Kankakee School District No. 111 School Social Worker Performance Evaluation School Year: 213-214 Job Classification: Certified Last Name: Document Type: Evaluation First Name: School: Department: Evaluator: First year Second year Third Year Fourth Year Tenure Pre-Conference date: Observation date: Length of observation: Post Conference date: (not required for informal observation) Domain Scores: Earned Maximum Score Weight Score Planning & Preparation 18. 35%. The Environment 15. 15%. Delivery of Service 15. 35%. Professional Responsibilities 18. 15%. Percentage of Earned: OVERALL RATING Excellent (8 to 1%) Proficient (59 to 79%) Needs Improvement (31 to 58%) Unsatisfactory (-3%) Signatures: Date: Date: Date: Date: Evaluator: Principal: School Social Worker: HR:
Domain 1: School Social Worker: Planning & Preparation pt) Social Worker demonstrates Social Worker demonstrates Social Worker demonstrates basic extensive knowledge and skill in the thorough knowledge and skill in the knowledge and skill in the therapy area; holds an advanced therapy area; holds the necessary therapy area; holds the necessary certificate or license. certificate or license. certificate or license. 1a: Demonstrates knowledge and skill in the social work area; holding the relevant certificate or license 1 - Unsatisfactory ( points) Social Worker demonstrates little or no knowledge and skill in the therapy area; does not hold the necessary certificate or license. Social worker s goals for the therapy Social worker s goals for the therapy Social worker s pt) goals for the program are highly appropriate to program are clear and appropriate to therapy program are rudimentary the situation in the school and to the the situation in the school and to the and are partially suitable to the age of the students and have been age of the students. situation and to the age of the developed following consultations students. with administrators and teachers. 1b. Establising goals for the therapy program appropriate to the setting and the students served 1 - Unsatisfactory ( points) Social worker has no clear goals for the therapy program, or they are inappropriate to either the situation or the age of the students. 1c: Demonstrating knowledge of Social worker s knowledge of special Social worker demonstrates - Social worker demonstrates pt) basic district, state, and federal education laws and procedures is thorough knowledge of special knowledge of resources for regulations and guidelines extensive; social worker takes a education laws and procedures. students available through the leadership role in reviewing and school or district. revising district policies. 1 - Unsatisfactory ( points) Social worker demonstrates little or no knowledge of resources for students available through the school or district.
Component 1d: Demonstrating knowledge of 4 - Excellent (3 points) Social worker demonstrates 3 - Proficient (2 points) Social worker demonstrates 2 - Needs Improvement (1 Social worker demonstrates pt) basic resources, both within and beyond extensive knowledge of resources thorough knowledge of resources for knowledge of resources for the school and district for students available through the students available through the students available through the school or district and in the larger school or district and some school or district. community. familiarity with resources outside the district. 1 - Unsatisfactory ( points) Social worker demonstrates little or no knowledge of resources for students available through the school or district. Component 4 - Excellent (3 points) Social worker s plan is highly 3 - Proficient (2 points) Social worker has developed a plan 2 - Needs Improvement (1 pt) Social worker s plan has a guiding coherent and preventive and serves that includes the important aspects principle and includes a number to support students individually, of work in the setting. of worthwhile activities, but some within the broader educational of them don t fit with the broader program. goals. 1e: Planning the therapy program, integrated with the regular school program, to meet the needs of individual students 1 - Unsatisfactory ( points) Therapy program consists of a random collection of unrelated activities, lacking coherence or an overall structure. pt) Social Worker s plan is highly Social Worker s plan to evaluate the Social Worker has a rudimentary sophisticated with imaginative program is organized around clear plan to evaluate the social worker sources of evidence and a clear path goals with data to demonstrate the program. toward improving the program on an degree to which goals have been ongoing basis. met. 1f: Develops a plan to evaluate the social work program 1 - Unsatisfactory ( points) Social Worker has no plan to evaluate the program or resists suggestions that such an evaluation is important. Total:
