Teaching Assistant Performance Appraisal · PDF fileperformance appraisal did not adequately...
Transcript of Teaching Assistant Performance Appraisal · PDF fileperformance appraisal did not adequately...
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Teaching Assistant Performance Appraisal Implementation Training
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Background
Concern has existed that the prior
performance appraisal did not adequately
reflect the work of Teaching Assistants.
An internal study group was created to look at
the assessment tool being used.
Using the Plan, Do, Study, Act model, the
group created, piloted, analyzed, and adjusted
a new format for the appraisal.
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Specific Concerns
Addressed by this
Model
Needed more focus on instructional role
Too much paper in old model
Competencies need to be defined
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School Board Policy
Policy GCN Performance Review
Policy GCC Employee Attendance
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The Board believes that the primary purpose of the performance review is to inform employees about their abilities, contributions, and level of performance, and to offer constructive help as to how they can improve.
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THE
PROCESS
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Step #1: GOAL SETTING
Administrators and/or a designee should work with Teaching Assistant to
develop one individual goal and review the competencies by which they will
be evaluated by SEPTEMBER 30. This goal must be submitted in writing to
the evaluator.
Some ideas for goals include:
To improve abilities to deal with students in crisis
To gain strategies to effectively engage with students
To successfully complete MANDT training
To pursue a teaching license
To attend Responsive Classroom training
Goals should be written using the SMART format.
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Step #2: Progress/Feedback
Supervisors are expected to assist employees as
they look to develop in certain competencies.
Feedback on performance is most meaningful when
it is given regularly throughout the year so that there
are no surprises for the employee during the formal
annual evaluation.
In an effort to document performance, Teaching
Assistants are asked to provide work samples/
evidence of their work. Supervisors should advise
TAs of this by September 30.
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Step #3: Evaluation
TAs will be evaluated on the goal they have
developed and from the 8 competencies included
on the evaluation form.
Administrators and TAs will work collaboratively
to determine the competencies that most relate
to the TAs role in the school.
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While all eight competencies will be evaluated,
administrators may choose to weight specific
competencies more heavily in order to focus on job
role and individual needs.
This information must be communicated to the TA early
in the evaluation process (by September 30). This will
help in gathering information to be used in the
evaluation process
Evaluating
Competencies
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Sample Appraisal Form
Weight
Competency
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Supporting Comments
Job Knowledge
Communication
Customer Service
Initiative
Professionalism
Learning and Development/
Self-Improvement
Quality Results
Teamwork/
Attitude/
Cooperation
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THE EIGHT COMPETENCIES
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#1 Job
Knowledge
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Sample Indicators
Content Knowledge
Understands the individual needs of students
Organizes and prepares instruction/ daily activities
Supports student learning
Follows teacher’s lesson plans or instructions
Clear understanding of classroom/ work expectations
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#2
COMMUNICATION
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Sample Indicators
Effective verbal and written communication, including accuracy with grammar and clearly understood messages.
Communicates information and ideas in a timely manner with all parties involved
Keeps lines of communication open
Utilizes current technology for communication
Demonstrates good listening skills
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#3 CUSTOMER SERVICE
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Sample Indicators
Provides support for the school community and its members
Shares accurate information
Contributes to a positive school climate
Models the School Division’s vision, mission, and goals in all interactions.
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#4 INITIATIVE
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Sample Indicators
Proactive
Self-starter
Emphasis on active performance
Goes beyond assigned tasks
Takes responsibility
Establishes goals
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#5 Ethics
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Sample Indicators
Models professionalism and ethical standards, as well as personal integrity in all interactions.
Demonstrates honest, ethical behavior
Delivers on work commitments
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#6 LEARNING AND DEVELOPMENT
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Sample Indicators
Takes initiative for own learning and
development
Seeks opportunities that improve knowledge,
talents and potential
Provides opportunities to mentor and develop
others
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Integrity #7 QUALITY RESULTS
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Sample Indicators
Exhibits organizational skills in managing time
and responsibilities
Follows through on completion of high level
programs and tasks
Delivers on work assignments with successful
outcomes
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Integrity
#8 TEAMWORK
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Sample Indicators
Maintains enthusiasm and encouragement
Contributes to desirable work and learning
atmosphere
Builds and promotes effective and cooperative
working relationships
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Integrity
Rating Competencies
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Rating Scale
Consistently Exceeds Expectations
Meets and Often Exceeds Expectations
Successfully Meets Expectations
Meets Minimum Expectations
Fails to Meet Expectation
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Integrity Work Samples/
Evidence of Work
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Ideas for Providing Evidence
Portfolio
Structured Feedback
Conversation
Observation
Self-evaluation
Other methods agreed on by the Teaching
Assistant and evaluator
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Evaluation Form and
Related Materials
See Performance Appraisal links on the
Albemarle County Public Schools website
Click here for
ACPS Performance Appraisal Information