Support Services Evaluation Handbook

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1 Support Services Evaluation Handbook for members of Paraprofessionals and School-Related Personnel (PRSP), Baltimore Teachers Union, Local 340 City Union of Baltimore (CUB), Local 800 Baltimore City Public Schools Human Capital Office 200 East North Avenue Room 110 Baltimore, Maryland Phone: Fax: Hours of Operation: 8 a.m. to 5 p.m., Monday to Friday April 2013

2 Table of Contents Click on any heading to go directly to that section of this handbook. Executive Summary page 3 New Contracts, New Evaluations A Multifaceted Evaluation System Shared Vision of Effectiveness The Evaluation Process Roles and Responsibilities page 5 The Employee The Evaluator The School-Based BTU Member Staff in School Support Networks and the Human Capital Office The Review Process and Timeline page 7 Step 1: Understanding the Process Step 2: Creating the Individual Development Plan Step 3: Setting the Departmental Goal Step 4: The Initial Check-In Step 5: The Mid-Year Review Step 6: The Annual Review Step 7: Reporting on Departmental Goals Areas and Indicators of Performance Competence page 9 Ratings for Performance Indicators Including Departmental Goals Calculating Overall Scores and Evaluation Ratings Results of the Evaluation page 12 Effect on Compensation Performance Improvement Plans Appeals Procedures Appendix page 15 Governing Guidelines Forms Support Services Evaluation Handbook, Baltimore City Public Schools, April

3 Executive Summary Baltimore City Public Schools is committed to excellence in education for every child, at every level. Meeting this commitment takes the dedication and effort of all staff in all positions across the district. Through its performance-based evaluation system, City Schools promotes and rewards excellence among its staff, encouraging all employees to take control of their careers and to perform to the best of their abilities. The benefits of this system are numerous: The efforts of supervisors and employees are aligned with City Schools mission and values Accountability is promoted Consistency, equity and transparency guide the evaluation process Employee talent is recognized and, when areas for improvement are identified, support is provided Effective communication among supervisors and employees is encouraged Effective performance is rewarded. Instead of earning pay increases based on longevity in a position, City Schools staff members are now evaluated in ways that reveal evidence of effective performance and contributions to leadership. Effective and highly effective employees can then be recognized and compensated appropriately. New Contracts, New Evaluations For members of the Baltimore Teachers Union, Local 340 (Paraprofessionals and School-Related Personnel, or PSRP), and City Union of Baltimore (CUB), Local 800, the new evaluation system is made possible by the current contracts. These landmark agreements affirm the value of members of these bargaining units and the services they provide; they also ensure that PSRP and CUB Local 800 members have opportunities for professional and financial advancement. A Multifaceted Evaluation System In focus group sessions in March 2012, City Schools employees shared their desire for evaluations that were more job specific, recognized areas of strength and led to provision of support in areas identified as needing growth. The new performance-based evaluation system outlined in this handbook addresses these desires. It is in effect for the through school years. The evaluation focuses on six areas of professional competence, with specific indicators that describe performance expectations in each area. This level of detail is designed to help employees understand what is expected of them and ensures that supervisors focus on these performance areas in evaluations and comments. Increasing transparency around professional expectations for employees and supervisors in turn ensures accountability for all staff. (Unless otherwise noted, throughout the remainder of this document, the word employee refers to staff who are PSRP or CUB Local 800 members. The words supervisor and evaluator are used interchangeably.) And because an employee s performance affects the success of the department he or she works in and contributes to student success contribution to attaining department goals accounts for a percentage of the employee s overall evaluation. Departments set goals at the beginning of the year and track their progress toward achieving these goals year-round. Support Services Evaluation Handbook, Baltimore City Public Schools, April

