MESA PUBLIC SCHOOLS CLASSIFIED EVALUATION SYSTEM

Transcription

1 MESA PUBLIC SCHOOLS CLASSIFIED EVALUATION SYSTEM

2 Table of Contents Classified Evaluation Committee 3 Evaluation Introduction 4 District Vision, Mission, Core Values, Priorities and Goals 5 Governing Board Policy- GDN Evaluation of Support Staff 6 Evaluation Components 9 Levels of Performance 10 Evaluation Timeframes 10 Evaluation Guidelines 11 Performance Improvement Plan 14 Forms Evaluation Worksheets Evaluation Summary Form Performance Improvement Plan Form 2

3 Classified Evaluation Committee Jill Bonewell Executive Director Human Resources Vicki Chapman Supervisor Human Resources Patty Etcheverria Special Education Assistant Special Education Jim Gowdy Assistant Principal Red Mountain High School Frank Hunter Facility Assistant Kerr Elementary Hope Marsh Secretary to Principal Guerrero Elementary Chanin Martin Office Specialist Robson Elementary Richard Michalek Director Operations Lou Perdoni Principal Robson Elementary Jeanne Vandemark Supervisor Transportation 3

4 The Classified Evaluation process is designed to contribute to the district s pursuit of unprecedented excellence in education. The evaluation process provides the opportunity for employees and their supervisor to discuss job performance, clarify job responsibilities and plan performance objectives for the future. Additionally the evaluation process will provide the following outcomes: o Provide employees with the ability to see a clear relationship between their job and the organization as a whole o Assure accountability to the public that the school district is effectively meeting defined goals through sound use of its resources o Provide feedback on job performance giving evaluators the opportunity to reinforce desired end results and direction on methods for improved job performance o Influence employment decisions affecting retention, transfer and promotion o Recognize employees who exhibit continuous superior job performance Evaluation requires continuous observation, analysis of employee actions and first-hand knowledge of the employee and his/her work habits. Performance evaluation is not a once-ayear activity. It must be viewed as a continuous process with frequent feedback and observation, all culminating in the formal performance review. A good evaluation process assures that there are no surprises during the formal review session. The district expects objectivity and fairness in the administration of the Classified Evaluation system. 4

5 District Vision, Mission, Core Values, Priorities and Goals Vision Statement Unprecedented Excellence in Education Mission Statement The mission of Mesa Public Schools is to develop a highly educated and productive community, one student at a time. Core Values In Mesa Public Schools, we believe each child is important. learning is our focus. collaboration and innovation are indispensable. sound fiscal stewardship is essential. diversity increases our opportunities. success is expected and celebrated. Priorities and Goals Priority 1: Learning and Achievement Goals 1. Provide educational offerings that maximize learning and achievement by meeting individual student s varied needs and interests. 2. Maximize the efficient and effective use of time, resources and staff to ensure academic excellence. 3. Monitor and support the academic progress of students. 4. Expect all stakeholders to take personal responsibility for student learning. Priority 2: Relevant and High-Quality Comprehensive Curriculum Goals 1. Develop and implement a comprehensive, relevant curriculum that is aligned with state academic standards. 2. Provide a wide range of co-curricular and extracurricular opportunities to develop a wide variety of skills. 3. Provide an optimal learning environment for high student performance. 4. Utilize technology that is relevant and enhances learning. Priority 3: Highly Qualified and Highly Effective Personnel Goals 1. Recruit highly qualified personnel. 2. Retain highly effective personnel. 3. Provide professional and personal support, recognition and rewards. Priority 4: Safe Health and Nurturing Learning Environments Goals 1. Incorporate health, physical activity and nutrition concepts into the curriculum. 2. Provide a safe environment. 3. Maintain a clean environment. 4. Provide a supportive environment for the workplace and educational excellence. Priority 5: Students, Staff, Parents and Community Working Together Goals 1. Provide timely and accurate information. 2. Promote and expand involvement with all families. 3. Develop meaningful, student-oriented community partnerships. Priority 6: Optimal and Equitable Utilization of Resources Goals 1. Capitalize on all viable revenue sources. 2. Allocate district resources in an equitable manner. 3. Manage district resources efficiently and effectively while emphasizing quality. 5

