Franklin City Public Schools SUPPORT STAFF EVAL... · 2016-08-30 · 2 ACKNOWLEDGMENTS The Support...

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Franklin City Public Schools

SUPPORT STAFF

Performance

Evaluation

System

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ACKNOWLEDGMENTS The Support Staff Performance Evaluation System for the Franklin City Public Schools was

developed through the thoughtful contributions of the Support Staff Performance Evaluation

Steering Committee members. We wish to express our appreciation for their conscientious and

thoughtful efforts. Sabrina Beamon Supervisor of Exceptional Children Annette Copeland Head Custodian at S. P. Morton Danny Custer Supervisor of Maintenance Malinda Dawson Teacher Assistant Paige Drewery Administrative Secretary at SPM Kelvin Edwards Director of Organizational Accountability/Performance Management Lisa Francis Principal of J. P. King Middle School Pamela Kindred Executive Assistant to the Superintendent Loretta Porter Secretary/Bookkeeper at J. P. King Middle School Bobbie Schuermann Teacher Assistant Maggie Swain Human Resources Specialist Gail Wade Director of Human Resources/Administrative

Services

Lawrence Whiting Supervisor of Pupil Support Services Rachel Yates Coordinator of Financial Services

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TABLE OF CONTENTS

PART I: Introduction and Process

Introduction............................................................................................................................5

Purposes .....................................................................................................................5

Identifying Administrator Performance Standards ................................................................6

Performance Standards ..............................................................................................7

Performance Indicators ..............................................................................................8

Documenting Performance ....................................................................................................9

Goal Setting ...............................................................................................................9

Documentation Log ...................................................................................................10

Evaluation Schedule...................................................................................................11

Assessing Performance ..........................................................................................................12

Definitions of Ratings ................................................................................................12

Rating Performance ...................................................................................................12

Single Summative Rating .....................................................................................13-14

Improving Professional Performance ........................................................................15

Performance Improvement Plan ................................................................................15

PART II: Performance Standards

Performance Standard 1: Quality of Work and Productivity..................................................17

Performance Standard 2: Job Specific Knowledge and Skills................................................18

Performance Standard 3: Dependability and Reliability…………........................................18

Performance Standard 4: Imitative and Motivation .…………………..................................19

Performance Standard 5: Organization and Planning ............................................................19.

Performance Standard 6: Problem Solving Skills…...............................................................20

Performance Standard 7: Communication Skills.....................................................................20

Performance Standard 8: Interpersonal Skills..........................................................................21

Performance Standard 9: Attitude Towards Job………………………………….…….........21

Performance Standard 10: Professionalism…………………………………………………..22

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PART III: Forms and Logs Introduction............................................................................................................................23

Performance Goal Setting Form ............................................................................................24

Support Staff Documentation Log Cover Sheet ................................................................... 26

Support Staff Summative Performance Evaluation Report ................................................. 27

Performance Improvement Plan.........................................................................................................28

FIGURES

Figure 1: Sample of Performance Standards and Indicators...................................................8

Figure 2: Data Sources for Administrators ..............................................................................9

Figure 3: Evaluation Schedule………………………………………………………………………... 11

Figure 6: Calculating Single Summative Rating …………………………………………...13

Figure 7: Rubric for Calculating Rating …………………………………………………....14

Figure 8: Items Used as Evidence of Quality of Work Performance .................................... 23

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PART I: INTRODUCTION AND PROCESS

INTRODUCTION The Franklin City Public Schools Support Staff Performance Evaluation System complies with the Code of

Virginia requirements. These evaluation criteria provide standards by which the performance of Support

Staff is assessed. They also are intended to assist Support Staff to focus upon his/her overall professional

growth.

