2008 Employee Performance Review Handbook Cover Update

Division of Personnel Services
Employee Performance
Review Handbook
www.rcoe.us
Table of Contents
1. Why Do We Evaluate Employees?............................................................................................................................................... 1
2. Preparation and Conducting Evaluations.................................................................................................................................. 1-5
3. Key Points In Writing Evaluations............................................................................................................................................... 6
4. Performance Review Timelines.................................................................................................................................................... 7
5. Certificated Employee Performance Review and Timetable . ................................................................................................ 8-10
6. Certificated Employee Performance Forms........................................................................................................................... 11-14
7. Examples of Certificated Performance.................................................................................................................................. 15-21
8. Classroom Observation Forms.............................................................................................................................................. 22-30
9. Classified Employee Performance Review Form.................................................................................................................. 31-36
10. Leadership Team Employee Performance Review Form...................................................................................................... 37-39

Why do we evaluate employees?
Ideally, we evaluate and review employee performance the formal performance review, along with disciplinary
on an ongoing, day-to-day basis, and the formal documentation, becomes part of the evidence used to
written Performance Review is the summation of that substantiate disciplinary actions, such as demotion or
process for the entire evaluation period. Effective dismissal.
supervision involves regular observation, conversation,
encouragement, instruction, and constructive suggestions We evaluate also to comply with state laws, RCOE
to employees. policies and regulations, and collective bargaining
agreements. Evaluation of certificated employees must
This continuous supervision and feedback provides the adhere to the timelines and requirements of the Education
employee an understanding of the work, the supervisor’s Code.
expectations, acknowledgement of successes, and
the opportunity to improve. And improvement is the Additionally, performance reviews may become critical
fundamental purpose of employee performance review, documents for defending RCOE and its supervisors when
for achieving employees, as well as those not meeting there is a complaint or lawsuit alleging that we have
standards. negligently supervised or retained an employee whose
actions have created a liability for the organization.
A secondary rationale for performance review is to Effective performance reviews and disciplinary
provide appropriate documentation of performance. documentation are essential for defending RCOE against
Such a performance review will document both allegations of unlawful discrimination that may be filed
employee’s performance and the supervisor’s efforts with DFEH or EEOC, as well as assuring that our actions
to assist the employee in improving. When necessary, are in fact proper and ethical.
Preparation
Proper preparation makes the evaluation process not only • Consider the actual duties — Evaluate the duties/
easier, but more effective and worthwhile. If you are tasks that are routinely performed. Although the
responsible for the evaluation of more than one individual, employee may perform some higher-level tasks,
develop a timeline to allow for the completion of a evaluate whether that is the norm or an exception.
meaningful evaluation and conference for each employee.
The following list provides some key items to review as
part of the preparation process. • Consider the entire period of time —The
performance review should cover the entire period
• Review the job description — Consider the typical of the evaluation, and not just emphasize the
duties as well as the skills, knowledge, and abilities most recent period. There is a tendency to focus
that are considered the standards for an employee in on more recent performance and neglect earlier
that specific type of classification/position. The job performance. When performance over time shows
description is to be used as a frame of reference. This a trend, such as improvement or deterioration, that
also provides an opportunity to assure that there has should be addressed. For example, if attendance has
not been a gradual change in the employee’s duties, been unsatisfactory and balances are in deficit, but
such that the job classification has been modified. there has been improvement, the rating would be
RCOE classified and certificated performance reviews “unsatisfactory” reflecting the rating for the entire
have ratings guides to assist evaluators in determining evaluation period, but the comments should make
reliable ratings. reference to the improvement and the expectation that
the improvement will be sustained.
1
Preparation . . . continued
• Consider current performance – A long-time • Dual Supervision — If an employee has multiple
employee with exemplary performance in the past supervisors, it is important that the evaluating
or in previous assignments, may nevertheless need supervisor receives input from the other supervisors
to improve in performance at present. Do not avoid and achieves concurrence in the performance
citing the need for current improvements, as previous appraisal. Be reminded that only supervisory and
performance is no guarantee of continued excellence. management employees may evaluate classified
It is helpful to acknowledge the previous high level employees, and certificated employees must be
of performance, while stating the need to once again evaluated by certificated managers or supervisors.
perform at that level.
• Incorporate and reference pertinent evidence – The
• Review performance and accomplishments – performance review should reflect the employee’s
Some evaluators tend to cite personality traits rather performance during the evaluation period, so if there
than observable, objective behaviors. It is more are commendations or disciplinary matters from that
useful to provide examples of behavior that are period, they should be cited in the formal written
evidence of a poor attitude, than to make a blanket performance review. If there has been improvement
statement that attitude needs to improve. Be specific since the earlier discipline, include that comment,
and concrete. Such evidence makes the employee but do not ignore the earlier issues because of the
less defensive and provides better information on improvement. The improvement may turn out to be
how and what to improve. Specific examples also temporary and the “glowing” evaluation will have
make the evaluation less subject to accusations of wiped the slate clean if it does not cite the earlier
evaluator bias and undue subjectivity. Be sure to discipline.
evaluate the employee’s performance in terms of
responsibilities and tasks that you have regularly • Complete the form – The formal performance
and directly observed during the rating period. As review will become part of the employee’s permanent
the evaluator must take ownership of the content personnel record. It must be completed properly
of the performance review, it is important to avoid and accurately, and be free from typographical,
statements that are second- or third-hand, such as, “It grammatical and syntactical errors. It sounds simple,
has been reported that …” When the evaluator does but follow the instructions for the performance
receive “reports,” she/he should attempt to validate reviews, including determining the overall ratings.
the information before using it in an evaluation. It is Forms are available on the RCOE network as
acceptable to say, “Five parent complaints about your templates in Word.
phone manners have been received.”
• Assure a consistent message - Review what you
• Recognize the difference between quality and have written as Comments, the item ratings, and
quantity — It is necessary to distinguish between the overall ratings to be sure that they are logical,
congruent, and consistent.
quality and accuracy of work and how much work is
produced. RCOE needs both highly productive and
competent workers, so an employee who produces a
lot of work with many errors is no more acceptable
than someone who spends an inordinate amount
of time getting one project perfect. An employee
with poor attendance would also be rated as having
impaired productivity, even if the work is accurate.
2
Preparing for the Evaluation Conference
The purpose of the performance review conference is to be dialogue to assure understanding, the evaluator
discuss the job performance of the employee. Conduct should not be defending the evaluation or engage in
the conference in private and at a time that has been argument. With proper use of examples and year-
scheduled in advance. Allow enough uninterrupted time long communication and supervision, the evaluation
to do justice to the process and to honor the importance of should largely be able to “speak for itself.” The
this event to the employee. employee may provide a written response at any time
for attachment to the evaluation.
• Schedule a conference at a time and place that is
convenient and comfortable for both of you without • Develop questions to encourage employee feedback,
interruptions from phone calls, people walking in, etc. comments, and/or elicit concerns.
Have enough flexibility in your schedule to deal with
meetings that take longer than you expected. • Review the Performance Review with your supervisor
if you have unresolved questions or concerns
• Plan your approach to the conference. Starting regarding the evaluation procedure. For classified
with positive areas or strengths may present a more and leadership team evaluations secure division
conducive environment for discussion, but be careful head approval before meeting with the employee.
to avoid sending a mixed message by minimizing the Division heads with instructional programs may
significance of the written evaluation. allow certain evaluations to be completed without
prior approval, however, evaluations with ratings of
• Anticipate the employee’s reaction, questions and/ “Unsatisfactory” should be reviewed by the division
or concerns. Questions are often not related to head before meeting with the employee. Certificated
performance, but rather organizational structure, performance reviews require division head approval
career advancement, employee conflicts, etc. when the overall ratings are “Needs to Improve” or
“Unsatisfactory.”
• Remember that the meeting is for the evaluator
to explain the performance review and assist the • The employee may request that his or her union
employee in understanding areas of strength and representative be present at the meeting.
those needing improvement. So while there should
Conducting the Evaluation Conference

These meetings are often stressful and emotional, • If the employee has not seen the Performance Review
because most of us don’t like judging others or being form, explain the format and areas to be reviewed.
judged. Even the meetings with “good” employees can The form may be provided in advance of the meeting,
be challenging because the focus is on improvement, but it is better to provide a “negative” evaluation
but some employees are looking for appreciation and at the time of the conference. If provided at the
recognition. Consequently, there is no one right way to conference, allow the employee to take a few minutes
conduct the evaluation conference, but the following to read over the evaluation before addressing each
considerations will assist the evaluator in carrying out item. Explain that you will be talking about each item
an effective meeting. It is important that the evaluator and giving the employee an opportunity to respond as
communicate with his/her demeanor, tone, and comments you go through it.
that there is respect for the employee as a co-worker and a
sincere commitment to assist the employee to improve, as • The evaluator should conduct the conference.
necessary. The evaluator should remain calm and maintain a
professional demeanor at all times.
3
Conducting the Evaluation Conference . . . continued
• Describe and discuss each factor. Present your • Invite the employee to submit a response (for
rationale for the rating and invite comment from the attachment) if he/she wishes.
employee. Cite examples to support your rating.
Refer to the Performance Indicators to support the • Close the conference with the dating and signing of
rating if there is a question. the form. The signatures indicate verification of the
evaluation process. If the employee should refuse to
• Focus on the performance, actual behaviors and sign the Performance Review form, don’t get upset;
actions, and not the personality of the employee. just refer to the statement at the bottom of the form,
which indicates to the employee that his/her signature
• When possible, collaborate with the employee does not necessarily indicate agreement, etc. If the
regarding how he/she can improve and what the employee still refuses to sign the form, the evaluator
evaluator can do to assist in meeting goals. If should write on the form that the employee refused to
necessary, be directive regarding improvement and sign, date, and initial it. If there are witnesses, such
goal setting. as a union representative, note their names as present.
Give the employee a copy.
• Review areas needing improvement. Describe and
elaborate on the goals or plan outlined to improve • Schedule a follow-up meeting as necessary to monitor
performance. It is important that you relay your progress on goals.
support and belief that the employee has the capability
and motivation to improve. It may also be appropriate
to review the results of previously established goals or
the Teacher Performance Agreement.
Effective Conferencing Techniques

