Educational Support Personnel Evaluation Handbook

Transcription

1 1060 Harrison Road Colorado Springs, CO Educational Support Personnel Evaluation Handbook July 1,

2 TABLE OF CONTENTS INTRODUCTION 3 Purposes 3 District Mission 3 District Goals 3 EDUCATIONAL SUPPORT PERSONNEL SUMMATIVE EVALUATION DOCUMENT 4 Performance Standard #1: Work Habits 4-5 Performance Standard #2: Quality of Work 6-7 Performance Standard #3: Relationships 8-9 Performance Standard #4: Professionalism Performance Standard #5: Management Skills PERFORMANCE RATING PROCEDURE 14 DEFINITIONS OF LEVELS OF PERFORMANCE 15 PROFESSIONAL GOAL SETTING 15 EVALUATION FREQUENCY 16 EVALUATOR DESIGNATION 16 ORIENTATION/RE-ORIENTATION TO THE ESP EVALUATION SYSTEM 17 EVALUATION CONFERENCE GUIDELINES EVALUATOR TRAINING 18 NEW EVALUATOR TRAINING 19 EVALUATION INFORMATION 19 GOAL SETTING CONFERENCE SUMMARY 20 Examples of Goal Setting Conference Summary DEFINITION OF TERMS 23 2

3 Introduction Purposes: The purposes of the Harrison School District Educational Support Personnel (hereinafter referred to as ESP) Evaluation System are to: improve or support instruction and learning. enhance implementation of curricular programs. measure professional growth, development and performance. promote and improve communications between the employee and the Supervising Administrator. provide insight and feedback regarding the employee s performance, including areas of strength, opportunities for growth and need for improvement. provide recognition for outstanding performance. ensure that consistent procedures and uniform performance standards are used for the evaluation of all ESP. District Mission Statement: Graduate college- and career-ready students with the knowledge, skills, attitudes and behaviors to personally succeed and contribute to the common good. District Goals: Recruit, develop and retain an effective teacher for every classroom in every school. Recruit, develop and retain an effective principal for every school. Improve educational technology in every school. Design a world-class curriculum. Establish a No Excuses district of accountability. 3

4 Harrison School District Two ESP Summative Evaluation Employee Name Date Evaluator/Title Job Description Title Campus or Department School Year PERFORMANCE STANDARD #1: WORK HABITS ESP practice work habits that directly and/or indirectly support the instructional program and enhance student learning. Indicators of Effectiveness The employee should know and be able to: 1a 1b organize and use resources to maximize productivity. demonstrate reliability and dependability. Level of Performance Instructions: Check one box only that best describes the level of overall performance within each indicator. The employee performing at this level: - fails to organize and/or use available resources resulting in loss of productivity. - sometimes organizes and uses available resources to demonstrate productivity. - consistently organizes and uses available resources to demonstrate productivity. - is excessively absent and/or frequently reports late to work. - does not begin work at scheduled starting times and/ or is not flexible when schedule or assignment changes (including returns from breaks, lunch, etc.). - is frequently absent and/or reports late to work. - frequently does not begin work at scheduled starting times and/or is not flexible when schedule or assignment changes (including returns from breaks, lunch, etc.). - is rarely absent from work. - consistently begins work at the scheduled starting times and displays willingness to remain flexible with schedule or assignment changes. - has exceptional ability to organize and has demonstrated positive and significant impact on the productivity of the campus or department. - has exceptional attendance. - promptly begins work at scheduled starting time and is very flexible with schedule or assignment changes. - always seeks approval in advance for any schedule changes. 4