PURPOSES

The primary purposes are to:

♦ improve school quality by ensuring accountability for overall performance,

♦ contribute to the successful achievement of the vision, mission, and goals of Franklin

City Public Schools,

♦ provide a basis for improvement through productive support staff appraisal and

professional growth, and

♦ share responsibility for evaluation between the support staff member and the evaluator in

a collaborative process that promotes self-growth, operational effectiveness, and

improvement of overall job performance.

The evaluation system includes the following characteristics:

♦ a system for documenting support staff performance based on multiple data sources,

♦ a procedure for conducting performance reviews that stresses accountability, promotes

professional improvement, and increases support staff involvement in the evaluation process,

♦ a support system for providing assistance when needed, and

♦ a description of the procedures for appealing a rating.

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IDENTIFYING SUPPORT STAFF

PERFORMANCE STANDARDS

Clearly defined responsibilities for Support Staff constitute the foundation for the Support Staff

Performance Evaluation System. A fair and comprehensive evaluation system provides sufficient

detail and accuracy so that both support staff members and their evaluators will reasonably

understand the job expectations.

The expectations for support staff performance are defined using a two-tiered approach.

Performance Standards Performance Indicators

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PERFORMANCE STANDARDS

Performance standards refer to the major duties performed by a support staff member. For all support

staff, there are ten (10) performance standards. These expectations relate to the qualities of effective

performance of support staff members.

Performance Standard 1: Quality of Work and Productivity

The support staff member completes work efficiently and accurately according to timelines and

provides timely feedback and follow-up.

Performance Standard 2: Job Specific Knowledge and Skills

The Support Staff Member displays necessary skills necessary to fulfill job responsibilities

Performance Standard 3: Dependability and Reliability

The Support Staff Member consistently completes assigned tasks precisely and efficiently with minimal supervision, fulfills time commitments, and displays effective and efficient use of time

Performance Standard 4: Initiative/Motivation

The Support Staff Member demonstrates a “can-do” attitude. Consistently looks for what

needs to be done rather than waiting to be told and continuously seeks to identify betters ways

of doing things.

Performance Standard 5: Organization and Planning

The Support Staff Member plans, organizes, and completes work tasks in an acceptable manner.

Performance Standard 6: Problem Solving Skills

The Support Staff member approaches problems in a positive manner and identifies practical

solutions to problems.

Performance Standard 7: Communication Skills

The Support Staff Member demonstrates clear, accurate, effective and appropriate oral and written communication.

Performance Standard 8: Interpersonal Skills

The Support Staff Member’s interactions with others are friendly, tactful, positive and appropriate and employee works as a team member.

Performance Standard 9: Attitude Towards Job

The Support Staff Member regularly demonstrates enthusiasm in the performance of his/her duties. .

Performance Standard 10: Professionalism

The Support Staff Member maintains a professional appearance for the position in both dress and manner.

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PERFORMANCE INDICATORS A set of performance indicators has been developed (see Part II) to provide examples of observable,

tangible behaviors. That is, the performance indicators are examples of the types of performance

that will occur when the standard is being successfully met. The list of performance indicators is

not exhaustive. Further, all support staff members are not expected to demonstrate each

performance indicator. Where indicators do not effectively capture the essence of a particular

position, additional indicators may be identified through collaboration between the evaluator and

the support staff member. As an illustration, performance indicators for the

standard are listed in Figure 1 below.

Figure 1: Sample of Performance Standard and Indicators

Performance Standard 1: Quality of Work and

Productivity The support staff member completes work efficiently and accurately according to timelines and provides timely feedback and follow-up.

Sample Performance Indicators

The support staff member: 1.1 Consistently completes assigned responsibilities with minimum supervision

1.2 Rarely needs to be reminded of performance/quality expectations

1.3 Demonstrates good attention to detail

1.4 Properly uses, operates and maintains tools, equipment, technology and other resources

1.5 Demonstrates time management skills

1.6 Consistently completes task with minimal error in a timely manner.

1.7 Assures that transitions occur smoothly with little loss of productive time.

1.8 Able to complete additional unanticipated tasks when needed

1.9 Provides timely feedback and follow-up

The performance indicators are provided to help support staff members and their evaluators clarify

job expectations. As mentioned, all performance indicators may not be applicable to a particular

work assignment. Ratings are NOT made at the performance indicator level but at the

performance standard level.