Listening. An employee who knows that the evaluator is Constructive. Provide constructive criticism and
genuinely listening to his or her opinions will generally direction, not derogation and punishment.
feel more comfortable discussing the performance review
and will be more open to feedback. Helpful. Assist in removing barriers to employee’s
success, when feasible.
Respect. Even the most challenging employee should be
approached with respect and allowed their dignity. This is
about their job, not their life.
Clarity. Communication should be clear, direct,

specific, and unambiguous. Waffling and avoiding direct
communication about a performance issue may help end
the meeting without upsetting the employee, but it won’t
help change work performance.
Performance-oriented. Target the performance and

not the person. We can’t usually do much about our
personalities, who we are; but we can be held responsible
for our behavior, what we do.
4
Ineffective Conferencing Techniques
Conferencing techniques that are perceived as vindictive, • Sending mixed messages, such as “wishy-washy”
unfair, and arbitrary will undermine the effort to have comments that are not consistent with the written
the employee accept the evaluator’s review and accept document.
responsibility for the need to improve.
• Not providing the employee an opportunity to respond
Consequently, the evaluator should avoid: to the Performance Review ratings and comments.
• Attacking the employee’s personality traits. • Arguing with the employee. The Performance
Review is the supervisor’s document reflecting his
• Giving low ratings without providing specific or her substantiated opinion. The employee does not
examples or reasons to support the ratings. have to agree. The union representative’s role is to
assure that the process is correct, but not to argue the
• Surprising the employee with problem areas that have content of the Performance Review.
not been shared with the employee previously.
If the evaluator learns something in the meeting that
• “Trash canning” the employee with everything that is would cause a change in the performance review, such as
wrong. incorrect facts, the change should not be made during the
meeting, especially if the evaluator’s director and division
• Cutting the conference short because not enough time head have signed the review. The evaluator should say
was allowed for the meeting. that he/she will consider a change and will schedule
another meeting after having the opportunity to review
• Providing only conclusions or subjective comments the matter. If a correction is warranted, discuss it with the
instead of specific objective observations or other signatories and get their concurrence. Corrections
statements. can be made, but the evaluation is not to be negotiated
with the employee.
• Criticizing and not providing recommendations for
improvement or assistance. Performance reviews are permanent personnel records and
cannot be removed from the personnel file, so straighten
• Providing only negative comments, rather than everything out first.
focusing on entire performance.
5
Key Points to Remember in Writing Evaluations
 The primary purpose of the evaluation is for  Avoid hinting or being too subtle in your comments
improvement of employee performance, even for top in order to avoid misinterpretation. Be sure to use
performers. concise language at all times.
 Two of the other purposes of writing performance  Avoid overusing the word “you” in criticizing, but
reviews are to communicate and document be sure to use it in complimenting. That is, when
information concerning the employee’s performance criticizing, de-emphasize whom and focus on what is
for the time period since the last review. wrong and how it is to be improved.
 The review should be written in such a way as to  The review should reflect performance over the entire
consistently document and bring about improvement period, not just the more recent part.
when the employee’s performance has been
substandard and improvement is imperative. Be  The goal of management is to have all employees
prepared to support statements with substantive facts. “Achieving Standards.” That is a very high level
of performance and what we expect of successful
 The review should be written in such a way as to employees.
document poor performance and compliment positive
performance in a substantive manner.  Ratings of “Exceeds Standards” are reserved for truly
exemplary performance. Inflating ratings undermines
 If the employee’s performance has been satisfactory, the improvement purpose of evaluation.
but not much more, a review should be written in
such a way as encourage improvement and identify  The Personnel Services Division is available to
concisely the area where improvement is most needed advise, consult, and assist both employees and
and expected. supervisors in solving problems.
 What is documented in the review, good or bad,  Remember, to that particular employee you are
should never be a surprise to the employee. As a reviewing, this review is the most important one you
result of day-to-day communication, the employee have ever written.
should have a clear understanding of how he/she is
performing.
 Don’t wait until just before review time to discuss a

problem with an employee. Discuss problems with
the employee before they grow or become habits.
 There must be consistency between what you write

and how you feel or speak about the employee’s
performance.
6
Performance Review Timelines
Certificated Bargaining Unit Permanent classified employees on less than a 12-month
work year are to be evaluated by May 15.
Certificated staff with permanence and satisfactory
performance must be evaluated at least every other year. Leadership Team Employees
Probationary staff must be evaluated at least once each Classified managers serve a one-year probationary period
year. from date-of-hire and are to be evaluated at least two
times before reaching permanent status.
Permanent certificated employees with unsatisfactory
evaluations must be evaluated at least once each year. Classified supervisors serve a six-month probationary
period and are to be evaluated at least two times before
Certificated staff without permanence, including ROP, reaching permanent status.
Permit Teachers, and teachers with Emergency Permits,
are to be evaluated annually. Permanent classified managers and supervisors are to be
evaluated annually by June 1.
There may be program specific requirements. For
example, Head Start Performance Standards, which Permanent classified managers with three years of
require annual evaluations. successful service with RCOE may be evaluated every
other year, with division head approval.
The written Performance Appraisal must be provided to
the teacher no later than May 15 or 30 days before the end Certificated managers and supervisors are to be evaluated
of school, whichever is sooner. annually by June 1.
The evaluation conference must be held with the unit Certificated managers with three years of successful
member prior to the last day of school. service with RCOE may be evaluated every other year,
with division head approval.
Classified Bargaining Unit
Confidential employees serve a six-month probationary
Probationary classified employees are to be evaluated period and are to be evaluated at least twice during that
at least two times before the end of the probationary period.
period, which for most employees is six months from the
date of hire for the position. Some part time employees Permanent Confidential employees are to be evaluated
may serve a one-year probationary period and should be annually by June 1.
evaluated at least two times during that period.
Upon initial probationary employment or probation due to

promotion, Personnel will e-mail the supervisor the due
dates. Supervisors should make note of those dates on
their calendars or “to do lists.” At this time, Personnel is
not able to send subsequent notice prior to the due dates.
Permanent classified employees on a 12-month work

year are to be evaluated by July 1 for the previous year.
While the bargaining agreement permits evaluation as
infrequently as every three years, it is expected that
evaluations will be done annually, except as permitted by
the division head.
7
Certificated Performance Review
Purpose Procedure
The purposes of performance review and evaluation are to The procedures for the evaluation of certificated staff
accomplish the following: consist of three major components.
• Communicate to all personnel the criteria, standards, Part I occurs by the end of the first six weeks of the
and expectations of RCOE. school year. Each staff member will meet with his/
her evaluator for a Teacher Performance Agreement
• Assist personnel in improving their performance conference. At this meeting there will be a review of
on the job and enhance professional growth and the evaluation procedures and the development of the
development. employee’s objectives for the year. This meeting is
to be held annually even for employees on a two year
• Strengthen the system that makes it possible to be an evaluation cycle.
effective unit member.
Part II is the Classroom Observation and Conferencing
• Develop, improve, and maintain teaching skills and Process. This occurs on one or more occasions during the
practices as identified in the California Standards for school year. Programs may develop procedures to assist
the Teaching Profession. the evaluator and evaluatee in structuring and planning the
observations and conferencing. The classroom observation
• Provide information, which facilitates decisions forms in this handbook may be used by the evaluator to
relative to employment status, including assistance for assist in conducting focused, meaningful, standards-based
employees needing remediation assistance, such as observations.
Peer Assistance and Review.
Part III is the written Certificated Performance Review,
• Provide documentation leading to discipline or which must be completed and given to the employee no
termination of employment when the employee does later than 30 days before the last school day scheduled on
not provide satisfactory service. the school calendar. A meeting between the evaluator and
the employee to discuss the Performance Review must be
• Comply with statutory requirements including held before the last school day.
Education Code 44662, 44663, and 44664.
• Ultimately, the purpose of evaluation is to promote