5 1c 1d 1e Narrative: observe rules and practices to protect the safety of self and others. establish an orderly work environment that enhances job effectiveness. adapt to new challenges and changes in the work situation and work environment. - fails to carry out duties in a safe manner. - fails to show concern for safety of self and others. - fails to anticipate hazards and/or to take action to prevent accidents. - fails to adjust behavior to the situation to maintain safety. - usually carries out duties in a safe manner. - usually shows concern for safety of self and others. - usually anticipates hazards and takes action to prevent accidents. - usually adjusts behavior to the situation to maintain safety. - consistently carries out duties in a safe manner. - consistently shows concern for safety of self and others. - consistently anticipates hazards and takes action to prevent accidents. - consistently adjusts behavior to the situation to maintain safety. - does not maintain an organized work area; work area does not promote job effectiveness. - usually maintains a work area that is somewhat disorganized but appears to be functional. - consistently maintains a work area that is organized and functional. - responds to minor interruptions or temporary changes in the work routine with difficulty, resulting in reduced productivity. - adjusts to unanticipated work demands and/or work requirements with difficulty. - demonstrates actions that show resistance to implementing change. - usually addresses interruptions or temporary changes in the work routine. - usually adjusts to unanticipated demands and work requirements. - demonstrates actions that show limited implementation of change. - consistently anticipates and deals effectively with interruptions or changes in the work routine. - consistently accepts challenges and adjusts quickly and effectively to unanticipated demands and work requirements. - consistently demonstrates actions that show timely implementation of change. - is exceptional at carrying out duties in a safe manner, exhibiting concern for safety of self and others, and anticipating hazards and taking preventative action. - exhibits thorough understanding of safety rules and regulations and helps District improve safety protocols by her/his actions. - exceeds expectations for maintaining a work area that is highly organized and functional and one that significantly contributes to a higher level of efficiency in the organization. - has the exceptional ability to anticipate and embrace changes and interruptions in the work routine. - demonstrates leadership by helping co-workers understand and accept challenges. STANDARD #1 OVERALL RATING: 5

6 Indicators of Effectiveness The employee should know and be able to: 2a 2b 2c demonstrate knowledge and skills to perform job responsibilities. demonstrate initiative in completing job responsibilities. demonstrate efficiency and productivity in completing job responsibilities. PERFORMANCE STANDARD #2: QUALITY OF WORK ESP complete work efficiently, accurately, and safely within the time allocated. Level of Performance Instructions: Check one box only that best describes the level of overall performance within each indicator. The employee performing at this level: - does not demonstrate the skills needed to perform job responsibilities as outlined in the job description. - does not use tools and equipment as required by the job. - lacks understanding of or disregards job-related procedures. - usually demonstrates the skills needed to perform job responsibilities as outlined in the job description. - usually demonstrates proper use of tools and equipment required by the job. - demonstrates a limited understanding of job-related procedures. - consistently demonstrates skills needed to perform job responsibilities as outlined in the job description. - consistently demonstrates proper use of tools and equipment required by the job. - consistently demonstrates a comprehensive understanding of job-related procedures. - requires ongoing supervision to initiate and/or complete responsibilities. - lacks self-direction, resourcefulness, and/or creativity. - usually completes assigned responsibilities with some supervision. - is sometimes self-directed, resourceful, and/or creative. - consistently completes assigned responsibilities with minimal supervision. - consistently is self-directed, resourceful, and/or creative. - uses time inefficiently and frequently exceeds deadlines for completing work. - usually completes tasks with minimal error and in a timely manner. - consistently completes tasks with minimal error in a timely manner. - exceeds demonstration of abilities to perform job, trains others, and seeks advanced training and self-improvement to advance the goals of the District. - demonstrates mastery of all phases of the job. - exceptional at completing assigned responsibilities with no supervision and proactively seeks ways to support the work of others to advance the goals of the District. - has the exceptional ability to complete tasks error-free. 6

7 2d Narrative: demonstrate problemsolving and decisionmaking skills in completing job responsibilities. - does not establish priorities appropriately and/or frequently misses deadlines. - has difficulty in adjusting to changes in workloads or schedules. - demonstrates minimal effort toward identifying a solution to an unanticipated problem in completing job responsibilities. - does not identify or adapt procedures for completing a novel task. - usually establishes task priorities and meets deadlines. - usually adjusts to changes in workloads or schedules. - sometimes identifies or adapts procedures to complete a task. - occasionally requires help in finding workable alternative solutions to unanticipated problems in performing job responsibilities. - consistently establishes task priorities and meets preestablished schedules. - consistently adjusts to changes in workloads or schedules. - consistently identifies or adapts procedures for completing a novel task. - consistently identifies solutions to unanticipated problems in performing job responsibilities. - exceeds task priorities and preestablished scheduled timelines. - manages changes in workloads or schedules. - has exceptional ability to identify and solve problems at the campus or department level. STANDARD #2 OVERALL RATING: 7

