NORTH CAROLINA COOPERATIVE EXTENSION ANNUAL PERFORMANCE EVALUATION EXPANDED FOOD AND NUTRITION EDUCATION PROGRAM

Transcription

1 NORTH CAROLINA COOPERATIVE EXTENSION ANNUAL PERFORMANCE EVALUATION EXPANDED FOOD AND NUTRITION EDUCATION PROGRAM Nutrition Program Assistant/Associate At NCCE, we use the Annual Performance Evaluation to appraise performance because it helps identify strengths and areas for development. The Annual Performance Evaluation provides specific performance feedback on program assistant performance. "Competencies" are what Nutrition Program Assistants/Associates are rated on (Achieve Excellence in Teaching, Maintain Accurate Records and Reports, Program Outreach and Impact, and Program Management). Each Competency is weighted as a percentage of the final score. The Annual Performance Evaluation serves as a conduit of performance information between the Nutrition Program Assistants/Associates and County Extension Directors. The Annual Performance Evaluation makes performance discussions a regular occurrence with its requirement for interim and final appraisals The Annual Performance Evaluation provides the performance documentation necessary to support promotion, compensation, and other personnel decisions. Each Annual Performance Evaluation cycle begins with setting Goals for Strengthening Job Performance. During the Annual Performance Evaluation, measurable performance goals will be set for the next 12 months. The Goals for Strengthening Job Performance set will help ensure important overall job elements don't get lost in the hustle and bustle of day-to-day work. Schedule for Nutrition Program Assistant/Associate review: Dates: By Oct 15 Between: Nov 10 Nov 25 Between: Nov 25 Dec 15 Between: May 15 June 15 Activity: Nutrition Program Assistant/Associate submits self-assessment and performance plan to CED CED holds evaluation meeting with EFNEP County Team to include EA-EFNEP (Extension Associate) CED holds evaluation meeting with Nutrition Program Assistant/Associate CED provides interim feedback to Nutrition Program Assistant/Associate based upon EFNEP county Team to include EA-EFNEP Page 1 of 19

2 Instructions and General Guidelines: 1. The County Extension Director (CED) with input from the Extension Associate, EFNEP (EA), the Family and Consumer Sciences Agent, and/or the 4-H Agent will meet with the Nutrition Program Assistant/Associate once a year prior to the annual performance review to establish specific work performance goals to enhance local program and job performance. Additionally, a mid-year performance review should be completed to review progress mid-year and to assist NPA in meeting established goals. 2. Support data for program outreach, impacts, and teaching will be provided to the County Extension Director through the EA. The NPA should complete a self-assessment using the performance appraisal instrument and provide a copy to the CED prior to the annual performance review. 3. The Program Assistant/Associate is responsible for compiling and presenting any additional support data of goal accomplishment and/or progress and program quality. 4. The Program Assistant/Associate must fulfill lower performance level before receiving a higher-level rating. 5. Only one performance level can be selected for each indicator. 6. If a performance level has more than one component, at a minimum each component must be met. 7. If any skill area is justifiably not applicable, mark as Not Applicable ( NA ) and recalculate the Desired Score for that competency by multiplying the remaining number of skill areas times 3 and inserting that product into the Desired Score column. If more than 3 skill areas are to be marked "NA", contact State EFNEP and the DED to discuss the rationale. 8. Record the rating for each skill area on the Performance Level Appraisal Ratings Form under the appropriate competency. 9. If the Program Assistant/Associate disagrees with the evaluation rating, the appeal process should be followed. 10. Scoring: Each performance level represents a numeric equivalent (i.e. Level 1 = 1 point; Level 2= 2 points; Level 3 = 3 points; Level 4 = 4 points; Level 5 = 5 points). Points entered on the Performance Level Appraisal Ratings Form are summed for each competency to get the Attained Score. 11. The Attained Score is then transferred to the Ratings Summary page and total weighted score will be calculated using the formula. 12. The CED should forward the completed and signed document to the DED. 13. Level 3 performance rating in each skill area reflect the expectations that all EFNEP Program Assistants/ Associates should meet and would represent a total weighted score of 100. Page 2 of 19