6 Governing Board Policy: GDN Evaluation of Support Staff EVALUATION OF SUPPORT STAFF Support staff employees shall be evaluated for the purpose of improving job understanding and performance and as a basis for assessing whether employment with the district should be continued. The Superintendent shall establish guidelines for the evaluation of support staff. Supervision of Support Staff Classified employees are responsible to the individual under whom they are assigned and from whom instructions are received. This individual is known as the immediate supervisor. New Hire Evaluation 1. Each newly-hired contract employee shall serve a probationary period of six months. Employment during the new-hire probationary period is at will, and the district may at any time during this period release the employee regardless of whether evaluation procedures have been completed. Newly-hired contract employees are (i) employees serving under their first contract with the district; or (ii) employees who are serving under a subsequent contract with the district but who have, immediately prior to that contract, left the district s employment for any period of time, except that employees who are rehired within the first 15 days of a new school year due to district financial considerations are not newly-hired contract employees. If an employee is placed on leave during the probationary period, then the probationary period is extended by the same number of days that the employee is on leave. 2. The district will not offer an employment contract to a new employee unless the employee successfully completes the probationary period. 3. Midway through the probationary period, the immediate supervisor shall complete an informal evaluation of the new employee for the purpose of improving job understanding and performance. The supervisor shall discuss the informal evaluation with the employee and document the evaluation and discussion. 4. During the last two weeks of the probationary period, the immediate supervisor shall complete an Evaluation Summary Form for the purpose of evaluating the performance of the new employee and recommending whether employment with the district should be continued. The immediate supervisor shall discuss the Evaluation Summary Form with the employee. Both the employee and the immediate supervisor shall sign and date the Evaluation Summary Form and the supervisor shall forward the form to the Human Resources Department. The employee's signature indicates that he/she has seen and discussed the evaluation, not necessarily that he/she agrees with the evaluation. 5. If the new employee successfully completes the new-hire probationary period, the employee will be placed on regular status upon offer and acceptance of an employment contract. 6

7 Annual Evaluation 1. The immediate supervisor shall annually complete an Evaluation Summary Form, including the supervisor's recommendation regarding reemployment, in accordance with the following schedule: a. Classified employees who have signed contracts for the first, second or third year in the same position shall be evaluated annually. b. Classified employees who have signed contracts for the same position for at least three consecutive years shall be evaluated once every two years. Both the employee and the immediate supervisor shall sign and date the Evaluation Summary Form, and the supervisor shall forward the form to the Human Resources Department. The employee's signature indicates that he/she has seen and discussed the evaluation, not necessarily that he/she agrees with the evaluation. Transfer Evaluation 1. When an employee transfers from one position to a different position within the district, the employee shall serve a 90-day probationary period. During the last two weeks of the transfer probationary period, the immediate supervisor shall complete an evaluation of the transferred employee using the same procedure outlined for a new employee. 2. Midway through the transfer probationary period, the immediate supervisor shall complete an informal evaluation of the transferred employee for the purpose of improving job understanding and performance. The supervisor shall discuss the informal evaluation with the employee and shall document the evaluation and discussion. 3. At the end of the transfer probationary period, the employee will be placed on regular status upon written notification from the Human Resources Department that the transferred employee has successfully completed the probationary period. 4. If the supervisor determines that the employee is not performing satisfactorily in the transfer position, the district may at its option: a. transfer the employee back to the old position if still available, or b. dismiss the employee pursuant to procedures set forth in GDPD-R, or c. allow the employee to work out the remainder of the contract period and recommend that the Governing Board not rehire the individual for the following contract period. For-Cause Evaluation 1. Anytime a supervisor deems an evaluation is warranted based on the employee's performance, an evaluation shall be made by the immediate supervisor and discussed with the employee. A copy of the evaluation shall be signed and dated by both the employee and the immediate supervisor, and forwarded to the Human Resources Department. The employee's signature indicates that he/she has seen and discussed the evaluation, not necessarily that he/she agrees with the evaluation. 2. In the event the evaluation results in the employee being placed on for-cause probation, the immediate supervisor shall develop a performance improvement plan to advise the employee of clearly-defined expectations for correcting each identified skill deficiency or job-related behavior 7