8 PERFORMANCE STANDARD #3: RELATIONSHIPS ESP communicate and interact cooperatively with, recognize the value and diversity of, and demonstrate and inspire respect and courtesy for all others. Indicators of Effectiveness The employee should know and be able to: 3a 3b foster communication for purposes of collaboration on work assignments. participate as a cooperative and productive team member. Level of Performance Instructions: Check one box only that best describes the level of overall performance within each indicator. The employee performing at this level: - fails to convey and/or receive information effectively. - fails to provide clear, accurate, relevant, and/or appropriately timed information to students, staff members, parents, and/or community members when working with others. - does not comply with a directive delivered by a supervisor or frequently fails to apply the suggestions of the supervisor to the work effort. - fails to cooperate with others. - has difficulty conveying and receiving information effectively. - has difficulty providing clear, pertinent, and timely information to all students, staff members, parents, and community members that are part of a collaborative effort. - has difficulty complying with directives. Sometimes follows suggestions of supervisor. - usually cooperates with others. - consistently communicates effectively to convey and receive information. - consistently provides clear, pertinent, and timely information to all students, staff members, parents, and community members that are part of a collaborative effort. - consistently complies with directives and suggestions of supervisor as an active participant. - consistently supports collaboration and cooperates with others. - fails to actively listen to other team members. - makes infrequent contributions to ideas and/or efforts seeking resolution of issues and/or solutions to problems in work assignment. - sometimes demonstrates active listening skills with others. - sometimes contributes ideas and efforts in seeking resolution of issues and/or solutions to problems in work assignment. - consistently demonstrates active listening skills with others. - consistently contributes to ideas and efforts in seeking resolution of issues and/or solutions to problems in work assignment. - demonstrates excellent communication skills to convey and receive information. - has exceptional ability to provide clear, pertinent, and timely information to all students, staff members, parents, and community members as part of a collaborative effort. - positively collaborates with and promotes the goals and directives of supervisor. - seeks collaboration at the District level. - has exceptional ability to seek meaning while listening to others. - exceptionally contributes to ideas and efforts in seeking resolution of issues and/or solutions to problems, not only in the work assignment, but for the greater good of the District. 8

9 3c Narrative: show courtesy and respect in interactions with people to establish harmonious work relationships. - is frequently closedminded, judgmental, and/or unresponsive to the ideas expressed by others. - frequently shows insensitivity or lack of respect for a range of opinion on issues. - either does not recognize or does not value diversity among others. - offers infrequent encouragement and/or support to others at work. - is usually open-minded, nonjudgmental, and responsive to the ideas expressed by others. - usually shows sensitivity toward and respect for a range of opinion on issues. - usually recognizes and values diversity among others. - usually encourages and supports others at work. - is consistently open-minded, non-judgmental, and responsive to the ideas expressed by others. - consistently shows sensitivity toward and respect for a range of opinion on issues. - consistently recognizes and values diversity among others. - consistently encourages and supports others at work. - has the exceptional ability to be open-minded and non-judgmental and is responsive to the ideas expressed by others. - excels at honoring sensitivity toward, respect for, and diversity among others. - is always encouraging and supportive of the work of others, significantly contributing to the development of a positive and productive work environment. STANDARD #3 OVERALL RATING: 9

10 Indicators of Effectiveness The employee should know and be able to: 4a 4b adhere to federal and state laws and regulations pertaining to employment and education, Board of Education Policies, Agreements of Trust and Understanding and school rules. exhibit behaviors that indicate commitment to the students, co-workers, parents, District, and community. PERFORMANCE STANDARD #4: PROFESSIONALISM ESP have a responsibility to the profession, District, parents, students, and the public. Level of Performance Instructions: Check one box only that best describes the level of overall performance within each indicator. The employee performing at this level: - lacks awareness of or disregards applicable statutes and/or local policies and procedures. - does not complete professional responsibilities in accordance with regulations and rules related to site operation and assignment. - shows limited understanding of applicable statutes and local policies and procedures, and usually adheres to all applicable statues and local policies and procedures. - demonstrates an effort to gain understanding of professional responsibilities in accordance with regulations and rules related to site operation and assignment. - consistently understands and adheres to applicable statutes and local policies and procedures. - consistently completes professional responsibilities in accordance with regulations and rules related to site operation and assignment. - displays actions that indicate a lack of concern for the well-being and success of students, parents, co-workers, and community. - does not treat all people with dignity and respect nor acknowledges human diversity. - does not follow behavioral expectations and guidelines aligned with the District Mission and District Goals. - usually supports the wellbeing and success of students, parents, co-workers, and community. - usually treats people with dignity, respect, and an acknowledgement of human diversity. - usually follows behavioral expectations and guidelines aligned with the District Mission and District Goals. - consistently supports the well-being and success of students, parents, co-workers, and community. - consistently treats people with dignity, respect, and an acknowledgement of human diversity. - consistently follows behavioral expectations and guidelines aligned with the District Mission and District Goals. - proactively seeks opportunities, through active involvement at the campus, department, or District level, to help others better understand applicable statutes and local policies and procedures. -always completes professional responsibilities in accordance with regulations and rules related to site operation and assignment. - exceeds expectations in supporting ways to improve the well-being and success of students, parents, co-workers, and community. - models how to treat people with dignity, respect, and an acknowledgement of human diversity. - is a leader in helping others to understand behavioral expectations and guidelines aligned with the District Mission and District Goals. 10