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DOCUMENTING PERFORMANCE

A fair and equitable performance evaluation system for the role of support staff acknowledges the

complexities of the job. Thus, multiple data sources are necessary to provide for a comprehensive

and authentic “performance portrait” of the support staff member’s work. The sources of

information briefly described in Figure 2 below were selected as a means of providing accurate

feedback on the performance of support staff.

Figure 2: Data Sources for Support Staff

Data Source

Definition

Goal Setting

Goal setting and goal fulfillment are important data sources for evaluation

and have a definite impact on achieving division-wide objectives. Support

staff members set goals for the efficient and effective operation of his/her

department. Goals may be set, in conjunction with the evaluator, for

school/department improvement, as well as professional growth.

Documentation

Log

Optional or as requested - The Documentation Log includes artifacts

providing evidence that the support staff member is seeking an

exemplary rating in selected performance standards.

Each of these data sources are described in additional detail on the following pages.

GOAL SETTING

Support staff members have an indirect, but influential impact on student learning and academic

performance. While teachers develop goals for their specific classes, support staff members

develop goals relative to their areas of responsibility. The purposes of goal setting include focusing

attention on:

♦ maintaining and enhancing effective and efficient operations;

♦ decision making based on sound fiscal management;

♦ promotion of continued staff development and professional growth;

Along with all approved Franklin City Public Schools Division Level Goals and Action Plans,

support staff members will set individual goals for professional growth and outcomes for the

school/department. The goals will be customized for the support assignment. The goals will be

reviewed with the evaluator at the start of the school year; then they will be reviewed both mid-

year and at the end of the year. The goals and documentation of goal fulfillment represent a

primary data source for support staff evaluation.

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DOCUMENTATION LOG

A Documentation Log or portfolio serves as a system for collecting data and documenting work

quality during each evaluation cycle. Specifically, the Documentation Log houses pertinent data

that:

1) confirm the support staff member’s effort to document exemplary performance, or 2)

demonstrate progress in response to a previously-identified deficiency.

Written analysis and reflection on the artifacts may be included as needed.

Formal evaluation of performance quality typically occurs at the summative evaluation stage,

which comes at the end of the evaluation cycle. The ratings for each performance standard are

based on multiple sources of information and are completed only after pertinent data from all

sources have been reviewed. The integrated data constitute the evidence used to determine the

performance ratings for the support staff member’s evaluation

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EVALUATION SCHEDULE

Documentation records are maintained by both the support staff member and the evaluator for the

entire evaluation cycle. At the end of an evaluation cycle, the evaluator submits the Support Staff

Summative Performance Evaluation Report to the Human Resources office for placement in the

support staff member’s personnel file by June 30. Figure 5 details the evaluation schedule for

support staff. As illustrated in Figure 5, the procedures for evaluating the performance of support

staff rely on multiple data sources.

Figure 3: Evaluation Schedule

Evaluation Step

Form/Activity

Responsibility of:

E

va

lua

tor

S

up

po

rt S

taff

Timeline

Goal setting

conference

• Performance Goal Setting Form

• Discussion of goal areas

X

X

By September 30th

Interim performance

review conference

• Goal setting review • Documentation Log

review (optional)

X

X

By January 30th

Documentation Log

• Documentation Log review (if applicable)

X

X

Ongoing

Summative end-

of-cycle review*

• Documentation Log review (optional)

• Goal setting review

• Summative Performance

Evaluation Report

X

X

By June 30th

*All Support Staff will receive a summative evaluation annually.