8 requiring correction. The performance improvement plan shall also specify the length of the probationary period, that is the time within which the employee is expected to correct the deficiency and/or behavior. 3. During the for-cause probationary period, the immediate supervisor will review the employee's progress in correcting the identified deficiency(ies) and/or behavior(s) and advise the employee as to the supervisor's assessment of progress. The supervisor shall document the progress check and the communication to the employee. At the end of the for-cause probationary period, the immediate supervisor shall complete the performance improvement plan, indicating the final results. The employee shall sign, date and receive a copy of the performance improvement plan which shall be forwarded to the Human Resources Department. The employee's signature indicates that he/she has seen and discussed the report, not necessarily that he/she agrees with the report. 4. If the supervisor determines that the employee is not performing satisfactorily at the conclusion of the for-cause probationary period, the district may at its option: a. dismiss the employee pursuant to procedures set forth in GDPD-R, or b. allow the employee to work out the remainder of the contract period and recommend that the Governing Board not rehire the individual for the following contract period. 5. If an employee is on for-cause probation when the annual recommendations for reemployment are presented to the Governing Board, the employee s name will not be included and a contract will not be issued at that time. A contract will be issued at a later date only if the employee successfully completes probation. Employee Request The employee may request an evaluation at any time during the contract year. When an employee requests an evaluation, it shall be completed within 30 days of the request. If an administrator receives requests from three employees during any one calendar week, the administrator may refuse to accept any further requests until the next calendar week. Employee Response If the employee receives an evaluation with which the employee does not agree, the employee may submit a written response to the evaluation within ten working days after the employee has signed and dated the evaluation. The employee's written response will be included with the evaluation in the personnel file. 8

9 Classified Evaluation Instrument Components The performance standards for the Classified evaluation instrument is organized into five competencies and 24 components: Task and Technical Skills o Job Knowledge o Quality of Work o Work Coordination o Planning and Organizing o Professional Development Effectiveness and Productivity o Volume of Acceptable Work o Initiative o Establishing and Meeting Deadlines o Working Independently o Effectiveness Under Stress Flexibility and Cooperation o Team Work o Flexibility o Accepts Responsibility o Accepts Direction Customer Service o Mission and Vision o Pupil Contacts (if applicable) o Public Relations o Employee Contacts Compliance with Rules o Work Judgment o Operation and Care of Equipment o Safety o Appearance o Observation of Work Hours o Attendance 9

10 Levels of Performance Each component within the competency will be rated using four levels of performance: Not Satisfactory: Requires Improvement: Meets Standards: Exceeds Standards: The employee s performance is insufficient to meet the standards. The performance is unacceptable at this level. The employee has a basic understanding of the standards. The employee requires close supervision and needs to improve to meet all standards consistently. The employee clearly understands the concepts of the standards and consistently demonstrates understanding as evident through their work performance. The terms regularly, often, and is evident are words that describe an employee s performance. The employee consistently surpasses standards as evident through work performance. Evaluation Timeframes Completed evaluations should be submitted as follows: Regular status contract employees By March 15 All Part time employees By February 15 Regular status contract employees are evaluated annually in the first, second and third year when they remain in the same position. If the contract employee remains in the same position after three consecutive years they will be evaluated once every two years. Human Resources will send the list of names of employees that are scheduled for evaluations to the school or department sites. The administrator or supervisor should contact the Executive Director of Human Resources if he or she believes that an employee will be receiving a substandard evaluation that will impact the consideration for re-employment for the next year. 10

11 Probationary Employees (New Contract Employees) Probationary employees receive a mid-point evaluation at the 3 rd month point of employment and then again in their 6 th and final month of their probationary period. These evaluations are critical to the assessment and recommendation for placing the employee on regular employment status. The direct observation and evaluation of a probationary employee is a very important supervisory function. The supervisor is responsible for determining if the employee has the skill, knowledge and abilities to successfully perform the duties and responsibilities as outlined in the specific job description. If any performance appears less than satisfactory, and/or you want to recommend that the employee be released during their probationary period, you should contact the Executive Director of Human Resources immediately. Transfer Probationary Employees When a regular status employee transfers to a different position they are placed on a 90 day probationary period. Midway through that probationary period the supervisor shall complete an informal evaluation completing the appropriate section on the probationary status evaluation summary form. At the end of the transfer probationary period, the employee shall receive the final evaluation, completing the probationary status summary form. If the employee is not satisfactorily performing in the position to which they have transferred, contact the Executive Director immediately. CLASSIFIED EVALUATION GUIDELINES The evaluation process should help summarize, assess and develop the work performance of an employee. The supervisor completing the evaluation should make every effort to obtain as much objective information about the employee s performance as possible. The following steps will assist the supervisor in the preparation and administration of the evaluation process. 1. Preparing for the evaluation: Review the job description to ensure that there is a good frame of reference and should be the basis of the evaluation. Consider the typical job duties as well as the skills, knowledge, and abilities required to perform the job in a satisfactory manner. Job descriptions are available on the Human Resources web site on the classified personnel page. The entire period of time since that last evaluation must be taken in to consideration. This will provide a more accurate picture of the employee s performance. The evaluation is a summary of the most current timeframe designated by the evaluation policy. 11