11 4c Narrative: pursue professional growth and development. - does not seek or pursue lifelong learning opportunities. - rarely seeks and pursues lifelong learning opportunities. - frequently seeks and pursues lifelong learning opportunities. - continuously seeks and pursues multiple opportunities for lifelong learning. STANDARD #4 OVERALL RATING: 11

12 This standard applies ONLY to ESP positions entitled Building Engineer, Assistant Building Engineer-HS, Kitchen Manager, Grounds Group Leader, and Lead Carpenter. Indicators of Effectiveness The employee should know and be able to: 5a exhibit ability to plan, allocate, and manage personnel and resources effectively. PERFORMANCE STANDARD #5: MANAGEMENT SKILLS ESP demonstrate the ability to organize, direct, and monitor staff and/or resources. Level of Performance Instructions: Check one box only that best describes the level of overall performance within each indicator. The employee performing at this level: - does not manage personnel or use resources effectively. Unresolved problems require frequent intervention by Supervising Administrator. - does not provide feedback and assistance to staff members. - usually manages personnel and resources effectively. Unresolved problems require occasional intervention by Supervising Administrator. - seldom provides feedback and assistance to staff members. - consistently manages personnel and resources effectively. Frequently able to resolve problems without intervention by Supervising Administrator. - consistently provides feedback and assistance to staff members. - exhibits exceptional leadership abilities in developing a productive work group, maintaining high employee morale and implementing improvements. Excels at managing personnel and resources effectively. - provides ongoing, constructive feedback to assist in the growth of other staff members. 5b 5c provide input to the evaluator on the performance of employees and assist in facilitating the development or growth of employees. promote an environment that fosters positive employee morale. - fails to adhere to District evaluation process. - does not work toward the development of appropriate growth of the employee. - usually provides input on the performance of employees as specified in job description. - usually assists in supporting the professional development of employees. - consistently provides input to the evaluator on the performance of employees as specified in job description. - consistently assists in supporting the professional development of employees. - provides a work environment that discourages communication and expression of concerns. - redirects employees inconsistently and/or in a disrespectful manner. - usually provides an effective working environment. - usually redirects employees in a positive, effective, clearly fair, and equitable manner. - consistently provides an environment in which employees feel welcome to communicate end express concerns. - consistently redirects employees in a positive, effective, clearly fair, and equitable manner. - provides critical and valuable input to the evaluator on the performance of employees as specified in job description. - encourages and supports professional development opportunities for employees as related to the goals of the District. - seeks to build opportunities and develop a culture wherein employees feel welcome to communicate and express concerns. - models appropriate methods to redirect employees in a positive, effective, clearly fair, and equitable manner. 12

13 5d Narrative: encourage the development of employees through appropriate training opportunities. - does not facilitate adequate staff development opportunities for employees. - fails to orient or update employees on applicable laws and local policies and procedures. - sometimes facilitates appropriate staff development opportunities and resources to encourage and promote the professional growth of employees. - sometimes orients and updates employees on applicable laws and local policies and procedures. - consistently facilitates appropriate staff development opportunities and resources to encourage and promote the professional growth of employees. - consistently orients and updates employees on applicable laws and local policies and procedures. - is exceptional at managing appropriate staff development opportunities and resources to encourage and promote the professional growth of employees. - demonstrates exceptional communication skills and initiates protocols to consistently and effectively convey updates on applicable policies and procedures to employees. STANDARD #5 OVERALL RATING: The employee s Goal Setting Form is attached: Yes No The evaluator provides additional information on an attached page: Yes No Evaluator s Overall Summative Rating (check one box only): The employee s signature below indicates that s/he has reviewed this Summative Evaluation in conference with the evaluator. It does not indicate agreement with the content of the evaluation. (The employee understands that s/he has the opportunity to attach additional comments to this document within five (5) working days of the date it is signed by him/her.) ESP Signature Position Date Evaluator Signature Position Date This evaluation was reviewed by: Evaluator of Evaluator Signature Position Date Signature Required for Campuses Only Position: School Leadership Officer Date Copy Distribution: (1) ESP (2) Evaluator (3) Original to Human Capital for Personnel File 13