4 Finally, to ensure consistency and objectivity, the district ensures that both employees and evaluators are trained and knowledgeable in all aspects of the evaluation system and have a clear understanding of the procedures and process. Shared Vision of Effectiveness Differences among employees performance should be recognized: When an employee needs more support, that should be documented and provided; when an employee is exceptional, that, too, should be documented and acknowledged. For each of the indicators included under the areas of competence addressed in this new evaluation system, there are three possible rankings that span the range of performance supervisors may see. Some employees are developing, indicating they have performance areas that require growth and support. Other employees are effective and consistently meet the expectations that City Schools has for staff in those positions. Finally, some employees are highly effective, exceeding expectations and serving as models for coworkers. Ratings of highly effective and effective are equivalent to a satisfactory under the previous evaluation system. Thus, employees who receive an overall highly effective or effective rating will advance to the next pay interval on their pathway. Ratings of developing are taken seriously, because employees who are not sufficiently effective in their positions shortchange students, other staff members, families and the entire community that deserves to expect competence among all district staff. Evaluators are obligated to address poor employee performance, documenting steps required of employees with developing ratings to bring their performance to an effective level. The Evaluation Process For PSRP and CUB Local 800 members, the evaluation process includes informal steps aligned with a formal annual evaluation to allow for coaching and professional development throughout the year. An initial check-in takes place early in the school year and provides the opportunity for supervisors and employees to collaborate in identifying goals and to discuss the employee s areas for growth. Supervisors also schedule informal mid-year reviews with employees. At the end of the year, each supervisor completes and submits formal annual evaluations for employees who report to him or her. This appraisal is transparent and objective: Employees know how they will be evaluated and by what criteria, and supervisors include evidence statements with specific examples of employee behavior. Support Services Evaluation Handbook, Baltimore City Public Schools, April

5 Roles and Responsibilities The Employee The employee (defined here as a PSRP or CUB Local 800 member) is responsible for knowing all information contained in this handbook. The employee should be knowledgeable about the areas of professional competence, and work to demonstrate effectiveness in the attributes of the indicators described for each area. All employees must take responsibility for professional growth by preparing and implementing a personalized Individual Development Plan (IDP), with input from their supervisor. The IDP is a focused, achievable plan that describes the knowledge, skills, behaviors, attitudes or interests that an employee wishes to develop to improve job performance. It includes specific goals, activities, time frames and outcomes. The IDP should be flexible and responsive to the ongoing growth requirements of the employee, and should directly connect to at least one area of professional competence on the annual evaluation. The IDP is cumulative and transferable should an employee take on a new assignment. (See the Appendix for the IDP form.) Employees who receive an overall developing rating in one or more areas of competence must participate, with their supervisor, in the development of a Performance Improvement Plan (PIP) to support growth and improvement. The Evaluator School-based evaluators are principals, assistant principals, academic deans and other members of the Public School Administrators and Supervisors Association (PSASA); directors, coordinators and other supervisory staff evaluate employees in area and district offices. (In this handbook, the words evaluator and supervisor are used interchangeably.) Each evaluator is responsible for knowing all information contained in this evaluation handbook and demonstrating the skills essential to conduct effective evaluations. In addition to day-to-day supervision, support and direction of the staff members who report to them, evaluators are responsible for the effective implementation of all processes and procedures of the evaluation system. (In cases of a mid-year hire or transfer, the supervisor at the time the evaluation is due is responsible for completing the employee s evaluation.) If a supervisor does not complete an evaluation for an employee who was available to be evaluated, the employee automatically receives a ranking of effective and moves to the subsequent pathway step or interval. (Because supervisors are required to complete evaluations, a supervisor who does not do so should go on a PIP.) Because some employees perform tasks in a wide range of settings, the employee s supervisor may assign other district staff members certain evaluation responsibilities so that evaluators may perform some or all of the procedures that are a part of the evaluation process. (Please note that PSRP members cannot be evaluated in whole or in part by other PSRP members.) Regardless of who completes the employee evaluation, that person needs to be in the best position to observe how the employee completes his or her work and daily tasks. Support Services Evaluation Handbook, Baltimore City Public Schools, April