3 Competency: Achieve Excellence in Teaching Description/Definition: Is aware of and uses appropriate, creative teaching techniques, principles and methods to accommodate different learning styles for program dissemination. Knows where to acquire educational resources. Creates comfortable learning environments. Engages participants. Uses observational feedback and quarterly statistical reports to focus programming and improve teaching skills/techniques. Recruits eligible participants. Strays from approved Occasionally strays from Teaches from approved Demonstrates ability to curricula without approved curricula. Does curricula. Teaches enhance curricula with justification. Seldom not consistently teach the educational objectives of approved research based teaches the objectives of the objectives of the curriculum. materials curriculum. curriculum. Knowledge Of Curriculum Knowledge of Subject Matter Teaching Techniques Lacks adequate knowledge of subject matter. Makes little or no effort to improve knowledge. Lacks effective use of teaching strategies that create an environment where participants are motivated and encouraged to learn and apply what has been learned. Seldom includes participant engagement activities such as food preparation, moving activities, games, etc. that reinforce lesson objectives. May lack basic knowledge of subject matter or may have short tenure in position. Makes limited use of effective teaching strategies to create an environment where participants are motivated and encouraged to learn and apply what has been learned. Occasionally includes participant engagement activities such as food preparation, moving activities, games, etc. that reinforce lesson objectives. Has basic knowledge of subject matter. With direction, takes steps to improve subject matter knowledge. Uses effective teaching strategies that create an environment where participants are motivated and encouraged to learn and apply what has been learned. Lessons include an introduction, and a review as well as participant engagement activities such as food preparation, moving activities, games, etc. that reinforce lesson objectives. Exhibits appropriate efforts to improve subject matter knowledge. Demonstrates effective teaching strategies that create a challenging environment where participants are motivated and encouraged to learn and apply what has been learned. Includes participants in hands-on activities that reinforce lesson objectives. Shows mastery of approved curricula content and demonstrates ability to enhance curricula to meet special needs of audience. Demonstrates mastery of subject matter. Takes initiative to improve subject matter knowledge. Selects, incorporates and demonstrates effective teaching strategies to accommodate different learning styles. Evaluates effectiveness of teaching methods and adjusts as appropriate to meet participant needs. Always includes participants in multiple hands-on activities that reinforce lesson objectives. Speaking, Presentation and Communications Skills Rambling or ineffective speaker/presenter/ facilitator. Does not exhibit proficiency in public speaking skills. Communicates incomplete information. Speaking skills need improvement. May be hesitant or lack confidence. Presentations not as effective as needed. Competent speaker. Uses effective public speaking principles. Communicates concepts and accurate information. Excellent speaker. Communicates clearly and is articulate. Speaks with minimal notes. Presents to audiences with confidence. Accomplished speaker. Can vary presentation style easily and spontaneously Actively uses public speaking and communication principles along with accurate information. Page 3 of 19

4 Program Planning Shows no evidence of program planning based on participant needs. Calendar does not show documented monthly work schedule with planned time for teaching, recruiting, agency contacts, record keeping, meetings and other duties which support the EFNEP program. Minimal evidence of program planning based on participant needs. Follows documented monthly work schedule which shows planned time for teaching, recruiting, agency contacts, record keeping, meetings and other duties which support the EFNEP program. Calendar is planned out 1 month in advance. Shows evidence of program planning based on participant needs. Has all materials and supplies needed. Plans entire series of lessons using Lesson Series Planning Guide upon enrollment and submits to EA when entries are mailed. Communicates lesson series planned with partner. Google calendar is current and must reflect the entire series of lessons, program location, group name, and name of lesson. Plans monthly work schedule which shows planned time for teaching, recruiting, agency contacts, record keeping, meetings and other duties, which support EFNEP. Calendar is planned out 2-3 months in advance. Program planning reflects collaborative efforts to connect audience with other Extension staff and partners to meet at least one additional non-efnep need. Follows documented monthly work schedule which shows planned time for teaching, recruiting, agency contacts, record keeping, meetings and other duties, which support EFNEP. Google calendar is current and must reflect the entire series of lessons, program location, group name, and name of lesson. Calendar is planned out 4-5 months in advance. Program planning reflects collaborative efforts to connect audience with other Extension staff and partners to meet multiple non- EFNEP needs of target audience. Follows documented monthly work schedule which shows planned time for teaching, recruiting, agency contacts, record keeping, meetings and other duties, which support the EFNEP program. Google calendar is current and must reflect the entire series of lessons, program location, group name, and name of lesson. Calendar is planned out 6 or more months in advance. Page 4 of 19