12 As a basic tenet of evaluation, measurement of performance should include more than one data source. A variety of data sources must be used to obtain a reliable and valid representation of an employee s performance. Data sources for the purpose of evaluation are as follows: o Direct observation of employee s job performance o Data from appropriate feedback sources o Attendance data o Performance logs o Products of employee s work o Safety Record o Concerns/complaints (if they have been communicated to the employee) o Self-assessment information provided by employee o Results of a Performance Improvement Plan Deficiencies should not appear in the formal evaluation unless the concerns or areas of deficiency have previously been communicated, to the employee verbally or in writing. Absences that are part of legally-protected leaves may not have a negative impact on the employee s evaluation. Employees on legally-protected leaves such as a Family Medical Leave, may only be evaluated on work performance during actual time worked. Should an employee report to more than one supervisor, the administrators involved shall determine who will assume primary responsibility for competing the formal evaluation. The administrators involved are encouraged to work cooperatively in the completion of the formal evaluation. In addition the evaluator should seek input from his or her supervisor prior to the preparation of the evaluation if appropriate. 2. Self-Assessment review: The completion of a self-review worksheet by the employee being evaluated is optional. If a self-assessment is completed by the employee, it can be reviewed prior to the completion of the evaluation document or discussed with the employee at the time of the evaluation discussion meeting. 12

13 3. Preparing the evaluation document: After the review of the data collected, the evaluator will prepare the evaluation using the rubric in the Classified Employee Evaluation Worksheet. must be included for any ratings of Not Satisfactory and Exceeds Standards. Descriptions of behavior, incidents or specific work examples in all categories are strongly encouraged. The supervisor will transfer the ratings from the worksheets to the Classified Evaluation Summary form. The final overall rating will be determined per the standards indicated on the Summary form. If the final overall rating is Not Satisfactory, a Performance Improvement Plan is required. 4. Conducting the evaluation conference: Schedule the conference in a private location and allow adequate time for discussion. Provide the employee with a copy of the completed evaluation as well as the evaluation worksheets. Both the employee and the supervisor must initial the final page of each of the sections of the evaluation worksheets. After the discussion with the employee, the final evaluation should be completed making any changes or corrections if necessary. Allow the employee a reasonable amount of time to add comments to the appropriate section of the evaluation document should they choose to do so. The employee and the evaluator should sign and date the final evaluation summary document. All signatures shall be in ink. If the employee refuses to sign the evaluation form, indicate on the form the date and time the employee was asked to sign but refused. Another Supervisor or witness should document the refusal as well. Give the employee their signed copy of the evaluation as soon as possible after the evaluation conference. Send the signed original evaluation to Human Resources, keeping a copy for the site based personnel file. Do not send the evaluation worksheets unless specifically requested to do so by Human Resources. 13

14 PERFORMANCE IMPROVEMENT PLAN When a supervisor has determined that sufficient evidence exists that an employee is not performing the functions of their position at the required standard, an employee may be placed on a performance improvement plan. A performance improvement plan may also be instituted as a result of the administration of a For Cause evaluation or a re-employment recommendation specifying the need for a performance improvement plan. The duration of a performance improvement plan is determined by the complexity and severity of the deficiencies in the level of job performance. The minimum length should be 30 calendar days. Performance improvement plans should not continue beyond the employee s term of employment for the school year. Performance improvement plans are to include: Clearly stated expectations outlining skill and/or job related behavior deficiencies and required improvements Timeline in which the employee is expected to correct the deficiency and/or job related behavior Specification of performance criteria that must be met Resources/assistance as deemed appropriate Supervisors should review the competencies and components designated on the Classified Personnel Evaluation Summary to help structure the performance improvement plan. Skill deficiencies and job related behavior issues should be delineated in relation to the employee s duties and responsibilities. Supervisors should develop performance criteria that are specific, measurable, and time oriented. The plan should specify clearly what the employee must do during the designated length of the performance improvement plan, in order to successfully achieve the objectives. Supervisors must review each specific item with the employee to ensure they fully understand. After the employee has reviewed the performance improvement plan, it should be dated and signed by both the evaluator and the employee and a copy given to the employee. Supervisors should carefully monitor the progress of the employee during the time frame designated for the performance improvement plan. Regular meetings with the employee to review progress are required and must be documented. These meetings should discuss and document progress toward the objectives. At the completion of the designated time frame, the supervisor meets with the employee to review and document the outcome of the performance improvement plan. The final conference date should be recorded. Signed copies should be given to the employee and forwarded to the Human Resources Department. 14