student achievement.
8
Timetable for Teacher Evaluations
(Evaluations of probationary, temporary, and permanent unit members)
By October 15, or six Evaluator should hold one or more staff meetings to review:
weeks from start of
1. The procedures for Teacher Performance Agreements.
school
2. The procedures for classroom observations and conferencing.
3. The evaluation procedures and calendar for the year.
Evaluator must meet with each unit member to write the mutually determined
objectives for the evaluation period and complete the Teacher Performance Agreement.
A copy of the Certificated Performance Review document should be provided to the
employee.
On or before October 15 The period of observations and follow-up conferences begins.
No later than April 15 If the possibility exists that a unit member may receive a less than satisfactory
evaluation, that member shall be conferenced and informed of that prospect.
No later than May 15 or A written copy of the Certificated Performance Review shall be given to the employee.
30 days before the end of
school
By the last day of the The evaluator shall meet with the unit member to discuss the written evaluation.
school year
By June 30, or The final signed Certificated Performance Review shall be forwarded to Personnel
30 days after meeting Services. When a referral is being made to Peer Assistance and Review (PAR), the
Certificated Performance Review must be forwarded immediately to Personnel to allow
the Joint Committee to take appropriate action.
9
Timetable for Non-Reelection of
Probationary and Temporary Teachers
October 15 to Evaluator shall gather data and monitor the unit member’s progress toward meeting
December 20 the objectives established in the Teacher Performance Agreement and the standards
established in the Certificated Performance Review.
Prior to The evaluator shall schedule and conduct a conference with any probationary or
December 20 temporary unit member needing improvement.
The evaluator shall indicate the following to the unit member:
1. Areas where improvement is needed.
2. Specific suggestions for improvement.
3. Additional resources that may be utilized by the unit member to assist with
improvements.
4. The evaluator’s role in assisting the unit member in improving.
5. Techniques that will be used by the evaluator in measuring improvements.
6. The time schedule to be used by the evaluator in future monitoring.
By February 3 If satisfactory improvement has not been demonstrated, the evaluator shall schedule
and conduct a second performance review conference and notify the employee that the
evaluator will be recommending that the unit member not be re-elected for the next
year.
No later than The evaluator shall file a written report with the Division Head indicating that the
February 18 unit member has not met RCOE objectives and standards and that the evaluator
recommends that the unit member not be re-elected for the next school year.
No later than March 15 Second year probationary teachers must receive written notice from the Superintendent
that they are not re-elected.
Reasonable Notice First year probationary teachers and other non-permanent teachers must be provided
reasonable notice that they are not re-elected for the ensuing year.
10
Certificated Performance Forms
11
Certificated Performance Forms . . . continued
12
13
14
Examples of Performance
The attached rubric is based on the California Standards for the Teaching Profession. It provides examples
of teacher behavior at three levels of performance in each of the Standards and Elements. The examples are
intended to assist Evaluators and Evaluatees in assessing teacher performance and to provide for improved
reliability of ratings. The rubric is not, however, to be considered all-inclusive or exclusive. Examples may
not apply to all teaching situations and consideration for the student learner is appropriate in determining the
applicability of Elements and examples.
The section on General Employee Expectations is not derived from the California Standards for the Teaching
Profession and cannot cause a referral to the Peer Assistance Review (PAR) Program. This section is considered
applicable to all RCOE teachers.
EXAMPLES OF PERFORMANCE
Standard 1
Engaging and Supporting all Students in Learning
Teachers build on students’ prior knowledge, life experience, and interests to achieve learning goals for all students. Teachers use a variety of instructional strategies and resources that respond to students’ diverse and special needs.
Teachers facilitate challenging learning experiences for all students in environments that promote autonomy, interaction and choice. Teachers actively engage all students in problem solving and critical thinking within and across
subject matter areas. Concepts and skills are taught in ways that encourage students to apply them in real-life contexts that make subject matter meaningful. Teachers assist all students to become self-directed learners who are able to
demonstrate, articulate, and evaluate what they learn.
Unsatisfactory Needs Improvement Meets or Exceeds Standards

Element 1.1 x Connection between what students already know and the x Some help is given to students to see the x Helps students to see the connections between what
Connecting students’ prior knowledge, new materials are not made or are limited. connections between what students already know they already know and the new material.
life experience, and interests with x Classroom learning is not connected to life experiences, and the new materials. x Helps students to connect classroom learning to their
learning goals. linguistic skills, and cultural understandings. x Some attempts are made to connect classroom life experiences, linguistic skills, and cultural
x Lesson plan or units are not designed to capture student learning to their life experiences, linguistic skills, understandings.
attention and interest. and cultural understandings. x Plans lessons or units to capture student attention and
x Teaching is not modified and adjusted based on students’ x Lesson plans or units are designed on occasion to interest.
interests and questions. capture student attention and interest. x Modifies and adjusts teaching based on students’
x Limited modifications and adjustments to teaching interests and questions.
based on students’ interests and questions.
Element 1.2 x All students are not engaged in a variety of learning x Some students are engaged in a variety of learning x Engages all students in a variety of learning
Using a variety of instructional experiences that accommodate the different ways that they experiences that accommodate the different ways experiences that accommodate the different ways they
strategies and resources to respond to learn. that they learn. learn.
students’ diverse needs. x A variety of strategies are not used to introduce, explain, x A few strategies are used to introduce, explain and x Uses a variety of strategies to introduce, explain, and
and restate subject matter concepts and process so that all restate subject matter concepts and process so that restate subject matter concepts and process so that all
students understand and are actively engaged. all students understand and are actively engaged. students understand and are actively engaged.
x Strategies are not chosen that make the complexity and x May choose strategies that make the complexity x Chooses strategies that make the complexity and
depth of subject matter understandable to all students. and depth of subject matter understandable to all depth of subject matter understandable to all students.
x Materials and resources are not modified to support each students. x Modifies materials and resources to support each
student’s fullest participation. student's fullest participation.
Element 1.3 x Classroom environment is not used to provide opportunities x Some use of the classroom environment to provide x Uses the classroom environment to provide
Facilitating learning experiences that for independent and collaborative learning. opportunities for independent and collaborative opportunities for independent and collaborative
promote autonomy, interaction, and x Participation in and promotion of positive interactions learning. learning.
choice. between all students is limited. x Some participation in and promotion of positive x Participates in and promotes positive interactions
x Student decisions about managing learning, time, and interactions between all students. between all students.
materials are not supported and monitored. x Inconsistent support on a monitoring of student x Supports and monitors student decisions about
decisions about managing learning, time, and managing learning, time, and materials.
material.
Element 1.4 x All students are not engaged in problem solving and are not x Minimally engages all students in problem solving x Engages all students in problem solving activities and
Engaging students in problem solving, encouraged to use multiple approaches and solutions. activities and encourages some approaches and encourages multiple approaches and solutions.
critical thinking, and other activities x All students are not encouraged to ask critical questions or solutions. x Encourages all students to ask critical questions and
that make subject matter meaningful. to consider diverse perspectives about subject matter. x Some encouragement of students to ask critical consider diverse perspectives about subject matter.
x All students are not given help to analyze and draw valid questions and to occasionally consider diverse x Helps all students to analyze and draw valid
conclusions about content being learned. perspectives about subject matter. conclusions about content being learned.
x At times helps students to analyze and draw valid
conclusions about content being learned.
Element 1.5 x All students are not motivated to initiate their own learning x Minimally motivates students to initiate their own x Motivates all students to initiate their own learning
Promoting self-directed, reflective or to strive for challenging learning goals. learning or to strive for challenging learning goals. and strive for challenging learning goals.
learning for all students. x All students are not engaged in opportunities to examine, x Generally engages students in opportunities to x Engages all students in opportunities to examine,
reflect on and evaluate their own work, and to learn from examine, reflect on, and evaluate their own work reflect on, and evaluate their own work and to learn
the work of their peers. and to learn from the work of their peers. from the work of their peers.
x Little help is given to all students to develop and use x Some help is given to most students to develop and x Helps all students develop and use strategies to access
strategies to access knowledge and information. use strategies to access knowledge and information. knowledge and information.
15
Examples of Performance . . . continued
Standard 2
Creating and Maintaining Effective Environments for Student Learning
Teachers create physical environments that engage all students in purposeful learning activities and encourage constructive interactions among students. Teachers maintain safe learning environments in which all students are treated
fairly and respectfully as they assume responsibility for themselves and one another. Teachers encourage all students to participate in making decisions and in working independently and collaboratively. Expectations for student
behavior are established early, clearly understood and consistently maintained. Teachers make effective use of instructional time as they implement class procedures and routines.

