Education Liaison: The Performance Evaluation Process (PEP)

Transcription

1 Education Liaison: The Performance Evaluation Process (PEP) The Performance Evaluation Process (PEP) for an Education Liaison is intended to provide an employee with valuable insight into their job performance, including areas of strength and opportunities for professional growth. The Performance Evaluation Process provides for ongoing opportunities for the employee and employer to pursue excellence in fulfilling the roles and responsibilities of the position. Below is an outline of the major components of the Performance Evaluation Process and a summary of what to expect at each stage of the process. 1. The Performance Rubric: Together, you and your supervisor will review this instrument at the start of your employment and annually thereafter. The purpose of this review is to assure commonly understood expectations for an Education Liaison and to set professional goals for the year. Throughout the year, you and your supervisor will reflect on this document and areas of strength and opportunities for professional growth. Towards the end of each year, you and your supervisor will agree on a description for each quality named that best describes where you are on the rubric. These indicators of your performance will be summarized on the summary of performance grid and be used to inform goals for the future. 2. The Individual Professional Development Plan (IPDP): Together, you and your supervisor will use this planning instrument to outline your professional development goals for the year. The plan you develop is instrumental to your growth in our organization and in dictating the types of supports and professional development you might pursue during the year. 1

2 Performance Evaluation Timeline* First Year Education Liaison: During probation period: Employee with meet once a month with Supervisor. On alternate weeks, a telephone call will be scheduled to review performance. A regional Education Liaison will be assigned to provide job coaching and mentoring, as well. Within 90 Days: Employee will meet with Supervisor, review performance rubric and 360 rate form, set professional goals for the year, and outline their individual professional development plan (IPDP). At 6 months: Monthly meetings will be replaced with monthly phone support and localized job coaching. Employee will schedule an observation meeting with Supervisor reflective of a regularly conducted job activity. At 9 months: At the Supervisors discretion, the Employee and the Supervisor will meet to review progress in position, accomplishments, and identify individuals who will provide feedback on performance. At 1 year: Supervisor and Employee will conduct a review of performance using the Education Liaison performance rubric, and articulate/modify goals for the following year. Veteran Education Liaison: Within 90 days of new fiscal year: Employee will meet with Supervisor, review performance rubric and agree on professional goals for the year, and outline/modify their individual professional development plan (IPDP). Between 4-6 Months: A face to face meeting with Supervisor will be scheduled to review job accomplishments and progress towards attaining professional goals. Employee will schedule an observation meeting with Supervisor reflective of a regularly conducted job activity. Between 7 and 10 months: Supervisor and Employee will conduct a review of performance using the Education Liaison performance rubric, and articulate/modify goals for the following year. *This timeline may be modified at any point by the supervisor if an employee is on a corrective plan of action and/or at the supervisor discretion. 2

3 Employee Name: Date: Employee Signature: Directions: For this first review, please mark the column that best describes your proficiency for the given performance standard. Upon completion, please send to me either as a scanned document or as a hard copy (fax or snail mail). You will note that at the bottom of each performance dimension there is a place for you to describe a goal you may have for yourself. This will be reviewed with you towards the end of the current contract year in order to inform strategic professional development areas. 3