15 Mesa Public Schools Classified Employee Evaluation Worksheet Employee: School/Dept: EIN: Date: Click here to enter a date. Position: Competency: Task and Technical Skills Job Knowledge Demonstrates little or no knowledge of essential job duties and priorities; continually repeats mistakes and requires continuous supervision and instruction; not willing to seek knowledge. Demonstrates some knowledge of essential job duties and priorities; occasionally repeats mistakes and requires a significant amount of supervision; reluctant to learn new or additional job duties. Demonstrates knowledge of all essential job duties and priorities; rarely requires instruction or supervision; willing to learn new or additional job duties or procedures. Demonstrates broad knowledge of all essential job duties and priorities; recommends ways to improve job processes; actively seeks to learn new or additional job duties or procedures. Quality of Work Work is of marginal quality, frequently incomplete or needing correction; constant supervisory review is required. Work is of moderate quality; sometimes incomplete or needing correction; occasional supervisory review is required. Work is usually accurate and complete; only occasionally needing correction; supervisory review is seldom required. Work is consistently thorough, complete and of excellent quality; supervisory review generally not required.

16 Work Coordination Failure to coordinate work, results in duplicated efforts and waste of district resources; lack of communication with other employees, schools departments etc. causes work effort to fail. Must be reminded occasionally to coordinate work efforts; incomplete or tardy communication with other employees, schools, departments, etc. causes work effort to be delayed or incomplete. Coordinates work efforts independently as needed; communicates with other employees, schools, departments, etc regarding work efforts in a timely, efficient and effective manner. Can direct and coordinate work efforts; initiates communication with other employees, schools, departments, etc. regarding work efforts in a proactive and effective manner. Planning and Organizing Needs constant supervisory assistance in organizing and prioritizing assigned duties; does not follow assigned work plan or schedule; work area or equipment not orderly or organized. Needs occasional supervisory assistance in organizing and prioritizing assigned duties; occasionally does not follow assigned work plan or schedule; must be reminded occasionally to keep work area or equipment orderly or organized. Requires little supervisory assistance in organizing and prioritizing assigned duties; follows assigned work plan or schedule; keeps work area or equipment generally neat and organized. Requires no supervisory assistance in organizing and prioritizing assigned duties and assists others with prioritizing their tasks; assists with development of work plans or schedules; work area is always neat and orderly and sets example for other employees. Professional Development Refuses to take opportunities for training, change and improvement Has difficulty accepting opportunities for training, change and improvement. Does not apply new skills or methods to improve job skills. Accepts opportunities for training, change and improvement; immediately applies the training received to improve job skills. Actively seeks and takes opportunities for training, change and improvement; continuously looks for ways to improve personal and professional job skills and abilities. Employee Initials Evaluator Initials

17 Competency: Effectiveness and Productivity Volume of Acceptable Work Rarely produces work output that meets minimum requirement of job. Continually uses more resources and time than needed to accomplish job. Sometimes produces work output that meets minimum requirements of job; often uses more resources and time than needed to accomplish job. Usually produces work output that meets minimum requirements of job; usually makes effective use of given resources and time to accomplish job. Consistently produces work output that exceeds minimum requirements of job; maximizes given resources and time to achieve goals. Initiative Exerts little effort to improve work methods or assume any additional responsibility; usually does only what is required; requires frequent supervision. Rarely looks beyond job requirements; usually requires direction; seldom suggests work improvements or assumes additional responsibility; requires occasional supervision. Usually looks beyond job requirements; sometimes suggests work improvements and assumes additional responsibility; performs job-related tasks with minimal supervision; occasionally does more than required. Consistently suggests job related improvements and seeks additional responsibility; carries out assigned responsibilities independently. Establishing and Meeting Deadlines Shows little or no effort to meet deadlines; fails to provide timely advance notice when deadlines are not met; exhibits poor time management. Makes some effort to meet deadlines; usually provides timely advance notice when deadlines are not met; exhibits marginal time management. Strives to always meet deadlines; provides timely advance notice when deadlines are not met; exhibits good time management. Completes assignments in advance of deadlines; maximizes resources and time to achieve site or department goals.