14 PERFORMANCE RATING PROCEDURE Level of Performance Unsatisfactory Progressing Proficient Exemplary Criteria for Individual Standard Rating When two (2) or more indicators within the standard are rated "Unsatisfactory", an Unsatisfactory rating is assigned. When one (1) indicator within a standard is rated Unsatisfactory, a Progressing rating is assigned. When one (1) indicator within a standard is Progressing and all other indicators are rated Proficient or above, the rating for that standard is Proficient. When one (1) indicator within a standard is Proficient and all other indicators are rated Exemplary, an Exemplary rating is assigned for that standard. Criteria for Overall Performance Rating A rating of "Unsatisfactory" in any one (1) of the standards will result in an Overall Performance Rating of Unsatisfactory. An overall rating of Progressing is applied when two (2) or more of the four (4) standards are rated Progressing and there are no standards rated Unsatisfactory. For employees evaluated on all five (5) standards, an overall rating of Progressing is applied when three (3) or more of the five (5) standards are rated Progressing and there are no standards rated Unsatisfactory. An overall rating of Proficient is applied when three (3) of four standards are rated Proficient or above and there are no standards rated Unsatisfactory. For employees evaluated on all five (5) standards, an overall rating of Proficient is applied when four (4) of the five (5) standards are rated Proficient or above and there are no standards rated Unsatisfactory. An overall rating of Exemplary is applied when three (3) of the four (4) standards are rated Exemplary and there are no standards rated Unsatisfactory or Progressing. For employees evaluated on all five standards, an overall rating of Exemplary is applied when four (4) of the five (5) standards are rated Exemplary and there are no standards rated Unsatisfactory or Progressing. Notes: In the event the ESP is rated Progressing, a goal must be established to encourage growth toward Proficient. (See ESP Goal Setting Conference Summary on page 20.) ESP Standard 5: Management Skills This standard applies ONLY to positions entitled Building Engineer, Assistant Building Engineer-HS, Kitchen Manager, Grounds Group Leader, and Lead Carpenter. 14

15 Definitions of Levels of Performance "Unsatisfactory" A rating of "Unsatisfactory" indicates an inability or an unwillingness to model a respectful attitude, or to demonstrate necessary knowledge and skills toward meeting a standard of performance. The narrative statement must address the deficiency. "Progressing A rating of "Progressing" is an acceptable rating and indicates that the employee is continuing to learn and develop toward fully meeting a standard of performance. This rating is an acknowledgement of the current level of performance in developing or extending a skill. A person who receives this rating may be provided an opportunity for further growth through the development of goals. Goal setting must include a goal related to the area rated "Progressing" and may include additional goals in other areas. (See ESP Goal Setting Conference Summary on page 20.) "Proficient A rating of "Proficient" indicates the acquisition of and a willingness to model a respectful attitude and to demonstrate the necessary knowledge, skills, and ability in meeting a standard of performance. The use of this rating is to acknowledge the current level of performance. A person who receives this rating may be provided an opportunity for continuous growth through the development of professional goals. (See ESP Goal Setting Conference Summary on page 20.) "Exemplary A rating of Exemplary indicates the employee has mastered necessary knowledge, skills, and ability, by demonstrating excellence in the current level of performance. S/he also sets the standard for a respectful workplace environment by exhibiting a respectful and positive attitude. An employee who receives this rating is self-directed, proactive, and exhibits professional concern for quality work. S/he seeks out opportunities for continued professional growth in setting and achieving career goals. (See ESP Goal Setting Conference Summary on page 20.) ESP Professional Goal Setting Goal setting is an ongoing process leading to the employee's continuous professional growth and development. During the first year of employment with the District, employees will participate in the Goal Setting Conference during the first working days of employment. Thereafter, employees will participate in the Goal Setting Conference at the beginning of each school year. Goal(s) will be reviewed and/or modified at that time. 15