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ASSESSING PERFORMANCE

DEFINITIONS OF RATINGS

There are two major considerations in assessing the quality of the job performance of support staff:

the actual job responsibility (the what) and the way in which the responsibility is performed (the

how well). The identified job responsibilities provide a description of what is expected of the

support staff member and the rating scale assists evaluators in judging performance quality,

or how well the support staff member is performing.

Evaluators have four distinct ratings to use for assessing the support staff member’s performance.

The definitions that follow below offer general descriptions of those ratings. NOTE: Ratings

are applied to the performance standards, NOT performance indicators.

Level 4: Exemplary

Performance that consistently exceeds the expected level of performance.

Level 3: Proficient Performance that consistently meets expectations resulting in quality work in the

accomplishment of the job performance standards identified for the support staff member. This

is the acceptable performance level that is expected.

Level 2: Performance Developing/Needs Improvement Inconsistently performs at the established standard or performs in a manner that is inconsistent

with the division’s mission and goals.

Level 1: Performance is Unsatisfactory Unsatisfactory performance that requires significant improvement to justify continued

employment. The evaluator should cite specific evidence in a narrative format (i.e., describe

examples of specific behaviors on the part of the support staff member that illustrate the

deficiency).

Comments may indicate if the support staff member’s performance might exceed

performance standards. If so, comments should specify how the performance exceeds those

standards.

Comments also may indicate if the support staff member’s performance meets the criteria, but

still requires improvement. If so, comments should specify the performance standards in which

the evaluator desires improvement and the means by which that improvement will be measured.

RATING PERFORMANCE

Mid-year Performance Review The support staff member’s performance goals will be reviewed mid-year with the evaluator by

January 30th. If adjustments are to be made, they will be noted on the goal-setting form. The

mid-year goal-setting review provides an opportunity to identify strengths and areas for

improvement prior to the annual summative evaluation (see Part III).

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Summative Performance Review

The support staff member’s summative evaluation should be completed by June 30th of each year.

SINGLE SUMMATIVE RATING In addition to receiving a diagnostic rating for each of the ten performance standards, the support staff

member will receive a single summative evaluation rating at the conclusion of the evaluation cycle. This

summative rating will reflect an overall evaluation rating for the employee. The intent is not to replace the

diagnostic value of the ten performance standards; rather it is to provide an overall rating of the employee’s

performance.

The overall summative rating will be judged “acceptable” or “unacceptable”.

Summative ratings apply the rating for each of the ten performance standards. In determining the final

summative rating, the following approach will be used:

1. Apply numbers 1 (unacceptable) through 4 (exemplary) to the rating scale

Exemplary = 4

Proficient = 3

Needs Improvement = 2

Unacceptable = 1;

2. Calculate the contribution of each standard to achieve the final summative evaluation.

Figure 4: Calculating Single Summative Rating

Performance

Standard

Performance

Rating

Quantified

Performance Rating

Standard 1 Proficient 3





Standard 6 Exemplary 4





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CALCULATIONS FOR SUPPORT STAFF

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PERFORMANCE EVALUATION RATINGS

Figure 5: Rubric for Determining Rating

Summative Rating Score Range

Exemplary 36 - 40

Proficient 30 - 35

Needs Improvement 22- 30

Unacceptable 15-22

1. If the employee has an “unacceptable” or “needs improvement” on one or more of the six

performance standards, the highest summative performance rating the individual can be rated

is “proficient.”

2. If the employee has three or more “needs improvement” ratings from among the six

performance standards, the individual will be rated as “unacceptable.”

IMPROVING PROFESSIONAL PERFORMANCE

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PERFORMANCE IMPROVEMENT PLAN

If a support staff member’s performance does not meet the expectations established by Franklin

City Public Schools, the support staff member may be placed on a Performance Improvement Plan

(see Performance Improvement Plan Form in Part III).