5 Competency: Maintain Accurate Records and Reports Description/Definition: Submits records and reports neatly, accurately, completely and on time. Documents time and travel regularly on appropriate forms. Records and reports Program Records Does not complete records & reports according to guidelines and expectations. Completes records & reports according to guidelines but not within established time Prepares accurate, complete records & reports according to established guidelines, Submits accurate and complete records, reports and requests in advance Submits accurate and complete records, reports and requests in advance of Monthly reports Does not respond to frames. Requests are submitted on time in the of deadlines, always in deadlines, always in the Administrative requests in a timely and sometimes late and format requested. the format requested. format requested. requests accurate manner. incomplete. Contributes to efforts aimed County specific at improving reporting reports procedures at the unit or ERS state level. Develops positive strategies and/or tools to improve reporting procedures at the unit or state level. Page 5 of 19

6 Competency: Program Outreach and Impact Description/Definition: Meet expected goals for participation/caseload. Meets expected standard of impacts for program effectiveness. Use approved evaluation forms and methods for collecting participant and program outcome information. Below minimum monthly Meets average minimum Meets average target teaching contacts. monthly teaching contacts. monthly teaching contacts. Monthly teaching contacts Usually exceeds target monthly teaching contacts every month. Always exceeds target monthly teaching contacts every month. Note: Based on state data analysis A teaching contact (TC) is a unit of instruction or a meeting with an individual or group, which covers a lesson from the approved curriculum. For youth, a teaching contact is 1 lesson being taught to one group. For pregnant teens, TC is based upon percentage of total births reported by the N.C Department of Health and Human Services (NC Resident Pregnancy, Fertility, and Abortion Rates: Females Ages by Race, Perinatal Care Regions, and County of Residence) Minimum Adult Rural (0.75 FTE): TC per month Rural (1.0 FTE): TC per month Urban (1.0 FTE): TC per month Urban (0.75 FTE): TC per month On-Site Full Time (Adult + 20%) 90 TC (0.75 FTE) 120 TC (1.0 FTE) Pregnant Teens 10% of total Births/year (reported pregnancies N.C. DHHS) TC (0.75 FTE) 15% of total Births/year (reported pregnancies N.C. DHHS) TC (1.0 FTE) 4-H EFNEP lessons (.75 FTE) lessons (1.0 FTE) Target Rural (0.75 FTE): TC per month Rural (1.0 FTE): TC per month Urban (0.75 FTE): TC per month Urban (1.0 FTE): TC per month TC (0.75 FTE) (1.0 FTE) (0.75 FTE) (1.0 FTE) 15% of total Births/year (reported pregnancies N.C. DHHS) TC (0.75 FTE) 20% of total Births/year (reported pregnancies N.C. DHHS) TC (1.0FTE) lessons (0.75 FTE) lessons (1.0 FTE) Page 6 of 19