6 The School-Based BTU Member To inform evaluation of employees who work in classrooms or support instruction, evaluators may decide to collect feedback from school-based BTU members who work closely with these employees. This feedback should be collected prior to the mid-year evaluation, using the feedback form provided (see Appendix). Comments on the feedback form are used only for information purposes and do not have a formal impact on the employee s evaluation. The evaluator should not include feedback or comments from the feedback form in the employee s mid-year review or formal annual evaluation. School-based BTU members asked to provide feedback about an employee s performance should be able to comment on the employee s work and actions in the classroom in a specific and professional manner. The evaluator is responsible for reviewing the expectations surrounding the feedback form, which include providing the school-based BTU member at least seven business days to complete the form and ensuring that the feedback remains confidential. Staff in School Support Networks and the Human Capital Office Staff in the School Support Networks provide orientation for evaluators and employees, making recommendations for IDPs and assisting with the development and monitoring of PIPs. These staff members are responsible for knowing all information contained in this handbook and demonstrating the skills essential for the effective evaluation of employees. The Training and Evaluation Team in the Human Capital Office and Human Capital Specialists in the School Support Networks provide training and supplemental materials to support both supervisors and employees. These professional development activities are designed to explain and inform about the performance-based evaluation system and enhance evaluation skills. Support Services Evaluation Handbook, Baltimore City Public Schools, April

7 The Review Process and Timeline Note that the dates below refer to the and school years. Because the introduction and roll-out of this new evaluation system are taking place during the course of the school year, the mid-year review should occur by April 12 and the annual evaluation at least one week before the last day of work for 10-month employees. For employees hired part-way through the school year, the evaluator should make adjustments to the timeline, ensuring that steps 1 through 4 occur as soon as possible after the hire date. The evaluator should identify the dates for any conferences. If any date listed below falls on a non-work day, the deadline is the next work day. Step 1: Understanding the Process By September 30 each year, the evaluator and employee review the processes and procedures involved in the performance-based evaluation system, as they are described in this handbook. If training is required, it will be provided by the Human Capital Office and School Support Network staff. Step 2: Creating the Individual Development Plan Prior to October 15 each year, each employee completes and submits an Individual Development Plan (IDP) to his or her supervisor and to the Human Capital Office. This IDP includes A clear statement of the employee s professional goal A connection to a core area of professional competence Action steps and required resources for the employee to achieve the stated goal See the Appendix for the IDP form. Step 3: Setting the Departmental Goal Since the performance of each employee contributes to the success of the school or organization where he or she works, the evaluation system incorporates data related to departmental goals. Prior to October 15 each year, the evaluator identifies a departmental goal and submits it to the Human Capital Office. The submission must include A statement describing the departmental goal for that school year The metrics that will be used to measure the organization s progress toward meeting this goal Baseline data for that organization Step 4: The Initial Check-In Prior to October 30 each year, the evaluator meets with each employee to Discuss the employee s current strengths and weaknesses Discuss the employee s goal from the IDP and strategies to achieve this goal Support Services Evaluation Handbook, Baltimore City Public Schools, April