16 ESP Evaluation Frequency All ESP employees will receive a minimum of one formative and one summative evaluation during each year. A formative evaluation is the ongoing process of collecting and documenting performance-related information, conferencing, and goal planning to support professional growth. A summative evaluation is the written summary and analysis of all the performance-related information during the evaluation period. At any time, the Supervising Administrator may provide more frequent formative and/or summative evaluations for any employee for any reason or for no reason. The annual deadline for completion and submission of summative evaluation reports is May 1. Evaluator Designation ESP Assigned to Campuses The evaluator for all ESP assigned to work at a specific campus will be the Principal (or Assistant Principal) of the campus where the ESP is assigned. The evaluations for nutrition services employees will be conducted by Nutrition Services Supervising Administrators. Evaluations for custodial staff will be conducted by Custodial Support Supervising Administrators. The evaluator must seek input into the summative evaluation for ESP whose daily employment responsibilities are organized and/or overseen by another employee at the campus. The employee who organizes the daily work of the ESP will provide the evaluator ongoing information about the daily performance of an ESP in relationship to the work assignments. Examples of those who organize the daily work of ESP are Teachers who work with Paraprofessionals, Kitchen Managers who work with Nutrition Services Assistants and Building Engineers who oversee the daily work of Custodians. (Human Capital will maintain a list of resources who should be consulted for the purpose of obtaining performance input information.) The evaluator may seek input into the summative evaluation from other parties who are affected by the work of the ESP. At the beginning of each school year, the evaluator will inform those people from whom input is expected. ESP Assigned to District Departments At the beginning of each school year, the evaluator will inform those people from whom input is expected. The evaluator for all ESP assigned to District-level departments will be the Department Officer, Director, Coordinator, or other Supervising Administrator. The evaluator must seek input into the summative evaluation for ESP whose daily employment responsibilities are organized by another person in the department. The person who organizes the daily work of the ESP will provide the evaluator ongoing information about the daily performance of the ESP in relationship to the work assignments. Examples of those who organize the daily work of ESP are Grounds Group Leader or the Lead Carpenter. The evaluator may also seek input into the summative evaluation from other parties who are affected by the work of the ESP. 16

17 ESP Assigned to More Than One Site When an ESP is assigned to more than one site, the designated evaluators for both sites will collaboratively develop and co-sign any written documentation for the evaluation process. Written information relative to the summative evaluation and/or any supporting documentation may be presented to the employee by one or both evaluators. Orientation to the ESP Evaluation System for New ESP or Re-Orientation for Currently Employed ESP Reassigned to a New Location or Position Within three to four weeks of the employment of new ESP or the reassignment of a current ESP employee to a new location or position, the evaluator will meet with the employee (individually or in a group) to provide the following information: (1) Input will be provided by multiple resources to the evaluator, (2) the performance standards by which evaluations are conducted, and (3) the timelines for formative and summative evaluation of performance. At that time, the evaluator will deliver a copy of the ESP evaluation document and answer any questions regarding employment responsibilities. (See Evaluation Conference Guidelines, Initial Evaluation Conference below.) At such time as major revisions are made to the ESP evaluation process, evaluators will conduct general or individual meetings to inform ESP of those revisions and advise as to where the ESP Evaluation Handbook is located online. (See Evaluation Conference Guidelines, Initial Evaluation Conference below.) Evaluation Conference Guidelines Initial Evaluation Conference (See Orientation to the ESP Evaluation System for New or Reassigned Employees, above.) Inform the ESP of the name of the Supervising Administrator who will be that person's evaluator. Review standards, indicators, frequency, and timelines of evaluation. Provide an opportunity for the ESP to ask questions regarding the evaluation process. Discuss the type of information that will be observed or otherwise gathered. Inform the ESP that information will come from multiple resources concerning input into the evaluation. Inform the ESP of her/his opportunity to contribute information regarding their own performance and specify a date for submitting this information. Goal Setting Conference Every employee will establish a minimum of one goal. Goals relate to one or more standards. Set goals for the next evaluation period. As goals are achieved, new goals may be established at the request of the employee. The employee and the Supervising Administrator will collaboratively develop goals; however, when an employee has a "Progressing" rating for a standard, one of the employee's goals must be directly related to development toward meeting that standard. (See Goal Setting Conference Summary on page 20 and Examples of Goal Setting Conference Summaries on pages 21 and 22.) 17