Element 2.1 x Uses seating arrangement without regard to learning x Uses seating arrangement to accommodate some x Uses seating arrangement to allow for collaborative
Creating a physical environment that activities, student interaction, or well-being of students. individual and group work. as well as individual work.
engages all students, that is safe and x Does not make materials, supplies, and technology x Makes materials, supplies, and technology available x Makes materials, supplies, and appropriate
provides adequate supervision. accessible to students. to students. technology readily accessible for all students.
x Displays outdated student work or it is not in evidence. x Sees that the environment meets safety code. x Structures room to promote physical and emotional
x Displays some student work. well-being of students and staff.
x Displays current student work.
Element 2.2 x Establishes rapport with few (limited) individual students. x Inconsistently models fairness, equality, caring, and x Models and promotes fairness, equity, caring, and
Establishing a climate that promotes x Is unaware of impolite and disrespectful behavior. respect. respect in the classroom.
fairness and respect. x Allows inappropriate attitudes and behaviors among x Recognizes polite and respectful student x Promotes and expects polite and respectful student
students. interaction. interaction.
x Responds to inappropriate behavior. x Understands and responds to inappropriate behaviors
in a fair, equitable way.
Element 2.3 x Recognizes student diversity but does not promote x May address different experiences and x Promotes acceptance and respect for different
Promoting social development and acceptance or respect. backgrounds. experiences, ideas, backgrounds, feelings, and points
group responsibility. x Allows little communication and collaboration. x Allows communication and some collaboration. of view.
x Group structures are not in evidence. x Uses limited group activites. x Facilitates communication and collaboration.
x Provides opportunities to assume varied roles within a
group structure.
Element 2.4 x Uses guidelines for behavior that do not reflect students’ x Establishes expectations for student behavior. x Establishes guidelines for behavior that reflect
Establishing and maintaining developmental and personal needs. x Implements consequences inconsistently. students’ developmental and personal needs.
standards for student behavior. x Discourages students from participating in classroom x Informs some parents of expectations. x Involves students in classroom decision making,
decision making. problem solving and conflict resolution.
x Does not make families aware of standards for student x Involves families in maintaining guidelines for
behavior. student behavior.
Element 2.5 x Fails to clearly communicate schedules, timelines, x Establishes some rules to support student learning. x Establishes and posts schedules, timelines, classroom
Planning and implementing classroom classroom routines and classroom rules to students. x Develops procedures and routines. routines, and classroom rules.
procedures and routines that support x Does not promote procedures and routines that encourage a x Develops procedures and routines, and promotes and
student learning. climate of fairness and respect. maintains a climate of fairness and respect.
x Does not maintain rules, routines, and procedures. x Maintains classroom rules, routines, and procedures.
Element 2.6 x Uses instructional time ineffectively. x Engages some students through pacing and x Engages students in learning through pacing,
Using instructional time effectively. x Is ineffective in use of pacing and transition time. adjustment of instructional time. adjustment of instructional time, and redirection.
x Prepares materials inadequately. x Is inconsistently effective in use of transition time. x Implements smooth transitions.
x Prepares materials inconsistently. x Materials prepared.
16
Standard 3
Understanding and Organizing Subject Matter for Student Learning
Teachers exhibit strong working knowledge of subject matter and student development. Teachers organize curriculum to facilitate students’ understanding of the central themes, concepts and skills in the subject area. Teachers
interrelate ideas and information within and across curricular areas to extend students' understanding. Teachers use their knowledge of student development, subject matter, instructional resources and teaching strategies to make
subject matter accessible to all students.

Element 3.1 x Makes no attempt to keep subject matter knowledge current x Some effort to keep subject matter knowledge x Continues to keep subject matter knowledge current
Demonstrating knowledge of subject and sufficient to support student learning. current and sufficient to support student learning. and sufficient to support student learning.
matter content and student x Rarely ensures that knowledge of the subject matter x Inconsistently ensures that knowledge of the subject x Ensures that knowledge of the subject matter
development. incorporates different perspectives. matter incorporates different perspectives. incorporates different perspectives.
x Lacks understanding of students’ social, emotional and x Has limited understanding of students’ social, x Understands students’ social, emotional, and physical
physical development as it relates to subject matter. emotional and physical development as it relates to development as it relates to subject matter.
subject matter.
Element 3.2 x Does not demonstrate knowledge of student development x Demonstrates some evidence of knowledge of x Uses knowledge of student development and subject
Organizing curriculum to support and subject matter to organize and sequence the curriculum. student development and subject matter to organize matter to organize and sequence the curriculum.
student understanding of subject x Organizes subject matter ineffectively to value diverse and sequence the curriculum. x Organizes subject matter effectively to value diverse
matter. perspectives. x Inconsistently organizes subject matter effectively perspectives.
x Rarely incorporates subject or appropriate level to value diverse perspectives. x Incorporates subject or appropriate level expectations,
expectations, curriculum frameworks and content standards x Incorporates some subject or appropriate level curriculum frameworks and content standards in
in organizing subject matter. expectations, curriculum frameworks and content organizing subject matter.
standards in organizing subject matter.
Element 3.3 x Helps few students to relate subject matter concepts to x Helps some students to relate subject matter x Helps all students to relate subject matter concepts to
Inter-relating ideas and information previous learning and their own lives. concepts to previous learning and their own lives. previous learning and their own lives.
within and across subject matter areas. x Helps few students to see the relationships and connections x Helps some students to see the relationships and x Helps all students to see the relationships and
across subject matter areas and to solve problems. connections across subject matter areas and to solve connections across subject matter areas and to solve
x Rarely implements units and lessons that highlight themes, problems. problems.
concepts, and skills within and across subject matter areas. x Inconsistently implements units and lessons that x Implements units and lessons that highlight themes,
highlight themes, concepts, and skills within and concepts, and skills within and across subject matter
across subject matter areas. areas.
Element 3.4 x Rarely uses knowledge of subject matter to help students x Inconsistently uses knowledge of subject matter to x Uses knowledge of subject matter to help students
Developing student understanding construct their own knowledge. help students construct their own knowledge. construct their own knowledge.
through instructional strategies that are x Does not support students to think critically in each subject x Encourages some students to think critically in each x Challenges all students to think critically in each
appropriate to the subject matter. area. subject area. subject area.
x Does not build on student life experience, prior knowledge x Inconsistently builds on student life experience, x Builds on student life experience, prior knowledge
and interests to make the content relevant and meaningful to prior knowledge and interests to make the content and interests to make the content relevant and
them. relevant and meaningful to them. meaningful to them.
x Does not use a variety of instructional strategies and x Uses a limited variety of instructional strategies and x Uses a variety of instructional strategies and
approaches to illustrate and concept and its connections approaches to illustrate a concept and its approaches to illustrate a concept and its connections
within and across subject areas. connections within and across subject areas. within and across subject areas.
Element 3.5 x Does not use instructional materials and resources that x Infrequently selects and uses instructional materials x Selects and uses instructional materials and resources
Using materials, resources and include technologies that promote students' understanding and resources including technologies that promote including technologies that promote students'
technologies to make subject matter of subject matter and reflect diversity of the classroom. students' understanding of subject matter and reflect understanding of subject matter and reflect diversity
accessible to students. diversity of the classroom. of the classroom.
17
Standard 4
Planning instruction and designing learning experiences for all students
Teachers plan instruction that draws on and values students' backgrounds, prior knowledge and interests. Teachers establish challenging learning goals for all students based on student experience, language, development, and home
and school expectations. Teachers sequence curriculum and design long-term and short-range plans that incorporate subject matter knowledge, reflect grade-level curriculum expectations and include a repertoire of instructional
strategies. Teachers use instructional activities that promote learning goals and connect with student experiences and interests. Teachers modify and adjust instructional plans according to student engagement and achievement.

Element 4.1 x Inadequately supports students' knowledge and experience x Inconsistently incorporates students' knowledge and x Incorporates students' knowledge and experience in
Drawing on and valuing students' in curriculum and instructional planning. experience in curriculum and instructional curriculum and instructional planning.
backgrounds, interests and x Neglects to incorporate student diversity as an integral part planning. x Recognizes and incorporates student diversity as an
developmental learning needs. of planning. x Minimally incorporates student diversity as an integral part of planning.
x Does not design lessons that promote subject matter integral part of planning. x Designs lessons that promote subject matter
knowledge for all students. x Inconsistently designs lessons that promote subject knowledge for all students.
x Demonstrates little knowledge about cognitive and matter knowledge for all students. x Uses knowledge about cognitive and linguistic
linguistic development to plan instruction that supports x Demonstrates some knowledge about cognitive and development to plan instruction that supports student
student learning. linguistic development to plan instruction that learning.
supports student learning.
Element 4.2 x Rarely establishes short-term and long-term goals for x Inconsistently establishes short-term and long-term x Establishes short-term and long-term goals for
Establishing and articulating goals for student learning. goals for student learning. student learning.
student learning. x Does not use instructional activities that are related to x Inconsistently uses instructional activities that are x Ensures that each instructional activity is related to
learning goals. related to learning goals. learning goals.
x Does not establish high expectations for learning. x Seldom establishes high expectations for learning. x Establishes high expectations for learning.
x Inadequately designs instructional activities so that all x Minimally designs instructional activities so that all x Designs instructional activities so that all students
students participate in setting and achieving learning goals. students participate in setting and achieving participate in setting and achieving learning goals.
x Does not set goals for student learning to promote critical learning goals. x Ensures that goals for student learning promote
thinking and problem solving. x Inconsistently sets goals for student learning to critical thinking and problem solving.
promote critical thinking and problem solving.
Element 4.3 x Inadequately uses formal and informal student assessment x Rarely uses formal and informal student assessment x Uses formal and informal student assessment in long
Developing and sequencing in long and short-term planning. in long and short-term planning. and short-term planning.
instructional activities and materials x Does not plan to use instructional strategies appropriate to x Minimally plans to use instructional strategies x Plans to use instructional strategies appropriate to the
for student learning. the complexity of the lesson content and student learning appropriate to the complexity of the lesson content complexity of the lesson content and student learning
needs. and student learning needs. needs.
x Does not select and sequence instruction to promote x Rarely selects and sequences instruction to promote x Selects and sequences instruction to promote
understanding for all students. understanding for all students. understanding for all students.
x Neglects to choose and adapt instructional materials to x Inconsistently chooses and adapts instructional x Chooses and adapts instructional materials to make
make subject matter relevant to students' experience and materials to make subject matter relevant to subject matter relevant to students' experience and
interests. students' experience and interests. interests.
Element 4.4 x Rarely develops long and short-term plans that build on and x Inconsistently develops long and short-term plans x Develops long and short-term plans that build on and
Designing short-term and long-term extend students' understanding of subject matter. that build on and extend students' understanding of extend students' understanding of subject matter.
plans to foster student learning. x Ineffectively organizes curriculum to allow enough time for subject matter. x Organizes curriculum to allow enough time for
student learning, review and assessment. x Rarely organizes curriculum to allow enough time student learning, review and assessment.
x Demonstrates little knowledge of subject matter and for student learning, review and assessment. x Uses knowledge of subject matter and students to
students to plan and pace instructional activities over time. x Demonstrates some knowledge of subject matter plan and pace instructional activities over time.
x Does not plan to ensure access to challenging, diverse, and students to plan and pace instructional activities x Plans to ensure access to challenging, diverse,
academic content for all students. over time. academic content for all students.
x Neglects to provide opportunities for all students to learn at x Minimally plans to ensure access to challenging, x Provides opportunities for all students to learn at their
their own pace. diverse, academic content for all students. own pace.
x Provides few opportunities for students to learn at
their own pace.
Element 4.5 x Does not revise plans based on formal and informal student x Inconsistently revises plans based on formal and x Revises plans based on formal and informal student
Modifying instructional plans to adjust assessment. informal student assessment. assessment.
for student needs. x Does not modify plans to ensure opportunities for all x Minimally revises plans to ensure opportunities for x Modifies plans to ensure opportunities for all students
students to learn and synthesize information. all students to learn and synthesize information. to learn and synthesize information.
x Does not reflect on teaching to refine long and short term- x Inconsistently reflects on teaching to refine long x Reflects on teaching to refine long and short-term
planning. and short-term planning. planning.
18
Standard 5
Assessing student learning
Teachers establish and clearly communicate learning goals for all students. Teachers collect information about student performance from a variety of sources. Teachers involve all students in assessing their own learning. Teachers
use information from a variety of ongoing assessments to plan and adjust learning opportunities that promote academic achievement and personal growth for all students. Teachers exchange information about student learning with
students, families and support personnel in ways that improve understanding and encourage further academic progress.