4 Performance Rubric for Education Liaisons Dimension: Excellence in Fulfilling Job Expectations Performance Standard Beginning (1) 1.1 Understands student graduation requirements and academic standards. 1.2 Decisions are linked to vision, mission, strategic priorities, and job expectations. 1.3 Communication and Collaboration Is no knowledgeable about the graduation and/or curriculum requirements for school districts within their jurisdiction. Unable to articulate the vision of DYS-CES and the strategic priorities of our program. Makes decisions without considering the expectations of the job established in the job description and/or by the supervisor. Employee has limited communication skills, either in written or verbal form. Employee has a difficult time collaborating with others and prefers total control. Is not available to staff and/or other colleagues for questions and planning. Emerging (2) Occasionally references the MA. Curriculum Framework and grade level standards when reviewing student records and progress through the system. However, this is usually done after the fact. Is aware of the vision, mission, strategic priorities, and job expectations, but only occasionally refers to them when making decisions in the field. Communication with vendors, parents, students, colleagues is cordial. Employee will participate in special projects when specifically asked to do so. Is available to staff and/or other colleagues for questions and planning. Proficient (3) Uses the MA curriculum framework, district requirements, and grade level standards in order to inform student educational programming while committed to DYS. Concrete steps are taken to assure the student progresses as needed in order to graduate. There is evidence that the employee is knowledgeable about the vision, mission, strategic priorities, and job expectations. The individual occasionally makes reference to these when discussing how they prioritize their work load. The employee recognizes the importance of these to the overall organization and where there is discord, identifies it and seeks resolve. The employee regularly communicates their successes, challenges, and ideas for working more effectively with others. Collaboration and communication is valued and recognized as essential for fulfilling the expectations of the position. Maintains positive and productive relationships with colleagues, Exemplary (4) Understands the importance of fulfilling student graduation requirements and meeting academic standards. Identifies and works to resolve issues that threaten this expectation. Is knowledgeable of the different graduation requirements for each district within their jurisdiction. Employee is committed to fulfilling the vision, mission, strategic priorities, and job expectations. Employee regularly reflects on their activities related to these guiding materials and revises as needed. The desire to realize the expectations outlined in these materials is evident and noted by colleagues. Effective communication is valued as evidenced by use of different communication mechanisms and with different vendors, colleagues, students, parents. Strategies for assuring regular communication are established and can be easily referenced. The input of students, parents, and vendors is valued and formally included. Collaboration is part and parcel of the work of 4

5 1.4 Use of technology in carrying out job duties 1.5 Supports students in setting attainable goals which will facilitate successful re-entry 1.6 Brokering resources to meet student needs 1.7 Employee Professional Goal for this Area: Is limited in keeping up with and learning new technologies. Does not conduct a thorough review of transcripts or other pertinent student records prior to forwarding them to assessment units. Does not attend assessment, discharge, or re-entry meetings. Does not make connections with community or DYS programs that would assist student in realizing their academic and/or social potential Is willing to learn new technologies, but with significant resistance. Sometimes reviews content of transcripts prior to forwarding them to assessment units in order to provide a rationale for articulating transitional goal(s) for the student. Is sometimes involved in the articulation of the student s goals for re-entry. Efforts to broker services with other programs in DYS or community are partially successful. DYS staff, and district staff in an effort to meet the needs of all students. Willingly adapts to the use of new technologies. Is diligent about securing all records related to the students success while in DYS and as they transition through the system. Uses these materials as a point of reference for recommending educational or other services during commitment and upon re-entry. Involves the student and other vested parties are involved in setting transitional goal(s). Regularly brokers services or identifies natural support systems with other programs in DYS or community that result in improved outcomes for the student. the employee in service of the students. Maintains positive and productive relationships with colleagues, DYS staff, and district staff in an effort to meet the needs of all students. Is respectful, caring, and compassionate in carrying out the duties of the position. Adapts easily to the use of new technologies, is proficient in its use and willing to assist others in using it to fulfill their job duties more effectively and efficiently. Demonstrates expertise in the crafting of strength based transition goals and what contributes to their actualization. Is able to guide the student through the process of setting transitional goal(s) that are meaningful and attainable to the student. Documentation assists student and other support personnel in realizing goal(s). Is persistent in brokering supports for students that will assist them in achieving self-actualization and success in DYS and in the community at-large. 5