8 Discuss the departmental goal to be accomplished that year Identify data sources that will be used to measure progress toward achieving the departmental goal Review, revise or develop a Performance Improvement Plan (PIP), if one is required If employees work in teams, parts of this initial check-in may be conducted in small groups of team members but the entire activity should not be done in a group but instead include one-on-one conversation between employee and evaluator. Step 5: The Mid-Year Review The mid-year review serves as an informal, formative assessment of the employee s performance partway through the year (and the annual evaluation cycle). At this time, the employee and evaluator review the employee s performance and progress toward achieving effective or highly effective ratings on the annual evaluation. Data from a variety of sources (e.g., informal observations, conferences, feedback forms and documentation that supports adherence to district and school policies and procedures) can be discussed for development purposes. The evaluator should provide suggestions for improved practice or positive support for continued effectiveness. Written suggestions for improvement should be provided to an employee who is on track to receive developing ratings, so that he or she can begin work on improvement. (Note that a PIP may be implemented at any point in the year in order to help an employee address marginal or weak areas.) Step 6: The Annual Evaluation The annual evaluation takes place at least one week prior to the close of the school year and includes both a one-on-one meeting between evaluator and employee and a written report (see the Appendix for the evaluation form). The employee is given the opportunity to review and add information in the comments section of the written evaluation, and must sign to indicate that he or she has read and received the evaluation. An employee who has questions about the annual evaluation may raise these in comments on the written evaluation or during the annual conference with the evaluator. The annual evaluation must be completed and employee comments submitted one week before the last school day of the year. On request from the employee, the evaluator provides the employee with a copy of the annual evaluation report. Step 7: Reporting on Departmental Goals Prior to June 1 each year, the evaluator will submit to the Human Capital Office the end-of-year data for the departmental goal that was established for that school year. Support Services Evaluation Handbook, Baltimore City Public Schools, April

9 Areas and Indicators of Performance Competence The evaluation system considers employee performance in six areas. For each area, five indicators describe competence in specific aspects of job performance. Each indicator directly or indirectly addresses employee behaviors or actions that influence organizational success. Area of Performance Competence Indicators Communications 1. Communicates in an open, respectful and consistent manner. 2. Speaks effectively and writes clearly when communicating with all stakeholders. 3. Maintains the confidentiality of written and verbal communications. 4. Keeps stakeholders informed about issues that may affect them or operations within their school, department or organization. 5. Gathers and delivers information effectively on the phone, in messages, in oneon-one and team settings and in presentations (as applicable). Critical thinking 1. Anticipates and addresses concerns of all stakeholders. 2. Conducts research and asks key questions to gather information. 3. Actively anticipates and identifies issues and their implications. 4. Formulates alternatives or creative solutions to problems. 5. Accesses and uses resources appropriately. Effectiveness and efficiency 1. Demonstrates an understanding of how the job contributes to overall student learning and achievement. 2. Provides customer service reflective of City Schools values, including showing concern for students, being responsive and representing City Schools in a positive light. 3. Recognizes and demonstrates the values and mission of City Schools. 4. Focuses on achieving results and takes initiative to follow through on work. 5. Initiates and prioritizes work assignments. Job knowledge 1. Possesses required job knowledge, including knowledge of regulations, policies and procedures. 2. Identifies and uses appropriate materials, equipment and other resources to achieve objectives. 3. Comprehends and follows instructions. 4. Learns and applies new skills, methods and procedures to get work done more effectively. 5. Completes work in a timely fashion. Professionalism 1. Takes responsibility for organizing work in a practical way and gets things done. 2. Establishes and maintains sound working relationships with all stakeholders. 3. Arrives to work on time; is conscientious, thorough, accurate and reliable when completing job tasks. 4. Responds to all stakeholders appropriately and in a timely manner. 5. Maintains a neat and professional appearance. Teamwork 1. Cooperates with co-workers to achieve shared and team goals. 2. Takes responsibility for his or her individual role in the work and is open to feedback to improve that work. 3. Accepts and readily adapts to changing priorities, strategies, procedures and methods. 4. Maintains transparency by sharing information openly and consistently with team members and co-workers. 5. Resolves barriers and conflicts to accomplish tasks and goals. Support Services Evaluation Handbook, Baltimore City Public Schools, April