A Performance Improvement Plan is designed to assist the support staff member in addressing

areas of concern through targeted supervision and additional resources. A Performance

Improvement Plan will be required if either of the following ratings is given on a Support Staff

Summative Performance Evaluation Report:

♦ a rating of “Developing/Needs Improvement” on four or more performance standards, or

♦ a rating of “Unsatisfactory” on two or more performance standards or an overall rating of

“Unsatisfactory.”

Placement on a Performance Improvement Plan is at the discretion of the evaluator. Additionally,

a support staff member may be placed on a Performance Improvement Plan at any point in the

evaluation cycle.

Implementation of Performance Improvement Plan

When a support staff member is placed on a Performance Improvement Plan, the evaluator

must:

a) provide written notification to the support staff member of the area(s) of concern that

need(s) to be addressed,

b) formulate a Performance Improvement Plan in conjunction with the support staff member,

and

c) review the results of the Performance Improvement Plan with the support staff

member at the end of the Performance Improvement Plan.

Assistance may include:

♦ support from a colleague, peer or supervisor;

♦ conferences, classes, training and workshops on specific topics; and/or

♦ other resources to be identified.

Resolution of Performance Improvement Plan

Prior to the evaluator making a final recommendation, the evaluator meets with the support staff

member to review progress made on the Performance Improvement Plan, according to the timeline.

The options for a final recommendation include:

a) Sufficient improvement has been achieved; the support staff member is no longer

on a Performance Improvement Plan and is rated “Proficient”

b) Partial improvement has been achieved but more improvement is needed;

the support staff member remains on a Performance Improvement Plan and is rated

“Developing/Needs Improvement.”

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c) Little or no improvement has been achieved; the support staff member is rated

“Unsatisfactory.”

When a support staff member is rated “Unsatisfactory,” the support staff member may be

recommended for dismissal. If not dismissed, a new improvement plan will be implemented.

Following completion of the Performance Improvement Plan, if the support staff member is

rated “Unsatisfactory” a second time, the support staff member will be recommended for

dismissal.

Request for Review of an “Unsatisfactory” Rating The support staff member may request a review of the evidence in relation to an “Unsatisfactory”

rating received on a summative evaluation, or as a result of a Performance Improvement Plan, in

accordance with the policies and procedures of the school division

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PART II: PERFORMANCE STANDARDS Support staff members are evaluated on the performance standards using the performance appraisal

rubrics that follow. “Proficient” is the baseline of acceptable performance for central services

administrator’s and is the actual performance standard. The performance indicators are provided as

examples of activities that address the standard. Work conducted in the performance of the standard

is not limited to the indicators listed.

Performance Standard 1: Quality of Work and Productivity The support staff member completes work efficiently and accurately according to timelines and provides timely feedback and follow-up.


The Support Staff Member:

1.1 Consistently completes assigned responsibilities with minimum supervision

1.2 Rarely needs to be reminded of performance/quality expectations

1.3 Demonstrates good attention to detail

1.4 Properly uses, operates and maintains tools, equipment, technology and other resources

1.5 Demonstrates time management skills

1.6 Consistently completes task with minimal error in a timely manner.

1.7 Assures that transitions occur smoothly with little loss of productive time.

1.8 Able to complete additional unanticipated tasks when needed

1.9 Provides timely feedback and follow-up

Exemplary Proficient

Proficient is the expected level of performance

expected level

of

performa

nce.

Developing/Needs

Improvement

Performance is

Unsatisfactory

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Performance Standard 2: Job Specific Knowledge and Skills The Support Staff Member displays necessary skills necessary to fulfill job responsibilities.



2.1 Demonstrates knowledge of the department, office or school processes.

2.2 Regularly demonstrates a working knowledge and understanding in the area/s of responsibility.

2.3 Acquires needed skills and knowledge with little reluctance

2.4 Plans, organizes and executes assignments.

2.5 Provides accurate and timely information to co-workers and supervisors.

2.6 Demonstrates teamwork

2.7 Consistently follows the division policies and procedures


Proficient is the expected

level of performance

expected level of

performa

nce.