6 Dimension: Leadership in practice Performance Standard Beginning (1) 2.1 Reflective practice Does not reflect on practice, or the reflections are inaccurate or self serving. 2.2 Growing and developing professionally 2.3 Seeks out new knowledge and shares this knowledge with colleagues 2.4 Willingness to admit error and learn from it Does not actively engage in professional development opportunities, other than those that are required of employee. Does not receive feedback well. Is resistant to sharing professional knowledge with others or assume professional responsibilities. Is not interested in gaining new knowledge pertaining to field and regularly challenges efforts of colleagues and leadership to integrate new knowledge. Unwilling to acknowledge errors. When confronted with evidence of mistakes is defensive and resistant to learning from mistakes. Emerging (2) Reflection on practice is moderately accurate and objective without citing specific examples and with only global suggestions as to how it might be improved Participates in professional development activities when they are convenient. Reluctantly engages in learning opportunities or conversations about practice. Finds limited ways to contribute to the program using professional skills, knowledge, and expertise. Participates in knowledge building exercises and occasionally references this information in discussions and actions. Able to accept evidence of mistakes when offered by others. Some evidence of learning from mistakes. Proficient (3) Reflection on practice provides an accurate and objective description of practice, citing specific positive and negative consequences. Relies on qualitative and quantitative data to inform practice. Seeks out opportunities for professional development to enhance content knowledge and soft skills relevant to the work. Welcomes feedback on practice and applies recommendations in daily practice. Participates in assisting others in accomplishing their daily tasks. Regularly adapts practice to align with new knowledge. Seeks out opportunities to share this knowledge with colleagues. Helps makes sense of knowledge in relation to current practice with colleagues. Admits errors quickly, honestly, and openly with direct supervisor and immediate colleagues. Evidence of learning from past errors. Nondefensive attitude in accepting feedback and discussion Exemplary (4) Reflection on practice is highly accurate and perceptive, citing specific examples that were not fully successful for at least some students. Draws on an expertise and knowledge drawn from research in the field to make improvements. Seeks out opportunities for professional development in service to the organization. Seeks out feedback from peers, students, and supervisors and regularly applies this feedback in carrying out the job duties. Initiates opportunities for sharing effective practices and knowledge. Seeks out and brings to bear new knowledge and practices pertinent to our effort. Promotes the integration of effective practices throughout our work. Actively encourages the use of and monitoring of related knowledge in service of our collective efforts. Shares case studies of personal and organizational errors in a way that is used to guide, inspire, and teach colleagues throughout the organization. Openly and 6

7 2.5 Constructively handles disagreement with leadership and policy decisions 2.6 Establishes formal and informal relationships essential to student success 2.7 Employee Professional Goal for this area: Ignores or subverts executive and policy decisions that are unpopular or distasteful. Does not value relationships in fulfilling job duties. Is destructive in relationships essential to student success. Sometimes challenges executive policy leadership without bringing those concerns to appropriate executive and policy authorities. Sometimes implements unpopular policies unenthusiastically or because I m just following orders, but I don t like it. Holds a few effective working relationships, but they are tenuous. Limited efforts are noted for formalizing relationships essential to student success. errors and failures. Accepts and implements leadership and policy decisions. Is able to establish and maintain effective working relationships. Knows how to build upon these relationships in the best interests of the students we serve. Is mostly able to maintain the relationship despite disagreement. honestly addresses errors as opportunities for growth. Perceives critical feedback as essential to organizational and personal growth. In disagreements with policy decisions, is able to articulate the disagreement and advocate for a point of view based on the best interests of the organization and is willing to challenge executive authority and policy leaders appropriately with evidence and constructive criticism, but once the decision is made, fully supports and enthusiastically implements organizational policy and leadership decisions. Makes a concerted effort to establish and maintain effective working relationships. Is highly valued by partners and colleagues despite the occasional difference of opinion. Regularly builds upon the relationship in service of the students we serve. 7