7 Recruitment efforts are Recruitment efforts meet Recruitment efforts meet Recruitment efforts exceed below average minimum average minimum targeted average targeted yearly targeted yearly enrollment targeted yearly enrollment yearly enrollment to reflect enrollment to reflect by 10% to reflect assigned and do not reflect assigned assigned responsibilities. assigned responsibilities. responsibilities. responsibilities. Participant Recruitment Recruitment efforts exceed targeted yearly enrollment by 25% to reflect assigned responsibilities. Note: Based on state data analysis. Minimum Adult On-Site (Adult + 20%) Pregnant Teens 4-H EFNEP Rural (0.75 FTE): 83 Participants/year 120 Participants/year (0.75 FTE) TC (10%TC) x 12 months 675 participants/year (0.75 FTE) Rural (1.0 FTE): 111 Participants/year 150 Participants/year (1.0 FTE) Participants/year (0.75 FTE) 900 participants/year (1.0 FTE) Urban (0.75 FTE): 87 Participants/year TC (15% TC) x 12 months Urban (1.0 FTE): 116 Participants/year Participants/year (1.0 FTE) Target Rural (0.75 FTE): 98 Participants/year Rural (1.0 FTE): 130 Participants/year Urban (0.75 FTE): 102 Participants/year Urban (1.0 FTE): 136 Participants/year 132 Participants/year (0.75 FTE) 162 Participants/year (1.0 FTE) 150 Participants/year (0.75 FTE) 180 Participants/year (1.0 FTE) TC (15% TC) x 12 months Participants/year (0.75 FTE) TC (20% TC) x 12 months Participants/year (1.0 FTE) 750 participants/year (0.75 FTE) 1000 participants/year (1.0 FTE) Page 7 of 19

8 Impacts and Results Programs seldom achieve intended impacts or results. Outcomes and impacts from individual work reported, but only reaches minimum level of program accomplishment. Outcomes and impacts from individual work indicate practice and/or behavioral change that reach target program accomplishment in most areas. Outcomes and impacts from individual work indicate practice and/or behavioral change that reach upper range of target program accomplishment in most areas. Outcomes and impacts from individual work indicate significant practice and/or behavioral change above the target program accomplishment in all areas. Note: The following criteria to evaluate impacts and results include: Setting and meeting personal goals for improvement, and Meeting state standards for impact indicators and behavior outcomes. (Improved practices in Dietary Change, Food Resources Management, Nutrition Practices, Food Safety, and Moving More) Level 3 performance for Adult and On-Site components requires meeting the target for 4 out of 7 impact measures Level 3 performance for Pregnant Teen component requires meeting the target for 3 out of 5 impact measures Level 3 performance for Youth component requires meeting the target for 2 out of 3 impact measures Minimum Adult On-Site Pregnant Teens Youth Fruits = 34% (+ change) Fruits = 37% (+ change) Fruits = 38% (+ change) FS = 41% (+ change) Vegetables = 38% (+ change) Vegetables = 37% (+ change) Vegetables = 51% (+ change) Diet Quality = 72% (+ change) Dairy = 38% (+ change) Dairy = 36% (+ change) Dairy = 57% (+ change) Moving More =32% (+ change) FRM 3 of 4 = 35% FRM 3 of 4 = 15% FS 2 of 2 = 48% NP 4 of 5 = 28% NP 4 of 5 = 5% Moving More =39% (+ change) FS 2 of 2 = 24% FS 2 of 2 = 8% Moving More = 29% (+change) Moving More = 23% (+change) Target Fruits = 44-54% (+ change) Vegetables = 48-58% (+ change) Dairy = 48-58% (+ change) FRM 3 of 4 = 45-55% NP 4 of 5 more = 38-48% FS 2 of 2 = 34-44% Move More = 39-49% (+change) Fruits = 47-57% (+ change) Vegetables = 47-57% (+ change) Dairy = 46-56% (+ change) FRM 3 of 4 = 25-35% NP 4 of 5 = 15-25% FS 2 of 2 = 18-28% Move More = 33-43% (+change) Fruits = 48-58% (+ change) Vegetables = 61-71% (+ change) Dairy = 67-77% (+ change) FS 2 of 2 = 58-68% Moving More = 49-59% (+ change) FS = 51-61% (+ change) Diet Quality = 82-92% (+ change) Moving More =42-52% (+ change) Page 8 of 19