Developing/Needs

Improvement

Performance is

Unsatisfactory

Performance Standard 3: Dependability and Reliability The Support Staff Member consistently completes assigned tasks precisely and efficiently with minimal supervision, fulfills time commitments, and displays effective and efficient use of time



3.1 Is rarely absent or late from work and

3.2 Has good attendance.

3.3 Consistently begins work at the scheduled starting times and displays willingness to remain

flexible with schedule of assignment changes.

3.4 Requires little to no direction in performing day-to day operations

3.5 Consistently follows supervisor’s directions with minimal supervision


Proficient is the expected

level of performance

expected level of

performa

nce.

Developing/Needs

Improvement

Performance is

Unsatisfactory

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Performance Standard 4: Initiative and Motivation

The Support Staff Member demonstrates a “can-do” attitude. Consistently looks for what needs

to be done rather than waiting to be told and continuously seeks to identify betters ways of doing

things.



4.1 Looks for better ways to do things and often offers suggestions for improvement

4.2 Self-starter; looks for what needs to be done rather than waiting to be told

4.3 Looks for creative solutions to work challenges

4.4 Displays a can-do: attitude

4.5Activly seeks to assist others when assignments are completed with direction from supervisor.



expected level

of

performa

nce.

Developing/Needs

Improvement

Performance is

Unsatisfactory

Performance Standard 5: Organization and Planning The Support Staff Member plans, organizes, and completes work tasks in an acceptable manner.



5.1 Plans, organizes and completes task in an acceptable timeframe.

5.2 Maintains a neat and organized work space

5.3 Is able to multitask effectively

5.4 Plans and organizes work assignments so that overtime/additional

hours is unnecessary during the normal course of business.

5.5 Plans work around scheduled absences to minimize the need for

overtime and/or backup coverage; leaves adequate plans and notes

for backup coverage.

5.6 Consistently establishes task priorities and meets pre-established schedules

5.7 Consistently adjusts to changes in workloads or schedules



expected level of

performa

nce.

Developing/Needs

Improvement

Performance is

Unsatisfactory

20

Performance Standard 6: Problem Solving Skills

The Support Staff member approaches problems in a positive manner and identifies practical

solutions to problems.



6.1 Identifies solutions to unanticipated problems in performing job responsibilities

6.2 Approaches problems in a positive manner

6.3 Identifies practical solutions to problems’

6.4 Resolves issues in a timely manner.

6.5 Analyzes possible obstacles in order to identify solutions

6.6 Knows when to involve others when troubleshooting a problem.



expected level of

performa

nce.

Developing/Needs

Improvement

Performance is

Unsatisfactory

Performance Standard 7: Communication Skills The Support Staff Member demonstrates clear, accurate, effective and appropriate oral and written communication.



7.1 Demonstrates clear, accurate and effective oral and written communication.

7.2 Regularly responds to messages, voice mails, work order, email, etc.

within one working day.

7.3Written reports or paperwork are accurate, thorough, and submitted

in a timely manner according to deadlines.

7.4 Communicates tactfully and courteously with others

7.5 Regularly demonstrates good listening skills

7.6 Communicates concerns in a timely and constructive manner with appropriate staff/supervisors

7.7 Maintains a positive working relationship with diverse groups



expected level of

performa

nce.

Developing/Needs

Improvement

Performance is

Unsatisfactory

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Performance Standard 8: Interpersonal Skills The Support Staff Member’s interactions with others are friendly, tactful, positive and appropriate and employee works as a team member.



8.1 Attempts to work through difficult situations without drama and is sensitive to the feelings of

others

8.2 Effectively works well with others

8.3 Treats others with dignity and respect

8.4 Builds constructive and supportive relationships with peers

8.5 Attempts to understand others points of view

8.6 Is responsive to the needs of co-workers, and the public.



expected level

of

performa

nce.