10 Ratings for Performance Indicators Evaluators draw on multiple sources of data (for example, informal observations, conferences, review of written work) to assign a rating for the employee on each of the indicators within the six performance areas. There are three possible ratings: Highly effective consistently demonstrates the attributes of the indicator (3 points) Effective most often demonstrates the attributes of the indicator (2 points) Developing sometimes demonstrates the attributes of the indicator (1 point) Each indicator has the same weight. When all five indicators have been considered for a specific area, the evaluator adds the five ratings together to arrive at a score indicating the employee s level of competence in that area. Then, the evaluator adds the scores for the six performance areas. In the formal annual evaluation, the evaluator also includes specific comments describing particular strengths or weaknesses. Including Departmental Goals Each department supervisor sets an annual, measurable goal at the beginning of the school year. Employees are made aware of this goal at their initial check-in. Data related to progress in reaching the goal are collected throughout the school year, and achievement of the goal is incorporated into the overall evaluation scores for each employee within that organization. The weighting of departmental goals will be phased in over three years. In the school year, departmental goals account for 0 percent of an employee s evaluation; by the school year, they will account for 30 percent. Calculating Overall Scores and Evaluation Ratings The maximum score is 90 for performance indicators in the areas of competence, which would reflect a highly developing rating (3 points) on each of the five indicators in the six areas (i.e., 3 x 5 x 6); the minimum score is 30, indicating developing ratings on all indicators (i.e., 1 x 5 x 6). However, a developing rating is given for a score of 7 or less in any one area, despite the fact that performance on two indicators might have been rated as effective. In order to ensure alignment between the contract language and the evaluation ratings, the language equivalencies are listed below by bargaining unit. Bargaining Unit Contract Language Highly Effective Effective Developing CUB Proficient Satisfactory Unsatisfactory PSRP Satisfactory Satisfactory Unsatisfactory Support Services Evaluation Handbook, Baltimore City Public Schools, April

11 As departmental goals are phased in to become part of the annual evaluation, the scoring ranges for overall ratings of highly effective, effective and developing will change over time. Year Scoring Range Highly Effective Effective Developing to to and below to to and below to to and below Support Services Evaluation Handbook, Baltimore City Public Schools, April

12 Results of the Evaluation Compensation For members of each bargaining unit, compensation is linked with employee evaluations as noted below. PSRP members Annual Evaluation Rating Highly effective or effective (equivalent to satisfactory or better in contract) Developing (equivalent to unsatisfactory in contract) Impact on Compensation Employees are eligible to move one interval on the pay scale. Employees receive any cost-of-living adjustment (COLA). Employees do not move along the pay scale. Employees receive COLA. No evaluation completed Employees are deemed to be effective and eligible to move one interval on the pay scale. Employees receive COLA. CUB Local 800 members Annual Evaluation Rating Impact on Compensation Highly effective or effective (equivalent to satisfactory or better in contract) Developing (equivalent to unsatisfactory in contract) If the employee is on steps 1 or 2 for three years, employee moves two intervals on the wage scale. All other employees move one interval on the wage scale. If the employee is on step 6 on the Standard wage scale, employee moves to interval 1 on the Professional wage scale. If the employee receives two consecutive evaluations with highly effective ratings, employee moves from the Standard wage scale to Interval 1 on the Professional wage scale. If the employee receives three consecutive evaluations with highly effective ratings, employee moves from the Professional wage scale to Interval 1 on the Distinguished wage scale. Employees receive any cost-of-living adjustment (COLA). Employees do not move along the pay scale. Employees receive COLA. No evaluation completed Employee are deemed to be effective and eligible to move one interval on the wage scale. Employees receive COLA. Support Services Evaluation Handbook, Baltimore City Public Schools, April