9 Competency: Program Management Description/Definition: Maintains positive working relationships. Open to new ideas, concepts and information. Uses effective verbal, writing and listening skills. Promotes Extension programming efforts utilizing media, oral and written communications. Builds and maintain effective partnerships with other Extension programs and community agencies. Strengthens program by involving volunteers. Communicates regularly with partnering agencies to coordinate programming. Demonstrates basic computer skills including using and accessing the internet. Utilizes approved websites. Demonstrates ability to use technology for program delivery. Uses care in handling and storage of assigned technological equipment and materials. Meets the nutrition education needs of eligible participants of diverse race, ethnicity, gender, age, language, education level, sexual orientation, and disabilities. Does not impose one s own values on others. Understands the mission of both the organization and the program and the relationship of EFNEP to the organization. Follows program and organizational policies and guidelines including program eligibility requirements and program resource management. Demonstrates an understanding of job responsibilities and boundaries. Balances multiple responsibilities including teaching, recruiting, record keeping, and reporting. Practices positive work habits and ethics. Models professionalism that reflects well on the organization and program. Passive listener. Exhibits Communication skills often Acceptance of constructive Active two-way poor interpersonal at inappropriate levels for criticism and suggestions. communicator. Effective communication skills. clientele. Exhibits limited Verbal and nonverbal skills communication skills are Does not accept interpersonal skills. used to effectively transfer used routinely with peers, constructive criticism and Limited acceptance of information. As program clientele, and suggestions. Creates constructive criticism and guidelines allow, administration. Actively awkward and suggestions. Verbal and contributes to county team seeks suggestions for unprofessional situations. nonverbal skills may result effort. Notifies appropriate improvement. As program Uses poor language and in ineffective transfer of individuals/agency in guidelines allow, grammar. Does not notify information. Does not advance of any expected contributes to county team appropriate consistently notify absences. effort. Notifies appropriate individuals/agency in appropriate individuals/agency in advance of expected individuals/agency in advance of any expected absences. advance of expected absences but does not absences. consistently make plans for coverage. Interpersonal Communication Communication skills have been instrumental in facilitating group process to achieve group goals. Interpersonal skills foster networks and relationships. As program guidelines allow, contributes to county team effort. Provides notification and makes plans for coverage for any expected absences. Page 9 of 19

10 Program Promotion Does not understand the target audience. Does not use media to promote (recruit participants, convey results) programs. Understands the target audience but does not develop a marketing plan to reach it effectively. Uses some forms of mass media to promote some programs to some audiences. Promotion of programs and opportunities use appropriate forms of mass media and technology to reach potential audiences. Has a regular or frequent media feature. Is recognized for quality media efforts. Communicates expected outcomes to stakeholders. Contributes to county EFNEP Facebook page and other EFNEP social media. Interacts with county and/or state EFNEP social media sites. Pre and post publicity is consistently used to reach target audiences. Stakeholders are integrated in promotion efforts. Visibility of Extension is retained even in collaborative programs. Contributes as a Content Editor to county EFNEP Facebook page and other EFNEP social media. Interacts with county and/or state EFNEP social media sites. Page 10 of 19

11 NPA does not participate in county marketing plan Involvement in County Marketing Plan NPA markets programs and activities related to their content areas and/or individual programs. NPA participates in county marketing plan beyond the scope of their content areas and/or individual programs. NPA meets level 3 criteria and actively participates in total county marketing efforts. NPA meets level 4 criteria and successfully implements an exemplary, innovative or nontraditional approach to the county marketing plan. Written Materials and Success Stories Written materials and success stories show lack of clarity and readability. Misspellings, poor grammar and misuse of words evident. Writing skills need improvement. Writing not as effective as needed. Success stories do not clearly communicate impact. Takes initiative to improve basic writing skills through participation in professional development opportunities. Exhibits an acceptable level of writing quality. All components of a well written success story are included. Uses appropriate program promotional materials. Exhibits a high level in writing success stories and other written materials. Written materials are effective in program promotion. Written success stories and materials are well organized, accurate, clear, concise and effective. Uses written skills to promote program through mass media, newsletters and collaborating partners, resulting in increased program recognition and/or growth. Volunteer Recruitment Makes no effort to recruit and or use volunteers Lacks a system for recruitment and training of volunteers. Quantity of volunteers is insufficient for program needs. Recruits, involves, trains, utilizes and recognizes volunteers. Quantity of volunteers are appropriate for program needs. Works collaboratively with EA, FCS agent, 4-H agent and agencies to identify and train qualified volunteers. Volunteers assist with program planning and delivery under the direction of the program assistant/associate. Volunteers represent diverse backgrounds. Facilitates volunteers to assume leadership roles. Volunteers are active in every phase of the program and serve in a variety of roles. Page 11 of 19