Element 5.1 x Does not use adopted curriculum materials to establish x Inconsistently uses adopted materials to establish x Uses subject matter standards from district, state and
Establishing and communicating learning goals for all students. learning goals for students. other courses to guide establishment of learning goals
learning goals for all students. x Students are unaware of learning goals. x Some students are aware of learning goals. for all students that reflect appropriate subject matter
x Does not use grading system that reflects goals for student x May use grading system that may reflect goals for concepts, skills and applications.
learning. students' learning. x Reviews and revises learning goals with every
x Does not work with other educators. x Minimally works with other educators to establish student.
and revise learning goals and assessment tools. x Ensures that grading system reflects goals for
students' learning.
x Works with other educators to establish and revise
learning goals and assessment tools that promote
student learning.
Element 5.2 x Rarely assesses student learning. x Inconsistently assesses student learning using tools x Assesses student learning using tools that match
Collecting and using multiple sources x Bases student evaluation on inadequate sources of that match instructional goals. instructional goals.
of information to assess student information. x Bases some student evaluation on multiple sources x Bases student evaluation on multiple sources of
learning. of information. information.
Element 5.3 x Neglects to make assessment integral to the learning x Inconsistently makes assessment integral to the x Makes assessment integral to the learning process.
Involving and guiding all students in process. learning process. x Helps students reflect upon, assess and communicate
assessing their own learning. x Does not help students reflect upon, assess and x Minimally helps students reflect upon, assess and with others about their learning.
communicate with others about their learning. communicate with others about their learning. x Helps all students to use assessment to monitor their
x Does not help students use assessment to monitor their own x Inconsistently helps students to use assessment to own learning goals.
learning goals. monitor their own learning goals.
Element 5.4 x Does not use informal assessment of student learning to x Minimally uses informal assessments of student x Uses informal assessments of student learning to
Using the results of assessments to adjust instruction while teaching. learning to adjust instruction while teaching. adjust instruction while teaching.
guide instruction. x Does not use assessment data to plan, re-teach or adjust to x Occasionally uses assessment data to plan effective x Uses assessment data to plan more effective ways of
students' individual needs. ways of teaching subject matter concepts and skills. teaching subject matter concepts and skills.
x Occasionally uses assessment information to x Uses assessment information to determine when and
determine when and how to revisit content. how to revisit content.
x Occasionally uses assessment data to meet students' x Uses assessment data to meet students' individual
individual needs. needs.
Element 5.5 x Does not provide students with feedback. x Inconsistently provides students with timely x Provides all students with timely feedback as they
Communicating with students, x Does not communicate learning goals and information feedback. engage in learning activities.
families, agencies, and other about student progress to students, families and other x Little evidence of communicating learning goals x Communicates learning goals and information about
appropriate audiences about student audiences. and information about student progress to students, student progress to students, families and other
progress. families and other audiences. audiences.
Element 5.6 x Few students demonstrate progress towards the attainment x Some students do not demonstrate a general pattern x All students demonstrate a general and consistent
Evidence of achievement towards of appropriate standards and/or IEP goals. of progress towards the attainment of appropriate pattern of progress towards the attainment of
appropriate standards and/or IEP x Record keeping on assessment results may be incomplete standards and/or IEP goals. appropriate standards and/or IEP goals.
goals. and/or the teacher may not have administered assessments x Some students demonstrate measurable and x All students demonstrate measurable and significant
according to established guidelines. significant progress, but a large number of students progress.
demonstrate marginal gains of regression.
19
Standard 6
Developing as a Professional Educator
Teachers reflect on their teaching practice and actively engage in planning their professional development. Teachers establish professional learning goals, pursue opportunities to develop professional knowledge and skill, and
participate in the extended professional community. Teachers learn about and work with local communities to improve their professional practice. Teachers communicate effectively with families and involve them in student learning
and the school community. Teachers contribute to school activities, promote school goals and improve professional practice by working collegially with all school staff. Teachers balance professional responsibilities and maintain
motivation and commitment to all students.

Element 6.1 x Minimal assessment of professional growth over time. x Limited attempts to assess professional growth over x Assesses professional growth over time.
Reflecting on teaching practice and x Minimal reflection on instructional practices. time. x Reflects on instructional practice to improve student
planning professional development. x Professional development plans are formulated with x Inconsistently reflects on instructional practice to learning.
minimal reflection and analysis. improve student learning. x Formulates professional development plans that are
x Formulates professional development plans that are based on reflection and analysis.
based on inconsistent analysis.
Element 6.2 x Goals are superficial with little thought or action in seeking x Goals are inconsistent and little thought is given to x Establishes goals and seeks out opportunities for
Establishing professional goals and out professional development activities. professional growth activities. professional growth and development.
pursuing opportunities to grow x Rarely uses professional literature and development x Occasionally uses professional literature and x Uses professional literature and development
professionally. opportunities to improve teaching and learning. development opportunities to improve teaching and opportunities to improve teaching and learning.
x Rarely seeks out and refines approaches that make the learning. x Continues to seek out and refine approaches that
curriculum accessible to every student. x Occasionally seeks out and refines approaches that make the curriculum accessible to every student.
make the curriculum accessible to every student.
Element 6.3 x Neglects to use the knowledge of the students' communities x Inconsistently uses the knowledge of the students' x Uses the knowledge of the students' communities and
Working with communities to improve and cultures to improve practice. communities and cultures to improve practice. cultures to improve practice.
professional practice. x Does not actively promote collaboration between school x Minimally promotes collaboration between school x Promotes collaboration between school and
and community. and community. community.
x Seldom identifies and uses school, district and local x May identify and use school, district and local x Identifies and uses school, district and local
community resources to benefit students and their families. community resources to benefit students and their community resources to benefit students and their
families. families.
Element 6.4 x Lacks understanding of families' racial, cultural, linguistic x Has some understanding of families' racial, cultural, x Develops an understanding of families' racial,
Working with families to improve and socioeconomic backgrounds. linguistic and socioeconomic backgrounds. cultural, linguistic and socioeconomic backgrounds.
professional practice. x Rarely engages families as sources of knowledge about x Occasionally engages in families as sources of x Engages families as sources of knowledge about
students' linguistic and social backgrounds. knowledge about students' linguistic and social students' linguistic and social backgrounds.
x Fails to dialogue/respond with all families regarding student backgrounds. x Promotes dialogue with all families and responds to
progress. x Inconsistently dialogues with all families and their concerns about student progress.
x Does not use available resources to communicate with all responds to their concerns about student progress. x Uses available resources to communicate with all
students and families. x At times uses available resources to communicate students and families.
x Provides limited opportunities for all families to participate with all students and families. x Provides opportunities for all families to participate in
in the classroom and school community. x Provides few opportunities for all families to the classroom and school community.
participate in the classroom and school community.
Element 6.5 x Rarely collaborates with teachers, administrators, education x Occasionally collaborates with teachers, x Collaborates with teachers, administrators, education
Working with colleagues to improve specialists and paraprofessionals to meet with all students' administrators, education specialists and specialists and paraprofessionals to meet all students'
professional practice. learning needs. paraprofessionals to meet all students' learning learning needs.
x Minimal dialogue and reflection with colleagues to improve needs. x Engages in dialogue and reflection with colleagues to
practice. x Some dialogue with colleagues to improve practice. improve practice.
x Rarely participates in making and implementing school- x Occasionally participates in making and x Participates in making and implementing school-wide
wide decisions. implementing school-wide decisions. decisions.
x Seldom contributes to school-wide events and learning x May contribute to school-wide events and learning x Contributes to school-wide events and learning
activities. activities. activities.
x Does not establish and maintain professional relationships x Tries to establish and maintain professional x Establishes and maintains professional relationships
with other school staff. relationships with other school staff. with other school staff.
20
GENERAL EMPLOYEE EXPECTATIONS
Examples of Performance
Complies with RCOE established x Fails to fulfill professional responsibilities. x Attempts to fulfill professional responsibilities. x Fulfills professional responsibilities.
rules, regulations, policies, contracts x Acts unprofessionally. x Demonstrates some professional conduct and x Demonstrates professional conduct and integrity in
and laws. x Rarely maintains records in an accurate and timely manner. integrity in the classroom and school community. the classroom and school community.
x Usually maintains records in an accurate and timely x Maintains records in an accurate and timely manner.
manner.
21
Classroom Observation Forms
Pre-Observation Conference Form
Teacher:_____________________________ Division/Department:_______________________ Date:______________
School:______________________________ Class/Subject:_____________________________ Time/Period:________
Please answer these questions and bring the completed form to your pre-observation conference.
Pre-Conference Questions:
1. What will you be teaching in this lesson?
2. What do you expect your students to learn by the end of this lesson?
3. What activities will you, your instructional assistant(s), and your students be doing?
4. How will you know if your lesson is successful?
5. On which standard would you like me to focus?
Comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Evaluator:___________________________________ Teacher:______________________________ Date:___________