13 Performance Improvement Plans If an employee is not performing at an effective or highly effective level in any one of the areas of competence, a Performance Improvement Plan (PIP) will be implemented. The PIP should be in response to observed and documented areas of weakness or other significant information that indicates concern regarding a specific performance indicator. While the PIP should represent consensus between the employee and the supervisor, in cases where there is significant disagreement, the decision of the supervisor is final. A PIP may be indicated if any of the following occur: Identification and discussion of persistent problems or weaknesses, at any point in the year; Documentation of nonadherence to standards included in district or school policies and procedures, at any point in the year; An overall developing rating or a developing rating in any single core area of performance competence on the previous year s annual evaluation; or An assessment at the mid-year review that the employee is on track for an overall developing rating or a developing rating in any single core area of competence. Steps in implementing a PIP 1. The evaluator identifies the areas targeted for improvement. 2. The employee drafts an improvement plan covering areas identified by the evaluator. 3. The employee presents the draft plan to the evaluator for support, assistance and approval within 10 business days after being notified that a PIP should be developed or within 10 days of receiving a developing rating in one or more of the six core areas of competence. 4. The employee and the evaluator collaboratively create the PIP. (Note: If an employee fails to begin the development of the PIP or fails to meet with the evaluator to finalize the PIP, the evaluator should develop the PIP, share it with the employee, and document the employee s refusal to adhere to the process.) 5. The employee works on the identified areas of improvement. 6. The evaluator provides assistance and support, and monitors the employee s progress. 7. The employee and evaluator meet formally on the review dates indicated on the PIP to discuss progress on the improvement plan. 8. The employee and evaluator meet formally on the target date on the PIP to discuss the status of the improvement plan. 9. The evaluator provides the employee with written feedback on the final results of the improvement process. Resolution of the PIP At the target date, the PIP can be resolved as follows: The PIP terminates if satisfactory improvement is noted. The PIP is continued (with or without revision) if continuing improvement is deemed necessary. The PIP is continued (with or without revision) if improvement is not noted. Support Services Evaluation Handbook, Baltimore City Public Schools, April

14 Appeals Procedures In the event of an overall rating of developing, the district shall, at a minimum, provide employees with a meaningful appeal in accordance with Education Article, 4-205(c)(3), Annotated Code of Maryland. The burden of proof is on the employee to appeal an overall rating of developing. Support Services Evaluation Handbook, Baltimore City Public Schools, April

15 Appendix Governing Guidelines 1. The performance-based evaluation system for PSRP and CUB Local 800 members draws on these documents in establishing the procedures for employee evaluation. Education Article, Annotated Code of Maryland, Sec , (b), 2, iv, gives the established Board authority to take such personnel actions as the appointment, assignment, transfer, promotion and dismissal of professional personnel. Education Article, Sec , establishes grounds for suspension or dismissal of teachers. The Agreement between the Baltimore Teachers Union Local 340 (Paraprofessionals and School- Related Personnel chapter) and City Schools, , establishes the specific terms of personnel practice and evaluation (Article XII) and compensation (Article XIX), among other related topics. The Agreement between the City Union of Baltimore Local 800, AFT, AFL-CIO and City Schools, , establishes the specific terms of rates of pay (Article 11) and performance rating (Article 26), among other related topics. 2. Supervisors provide direction to employees who report to them and have responsibility for the overall implementation of the evaluation system. For employees based at school sites, the school principal has responsibility for overall implementation of the evaluation system. Employees who are members of PSRP may not be evaluated by other employees who are also members of PSRP. Because collecting evidence for performance evaluations and providing meaningful feedback are important parts of a performance-based management system, the employee s supervisor may assign other district employees certain evaluation responsibilities. Whoever completes the employee evaluation must be in the best position to observe the employee as she or he completes work and daily tasks. 3. All employees, regardless of status, must be evaluated annually. The annual evaluation cycle shall include one formal annual evaluation and one mid-year review. 4. Employees in positions held by PSRP or CUB members shall be evaluated on the criteria included in this handbook. 5. Each employee shall be evaluated on the following areas of competence: Communication Critical thinking Effectiveness and efficiency Job knowledge Professionalism Teamwork 6. Each area of competence shall be assessed using the scoring system outlined in this handbook and, for each area, the employee will receive a performance rating of highly effective, effective or developing. Support Services Evaluation Handbook, Baltimore City Public Schools, April

