Principal presentation performance appraisal process 2009.2010


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Principal presentation performance appraisal process 2009.2010

  1. 1. Performance Appraisal Process Recovery School District District Superintendent Paul Vallas “ Rebuilding New Orleans Through Education ” RECOVERY SCHOOL DISTRICT
  2. 2. Agenda <ul><li>Introduction </li></ul><ul><li>What is Performance Appraisal </li></ul><ul><li>Major Changes from 2008-2009 </li></ul><ul><li>Steps in Performance Appraisal Process </li></ul><ul><ul><li>Professional Growth Plan/Job Descriptions </li></ul></ul><ul><ul><li>Observations </li></ul></ul><ul><ul><li>Conference Forms </li></ul></ul><ul><ul><li>Intensive Assistance </li></ul></ul><ul><ul><li>Summative Evaluations </li></ul></ul><ul><li>Timeline for Performance Appraisal 2009-2010 </li></ul><ul><li>Employee Misconduct vs. Poor Performance </li></ul><ul><li>Sample Performance Appraisal Documents </li></ul><ul><li>What to Expect for 2010-2011 </li></ul><ul><li>Questions </li></ul>District Superintendent Paul Vallas “ Rebuilding New Orleans Through Education” RECOVERY SCHOOL DISTRICT
  3. 3. Human Resources Mission <ul><li>To ensure that highly effective individuals are hired, supported, developed and retained in the roles where they provide the greatest impact to student achievement. </li></ul>
  4. 4. Performance Appraisal <ul><li>What is the purpose? </li></ul><ul><li>The purpose of a performance appraisal program is to enhance student achievement by ensuring that the RSD has the highest quality employees in positions most suited to their skills and abilities. </li></ul><ul><li>What is the principal’s role? </li></ul><ul><li>The principal is the supervisor of school-based employees, and should provide school-based employees with feedback and support to enhance performance. The principal also serves as the evaluator of school-based employees’ performance. </li></ul><ul><li>What is HR’s role? </li></ul><ul><li>Human Resources is responsible for the development and implementation of a performance appraisal system that is consistent, fair and accurately identifies the performance level of all employees. HR is also responsible for ensuring that appropriate action is taken based on the performance level of employees. </li></ul>
  5. 5. What’s New? <ul><li>Forms have been streamlined and reformatted for consistency </li></ul><ul><li>Scoring system for summative evaluation is based on a ranking from 1-5 for each domain </li></ul><ul><ul><li>Domains are weighted so instruction, planning and management make up 55% of the final score and the remaining 5 domains make up 45% of the score </li></ul></ul><ul><li>New ranking system </li></ul><ul><ul><li>Last year’s system had three options: Unsatisfactory, Needs Improvement and Satisfactory </li></ul></ul><ul><ul><li>New ranking is divided into 5 categories: Not demonstrated, Needs Improvement, Proficient, Accomplished and Expert </li></ul></ul><ul><ul><li>New ranking allows for identifying not only low performing staff, but high performing as well </li></ul></ul>
  6. 6. Performance Appraisal <ul><li>What is the process? </li></ul><ul><ul><li>Step 1: All professional staff complete the Professional Growth Plan (F1) and receive copies of job descriptions (HR will email electronic copies) </li></ul></ul><ul><ul><li>Step 2: Supervisor conducts observations of all staff (F2) </li></ul></ul><ul><ul><li>Step 3: Employee completes self evaluation (F3) </li></ul></ul><ul><ul><li>Step 4: Principal completes summative evaluation (F3) </li></ul></ul><ul><ul><li>Additional Steps: Employees in need of intensive assistance should be placed on an Intensive Assistance Plan (F4) and conferences may be held with employees to address performance concerns as well as to provide positive feedback (F5) </li></ul></ul>*Employees should receive copies of any form completed related to their performance at the time of the conference or completion of the form.