Teaching Standards
Engaging and Supporting All Students in Learning
Connecting prior knowledge, life experience, and interests. Planning Instruction and Designing Learning Experiences for All
Using a variety of instructional strategies and resources. Drawing on student’s background, interests and developmental
Facilitating learning experiences—autonomy, interaction and learning needs.
choice. Establishing and articulating goals for student learning.
Engaging students in problem solving and critical thinking. Developing and sequencing instructional activities.
Promoting self-directed, reflective learning for all students. Designing short-term and long-term plans.
Modifying instructional plans for student needs.
Creating and Maintaining Effective Environments for Learning
Creating a safe and engaging physical environment, with Assessing Student Learning
adequate supervision. Establishing learning goals for all students.
Establishing a climate that promotes fairness and respect. Using multiple sources of information to assess learning.
Promoting social development and group responsibility. Involving and guiding all students in assessing their own
Establishing and maintaining standards for student behavior. learning.
Planning and implementing classroom procedures and routines. Using the results of assessments to guide instruction.
Using instructional time effectively. Communicating with students and families about student
progress.
Understanding and Organizing Subject Matter Knowledge Students achieving towards appropriate standards and/or IEP
Demonstrating knowledge of subject matter content. goals.
Organizing subject matter to support student understanding.
Interrelating ideas and information across subject matter areas. Developing as a Professional Educator
Developing student understanding through appropriate Reflecting on teaching and learning.
instructional strategies. Establishing professional goals.
Using materials, resources, and technologies. Working with communities to improve professional practice.
Working with families to improve professional practice.
Working with colleagues to improve professional practice.
22
Classroom Observation Forms . . . continued

Classroom Observation Form
Teacher:___________________________ Division/Department:_____________________ Date:__________
School:____________________________ Class/Subject:______________________ Time/Period:_________
Evidence of Standards (during observation):
Evaluator:_______________________________ Teacher:____________________________ Date:________

Teaching Standards
Using a variety of instructional strategies and resources. Drawing on student’s background, interests and developmental
progress.
23

Post-Observation Conference Form
Post-Observation Conference Questions:

How do you think the lesson went? Did the lesson go as you had planned? Would you like to see the data I
gathered? How does this data match your expectations or surprise you?
1. What worked?
2. Lesson Focus – Challenges – Concerns:
3. Next steps . . .
x Teacher’s Next Steps:
x Administrator’s Next Steps:
Evaluator:_______________________________ Teacher:____________________________ Date:________

Teaching Standards
Using a variety of instructional strategies and resources. Drawing on student’s background, interests & developmental
progress.
24

Classroom Observation Notes Form
For Evaluator Use
Observer:__________________________ Observer fills out the section below:
Standard One: Engaging and Supporting All Students in Learning
Observation:
In light of the Standard:
1. How do you think the lesson went? How do you know?
2. What parts of the lesson (strategies, materials, activities, etc.) do you feel were effective?
3. What suggestions/comments would you make?
I observed the teacher demonstrate the following abilities (check all that apply):
Connecting prior knowledge, life experience, and interests.
Using a variety of instructional strategies and resources.
Facilitating learning experiences—autonomy, interaction and choice.
Engaging students in problem solving and critical thinking.
Promoting self-directed, reflective learning for all students.
Teacher comments may be attached.
25

For Evaluator Use
Standard Two: Creating and Maintaining Effective Environments for Learning
Observation:
Creating a safe and engaging physical environment, with adequate supervision.
Establishing a climate that promotes fairness and respect.
Promoting social development and group responsibility.
Establishing and maintaining standards for student behavior.
Planning and implementing classroom procedures and routines.
Using instructional time effectively.
26

For Evaluator Use
Standard Three: Understanding and Organizing Subject Matter Knowledge
Observation:
Demonstrating knowledge of subject matter content.
Interrelating ideas and information across subject matter areas.
Developing student understanding through appropriate instructional strategies.
Using materials, resources, and technologies.
27

For Evaluator Use
Standard Four: Planning Instruction and Designing Learning Experiences for All
Observation:
Drawing on student’s background, interests & developmental learning needs.
Establishing and articulating goals for student learning.
Developing and sequencing instructional activities.
Designing short-term and long-term plans.
28

For Evaluator Use
Standard Five: Assessing Student Learning
Observation:
Establishing learning goals for all students.
Using multiple sources of information to assess learning.
Involving and guiding all students in assessing their own learning.
Using the results of assessments to guide instruction.
Communicating with students and families about student progress.
Students achieving towards appropriate standards and/or IEP goals.
29

For Evaluator Use
Standard Six: Developing as a Professional Educator
Observation:
Reflecting on teaching and learning.
Establishing professional goals.
Working with communities to improve professional practice.
30
Classified Performance Form
Classified Employee Performance Review

Name: Position:
Worksite: Department:
Division: Date Completed:
Evaluation
Period: From: To: Classified: Probationary Permanent
1 = Unsatisfactory 2 = Needs to Improve 3 = Meets Standards 4 = Exceeds Standards
Performance Indicators 1 2 3 4
1. Attendance/Punctuality: Attends work regularly and on time. N/A
2. Attitude: Uses a professional demeanor in the workplace. Works cooperatively and

effectively with staff and the public, in person and on the telephone.
3. Teamwork: Works with others to improve work processes and systems.
4. Organization: Organizes, sets priorities, plans work, and utilizes time effectively.
Follows through with assigned tasks.
5. Communication: Writes, speaks, and listens with skill required to perform duties
effectively and efficiently.
6. Technology: Effectively operates required tools/equipment of the job.
7. Professional Growth: Accepts new ideas and/or procedures. Takes additional

training/education.
8. Productivity: Work product/assignment (end result) reflects high quality. Work product
is accurate, reliable, presentable, thorough, and reflects job knowledge.
9. Decision-Making: Makes timely and reasonable decisions and take necessary action,
even in stressful situations.
10. Safety: Performs job assignment safely, protecting people and property.
11. Flexibility: Performs other job related tasks as assigned, willingly, timely, and effectively.
PLEASE ROUTE THIS AS CONFIDENTIAL

31
FORM NO. 2101 (Rev. 9-05) Distribution: Original – Personnel Copy – Employee and Reviewer
Classified Performance Form . . . continued
Exceeds Standards/Areas
of strength in job
performance during the
past year.
Unsatisfactory or Needs
to Improve in job
performance during the
coming year.
Comments:
Overall Work Performance considering 1-11 on previous page: (Note: some performance indicators may be “weighted” more than
others – this should be taken into consideration in the determination of the overall work performance. “Unsatisfactory,” “Needs to
Improve,” and “Exceeds Standards” ratings require specific explanation in narrative section above.)
Unsatisfactory Needs to Improve Meets Standards Exceeds Standards
Next Evaluation:
One Year Two Years Three Years Other (not to exceed three years)
Evaluator’s Name Evaluator’s Signature Date
Division Head’s Name Division Head’s Signature Date
Employee’s Signature Date
Note: Signature of employee indicates the above Performance Review was discussed with the reviewer and does not necessarily indicate
agreement on the part of the employee. If the employee disagrees with the above review, he/she may submit a written statement to the
division head within five (5) working days from receipt of the review. The employee’s statement will be attached to the Performance
Review and submitted to the employee’s personnel file.
PLEASE ROUTE THIS AS CONFIDENTIAL
FORM NO. 2101 (Rev. 9-05) Distribution: Original – Personnel Copy – Employee and Reviewer
32
Guide to Performance Indicator Standards
Please note: the following pages do not need to be attached to the performance review. It is meant to be a tool in completing the
performance review.
The purposes of performance review and evaluation are to accomplish the following:
Communicate to personnel the criteria, standards, and expectations of RCOE.