Developing/Needs

Improvement

Performance is

Unsatisfactory

Performance Standard 9: Attitude Towards Job The Support Staff Member regularly demonstrates enthusiasm in the performance of his/her duties.



9.1 Regularly maintains a positive attitude. 9.2 Regularly demonstrates patience and understanding with others. 9.3 Shows interest in his/her work. 9.4 Takes pride in his/her work. 9.5 Refrains from judgment about others and/or the organization. 9.6 Displays pride in one’s own work and in the entire organization.



expected level

of

performa

nce.

Developing/Needs

Improvement

Performance is

Unsatisfactory

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Performance Standard 10: Professionalism The Support Staff Member maintains a professional appearance for the position in both dress and manner.



10.1 Demonstrates a positive attitude towards accomplishing program goals

10.2 Regularly promotes a positive image of the school/district when the situation presents itself

10.3 Remains calm and focused in highs tress situations

10.4 Is always direct and honest when dealing with others

10.5 Understands, follows and is sensitive to the standards for confidentiality and privacy.

10.6 Adapts willingly and well to changing situations



expected level

of

performa

nce.

Developing/Needs

Improvement

Performance is

Unsatisfactory

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PART III: FORMS AND LOGS

INTRODUCTION

Part III contains copies of forms used in the Support Staff Performance Evaluation System. The

evaluator and the support staff member use the forms to provide evidence of the quality of work

performed. The majority of the forms are maintained by the evaluator with copies given to the

support staff member, as applicable (Figure 8).

Figure 8: Items Used as Evidence of Quality Work Performance

Form Documentation

Completed by

E

va

luato

r

S

up

port

Sta

ff

Performance Goal Setting Form

Support Staff Documentation Log (and other artifacts)

Support Staff Summative Performance Evaluation Report

Performance Improvement Plan

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FRANKLIN CITY PUBLIC SCHOOLS

SUPPORT STAFF ANNUAL GOAL FORM

This form is a tool to assist support staff members in setting goals that result in measurable progress. Some

goals may continue over several years. All Support Staff must set at least two goals. There should be at

least one individual/professional growth goal.

Support Staff Member’s Name: Academic Year:

Position/School/Department:

Focus: To continuously articulate and provide resources supporting the division’s five goals:

Baseline Data:

Goal Statement/s (Desired Results)

1.

2.

3.

4.

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Strategies for Improvement (Activities to accomplish goals):

Goal 1:

Goal 2:

Goal 3:

Goal 4:

Evidences of Completion:

Goal 1:

Goal 2:

Goal 3:

Goal 4:

Mid- year results:

_______________________________________ _______________________________________ Support Staff Member’s Signature / Date Evaluator’s Signature / Date

End of the year results:

______________________________________ _______________________________________ Support Staff Member’s Signature / Date Evaluator’s Signature / Date

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Page 1 of 2

Administrator Documentation Log Cover Sheet

Directions: Use this form to document the artifacts and other evidence related to each

performance standard.

Support Staff Member: School Year:

Standards

Items/Documents included as Evidence

1. Quality of Work & Productivity

2. Job Specific Knowledge & Skills

3. Dependability & Reliability

4. Initiative/Motivation

5. Organization & Planning

6. Problem Solving Skills

7. Communication Skills

8. Interpersonal skills

9. Attitude Towards Job

10. Professionalism

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Support Staff Summative Performance Evaluation Report

Directions: Evaluators use this form at the end of the school year to provide the support staff

member with an evaluation of performance. The signed form is to be submitted to the Human

Resources Office by June 30 with a copy provided to the support staff member.

Administrator’s Name School School Year

Performance Standard 1: Quality of Work and Productivity The support staff member completes work efficiently and accurately according to timelines and provides timely feedback and follow-up.

