3220A - EVALUATION OF STAFF

Evaluations of the professional staff members shall be conducted on a regular basis, but no less than as required by law. Staff member evaluation should be used as a constructive tool to objectively identify both strengths and weaknesses of the professional for the purpose of providing assistance in improvement and for evaluating staff members for retention, promotion, and where applicable, compensation.

Professional staff evaluations shall be conducted using the Educator Effectiveness model adopted in the District. Additional evaluative measures may also be used by administration as described further in this guideline.

Job objectives are clearly stated, are complete and accurate in content, are agreed upon by the evaluator and evaluatee, and are divided into the following categories:

1. expected/desired results (what is to be accomplished)

2. expected/desired actions (how something is to be done)

3. expected/desired attitudes (willingness to act in a particular manner)

Factors hindering achievement of job objectives are clearly-defined and agreed upon by the evaluator and evaluatee.

Evaluation procedures are established to provide that the same process is used for similar positions and to protect the confidentiality of the staff member.

STRATEGY FOR EVALUATION

The following guidelines should be followed when designing an evaluation plan.

1. Relevant Terms
    

   1. measurement - determination of the current result and/or performance

   2. assessment - comparison of the current result/performance with a desired and/or minimally acceptable level of quality

   3. observation - measurement and/or assessment while one or more aspects of the expected result is being produced or created (performance)

   4. evaluation - value judgement about the result/performance based on the assessment

2. Intended Outcome of the Evaluation Plan
   
   The procedure should produce conclusions that:

1. include those characteristics of a result and/or performance that meet or exceed described standards;

2. include those characteristics that fall below such standards;

3. are complete (no missing elements), accurate (no factual errors or unsupported inferences), and clear (understandable by all relevant parties);

4. indicate priorities for closing important gaps between current results/performance and expected results/performance.

© Neola 2011