Domain 2: School Social Worker: The Environment pt) 1 - Unsatisfactory ( points) 2a. Establishing rapport with students Students seek out the social worker, reflecting a high degree of comfort and trust in the relationship. Social worker s interactions with students are positive and respectful; students appear comfortable in the testing and treatment center. Social worker s interactions are a mix of positive and negative; the social worker s efforts at developing rapport are partially successful. Social worker s interactions with students are negative or inappropriate; students appear uncomfortable in the testing and treatment center. pt) 1 - Unsatisfactory ( points) 2b: Organizing time effectively Social worker demonstrates excellent time-management skills, accomplishing all tasks in a seamless manner; teachers and students understand their schedules. Social worker exercises good judgment in setting priorities, resulting in clear schedules and important work being accomplished in an efficient manner. Social worker s timemanagement skills are moderately well developed; essential activities are carried out, but not always in the most efficient manner. Social worker exercises poor judgment in setting priorities, resulting in confusion, missed deadlines, and conflicting schedules. pt) 1 - Unsatisfactory ( points) 2c: Establishing and maintaining clear procedures for referrals 2d: Establishing standards Procedures for all aspects of referral and testing protocols are clear to everyone and have been developed in consultation with teachers and administrators. Procedures for referrals and for meetings and consultations with parents and administrators are clear to everyone Social worker has established procedures for referrals, but the details are not always clear. No procedures for referrals have been established; when teachers want to refer a student for special services, they are not sure how to go about it. pt) 1 - Unsatisfactory ( points)
2d: Establishing standards of conduct in the treatment center Standards of conduct have been established for the testing and treatment center. Social worker s monitoring of students is subtle and preventive, and students engage in self-monitoring of behavior. Standards of conduct have been established for the testing and treatment center. Social worker monitors student behavior against those standards; response to students is appropriate and respectful. Standards of conduct appear to have been established for the testing and treatment center. Social worker s attempts to monitor and correct negative student behavior during evaluation and treatment are partially successful. No standards of conduct have been established and social worker disregards or fails to address negative student behavior during evaluation or treatment. pt) 1 - Unsatisfactory ( points) 2e: The testing and treatment center is The testing and treatment center The testing and treatment center is The testing and treatment center is Organizing physical space for testing highly organized and is inviting to is well organized; materials are moderately well organized and disorganized and poorly suited to of students and providing therapy students. Materials are convenient when needed. available when needed. moderately well suited to working with working with students. Materials are students. Materials are difficult to find usually available. when needed. Domain Total
Domain 3: Social Worker: Delivery of Service pt) 1 - Unsatisfactory ( points) 3a: Responding to referrals and evaluating student needs Social worker is proactive in responding to referrals and makes highly competent assessments of student needs. Social worker responds to referrals and makes thorough assessments of student needs. Social worker responds to referrals when pressed and makes adequate assessments of student needs. Social worker fails to respond to referrals or makes hasty assessments of student needs. pt) 1 - Unsatisfactory ( points) 3b: Social worker develops Developing and implementing comprehensive plans for treatment plans to maximize students, finding ways to students success creatively meet student needs and incorporate many related elements. Social worker s plans for students are suitable for them and are aligned with identified needs. Social worker s plans for Social worker fails to students are partially suitable develop treatment plans for them or sporadically suitable for students, or aligned with identified needs. plans are mismatched with the findings of assessments.