18 Working Independently Does not demonstrate self-starting attributes; job performance is frequently below standards when working independently. Demonstrates limited self-starting attributes; job performance is occasionally below standards when working independently. Demonstrates self-starting attributes; job performance meets standards when working independently. Frequently foresees unscheduled tasks and handles them accurately in the absence of supervision; job performance consistently exceeds standards when working independently. Effectiveness Under Stress Exhibits anger and reacts negatively to co-workers, faculty and staff in stressful situations; quality and / or volume of work are below acceptable standards in stressful situations. Exhibits frustration and reacts inconsistently in stressful situations; quality and/or volume of work significantly decline in stressful situations. Remains calm and confident in stressful situations; quality and/or volume of work do not significantly decline in stressful situations. Remains calm and confident in stressful situations and promotes a positive atmosphere that reduces anxiety among fellow employees; develops and implements strategies for effectively coping with stressful situations. Employee Initials Evaluator Initials

19 Competency: Flexibility and Cooperation Team Work Will not work as a part of a team; insists on working alone; demonstrates possessive behavior with regards to work assignments and/or tools; refuses to assist other employees or work in other areas as needed. Must be reminded to work as part of a team with other employees; occasionally demonstrates possessive behavior with regards to work assignments and/or tools; frequently must be asked to assist other employees or to work in other areas as needed. Willingly works as part of a team with other employees; is always cooperative when working on assignments with other employees and appropriately shares work space and/or tools. Actively promotes teamwork with other employees; encourages other employees to use equipment and work space to achieve work effort; fosters a cooperative and positive work environment with other employees. Flexibility Marginal ability to grasp new or different concepts, duties or instructions; refuses to accept change. Has trouble grasping new or different concepts, duties and/ or instructions; exhibits negative behavior related to change. Usually able to grasp new concepts, duties and / or instructions; accepts change with ease. Learns new duties quickly and accepts changes easily; views change as an opportunity for improvement. Accepts Responsibility Blames others for work performance deficiencies and fails to accept personal accountability. Demonstrates reluctance to accept personal accountability for work performance deficiencies; is not open to constructive feed back. Accepts personal accountability for work performance deficiencies and shows effort to correct them; is open to constructive feedback. Accepts personal accountability for work performance deficiencies and makes immediate and permanent corrections.

20 Accepts Direction Does not follow verbal or written instructions or directions; does not ask for direction or clarification of procedures as needed. Must occasionally be reminded of verbal or written instructions or directions; sometimes asks for direction or clarification of procedures as needed. Follows all verbal or written instructions or directions; asks for direction or clarification of procedures as needed. Consistently follows directions and applies it to new situations; frequently assists with the clarification and dissemination of direction to other employees. Employee Initials Evaluator Initials

21 Competency: Customer Service Mission and Vision Is not aware of the district s mission and vision, no consideration is taken regarding the mission and vision in the day to day and long term work effort. Does not consistently take action to promote the district s mission and vision; only occasionally ensures that work effort reflects the district s mission and vision. Knows the district s mission and vision; aligns all work efforts with the district s mission and vision. Embraces the district s mission and vision; is an ambassador for the district s mission and vision in all work efforts and actions. Pupil Contacts Provides poor customer service and demonstrates a consistently negative attitude towards students; never treats students with dignity and respect; expresses negative feelings about student to member of the public, faculty or staff. Provides indifferent customer service and demonstrates an inconsistent attitude towards students; has difficulty treating students with dignity and respect; occasionally expresses negative feelings about students to members of the faculty and staff. Provides good customer service and demonstrates a consistently positive attitude towards students; treats students with dignity and respect; demonstrates a positive disposition towards students to member of the faculty or staff. Provides outstanding customer service and demonstrates a consistently positive attitude towards students; values all students and treats them with dignity and respect; has developed a positive rapport with students and expresses support for students to member of the faculty or staff. Public Relations Rude and/or abrupt with general public; often discourteous or antagonistic; interactions frequently result in complaints and require supervisory intervention. Must be reminded occasionally about the importance of customer service; occasionally tactless and unapproachable in dealing with customers; interactions occasionally Provides good customer service and demonstrates a consistently positive attitude. Always courteous, pleasant and helpful in dealing with general public, even in stressful situations; willing to assist general public in obtaining assistance if needed.

