1. PERFORMANCE APPRAISAL IN THE EDUCATIONAL SETTING What is it expected to accomplish? The organizational context explained Purpose Develop a model of the process Ethical aspects Performance Appraisal process and Human Resources

2. PERFORMANCE APPRAISAL: What does it accomplish? Performance appraisal assesses an employee’s ability to perform assigned job duties within the organizational setting

3. THE CONTEXT OF PERFORMANCE APPRAISAL Most states mandate assessment of districts, schools and children due to the emphasis on accountability Performance of public school districts and their students is dependent on performance of employees

4. THE CONTEXT OF PERFORMANCE APPRAISAL Appraisals must be done on a continuing basis in order for the U.S. to maintain its global position in the world economy Employees have legislative protection within the appraisal process (depending on the purpose of and outcomes of the appraisal)

5. PURPOSES OF PERFORMANCE APPRAISAL SYSTEMS COMPENSATION: merit vs. award based on performance EMPLOYMENT CONTINUATION: probationary and continuing contract employees DEVELOPMENT: to enhance the job performance of employees by identifying weaknesses or strengths

6. STANDARDS OF COMPARISONS FOR PERFORMANCE APPRAISALS Norm-referenced system – comparing performance of one employee to that of another: Useful to determine awards or highest performance of individuals and for reduction of workforce

7. Standards of Comparison Criterion-referenced: compares the performance of an employee against preestablished standards Useful for decisions regarding employment continuation, merit pay decisions

8. Standards of Comparison Self-referenced: focuses on the job behavior of an employee Strengths and weaknesses may be identified with this system Well suited for development of job skills

9. Evaluation Systems Ranking systems: 1 – Forced distribution: similar to grading on the curve by grouping employees of the basis of their relative performance 2 – Simple ranking: most frequently used; ranking of employees from highest to lowest 3 – Alternate ranking: rank the first highest performer, then second the lowest performer – repeat this process with the remaining employees

10. Ranking Systems 4 – Paired comparison: job performance of each employee is contrasted to that of all other employees on individual basis

11. Rating Systems Most frequently used Criterion-referenced and provides an absolute level of job performance 1 – Checklist: behaviors are marked that are characteristic of employee’s behavior 2 – Graphic rating: anchored by numerals (e.g., 1-7) or by adverbs beginning with “never” and ending with “always” or “unsatisfactory” ending with “exceptional”

12. Reliability Within performance assessment context, defined as either a coefficient of stability or coefficient of consistency Coefficient of stability: assesses how reproducible results of performance appraisal are across time; Requires performance process to be performed two different times by the same appraiser.

13. Reliability Coefficient of consistency: requires only a single administration of the performance appraisal process Without reliability, a performance assessment process can not be valid…

14. Validity Validity for a performance appraisal process are concerned with how well the process performs relative to the intended purpose of the procedure. The purpose of a performance appraisal is to make merit awards to employees, it is assumed that the process can distinguish between exceptional employees and all other employees.

15. Principal’s Responsibilities: Termination, Suspension, Dismissal and Reinstatement of Instructional Staff New employees: Initial contract includes 97-day probationary period (without cause for termination) Professional Service Contract: termination may result if employee is informed of performance deficiencies and not corrected during the subsequent year.

16. Principal Responsibilities, cont. Employee must be afforded opportunity to review the determination of unsatisfactory review. Employee may request opportunity to transfer. Subsequent year, employee must be provided assistance/training opportunities to improve deficiencies and be periodically evaluated to assess progress.

17. Principal Responsibilities, cont. Employee must receive in writing regarding correction of deficiencies (not later than 6 weeks prior to close of subsequent year). If not corrected, superintendent may notify in writing of non-renewal of contract. Employee may contest and demand a hearing. District school board has final say regarding sufficiency of grounds for termination.

18. Principal Responsibilities, cont. Continuing contract - may be suspended or dismissed at any time during school year. Charges must be based on immorality, misconduct in office, incompetency, gross insubordination, willful neglect of duty, drunkenness, or conviction of crime involving moral turpitude (as defined by State Board of Education).

19. Principal Responsibilities, cont. District may suspend charged employee without pay. May be reinstated and back salary paid if charges are not sustained. Sustained charges – district will determine to either dismiss or fix the terms under which employee may be reinstated. Contract will be cancelled if majority vote of board sustains charges.

20. Ten Judicial “Commandments” for Legally Sound Teacher Evaluation 1 – Make a good faith effort to implement all procedures and processes associated with the formal evaluation policy. 2 – Use evaluation criteria that are valid and observable. 3 – Inform the teacher of evaluation criteria in advance of the observation.

21. Ten “Commandments” 4 – Provide timely notice of specific deficiencies that are related to the predetermined evaluation criteria. 5 – Utilize observations and evaluations by several trained evaluators to confirm any discovered deficiencies. 6 – Develop a plan of remediation that is related to identified deficiencies.

22. Ten “Commandments”, cont. 7 – Allow a reasonable period of time to complete the plan of remediation. 8 – Use anecdotal records and formal reports of complaints to supplement the performance evaluation. 9 – Apply the evaluation system in a uniform manner. 10 – Avoid using the evaluation system to retaliate against the employee for that employee’s exercise of free speech.

23. Fifteen Tips for Better Documentation of Employee Performance 1.Emphasize with your staff the importance of employee documentation. 2.Train your staff on proper documentation. 3.Avoid fighting words. 4.Avoid the “cc” syndrome. 5.Treat everything you write as if it might appear on the front page of the New York Times.

24. Fifteen Tips 6. Remember that sometimes what really counts is what you don’t say. 7. Use documentation in both a positive and negative manner. 8. Come to conclusion. 9. Consider the need for documentation prior to reducing your thoughts to writing.

25. Fifteen Tips, cont. 10.Beware of the evils of e- mail/internet. 11.Do not document in a fit of anger. 12.Use common vocabulary. 13.Be specific. 14.Focus on the present. 15.Follow the Golden Rule.

26. Using the performance appraisal, write a NEAT letter. P.1 notify that as a result of observation there are deficiencies- list- may first list the strengths P2. Explain in detail what is deficient and how this is negatively impacting students

27. NEAT P3. detail the assistance you will provide such as attending training, have a mentor, work with a specialist, observe effective teachers P.4. Give the time line Disclaimer at the bottom

28. Performance Improvement Plan Develop a performance improvement plan for this teacher