  7. 7. Professional Growth Plan <ul><li>What is the professional growth plan (F1)? </li></ul><ul><ul><li>The professional growth plan provides the professional employee an opportunity to set goals and objectives related to their growth as a professional. </li></ul></ul><ul><ul><li>All professional employees should have a professional growth plan and a signed job description on file at the school level. </li></ul></ul><ul><ul><li>The professional growth plan should be aligned with the School Improvement Plan </li></ul></ul>
  8. 8. Observation Process <ul><li>Certificated Personnel: </li></ul><ul><li>Principal should conduct at least 4 observations of certificated personnel. At least one of the observations should be unscheduled, and at least two of the observations should be completed by the immediate supervisor. </li></ul><ul><li>Pre-observation conference (F2) (scheduled observation only) </li></ul><ul><li>Observation (F2) </li></ul><ul><li>Post-observation conference (F2) </li></ul><ul><li>Non-Certificated Personnel: </li></ul><ul><li>Observation (F2) </li></ul><ul><li>Post-observation conference (F2) </li></ul><ul><li>(For those on an IAP, at least one observation should be completed before the conclusion of the IAP) </li></ul>*At the conclusion of the post-observation conference, the employee should receive a copy of the completed, signed F2
  9. 9. Principal Share-out <ul><li>What does an observation look like in your school? </li></ul><ul><li>Give an example of a teacher you thought was not up to par, but the observation process changed your mind. </li></ul>
  10. 10. Assistance Process <ul><li>If it is determined that an employee does not satisfactorily meet the RSD’s standards of performance, then the employee is offered guidance and assistance through an Intensive Assistance Plan (IAP). </li></ul><ul><li>Steps for Intensive Assistance: </li></ul><ul><ul><li>Principal holds conference (F5) with employee identifying specific performance standards that are not being met and provides assistance to meet standards. This is the initial notification of a performance concern </li></ul></ul><ul><ul><li>If employee does not meet standards within specified timeframe, principal initiates IAP. IAP should include specific, measurable goals and support/assistance provided by the principal and/or support staff. </li></ul></ul><ul><ul><li>At the conclusion of the IAP, if the employee does not meet the goals of the IAP, the principal may initiate a second IAP or recommend that the employee be released from the district due to poor performance. </li></ul></ul>*Employee should receive copies of all conference forms, IAPs and follow up conferences.
  11. 11. Principal Share-out <ul><li>Describe some of the effective support/assistance tools that you have used. </li></ul><ul><li>Tell us an IAP success story. </li></ul>
  12. 12. Summative Evaluation <ul><li>The principal should use the results of all observations, conferences and assistance results to prepare the summative evaluation. </li></ul><ul><li>The principal should hold a summative conference to inform the employee of the summative evaluation results. </li></ul><ul><li>At this time, the principal should inform the employee, using an F5 conference form, if they have recommended that the employee be released for poor performance. </li></ul><ul><li>The employee and the principal should sign the evaluation, and a copy must be provided to the employee. </li></ul>*At the conclusion of the evaluation process, the employee should have a copy of every form including conference forms, observation forms, summative evaluation, self evaluation, etc. completed throughout the evaluation cycle.
  13. 13. Summative Evaluation <ul><li>Once the summative evaluation is complete, the principal should prepare all evaluations (originals) and submit to Human Resources. </li></ul><ul><li>Only forms F1-F6 should be submitted unless documentation is required for the release of an employee. </li></ul><ul><li>All documentation should be turned into Human Resources by Friday, April 30, 2010. No employee will be considered for release based on performance if their complete evaluation is not received by HR on or before April 30, 2010. </li></ul><ul><li>Employees may appeal the results of their performance appraisal by submitting an appeal, in writing to Amber Morgan no later than Friday, May 7, 2010. </li></ul>
  14. 14. Principal Share-out <ul><li>How has the performance appraisal system helped you to improve the quality of your school’s staff? </li></ul>
  15. 15. Timeline Deadline to appeal performance evaluation results May 7, 2009 All documentation turned in to Human Resources -originals turned in to HR -one copy is kept on file by principal -one copy is given to employee April 30, 2010 Final 2 Formal Observations Complete Summative Evaluations Complete April 22, 2010 IAP Complete March 19, 2010 First 2 Formal Observations Complete January 8, 2009 Action Due Date
  16. 16. Mid-Year Performance Problems <ul><li>If you have concerns about an employee’s performance at any point during the year: </li></ul><ul><ul><li>Document all concerns and inform employee in writing of deficiency using F5 conference form. (Principal may attach any letter, memo, email with read receipt, observation form, etc. applicable to the concern) </li></ul></ul><ul><ul><li>Request employee to sign for receipt of documentation </li></ul></ul><ul><ul><li>Give employee copy of all documentation </li></ul></ul><ul><ul><li>Contact HR as soon as you notice a deficiency in employee performance </li></ul></ul><ul><li>We are committed to assisting you in demanding the highest standards of quality from your staff. </li></ul>
  17. 17. Misconduct or Performance? Misconduct and performance are commonly confused. Generally incidents of misconduct are willful and intentional breaches in conduct, decorum or rules; performance concerns come when an employee lacks the skills or ability to adequately perform duties.