12 Does not establish and/or Makes minimal effort to Establishes and/or Establishes and/or maintain positive establish and/or maintain maintains positive maintains positive relationships with potential positive relationships with relationships with relationships with collaborating groups. Does collaborating groups. Lacks collaborating groups and collaborating groups and not respect missions of complete understanding of actively invites their actively invites their partnering agencies. Does the missions of partnering involvement. Understands involvement to meet not respond to agency agencies and their and respects missions of multiple needs of program referrals. relationship to EFNEP. partnering agencies and participants. Understands Slow to respond to agency their relationship to and respects missions of referrals. EFNEP. Responds to partnering agencies. Takes agency referrals in a timely steps to connect program manner. goals and objectives. Responds to agency referrals in a timely manner. Networking, Partnerships, and Collaboration Always establishes and/or maintains positive relationships with collaborating groups and actively invites their involvement to meet multiple needs of program participants. Ensures missions of partnering agencies are aligned with EFNEP and Extension missions. Is considered an equal partner by agencies in meeting the needs of participants. Teamwork No knowledge of programs in other disciplines. Does not keep CED and EA informed about the program. Does not consult with CED and EA about new program directions or opportunities. Does not work well with CES staff. Limited knowledge of programs in other disciplines. Often does not keep CED and EA informed about the program. Often does not consult with CED and EA about new program directions or opportunities. Often does not work well with CES staff. Knowledgeable of programs in other disciplines. Keeps CED and EA informed and involved about program. Consults with CED and EA about new program directions or opportunities. Cooperates with CES Staff. Contributes to interdisciplinary program efforts. Always keeps CED and EA informed and involved in program. Always consults with CED and EA about new programs directions or opportunities. Always works well with CES staff. Takes leadership role in fostering interdisciplinary efforts. Takes a lead role in coordinating unit wide EFNEP projects/activities. Seeks out new program directions and opportunities and involves all appropriate staff. Page 12 of 19

13 Does not use current Use of technology in technology in program program delivery is limited delivery. Equipment is not and does not show thorough stored and/or cared for as ability to use assigned required. Does not utilize equipment. Sporadically as a communication checks and responds to tool. communications. Technology Use and Care Uses current technology to create improved learning environments and promote the comprehension of subject matter. Completes success stories, reports and/or records online. Utilizes as a communication tool on a daily basis. Handles, stores, and cares for assigned technological equipment properly. Exhibits a high level of ability to utilize technology in a variety of settings to enhance program delivery, marketing and communications. Utilizes approved web-based applications including Blackboard Collaborate and Google Hangout to enhance personal subject matter knowledge and enhance teaching. Embraces new technological opportunities for program delivery, planning, and promotion. Utilizes a variety of technological resources in program delivery and/or promotion. Diversity in Program Has shown no evidence of respecting or including diversity in program planning. Evidence indicates a lack of sensitivity for community values, beliefs, and customs. Unfamiliar with and/or lacks concern about area demographics. Has little evidence of efforts to include or reach diverse groups. Evidence indicates a limited sensitivity for community values, beliefs, and customs. Evidence of efforts to understand and reach diverse groups. Familiar with area demographics related to nutrition education needs of population. Program exhibits sensitivity for community values, beliefs, and customs. Demonstrates active commitment to diversity in program planning. Seeks to reach additional diverse audiences. Includes discussion with community members regarding values, beliefs, and customs as a part of the planning process. Leader among peers in diversity efforts resulting in the establishment of educational partnerships, significant program participation by diverse audiences, and serves as a role model for diversity inclusion. EFNEP Policies, Procedures, and Guidelines Does not follow established Federal, State or Unit policies, procedures, and guidelines for the program. Has some difficulty in understanding and following established policies, procedures, and guidelines for the program. Follows program policies, procedures, and guidelines. Enrolled participants meet eligibility requirements. Ability to explain program policies, procedures, and guidelines to stakeholders, staff members and collaborating agencies/groups. Applies EFNEP policies, procedures, and guidelines in joint program planning with other CES staff and collaborating agencies/groups. Page 13 of 19