8 Dimension: Professional Expectations Performance Standard Beginning (1) 3.1 Integrity Uses excuses for not meeting expectations. Cannot be counted on to follow through with tasks, budgets, priorities, performance, or respond to supervisor in a timely manner. 3.2 Compliance with legal and ethical requirements in relationships with clients, vendors, and other related parties. 3.3 Organization, including calendar, desk, office, and files. 3.4 Conflict management skills Demonstrates little or no knowledge of the legal and policy requirements governing the work we perform. Ignores other people who also violate legal and policy requirements. Reports, records, and documentation are often missing, late, or inaccurate, resulting in confusion. Loses temper when dealing with conflict or differing opinions. Has difficulty in managing frustration in Emerging (2) Occasionally follows through on commitments, but not usually in a timely matter and usually requires multiple reminders. Is honest in interactions with colleagues, students, and the public, plays a moderate advocacy role for students, and does not violate the norms of confidentiality. Demonstrates awareness of governmental regs and laws and of resources for students through DYS or the responsible school district. Occasionally ignores legal and policy requirements. Reminders are needed to complete job duties, including, but not limited to monthly reports, time-sheets, and shared calendar. Is mostly prompt and on-time for meetings. Reports are generally accurate, but occasionally late. Occasionally handles conflict or differing opinions without losing temper. However, colleagues and peers have a Proficient (3) Regularly meets explicit written and/or verbal commitments. Negotiates alternative solutions where the commitment cannot be met. Responds to colleagues in a timely manner. Requests clarity and occasionally makes suggestions on how to fulfill any given task or assignment. Maintains high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public and advocates for students when needed. The employee is quick to address any non-compliance with governmental regs and laws and seeks to remediate problems with others through appropriate reporting mechanisms (PQA). Can be counted on to meet job duties on time and with attention to detail. Rarely, if ever, needs to be reminded of meetings and professional obligations. Can easily access materials related to job duties and understands the importance of organization. The employee can deal with sensitive subjects and criticism with dignity and self-control. Employee regularly negotiates Exemplary (4) Meets commitments without exception. Commitments to individuals, students, community members, parents, and other vendors carry the same weight as commitments to superiors. The individual s commitment to integrity is evident to all with whom the person interacts. Often takes a leadership role with colleagues. Has extensive knowledge of the legal standards governing our work. Not only meets the letter of the law, but also the spirit of it for all students. Is sought out by peers in problem solving legal and ethical dilemmas. Exemplifies organizational commitment by maintaining accurate and well-organized student records. Calendar is accurate and available. Colleagues are known to consult with staff for ideas on how to organize their job duties. Makes recommendations to improve the program. Employee possesses complete selfcontrol, even during the highly challenging and confrontational situations. Their body language, 8

9 3.5 Inspires engagement and motivation in others carrying out job duties. 3.6 Employee Professional Goal for this Area: Ideas for program improvement are hard to understand and rarely carried forward from start to finish. Others rarely commit to working collaboratively with employee. difficult time raising issues with employee due to emotional responses. Ideas for program improvement are occasionally embraced by others as important and pursued to completion. employs successful mediation techniques in conflict filled situations such that all parties feel respected. Ideas for program improvement are regularly embraced by others as important and are regularly pursued to completion. Is sometimes recognized as the ideal candidate to lead the project to completion. language, tone, and emotions are all aligned towards a positive outcome. The individual models self-control, empathy, and respect in their day to day actions. Others regularly embrace ideas and suggestions for program improvement. Almost always volunteers for leadership roles for projects and/or tasks, no matter the challenge, and easily recruits others in so doing. Projects and tasks are completed on time and with the endorsement of colleagues/partners. 9

10 Summary of performance: If an employee has not yet been able to demonstrate a certain performance standard, a N/A should be entered into the corresponding cell. Dimension: Excellence in Fulfilling Job Expectations Performance Standard Comments Number Equivalency (1-4) 1.1 Understands student graduation requirements and academic standards. 1.2 Decisions are linked to vision, mission, strategic priorities, and job expectations. 1.3 Communication and Collaboration 1.4 Use of technology in carrying out job duties 1.5 Supports students in setting attainable goals which will facilitate successful re-entry 1.6 Brokering resources to meet student needs 1.7 Employee Professional Goal for this Area Dimension: Leadership in Practice Performance Measure Comments Number Equivalency (1-4) 2.1 Reflective practice 2.2 Growing and developing professionally 2.3 Seeks out new knowledge and shares this knowledge with colleagues 2.4 Willingness to admit error and learn from it 2.5 Constructively handles disagreement with leadership and policy decisions 2.6 Establishes formal and informal relationships essential to youth success 2.7 Employee Professional Goal for this area: 10

11 Dimension: Professional Expectations Performance Measure Comments Number Equivalency (1-4) 3.1 Integrity 3.2 Compliance with legal and ethical requirements in relationships with clients, vendors, and other related parties. 3.3 Organization, including calendar, desk, office, and files. 3.4 Conflict management skills 3.5 Inspires engagement and motivation in others 3.6 Employee Professional Goal for this Area: Overall Performance Rating: Unsatisfactory Needs Improvement Proficient Exemplary Comments: Employee Signature: Date: Comments: Supervisor Signature: Date: 11