Assist personnel of all skill levels in improving their performance on the job and enhance professional growth and development.
Provide a structured opportunity for dialogue between the employee and the supervisor.
Provide documentation leading to discipline or termination of employment when the employee does not provide satisfactory service.
Comply with statutory requirements, including the Agreement.
Ultimately, the purpose of evaluation is to help the individual improve and, thus, to help RCOE improve its services to students, districts, and the
community.
The performance indicators attached are provided as a guide for the completion of the Classified Performance Review form. Each of the criteria contains anchored
behavioral descriptors arranged along a growth or achievement scale. The descriptors describe what may be considered Unsatisfactory and Standard levels of
performance.
The performance descriptors are not an exhaustive or exclusive list of performance examples and are not to be used as a checklist. The intent is to provide a basis
for reliability and consistency in determining the performance ratings for classified employees.
Most employees are successful and competent and will be rated as “Meets Standards.” This is not a minimal or average rating, but a documentation of appropriate
and expected performance. For employees with extraordinary performance, it may be appropriate to give a rating of “Exceeds Standard.” Such a rating requires an
explanation in the narrative section to specifically identify the exceptional performance.
The “Needs to Improve” rating is purposely not included in this guide, because that rating may be more situational and dynamic than the other standards. That is, it is
reasonable to expect a probationary employee to have a number of “Needs to Improve” because some skills are not yet at or above the standard. For a more
experienced employee a “Needs to Improve” rating may later result in an “Unsatisfactory” rating if the improvement does not result in meeting standards within an
appropriate amount of time and with the appropriate training and support. “Needs to Improve” should not be considered an average or middle rating, because without
the necessary improvement or adequate progress, failure to reach the standard rating would be unsatisfactory performance.
Generally, if an employee were rated as “Unsatisfactory” or “Needs to Improve” in one or more standards, the overall rating would be the same. Ratings of
“Unsatisfactory” and “Needs to Improve” require specific explanations in the narrative section of the evaluation so the employee has clear directions about expected
and necessary performance improvements.
Note: Please refer to Article XI of the classified Agreement to review Performance Appraisal Procedures. The deadline for evaluating permanent
12-month classified employees is July 1 of the appropriate year and May 15 for permanent classified employees with less than a 12-month work
year. Probationary employees are to be evaluated at least twice during the probationary period.
1. Attendance/Punctuality: This criterion involves the employee’s frequency of attendance at work and punctuality in arriving at the workplace. Punctuality
regarding return from breaks and meal periods is also considered in this criterion. Consider patterns of absences.
Unsatisfactory Standard
~ Frequent or many absences adversely impacting work performance. ~ Attends work regularly and on time.
~ Uses all or exceeds accrued leaves. ~ Seldom absent.
~ Frequently arrives late or returns late. ~ Gradually accrues leave time balances.
~ Consistently arrives/returns on time.
33
2. Attitude: This criterion pertains to the employee’s interpersonal and human relations skills. It includes contact with other employees, as well as with the public
and other agencies. This criterion includes the image of the office/division/department that the employee projects, the degree of honesty, tact, and courtesy
extended to customers (staff, public, students, other agencies).
~ Antagonizes or alienates others. ~ Uses a professional demeanor in the workplace.
~ Negative and judgmental. ~ Works cooperatively and effectively with staff and the public, in
~ Undermines the credibility of other staff members to the public. person, on the phone, and electronic communications.
~ Makes disparaging remarks about customers to other staff ~ Is courteous and efficient when dealing with customers.
members. ~ Establishes good working relationships with the public/districts.
~ Makes disparaging remarks about other staff to other staff or public. ~ Is sensitive to our culturally diverse community/customers.
~ Argumentative and/or abrupt when dealing with customers. ~ Treats all customers with respect.
~ Promotes negative public perception of office by inappropriate ~ Is diplomatic and tactful in dealing with customers in delicate
criticism or untimely remarks. situations.
~ Appears/acts irritable, sullen, moody, hostile, negative. ~ Actively seeks out information and initiates service to customers.
~ Positive and enthusiastic and promotes positive image of
office/public education.
~ Very sensitive to individual differences.
~ Conveys positive attitude.
3. Teamwork: This criterion involves the willingness to cooperate to get things done, level of participation in group projects, contribution to the work unit’s high
morale and productivity. Contributions to teams and cross-unit task groups are also considered in this criterion.
~ Critical attitudes and expressions discourage other group members ~ Works with others to improve work processes and systems.
from participating in projects/activities. ~ Works well with others.
~ Fails to observe meeting obligations and norms. ~ Follows through with obligations to the group/team.
~ Is uncooperative. ~ Observes meeting obligations and norms.
~ Undermines group effort. ~ Willingly assists others.
~ Has difficulty working with others. ~ Is respectful and considerate of others.
~ Enthusiastically contributes to team/group efforts.
~ Encourages and supports others’ contributions.
~ Well accepted by other group members.
~ Contributes to moving group toward its aim.
~ Assists in resolution of disagreements.
4. Organization: This criterion involves time management skills, including personal reliability and ability to organize work effectively and efficiently, as well as
planning and scheduling work responsibilities.
~ Can only handle one project/assignment at a time if deadlines are to ~ Organizes, sets priorities, plans work, and utilizes time effectively.
be met. ~ Completes projects/assignments accurately and on time.
~ Frequently does not meet deadlines. ~ Accepts responsibility for missed deadlines.
~ Blames others or unforeseen circumstances for the failure to meet ~ Sets priorities in order to ensure completion of those
deadlines. projects/assignments, which are essential to the smooth running of
~ Does not use good judgment in setting work priorities. the office.
~ Plans are inappropriate for task. ~ Schedules work and gets results within allocated time.
~ Omits details that are necessary to a plan’s success. ~ Lets supervisor know when deadlines are unattainable or need to be
~ Does not anticipate work needs or plan ahead. changed.
~ Work area is disorganized and interferes with employee’s and/or ~ Work area is conducive to employee’s or other’s morale or
other staff’s morale and productivity. productivity.
~ Work area presents negative image of employee and the office. ~ Work area reflects positively on employee and the office.
~ Coordinates several projects/assignments simultaneously with ease.
~ Is skilled at estimating how long it will take to complete a
project/assignment.
~ Anticipates future developments and plans for them.
~ Plans and organizes in urgent and crisis situation.
~ Utilizes available resources to achieve effective results.
34
5. Communication: This criterion involves clear and concise expression of thoughts, ideas and directions, ability to listen and share information, and
understanding replies and directions from others. It includes the ability to communicate effectively in writing, incorporating principles of clarity, brevity, accuracy,
and logic into all written communications, including print and electronic messages.
~ Reacts impatiently when communication is not understood by ~ Writes, speaks, and listens with skill required to perform duties
others. effectively and efficiently.
~ Does not listen effectively. ~ Gives clear, concise instructions/directions.
~ Does not use appropriate phone etiquette. ~ Speaks or listens as appropriate to the situation.
~ Usually must repeat statements more than once before others ~ Asks questions when unclear about assignments or projects.
understand. ~ Listens before responding.
~ Gives excessively involved answers to simple questions. ~ Speaks to the point.
~ Leaves out important information. ~ Allows others to speak before responding.
~ Gives unclear directions. ~ Written materials are factual and understandable, and effective.
~ Written communication is too brief for easy understanding. ~ Communications are written using correct spelling, grammar,
~ Written communication is confusing and unclear. punctuation, and style.
~ Written communication contains numerous errors. ~ Adheres to RCOE phone, technology use, and other protocols.
~ Does not adequately read non-verbal cues. ~ Skillfully uses and reads variety of verbal and non-verbal
communications.
~ Communication style encourages teamwork and cooperation.
~ Written communication is consistently accurate, clear and concise.
6. Technology: This criterion involves the use of work tools and equipment required for accomplishing one’s assignment, and may be as varied as power hand
tools and sophisticated computer equipment.
~ Knowledge of work tools is outdated. ~ Effectively operates required tools/equipment of the job.
~ Gaps in skills and knowledge result in significant mistakes. ~ Has and applies adequate knowledge and skills to use work tools to
~ Avoids using appropriate works tools, resulting in inefficiencies or improve efficiency and effectiveness.
errors. ~ Keeps current on trends and technical information in job area.
~ Uses work tools ineffectively. ~ Actively seeks self-improvement to expand knowledge and skills.
~ Does not seek necessary training or assistance.
7. Professional Growth: This criterion pertains to the employee’s performance in learning the skills and requirements of his/her new position. Adaptation to the
standards, protocols, and expectations of the office are included, as is accessing appropriate on-the-job training.
~ Rejects or resists new ideas and/or procedures. ~ Accepts new ideas and/or procedures.
~ Does not take advantage of training opportunities. ~ Accepts and implements new ideas and/or procedures.
~ Has not adapted to work environment. ~ Seeks out training and assistance.
~ Does not show improvement or growth in job skills and knowledge. ~ Participates in provided training opportunities.
~ Adjusts to workplace environment.
~ Improvement and growth is consistent and adequate.
~ Responds eagerly to new ideas and/or procedures.
~ Quickly and smoothly adjusts to workplace environment.
~ Acquires additional education.
8. Productivity: This criterion includes work output, the amount of acceptable work performed, as well as the quality and reliability of the work.
~ Work output is low. ~ Work product/assignment (end result) reflects high quality.
~ Work output is lacking in accuracy and thoroughness. ~ Needs only minimal guidelines to carry a job to completion.
~ Requires close supervision to accomplish tasks. ~ Accepts share of unpleasant or difficult tasks.
~ Work products/services are not consistently acceptable. ~ Produces an appropriate amount of work in the time available.
~ Work frequently has to be done over. ~ Work products/services are accurate, thorough, presentable, and
~ Must be prodded to accomplish tasks. correct.
~ Abandons projects or problems when frustrated. ~ Consistently gets things accomplished.
~ Cannot depend on employee to accomplish assignments. ~ Works to continuously improve products/services to meet or exceed
~ Is not responsive to customer needs or expectations. customer expectations.
~ Adept at overcoming barriers to progress.
~ Establishes priorities and accomplishes them.
35
9. Decision-making: This criterion involves the ability to make decisions and solve problems effectively and efficiently, through the use of logic, weighing
alternatives, collecting data, and following through to implement the decision/solution once it is made.
~ Avoids making decisions, indecisive. ~ Makes timely and reasonable decisions and takes necessary
~ Makes poor decisions. action, even in stressful situations.
~ Decisions are often arbitrary, lacking objectivity. ~ Accurately perceives total problem as well as its component parts.
~ Has difficulty identifying problems. ~ Appropriately involves or informs persons who will be affected by a
~ Makes decisions without necessary information or uses information decision.
incorrectly. ~ Decisions reflect consideration of long and short-term
~ Makes inappropriate decisions impacting others without involving consequences.
them. ~ Takes responsibility for the outcome of decisions.
~ Uses appropriate data in identifying problems and solutions.
~ Remains objective in solving problems.
~ Acts quickly to resolve straightforward problems.
~ Decisions account for and anticipate unintended consequences.
~ Decisions are timely and effective.
10. Safety: This criterion involves the commitment to and adherence to safety and loss control rules and regulations, use of judgment regarding one’s own health and
safety, as well as that of others. It includes protecting the property, tools, and equipment of the office.
~ Is unaware of or ignores safety concerns. ~ Performs job assignment safely, protecting people and property.
~ Is aware of unsafe conditions but does not report them. ~ Ensures that established safety policies and procedures are followed.
~ Has a poor safety record. ~ Maintains inventory of equipment and notifies appropriate person if
~ Has poor driving record. there is a loss.
~ Does not submit required accident reports. ~ Does not put self or others at risk unnecessarily.
~ Must be reminded frequently to adhere to safety standards. ~ Maintains facility/equipment at the safety level required.
~ Causes or is involved in traffic accidents on the job. ~ Uses appropriate body mechanics to avoid injury.
~ Uses improper body mechanics and/or lifting techniques. ~ Is consistently aware of safety conditions and takes appropriate
~ Uses tools or equipment in unsafe manner. action.
~ Arranges workspace in unsafe manner. ~ Seeks ways to improve safety conditions.
~ Injures self or others through unsafe acts. ~ Considers own safety and that of others a high priority.
~ Assists others to establish and maintain safe conditions.
11. Flexibility: This criterion involves the ability to accept and cope effectively with changing practices, policies, personnel, and priorities.
~ Resists or is unduly unsettled by changes. ~ Performs other job related tasks as assigned, willingly, timely, and
~ Rejects new ideas without offering alternatives. effectively.
~ Undermines efforts for changes. ~ Copes with stress of change in a reasonable way.
~ Lacks adaptability or is rigid in behavior. ~ Shifts priorities when necessary to meet changing needs.
~ Avoids or resists new assignments. ~ Offers constructive suggestions when a change is under
~ Is unduly stressed by change. consideration.
~ Uses old solutions for new and different problems. ~ Remains open and objective.
~ Adapts work schedule to meet job requirements.
~ Shows initiative and flexibility.
~ Anticipates and responds positively to change.
~ Adapts quickly and effectively to new situations.
~ Enthusiastically undertakes and implements new
projects/assignments.
~ Maintains a perspective broader than own unit.
36
Leadership Team Performance Form
37
Leadership Team Performance Form . . . continued
38
Leadership Team Performance Form . . . continued
39

