helps to build trust. Decisions regarding teacher appraisal, continuation of contract, and other personnel decisions are the responsibility of the administrator and separate from PDIN. This program is not designed to assist teachers who are experiencing severe issues or ethical problems that are handled by the Office of Professional Standards. For more information regarding PDIN, call 5886368. Process Survey for Appraisal Each spring the district conducts a survey to assess the effectiveness of the appraisal process. The survey complies with the legislative requirements: 1012.34, F.S. The superintendent shall develop a mechanism for evaluating the effective use of assessment criteria and evaluation procedures by administrators who are assigned responsibility for evaluating the performance of instructional personnel. The use of the assessment and evaluation procedures shall be considered as part of the annual assessment of the administrator’s performance. The system must include a mechanism to give parents and teachers an opportunity to provide input into the administrator’s assessment, when appropriate. The survey results will be distributed to the principal and area superintendent in the fall following the spring survey. That form is included in this manual as Appendix H. The form, or one developed and approved by administrators and staff at a school or worksite, must be made available to parents. If your school has already developed such a form, a copy must be sent to the Personnel Office to be kept on file. The simplest way to meet the statutory requirement is to advise parents that the form is available in the front office and must be returned to an administrator when it is completed. The administrator then needs to make a copy available to the teacher. Any input from the parent must be signed, or it may not be given consideration.

The administrator decides how much weight is given to the parent input form. Florida Statues do not dictate the weight but simply indicate a mechanism must be provided for parents to give “input “when appropriate”. Hopefully, that input will be positive, but it may not be. Any administrator receiving input, which indicates a serious professional or ethical problem, should contact the Office of Professional Standards for advice regarding the situation. Parent input forms need only be kept on file for one year and then may be discarded. 15 Mechanism for State Required Changes District performance appraisal system changes required by state statues will be implemented as outlined in the statues. The district accepts and recognizes that state statutory requirements supersede local board policies and collective bargaining provisions. Implementation of the change will meet the time frame outlined by the state. Notice of the changes will be sent to each site. Standard 2 Safe Learning Environment The teacher is an educational leader who works collaboratively to ensure a working and a learning climate for all students that is safe, secure, and respectful of diversity. Teacher Expectations for Safe Learning Environment 2.1 2.2 2.3 2.4 2.5 2.6 2.7 Develops a climate and culture of openness, fairness, mutual respect, support and inquiry. Establishes and maintains a safe and secure classroom environment. Manages student misconduct promptly and resolves conflict and crises effectively. Demonstrates respect for students, colleagues, administrators, and parents. Models and reinforces self-discipline and responsibility. Works effectively with school colleagues, parents, and the community to support students’ learning and well being. Clear Goals ? Logical Sequence ? Teacher Modeling ? Clear Presentation. Materials provided. Variety of materials. Appropriate materials. Assesses Prior Knowledge. Captures key ideas. Scaffolds learning. Maintains momentum. Focuses students ?

Connects to real world. Modalities ? Cooperative structures. Facilitates opportunities for students to discover and problem solve. Accommodations ? Encouraging dialogue. Meaningful conversation. Open discussion ? Verbal clues that learning is valued (emphasis, enthusiasm). Open-ended ? Closed-ended ? High level ? Low level ? Academic ? Procedural ? Active participation. Students connected to learning. Used to enhance presentation. Student use ? Formal ? Informal ? ? ? Student expectations clarified Monitored Reinforced. How do you select materials. How do you plan for differentiated instruction. How do you plan for assessment. How are individual needs being met. What grading do you record? ? How do you communicate progress with students. When do you communicate with parents. How do you know the plan is working effectively. How was it developed. How was (is) it used throughout the year. Discipline Data What data was collected. How is the information used. Communicated? What changes, if any, have occurred from reviewing and acting on the data? 26 We are a non-profit group that run this service to share documents. We need your help to maintenance and improve this website. The final rating is an important element of this process as this information will be used to differentiate merit increases in the salary review process and to ensure equity within the two processes. Employee development plans are working documents used actively by both the employee and supervisor to ensure the employee is growing personally, developing their ability to achieve more in the workplace, and meet RIT’s goals. The employee development plan is a tool for employees to set goals for themselves for their current position or for prospective roles. This resource outlines a multi-step process that is driven by the employee and supported by the manager. You will explore your interests, set SMART goals, create and complete a development plan, and evaluate and review your progress.

Through this process and focus, you will develop skills and abilities for your current position or for future roles. The employee development planning process may even spark a new passion or direction for your career! However, the nature of the feedback solicited is related to an individual’s performance in the areas of supervision, management, and leadership. Staff Assistant and Sr. Staff Specialist. Discover everything Scribd has to offer, including books and audiobooks from major publishers. Start Free Trial Cancel anytime. Report this Document Download Now Save Save Performance Appraisal Manual For Later 0 ratings 0% found this document useful (0 votes) 17 views 5 pages Performance Appraisal Manual Uploaded by hzxnrkst Description: per Full description Save Save Performance Appraisal Manual For Later 0% 0% found this document useful, Mark this document as useful 0% 0% found this document not useful, Mark this document as not useful Embed Share Print Download Now Jump to Page You are on page 1 of 5 Search inside document.