18 A Goal Setting Conference Summary sheet will establish a record of the process of goal setting with the evaluator to include the related standard, the goal, activities related to achieving the goal, the timelines, a description of evidences that will demonstrate completion of the goal, a narrative by the evaluator as to progress accomplished during the current year by the employee toward previously established goal(s), and all required signatures as indicated on the form. Goal Setting Conference Summary sheets are attached to and submitted with the employee's Summative Evaluation form on May 1 of each year. Formative Evaluation Conference Set expectations for performance based on standards. Feedback in written or verbal format. Review progress toward goals and/or set goals. Remind ESP of their opportunity to contribute information regarding their own performance and specify a date for submitting this information. Establish date and time for next formative or summative evaluation conference. Summative Evaluation Conference Provide written Summative Evaluation form. (See Summative Evaluation form on pages 4-13.) Review goal(s) from previous evaluation period. Record progress toward the goals in the narrative sections on the ESP Goal Setting Conference Summary form. (See ESP Goal Setting Conference Summary form on page 20.) If the employee has received a Progressing rating, provide written feedback as to the reason(s) for the Progressing rating and establish a goal on the Goal Setting Conference Summary form to inform the employee as to how to progress from one level to the next. When one or more standards are rated Unsatisfactory, the evaluator will provide documentation of concerns in memo format to the employee, which will be attached to and forwarded with the Summative Evaluation form to the employee s personnel file. Set goal(s) for next evaluation period. Attach the Goal Setting Conference Summary, outlining future goals to the Summative Evaluation form that is submitted to the Human Capital Department. The evaluator and ESP sign the Summative Evaluation form. If the ESP refuses to sign, advise the employee the evaluation will move forward unsigned and indicate on the Summative Evaluation form the employee chose not to sign the document. Provide one copy to the ESP, retain one copy at the site, and forward the original to the evaluator's evaluator for review and signature. The evaluator's evaluator will forward the original to the Office of Human Capital on or before May 1 st annually, for subsequent filing in the employee s personnel file. If the evaluator is an Assistant Principal, the evaluation must also be signed at the campus level by the Principal and/or, when required, by the School Leadership Officer (SLO). Inform the ESP of his/her opportunity to write a rebuttal to the information contained in the Summative Evaluation form within five working days of the date it is signed. Evaluator Training The District will provide training for all Principals and other Supervising Administrators who serve as evaluators. Training will include the following objectives so that ESP Evaluators and the Evaluator s Evaluator understand: the ESP Evaluation System components: purposes, standards, procedures, documents, and timelines. 18

19 the evaluator's legal role in evaluating the performance of employees. how to apply appropriate conferencing skills during evaluation conferences and provide valid formative feedback to ESP on their performance as related to the standards. when and how to obtain appropriate input into the evaluation of an ESP. how to provide reliable performance information to ESP as a part of the Summative Evaluation document. what information may and may not be used as a part of evaluating the performance of an ESP. the responsibility of reviewing evaluations written by Principals and other Supervising Administrators. New Evaluator Training When a person is new to the evaluator role or a new evaluator in the District, Human Capital will provide initial training in ESP evaluation as a part of that person's induction into the new role. Evaluation Information The following sources of information support determinations of level of performance: Observations of evaluator and/or designated input source. Documentation of completed training and/or continued education that is related to the current assignment or preparation for another District assignment. Documentation of corrective feedback or feedback of commendation from the evaluator and/or designated input source. Documented certifications of specialized training related to assignment and/or licenses or certifications legally required for the position. Documentation of developing and achieving a growth goal. Documentation of performance provided by the ESP. 19

20 ESP Goal Setting Conference Summary Name Location School Year Position Conference Date Evaluator Related Standard Goal Activity Please name standard and indicator. Insert goal that is related to the standard and indicator. Describe activity and resources that may be used. Activity Completion Date Insert projected date of completion. Evidences of Completion At the time the goal(s) is/are established, describe evidences that will demonstrate that the goal(s) has/have been met. Evaluator: Narrate here progress accomplished during current year by employee toward previously established goal(s). Note to Evaluator: Indicate a goal(s) related to a "Progressing" rating by placing an asterisk (*) beside the goal. Minimum of one goal required. ESP Signature Position Date Evaluator Signature Position Date This evaluation was reviewed by: Evaluator of Evaluator Signature Position Date Signature Required for Campuses Only Position: School Leadership Officer Date Copy Distribution: (1) ESP (2) Evaluator (3) Original to Human Capital 20