22 result in customer complaints and require supervisory interaction. Employee Contacts Uncooperative; poor or inappropriate interaction with co-workers; doesn t willingly work toward team goals; requires frequent supervisory intervention. Marginally cooperative; sometimes tactless or unapproachable in dealing with co-workers; interactions occasionally required supervisory intervention. Consistently cooperative and pleasant in dealing with co-workers; establishes harmonious relationships; communicates well; offers assistance when needed. Always cooperative; pleasant and helpful in dealing with co-workers even in difficult situations; always willing to help others in order to achieve successful work effort; excellent communication skills. Employee Initials Evaluator Initials

23 Competency: Compliance with Rules Work Judgment Never makes decisions in accordance with prescribed policies, procedures, Arizona Revised Statutes(ARS) and supervisor s directives. Has difficulty making decisions in accordance with prescribed policies, procedures, ARS and supervisor s directives. Makes decisions in accordance with prescribed policies, procedures, ARS and supervisor s directives. Always makes decisions in accordance with prescribed policies, procedures, ARS and supervisor s directives. Is a resource for other employees. Operation and Care of Equipment Lacks knowledge about software, equipment and hardware required in performance of job; does not clean, maintain and/or store equipment properly. Somewhat knowledgeable about software, equipment and hardware required in the performance of job; occasionally must be reminded to clean, maintain and/or store equipment properly. Knowledgeable about software, equipment and hardware required in the performance of job; cleans, maintains and stores equipment properly. Thoroughly knowledgeable about software, equipment and hardware required in the performance of job; actively promotes clean, well maintained and properly stored equipment through work site. Safety Does not follow safety rules and practices; has endangered personal safety and the safety of others by working in an unsafe manner. Occasionally fails to follow or show concern for safety practices; does not always maintain safe work environment. Abides by safety rules; maintains a safe work environment. Always abides by safety rules and suggest ways to improve safety; reports unsafe conditions; works with others to implement safety procedures.

24 Appearance Frequently does not present an appearance that is suitable for public, pupil or employee contacts; dress is often inappropriate or not consistent with school or department guidelines. Occasionally does not present an appearances that is suitable for public, pupil or employee contact; dress is sometimes inappropriate or not consistent with department or school guidelines. Appearance is suitable for public, pupil or employee contacts; consistently maintains a neat, clean personal appearance consistent with departmental or school guidelines. Always presents a high standard of appearance to public, pupil and employee contacts; maintains a professional appearance that portrays a positive department or school image. Attendance and Punctuality observance of work hours Frequently reports late to work; clocks in and out prior to prescribed times without authorization; habitually fails to follow established work schedule. Occasionally reports late for work; occasionally clocks in or out prior to prescribed times without authorization; frequently fails to follow established work schedule. Rarely reports late for work and always contacts supervisor if possible; only clocks in or out prior to prescribed times when authorized; follows scheduled work hours. Consistently reports to work on time; promptly begins work at scheduled starting time; follows scheduled work hours and volunteers to work overtime if needed. Attendance and Punctuality attendance Has a pattern of frequent absences, especially before and after weekends or holidays; fails to follow required procedure for calling in absence; does not obtain prior approval for absences when applicable. Absences significantly impact quality of service or safety to district customers. Has a pattern of occasional absences, before and after weekends or holidays; occasionally fails to follow required procedure for calling in absence; occasionally does not obtain prior approval for absences when applicable. Absences frequently impact quality of service or safety to district customers. Shows no pattern of absences before and after weekends or holidays; always follows required procedure for calling in absence; always obtains prior approval for absences when applicable. Outstanding attendance record; extremely dependable; tries to plan scheduled absences to have the least impact on the work place as possible.