  18. 18. Employee Misconduct <ul><li>Common examples of misconduct: </li></ul><ul><ul><li>Absenteeism </li></ul></ul><ul><ul><li>Chronic tardiness </li></ul></ul><ul><ul><li>Negligence/willful neglect </li></ul></ul><ul><ul><li>Insubordination </li></ul></ul><ul><ul><li>Engaging in activity that discredits the school or district </li></ul></ul><ul><ul><li>Breaking school/district/state rules or regulations </li></ul></ul>
  19. 19. Handling Misconduct <ul><li>If misconduct or allegations of misconduct occur with an employee under your supervision, it is your responsibility to make an initial report to HR immediately </li></ul><ul><li>If the safety of you, your staff or your students are in question, work with security to remove the employee in question, then contact HR immediately once the safety concern has been addressed </li></ul><ul><li>If there is not an immediate safety threat, notify HR of incident (in writing) before taking any action </li></ul><ul><li>HR will review your initial report and contact you with instructions on how to proceed </li></ul><ul><li>Depending on the details of the incident, an investigation might be launched, employee might be suspended, law enforcement may be contacted, etc. </li></ul>
  20. 20. Sample Documents <ul><li>HR has prepared sample documents for your review. </li></ul><ul><ul><li>Sample Conference Observation Form </li></ul></ul><ul><ul><li>Sample IAP </li></ul></ul><ul><li>We are also available to provide assistance with any part of the performance appraisal process including: creating IAPs, holding conferences with staff, providing resources to staff, etc. </li></ul><ul><li>We are committed to assisting you in demanding the highest standards of quality from your staff. </li></ul>
  21. 21. Sample Observation Form <ul><li>Pre-observation conference date </li></ul><ul><li>Notes-what did you see? </li></ul><ul><li>Commendations: things you liked </li></ul><ul><li>Areas for Improvement: things that could have been done better </li></ul><ul><li>Be sure to sign, have employee sign and give a copy to the employee </li></ul>
  22. 22. Sample IAP <ul><li>Begin and End Date </li></ul><ul><li>Objectives-specific and observable/measurable </li></ul><ul><li>Assistance/Support-school resources (i.e. master/mentor teacher, social worker, etc., PD resources (i.e. classroom management PD offered at central office, opportunities to observe high performers, etc.) </li></ul><ul><li>Follow-up-progress towards goals and objectives, plan for future (i.e. take off of IAP, place on another IAP or recommend for termination) </li></ul>
  23. 23. Sample IAP <ul><li>Begin and End Date </li></ul><ul><li>Objectives-specific and observable/measurable </li></ul><ul><li>Assistance/Support-school resources (i.e. master/mentor teacher, social worker, etc., PD resources (i.e. classroom management PD offered at central office, opportunities to observe high performers, etc.) </li></ul><ul><li>Follow-up-progress towards goals and objectives, plan for future (i.e. take off of IAP, place on another IAP or recommend for termination) </li></ul>
  24. 24. Summative Evaluation <ul><li>Rating system has changed from 08-09, please review carefully </li></ul><ul><li>Scoring-circle one score for each domain </li></ul><ul><li>Comments-be sure to provide comments for each domain </li></ul><ul><li>Summative Score-the summative score is the total of each domain’s weighted score. Use the table on the evaluation form to complete the calculations </li></ul><ul><li>Recommendation-to recommend termination you must provide all documentation of IAP, conferences, etc. to demonstrate that support was provided and the employee was still unable to meet performance standards </li></ul><ul><li>Signatures-the evaluation is invalid without the evaluatee’s signature </li></ul><ul><li>Be sure to provide the evaluatee a copy of the signed evaluation </li></ul>
  25. 25. Performance Appraisal in the future… <ul><li>Three key factors will be considered in the development of the new performance appraisal system: </li></ul><ul><ul><li>Student achievement growth is the number one indicator of teacher efficacy </li></ul></ul><ul><ul><li>Performance appraisal must be transparent, consistent and objective in order to create a district culture that values performance appraisal as a tool for improvement as opposed to a punitive process </li></ul></ul><ul><ul><li>Specific, meaningful rewards and recognition must be tied to high levels of performance </li></ul></ul>
  26. 26. Performance Appraisal in the future… <ul><li>In developing the system, several questions will guide decision making: </li></ul><ul><ul><li>How will the new system support and encourage teachers/staff to work at their full potential? </li></ul></ul><ul><ul><li>What student data is most appropriate to use to gauge teacher effectiveness? </li></ul></ul><ul><ul><li>How will the district ensure that this system is implemented consistently and fairly at all schools? </li></ul></ul><ul><ul><li>What kinds of support will administrators require to complete the evaluations/observations, etc.? </li></ul></ul>
  27. 27. Performance Appraisal in the future… <ul><ul><li>What types of rewards/recognition can we offer to employees who demonstrate the highest level of performance, and how will we ensure fair and equitable distribution of rewards/recognition? </li></ul></ul><ul><ul><li>Does the new system use measurable, observable information to determine the performance level of employees? </li></ul></ul><ul><ul><li>Is the system as efficient as possible while providing all of the information necessary? </li></ul></ul><ul><ul><li>How will the district use the results of performance appraisal to inform professional development decisions? </li></ul></ul><ul><ul><li>How will the district avoid duplicating efforts with TAP and performance appraisal? </li></ul></ul><ul><ul><li>What measures will the district use to determine the overall effectiveness of the performance appraisal system? </li></ul></ul>
  28. 28. Questions and Answers <ul><li>If you have any questions or need any assistance throughout the performance appraisal process, please contact Amber Morgan ( or Jean Reese ( </li></ul>