14 Has limited knowledge of organization and makes little or no attempt to improve understanding. Knowledge of the Organization (history, mission, vision, goals, structure, policies, procedures) Knowledge and understanding of organization is below expectations for Nutrition Program Assistants/ Associates with similar tenure and experience or has limited tenure in the organization. Does not convey organizational message well to publics. Has good understanding of organization structure, history, mission, vision, and goals. Understands and follows proper CES policies and procedures. Conveys organizational message well to publics. Has significant knowledge of organization history, mission, vision, and goals. Understands and follows CES policies and procedures. Can clearly articulate the role of EFNEP within the organization. Has significant knowledge of the organization. Has vision and participates in efforts to effect organizational purpose, direction and change. Program Resource Management (food, county monies, office supplies, travel) Does not effectively manage program resources to meet program needs. Does not follow guidelines for program resource use. Occasionally does not follow established guidelines and procedures for managing program resources. Evidence of discrepancies in record keeping and/or procedures. Does not consistently notify EA and/or CED of needed resources and materials. Calendar and program planning do not reflect attempt to conserve travel. Notifies EA and/or CED of needed resources; negotiates with agencies for food supplies and other materials; utilizes time and travel for efficiency; utilizes food resources for maximum efficiency. Has evidence of planning and management system that demonstrates effort to conserve resources. Consistently negotiates with collaborating agencies to maximize outreach and to partner to provide food resources. Seeks and secures additional funding and resources to support EFNEP program expenditures. Self Improvement Is not receptive to suggested steps to improve performance. Makes no progress toward goals for strengthening job performance. Receptive to suggestions but does not demonstrate consistent follow through to improve performance. Makes little progress on goals for strengthening job performance. With direction, takes steps to improve job performance. Receptive to and follows through on suggestions. Shows consistent progress towards meeting goals for strengthening job performance. Improves job performance with minimal direction. Meets goals for strengthening job performance. Participates in activities that support EFNEP and the Organization above and beyond required job functions. Takes initiative to improve job performance. Meets or exceeds goals for strengthening job performance. Participates and serves in a leadership role that support EFNEP and the Organization above and beyond job functions Page 14 of 19

15 Teaching materials are not maintained in an organized and accessible form. Inventory is not current. Uses outdated materials. Organization of Teaching Materials Participant Records Forms Handouts Marketing Materials Maintains minimum inventory of the most currently approved EFNEP teaching materials in an organized and readily accessible form. May not discard outdated materials in a timely manner. Maintains inventory of the most currently approved EFNEP teaching materials in an organized and readily accessible form. Maintains current inventory of county materials purchased for program support and enhancement. Discards and does not use outdated materials. Uses current Google Drive templates. Utilizes a method to manage program records and forms. Develops an organized filing and storage system to protect quality and efficiency for program delivery. Immediately discards outdated materials. Uses current Google Drive templates. Maintains an organized filing and storage system to protect quality and efficiency for program delivery. Communicates system methodology to CED and EA for regular review, revision and improvement. Immediately discards outdated materials. Uses current Google Drive templates. Attendance, Engagement, and Punctuality (PA s are required to attend all unit meetings, regional and state trainings) Professionalism and Ethics Misses more than 3 unexcused unit meetings; arrives late or leaves early from 3 or more unit meetings, regional and state trainings, teaching sessions, county staff meetings and other scheduled events. Does not demonstrate active and/or positive engagement in trainings or other staff functions. Does not project a professional image to stakeholders. Not responsive to clients, peers, supervisor, CED, EA or administrative requests. Misses 1-2 unexcused unit meetings; arrives late or leaves early from 1-2 regional and state trainings, teaching sessions, county staff meetings and other scheduled events. Has limited active engagement in trainings or other staff functions. Occasionally does not project a professional image to stakeholders. Makes minimal effort to respond to clients, peers, supervisor, CED, EA or administrative requests Registers on LMS system, is present and on time and does not leave early for any meetings, regional and state trainings, teaching sessions, staff meetings or other scheduled events. Contributes positively to team trainings. Projects a professional image consistently to stakeholders. Responds to clients, peers, supervisor, CED, EA or administrative requests Arrives early and is prepared to begin at the designated time for meetings, trainings, teaching sessions, staff meetings or other scheduled events. Contributes positively to team trainings, meetings, and staff functions. Responds proactively, innovatively and above the expected job duties. Always arrives early and is prepared to begin at the designated time for meetings, trainings, teaching sessions, staff meetings or other scheduled events. Actively participates in designated meetings and trainings. Assumes leadership roles in unit meetings and/or staff functions. Is a role model for professionalism at the county, regional, and state level. Represents the university, organization, and program well. Models, mentors and/or teaches others regarding work ethics. Page 15 of 19