25 Employee Initials Evaluator Initials

26 Classified Evaluation Summary Form (New Hire/Transfer) Contract Employee New Hire Transfer Name: EIN: School/Department: Position: Date of Midpoint Conference: Click here to enter a date. 0 = Not Satisfactory 1 = Requires Improvement 2 = Meets Standards 3 = Exceeds Standards Midpoint Final Competency: Task and Technical Skills A. Job Knowledge B. Quality of Work C. Work Coordination D. Planning and Organizing E. Professional Development Competency: Effectiveness and Productivity A. Volume of Acceptable Work B. Initiative C. Establishing and Meeting Deadlines D. Working Independently E. Effectiveness under Stress Competency: Flexibility and Cooperation A. Team Work B. Flexibility C. Accepts Responsibility D. Accepts Direction Competency: Customer Service A. Mission and Vision B. Pupil Contacts (if applicable) C. Public Relations D. Employee Contacts Competency: Compliance with Rules A. Work Judgment B. Operation and Care of Equipment C. Safety D. Appearance E. Observance of work hours F. Attendance Employee Signature: Evaluators Signature

27 Classified Evaluation Summary Form (New Hire/ Transfer) Contract Employee New Hire Transfer Mid-Point (Retain at worksite) Name: School/Department: EIN: Position: Not Satisfactory Requires Improvement Meets Standards Exceeds Standards 4 or more Not Satisfactory Final Overall Rating 1-3 Not Satisfactory or 5 or more Requires Improvement Zero Not Satisfactory and no more than 4 Requires Improvement Zero Not Satisfactory and Requires Improvement and at least 8 Exceeds Standards Not Satisfactory Requires Improvement Meets Standards Exceeds Standards Goals and Objectives: Employee : Supervisor : Employee s Signature (Employee shall sign the evaluation indicating that he/she has read the evaluation. The signature does not indicate agreement with its content.) Date Evaluator s Signature Date Evaluator s Title Unit/Department Administrator Review Employees may submit response in writing to the Human Resources Office within ten (10) working days after the signature date, if not in agreement with this evaluation. A copy is to be filed in Human Resources with the evaluation.

28 Contract Employee Classified Evaluation Summary Form Non-Contract Employee Name: EIN: School/Department: Annual For Cause 0 = Not Satisfactory 1 = Requires Improvement 2 = Meets Standards 3 = Exceeds Standards Position: Competency: Task and Technical Skills A. Job Knowledge B. Quality of Work C. Work Coordination D. Planning and Organizing E. Professional Development Competency: Effectiveness and Productivity A. Volume of Acceptable Work B. Initiative C. Establishing and Meeting Deadlines D. Working Independently E. Effectiveness under Stress Competency: Flexibility and Cooperation A. Team Work B. Flexibility C. Accepts Responsibility D. Accepts Direction Competency: Customer Service A. Mission and Vision B. Pupil Contacts (if applicable) C. Public Relations D. Employee Contacts Competency: Compliance with Rules A. Work Judgment B. Operation and Care of Equipment C. Safety D. Appearance E. Observance of work hours F. Attendance

29 Classified Evaluation Summary Form Contract Employee Non-Contract Employee Annual For Cause Name: School/Department: EIN: Position: *Not Satisfactory Requires Improvement Meets Standards Exceeds Standards 4 or more Not Satisfactory Overall Rating 1-3 Not Satisfactory or 5 or more Requires Improvement Zero Not Satisfactory and no more than 4 Requires Improvement Zero Not Satisfactory and Requires Improvement and at least 8 Exceeds Standards Not Satisfactory Requires Improvement Meets Standards Exceeds Standards *Performance Improvement Plan Required For Cause Probation Goals and Objectives: Employee : Supervisor : Employee s Signature (Employee shall sign the evaluation indicating that he/she has read the evaluation. The signature does not indicate agreement with its content.) Date Evaluator s Signature Date Evaluator s Title Unit/Department Administrator Review Employees may submit response in writing to the Human Resources Office within ten (10) working days after the signature date, if not in agreement with this evaluation. A copy is to be filed in Human Resources with the evaluation.

30 Mesa Public Schools CLASSIFIED EMPLOYEE PERFORMANCE IMPROVEMENT PLAN Employee: EIN: School/Work Site: Start Date: Click here to enter a date. Ending date: Click here to enter a date. IMPROVEMENT NEEDED: OBJECTIVES TO BE ACHIEVED: Initial Conference Date: Click here to enter a date. Evaluator: Signature Employee Signature RESULTS OF PERFORMANCE IMPROVEMENT PLAN: Objectives achieved and demonstrates sustained improvement. Progress toward objectives being made. Objectives not achieved, does not demonstrate sustained improvement Final Conference Date: Click here to enter a date. Evaluator: Employee Signature Evaluator Signature