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Division of Personnel Services

1. Why Do We Evaluate Employees?............................................................................................................................................... 1

2. Preparation and Conducting Evaluations.................................................................................................................................. 1-5

3. Key Points In Writing Evaluations............................................................................................................................................... 6

4. Performance Review Timelines.................................................................................................................................................... 7

5. Certificated Employee Performance Review and Timetable . ................................................................................................ 8-10

6. Certificated Employee Performance Forms........................................................................................................................... 11-14

7. Examples of Certificated Performance.................................................................................................................................. 15-21

8. Classroom Observation Forms.............................................................................................................................................. 22-30

9. Classified Employee Performance Review Form.................................................................................................................. 31-36

10. Leadership Team Employee Performance Review Form...................................................................................................... 37-39

Conducting the Evaluation Conference

Effective Conferencing Techniques

Clarity. Communication should be clear, direct,

Performance-oriented. Target the performance and

 Don’t wait until just before review time to discuss a

 There must be consistency between what you write

Upon initial probationary employment or probation due to

Permanent classified employees on a 12-month work

• Ultimately, the purpose of evaluation is to promote

On or before October 15 The period of observations and follow-up conferences begins.

Unsatisfactory Needs Improvement Meets or Exceeds Standards

Unsatisfactory Needs Improvement Meets or Exceeds Standards

Unsatisfactory Needs Improvement Meets or Exceeds Standards

Unsatisfactory Needs Improvement Meets or Exceeds Standards

Unsatisfactory Needs Improvement Meets or Exceeds Standards

Unsatisfactory Needs Improvement Meets or Exceeds Standards

GENERAL EMPLOYEE EXPECTATIONS

Teacher:_____________________________ Division/Department:_______________________ Date:______________

School:______________________________ Class/Subject:_____________________________ Time/Period:________

1. What will you be teaching in this lesson?

4. How will you know if your lesson is successful?

5. On which standard would you like me to focus?

Evaluator:___________________________________ Teacher:______________________________ Date:___________

Division of Personnel Services

School:____________________________ Class/Subject:______________________ Time/Period:_________

Evidence of Standards (during observation):

Evaluator:_______________________________ Teacher:____________________________ Date:________

Division of Personnel Services

School:____________________________ Class/Subject:______________________ Time/Period:_________

Post-Observation Conference Questions:

2. Lesson Focus – Challenges – Concerns:

x Teacher’s Next Steps:

x Administrator’s Next Steps:

Evaluator:_______________________________ Teacher:____________________________ Date:________

Division of Personnel Services

School:____________________________ Class/Subject:______________________ Time/Period:_________

Observer:__________________________ Observer fills out the section below:

Standard One: Engaging and Supporting All Students in Learning

In light of the Standard:

1. How do you think the lesson went? How do you know?

3. What suggestions/comments would you make?

 Connecting prior knowledge, life experience, and interests.

 Using a variety of instructional strategies and resources.

 Facilitating learning experiences—autonomy, interaction and choice.

 Engaging students in problem solving and critical thinking.

 Promoting self-directed, reflective learning for all students.

Teacher comments may be attached.

Division of Personnel Services

Teacher:_________________ Division/Department:_ Date:____

School:__________ Class/Subject:_ Time/Period:

Evaluator:_______________ Teacher: Date:_

School:______________ Class/Subject: Time/Period:_

Evaluator:___________ Teacher: Date:

School:______________ Class/Subject: Time/Period:_

Evaluator:___________ Teacher: Date:

School:______________ Class/Subject: Time/Period:_

Connecting prior knowledge, life experience, and interests.

Using a variety of instructional strategies and resources.

Facilitating learning experiences—autonomy, interaction and choice.

Engaging students in problem solving and critical thinking.

Promoting self-directed, reflective learning for all students.

School:______________ Class/Subject: Time/Period:_

Creating a safe and engaging physical environment, with adequate supervision.

Establishing a climate that promotes fairness and respect.

Promoting social development and group responsibility.

Establishing and maintaining standards for student behavior.

Planning and implementing classroom procedures and routines.

Using instructional time effectively.

School:______________ Class/Subject: Time/Period:_

Demonstrating knowledge of subject matter content.

Organizing subject matter to support student understanding.

Interrelating ideas and information across subject matter areas.

Developing student understanding through appropriate instructional strategies.

Using materials, resources, and technologies.

School:______________ Class/Subject: Time/Period:_

Drawing on student’s background, interests & developmental learning needs.

Establishing and articulating goals for student learning.

Developing and sequencing instructional activities.

Designing short-term and long-term plans.

Modifying instructional plans for student needs.

School:______________ Class/Subject: Time/Period:_

Establishing learning goals for all students.

Using multiple sources of information to assess learning.

Involving and guiding all students in assessing their own learning.

Using the results of assessments to guide instruction.

Communicating with students and families about student progress.

Students achieving towards appropriate standards and/or IEP goals.

School:______________ Class/Subject: Time/Period:_

Reflecting on teaching and learning.

Establishing professional goals.

Working with communities to improve professional practice.

Working with families to improve professional practice.

Working with colleagues to improve professional practice.