21 ESP Goal Setting Conference Summary EXAMPLE 1 Name Samuel Martinez Position Principal s Secretary Location Applewood High School Conference Date April 27, 2015 School Year Evaluator Angela Amato, Principal Related Standard Goal Activity Name standard and indicator. Standard: Professionalism Indicator: Pursue professional growth & development. Insert goal that is related to the standard and indicator. Pursue professional development in computer applications related to job assignment. Describe activity and resources that may be used. - Identify a building administrator presentation need & prepare a draft of the Power Point presentation. Adjust the draft based on administrator feedback. - Complete the awareness-level District-offered modules on Microsoft Office programs for Excel & Publisher. - Complete draft of the newsletter for January seeking help if needed. - Complete District training in budget preparation using Excel. Activity Completion Date Insert projected date of completion Evidences of Completion At the time the goal(s) is/ are established, describe evidences that will demonstrate that the goal(s) has/have been met. - Prepares Power Point presentations for building administrative staff as requested. - Completed training as scheduled. - Prepares the parent newsletter and other publications using Microsoft Publisher. - Prepares the building budget using Microsoft Office Excel. Evaluator: Narrate here progress accomplished during current year by employee toward previously established goal(s). Mr. Martinez completed Microsoft Office and Power Point training sessions on July 31, He then developed a Power Point presentation to be used in a meeting held by the Principal on September 15, 2014, to inform ESP of revisions to the ESP Evaluation Process effective for the school year. On August 13, 2014, he completed Publisher training and drafted the September 1, 2014 school newsletter, asking questions from a veteran co-worker who had previous experience in developing this monthly publication. Additionally, Mr. Martinez will attend upcoming training sessions scheduled for Excel during October 2014 to prepare him to utilize this program when assisting with the budgeting process during the current school year. Note to Evaluator: Indicate a goal(s) related to a "Progressing" rating by placing an asterisk (*) beside the goal. Minimum of one goal required. ESP Signature Position Date Evaluator Signature Position Date This evaluation was reviewed by: Evaluator of Evaluator Signature Position Date Signature Required for Campuses Only Position: School Leadership Officer Date Copy Distribution: (1) ESP (2) Evaluator (3) Original to Human Capital 21

22 ESP Goal Setting Conference Summary EXAMPLE 2 Name Joan Smith Position Nutrition Services Assistant Location Sample Elementary School Conference Date April 27, 2015 School Year Evaluator Nutrition Services Supervisor Related Standard Goal Activity Name standard and indicator. Standard: Quality of Work Indicator: Demonstrate knowledge & skill to perform job responsibilities. Insert goal that is related to the standard and indicator Demonstrate skills in baking products for school lunches. Describe activity and resources that may be used. - Know ingredients, proportions, and processes used to prepare such baked products as yeast rolls & cookies. - Observe a person experienced in school product baking as s/he prepares common products used in school lunches. - Practice the preparation of baked products with a person experienced in preparing common products. - Apply the new skill at the assigned site. Activity Completion Date Insert projected date of completion Evaluator: Narrate here progress accomplished during current year by employee toward previously established goal(s). Evidences of Completion At the time the goal(s) is/ are established, describe evidences that will demonstrate that the goal(s) has/have been met. - School baked products meet the standard as prescribed by the Kitchen Manager. On September 15, 2014, as observed by her Kitchen Manager, Ms. Smith exhibited her knowledge of the ingredients, proportions, and processes of standardized recipes by preparing yeast rolls and cookies to be served on the line on that day. On November 10, 2014, Ms. Smith observed a co-worker, with 5 years of District nutrition services experience, calculate number of servings and prepare one pan (25 servings) of lasagne. Ms. Smith then assisted in the preparation of the remaining servings for 425 students within the time constraints established for that particular food item. Note to Evaluator: Indicate a goal(s) related to a "Progressing" rating by placing an asterisk (*) beside the goal. Minimum of one goal required. ESP Signature Position Date Evaluator Signature Position Date This evaluation was reviewed by: Evaluator of Evaluator Signature Position Date Signature Required for Campuses Only Position: School Leadership Officer Date Copy Distribution: (1) ESP (2) Evaluator (3) Original to Human Capital 22

23 DEFINITION OF TERMS Designated Input Source is a person, other than the evaluator, who assigns and monitors the daily work of an employee. ESP is the acronym for Educational Support Personnel. Evaluation is an assessment of job performance for a given period of time. Evaluator is the Supervising Administrator responsible for determining the performance level of an employee. Evaluator's Evaluator, for purposes of this document, is the person to whom the evaluator reposts and the person who is responsible for reviewing the summative evaluations completed by principals or supervisors. Formative evaluation is the ongoing process of collecting and documenting performance-related information, conferencing, providing written or verbal feedback to the employee, observing the employee s work performance, and goal planning to support professional growth. This may be done at any time throughout the year. Goals are growth-oriented outcome statements. Orientation refers to activities and/or programs organized to prepare employees and evaluators for the evaluation process. Indicators are specific statements of employee behaviors within a performance standard that, if demonstrated, indicate that the employee is meeting District expectations. Standards are general statements of District expectations for major areas of work performance. Summative Evaluation is the summary and analysis of all the performance-related information during a specific evaluation period. 23