Comments

Exemplary

Meets Criteria

Developing/Needs

Improvement

Unsatisfactory

Performance Standard 2: Job Specific Knowledge and Skills The Support Staff Member displays necessary skills necessary to fulfill job responsibilities.

Comments

Exemplary

Meets Criteria

Developing/Needs

Improvement

Unsatisfactory

Performance Standard 3: Dependability and Reliability The Support Staff Member consistently completes assigned tasks precisely and efficiently with minimal supervision, fulfills time commitments, and displays

effective and efficient use of time. Comments

Exemplary

Meets Criteria

Developing/Needs

Improvement

Unsatisfactory

Performance Standard 4: Initiative/Motivation

The Support Staff Member demonstrates a “can-do” attitude. Consistently

looks for what needs to be done rather than waiting to be told and

continuously seeks to identify betters ways of doing things. Comments

Exemplary

Meets Criteria

Developing/Needs

Improvement

Unsatisfactory

Performance Standard 5: Organization and Planning The Support Staff Member plans, organizes, and completes work tasks in an acceptable manner.

Comments

Exemplary

Meets Criteria

Developing/Needs

Improvement

Unsatisfactory

Performance Standard 6: Problem Solving Skills The Support Staff member approaches problems in a positive manner and

identifies practical solutions to problems. Comments

Exemplary

Meets Criteria

Developing/Needs

Improvement

Unsatisfactory

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Performance Standard 7: Communication Skills The Support Staff Member demonstrates clear, accurate, effective and appropriate oral and written communication.

Comments

Exemplary

Meets Criteria

Developing/Needs

Improvement

Unsatisfactory

Performance Standard 8: Interpersonal Skills The Support Staff Member’s interactions with others are friendly, tactful, positive and appropriate and employee works as a team member.

Comments

Exemplary

Meets Criteria

Developing/Needs

Improvement

Unsatisfactory

Performance Standard 9: Attitude Towards Job The Support Staff Member regularly demonstrates enthusiasm in the performance of his/her duties.

Comments

Exemplary

Meets Criteria

Developing/Needs

Improvement

Unsatisfactory

Performance Standard 10: Professionalism The Support Staff Member maintains a professional appearance for the position in both dress and manner.

Comments

Exemplary

Meets Criteria

Developing/Needs

Improvement

Unsatisfactory

Strengths:

Areas Needing Improvement:

Overall Evaluation Summary Criteria

ACCEPTABLE UNACCEPTABLE Due to three or more Developing/Needs

Improvement or one or more Unacceptable

ratings on performance standards

Evaluator’s Signature/Date Support Staff Member’s Signature/Date

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The support staff member’s signature denotes receipt of the

form, and acknowledgment that the evaluator has notified the employee of unacceptable performance.

Evaluator’s Signature/Date Initiated Support Staff Member’s Signature/Date Initiated

Franklin City Public Schools Support Staff Performance Evaluation System

PERFORMANCE IMPROVEMENT PLAN

Administrator’s Name School School Year

Performance

Standard

Number

Performance Deficiencies within

the Standard to be Corrected

Resources/Assistance Provided

Activities to be Completed by the Employee

Target Dates

Results of Performance Improvement Plan:

Performance

Standard Number

Performance Deficiencies within

the Standard to be Corrected

Comments

2

Review Dates

Final recommendation based on outcome of Improvement Plan: The performance deficiencies have been satisfactorily corrected: The support staff member is no longer on a

Performance Improvement Plan.

The deficiencies were not corrected: The support staff member is recommended for non-renewal/dismissal.

Evaluator’s Signature/Date Reviewed Support Staff Member’s Signature/Date Reviewed Signature denotes the review occurred, not necessarily agreement

with the final recommendation.

1 These sections are to be completed collaboratively by the evaluator and the support staff member. Pages may be added, if needed. 2 Review dates should be prior to target dates for each improvement objective. Each review is intended to document support and

assistance provided to the support staff member.

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