16 7. Each employee evaluated under this system, regardless of seniority, tenure or position, is required to develop and implement an Individual Development Plan (IDP) that describes the employee s plan for continued professional growth and/or a remediation plan for areas of improvement. 8. Employees who are on leave or otherwise absent for 60 days or more in a school year are not evaluated. Employees in these circumstances receive an administrative effective evaluation for the year but do not earn the associated pathway step or interval increase. They do receive any cost-ofliving-allowance (COLA) pay increase they may be eligible for in that year. 9. The supervisor of an employee who receives a majority of developing ratings on the indicators in any area of competence is encouraged to initiate a Performance Improvement Plan (PIP), which must be collaboratively developed with the employee. This may be initiated at any point during the school year. Support Services Evaluation Handbook, Baltimore City Public Schools, April

17 Forms Individual Development Plan D D Support Services Evaluation Handbook, Baltimore City Public Schools, Apri/

18 Support Services Evaluation Handbook, Baltimore City Public Schools, April

19 Annual Evaluation Form Support Services Evaluation Handbook, Baltimore City Public Schools, Apri/

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25 Feedback Form Information on Employee Providing Feedback Name: Job title: Location: Employee number: Name of PSRP member for whom feedback is being given: Performance Management Philosophy Statement Baltimore City Public Schools recognizes that all employees are essential to the district s overall success. This success is achieved by empowering employees to perform to the best of their abilities. The performance management system fosters a work environment that attracts, supports and retains effective employees committed to increasing student achievement. How Your Feedback Form Will Be Used In order to be as fair and accurate as possible, Baltimore City Public Schools incorporates multiple stakeholders feedback in the evaluation process. Since you work with this employee in the classroom, you have valuable insight to share. Information you provide on this form will help the employee s supervisor determine how best to support this employee to work to the highest level of his/her capabilities. The information on this form will not be taken into account for purposes of the annual evaluation, nor will it be shared with the employee. Core Competencies and Ratings The core competency areas listed in the next sections of this form are defined by indicators that you would be able to witness while working with this employee. Please rate the employee s contributions and professional strengths or development opportunities for each of the areas that follow. There are three possible ratings: 3 Consistently demonstrates the attributes of the indicator 2 Most often demonstrates the attributes of the indicator 1 Sometimes demonstrates the attributes of the indicator Instructions 1. Rate the employee in each area according to the scale and based on your experience. 2. Calculate the subtotal for each competency area. 3. At the end of the form, space is provided for you to include specific, detailed examples of job-related behavior you have noticed during this school year. A. Communication Suggested Indicators of Performance: Rating: Communicates in an open, respectful and consistent manner. 2. Speaks effectively and writes clearly when communicating with all classroom stakeholders. 3. Maintains the confidentiality of written and verbal communications. 4. Keeps you informed about issues that may affect him/her and/or the classroom environment. Subtotal Support Services Evaluation Handbook, Baltimore City Public Schools, April

26 B. Job Knowledge Suggested Indicators of Performance: Rating: Identifies and uses appropriate materials, equipment and other resources to achieve objectives. 2. Comprehends and follows instructions. 3. Learns and applies new skills, methods and procedures to get work done more effectively. 4. Completes work in a timely fashion. Subtotal C. Professionalism Suggested Indicators of Performance: Rating: Takes responsibility for organizing work in a practical way and gets things done. 2. Establishes and maintains sound working relationships with all stakeholders. 3. Arrives to assignment on time and is conscientious, thorough, accurate and reliable when completing job tasks. 4. Maintains a neat and professional appearance. Subtotal D. Teamwork Suggested Indicators of Performance: Rating: Cooperates in order to achieve classroom goals. 2. Takes responsibility for his/her individual role in the work and is open to feedback to enable his/her best work. 3. Accepts and readily adapts to changing priorities, strategies, procedures and methods. 4. Resolves barriers and conflicts to accomplish tasks and goals. Subtotal Examples/Comments Support Services Evaluation Handbook, Baltimore City Public Schools, April

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