pt) 1 - Unsatisfactory ( points) 3c. Communicating with families Social worker secures Social worker necessary permissions and communicates with families communicates with families and secures necessary in a manner highly permission for evaluations, sensitive to cultural and doing so in a manner linguistic traditions. Social sensitive to cultural and worker reaches out to linguistic traditions. families of students to enhance trust. Social worker s communication with families is partially successful; permissions are obtained, but there are occasional insensitivities to cultural and linguistic traditions. Social worker fails to communicate with families and secure necessary permission for evaluations or communicates in an insensitive manner. pt) 1 - Unsatisfactory ( points) 3d. Collecting information; writing reports Social worker is proactive in collecting important information, and interviewing teachers and parents if necessary; reports are accurate and clearly written and are tailored for the audience. Social worker collects all the important information on which to base treatment plans; reports are accurate and appropriate to the audience. Social worker collects most of the important information on which to base treatment plans; reports are accurate but lacking in clarity and not always appropriate to the audience. Social worker neglects to collect important information on which to base treatment plans; reports are inaccurate or not appropriate to the audience. pt) 1 - Unsatisfactory ( points)
3e: Demonstrating flexibility and responsiveness Social worker is continually seeking ways to improve the treatment program and makes changes as needed in response to student, parent, or teacher input. Social worker makes revisions in the treatment program when they are needed. Social worker makes modest Social worker adheres to changes in the treatment the plan or program, in program when confronted spite of evidence of its with evidence of the need for inadequacy. change. Domain Total
Domain 4: Social Worker: Professional Development point) 4a: Reflecting on practice Social worker s reflection is highly accurate and perceptive, citing specific examples that were not fully successful for at least some students. Social worker draws on an extensive repertoire to suggest alternative strategies. Social worker s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Social worker makes some specific suggestions as to how the therapy program might be improved. Social worker s reflection on practice is moderately accurate and objective without citing specific examples, and with only global suggestions as to how it might be improved. 1 - Unsatisfactory ( points) Social worker does not reflect on practice, or the reflections are inaccurate or self-serving. point) 4b: Collaborating with teachers and administrators Social worker seeks out teachers and administrators to confer regarding cases, soliciting their perspectives on individual students. Social worker initiates contact with teachers and administrators to confer regarding individual cases. Social worker is available to staff for questions and planning and provides background material when requested. 1 - Unsatisfactory ( points) Social worker is not available to staff for questions and planning and declines to provide background material when requested. point) 4c: Maintaining an effective data-management system Social worker has developed a highly effective data-management system for monitoring student progress and uses it to adjust treatment when needed. Social worker uses the system to communicate with teachers and parents. Social worker has developed an Social worker has effective data-management system developed a rudimentary for monitoring student progress and uses it to adjust treatment when data-management system needed. for monitoring student progress and occasionally us es it to adjust treatment 1 - Unsatisfactory ( points) Social worker s data-management system is either nonexistent or in disarray; it cannot be used to monitor student progress or to adjust treatment when needed. pt) 1 - Unsatisfactory ( points)
4d: Participating in a professional community Social worker makes a substantial contribution to school and district events and projects and assumes a leadership role with colleagues. Social worker participates actively in school and district events and projects and maintains positive and productive relationships with colleagues. Social worker s relationships with colleagues are cordial, and social worker participates in school and district events and projects when specifically asked to do so. Social worker s relationships with colleagues are negative or self-serving, and social worker avoids being involved in school and district events and projects. pt) 1 - Unsatisfactory ( points) 4e. Engaging in professional development Social worker actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as offering workshops to colleagues. Social worker seeks out opportunities for professional development based on an individual assessment of need. Social worker s participation Social worker does not in professional development participate in professional activities is limited to those development activities, that are convenient or are even when such activities required. are clearly needed for the development of skills. pt) 1 - Unsatisfactory ( points) 4f. Showing professionalism, including integrity, advocacy, and maintaining confidentiality Social worker can be counted on to hold the highest standards of honesty, integrity, and confidentiality and to advocate for students, taking a leadership role with colleagues. Social worker displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public and advocates for students when needed. Social worker is honest in interactions with colleagues, students, and the public, plays a moderate advocacy role for students, and does not violate norms of confidentiality. Social worker displays dishonesty in interactions with colleagues, students, and the public and violates principles of confidentiality. Total