16 Nutrition Program Assistant/Associate Performance Level Appraisal Ratings Form Name: County/Counties: Initial Employment Date: Period of Evaluation: Employed: 20 Hours (.50 FTE) 30 Hours (.75 FTE) 40 Hours (1.0 FTE) Skill Achieve Excellence in Teaching Score Skill Program Management Score Knowledge of Curriculum Interpersonal Communication Knowledge of Subject Matter Program Promotion Teaching Techniques Involvement in County Marketing Plan Speaking, Presentation and Communications Skills Written Materials and Success Stories Program Planning Volunteer Recruitment ATTAINED SCORE FOR EXCELLENCE IN TEACHING Networking, Partnerships & Collaboration Teamwork Skill Maintain Accurate Records and Reports Records and Reports ATTAINED SCORE FOR ACURATE RECORDS AND REPORTS Score Technology Use and Care Diversity in Program EFNEP Policies, Procedures, & Guidelines Knowledge of Organization Program Resource Management Skill Program Outreach and Impact Monthly Teaching Contacts Participant Recruitment Impacts and Results ATTAINED SCORE FOR OUTREACH AND IMPACT Score Self Improvement Organization of Teaching Materials Attendance, Engagement, & Punctuality Professionalism, Work Habits & Ethics ATTAINED SCORE FOR PROGRAM MANAGEMENT Page 16 of 19

17 Competency Comment Page Achieve Excellence in Teaching: Interim: Final: Maintain Accurate Records and Reports: Interim: Final: Program Outreach and Impact: Interim: Final: Program Management Interim: Final: Revised November 14, 2014; May 20, 2016 Page 17 of 19

18 Performance Page A. Progress toward meeting last year s goals. (From the previous year s performance evaluation) B. Areas needing improvement. (Any skill area with a performance rating of level 2 or less necessitates performance counseling) C. Overall strengths. (List 2 or 3) D. Goals for strengthening job performance. Nutrition Program Assistant/Associate along with the County Extension Director and Extension Associate identify 2 or 3 goals to be worked on during the coming year. Progress is to be reviewed at mid-year performance appraisal and the following annual performance evaluation. Revised November 14, 2014; May 20, 2016 Page 18 of 19

19 Ratings Summary Competency Attained Score Desired Score = Ratio (two decimal places) x Weight (total must equal 100) = Competency Weighted Score Achieve Excellence in Teaching 15 = x 25 = Maintain Accurate Records and Reports 3 = x 15 = Program Outreach and Impact 9 = x 50 = Program Management 48 = x 10 = TOTAL WEIGHTED SCORE (round to whole number) = Initial Review: A plan of action has been developed and reviewed. Nutrition Program Assistant/Associate Signature Date CED Date Interim Review: Comments: *Nutrition Program Assistant/Associate Signature Date CED Date Final Review: Comments: *Nutrition Program Assistant/Associate Signature Date CED Date * Nutrition Program Assistant s/associate s signature confirm that they have been advised of their performance status and does not necessarily imply that they agree with the evaluations. NPAs that disagree with their evaluation may request a review with their respective District Extension Director. NC A&T State University employees may contact their respective Regional Program Coordinator and District Extension Director. Revised November 14, 2014; May 20, 2016 Page 19 of 19