Evaluating Employee Performance

1. Evaluating Employee Performance Chapter 8 Meredith Johnson And Chris Chandler

2. Purposes of Performance Evaluation

3. Purpose of Performance Evaluation • Summative Evaluations are done annually or semiannually. • The results are used for personnel decisions such as whether to grant tenure, to terminate or transfer a teacher, or place an individual on a career ladder. • Formative Evaluations serve a developmental purpose and should be continuous. • Classroom Observations – The results should be presented in a way that helps improve teaching effectiveness. • These two types of evaluation should be kept separate.

4. Models of Teacher Evaluation • Remediation Model • Formative, quasi-summative • Individuals can become effective teachers by mastering a limited number of teaching behaviors. • The objective is to bring all teachers to a minimum level of competence. • It works best with teachers that have correctable problems. • The evaluator has to provide clear, specific directions. • It can be very time consuming, it doesn’t offer a challenge to more competent teachers, and it deemphasizes variety in teaching.

5. Models of Teacher Evaluation • Goal-Setting Model • It is a formative model for experienced teachers. • Teachers and administrators choose individualized evaluation criteria. • It increases teacher autonomy and commitment. • It allows for differentiation among teachers. • However, some problems are weak or overly ambitious goals and lack of consensus on what constitutes attainment of the objective.

6. Models of Teacher Evaluation • Portfolio Model • It is summative. • Teacher evaluation is based on documented evidence of effective performance. • Examples of evidence – lesson plans, videotapes of class, records of student learning, and comments from students, parents, and professionals. • This model works best with experienced teachers. • The main drawback is time.

7. Models of Teacher Evaluation • Student Achievement Model • It is summative. • It bases teachers evaluation on the amount of student learning. • It uses pre- and posttests to measure student growth each year. • Most teachers are uneasy about this method because there are many other factors that can impact student learning.

8. Models of Teacher Evaluation • Peer Assistance and Review Model • It is formative. • Mentor teachers are assigned to evaluate colleagues and help them improve. • The principal has to give time for mentor teachers to perform the evaluations. • The drawbacks are that some teachers are reluctant to be evaluated by other teachers, and some administrators are unwilling to give up the responsibility for teacher evaluation.

9. Characteristics of Successful Evaluation Programs • Identify areas of proficiency as well as areas of need. • It is coordinated with district and school missions. • Teachers are informed in advance of the steps involved and the criteria for how their performance will be judged. • Evaluation should be differentiated among teachers.

10. Characteristics Continued Formative Summative Guided by written policies. The procedures are explained. The criteria is listed in advance. The appeal process is spelled out. Privacy concerns are addressed. • It needs to support teacher growth and development by providing feedback on strengths and ways to address deficiencies.

11. Picking the Right System • Don’t mix a formative system with a summative system. • Think about what is needed from an evaluation system. • Summative systems should be reliable and credible. • Don’t forget to bring in support and assistance no matter what system is picked.

12. Classroom observations • Do pre and post conferences. • Have set criteria to be observed. • Observe student engagement. • Use a set form to record data or do a script tape.

13. State Mandated Evaluation Systems • Each state is different, but most states require a regular evaluation of teachers. • Some states require a minimum number of classroom observations.

14. Evaluation of Principals • The remedial model is usually used by the district office administrator. • Typically, the principal has to receive a satisfactory on all criteria (similar to the ones in 8.4). • The 360-degree feedback model is gaining in popularity. • Principals are rated by colleagues, superiors, and subordinates in a formative manner. • Principals take the feedback and work with a knowledgeable coach to develop an action plan to correct his or her weaknesses.

15. Legal Considerations • Heed the rules. • Avoid surprises. • Be flexible. • Talk about the lesson. • Avoid nitpicking. • Ground your comments. • Be fair. • Offer assistance. • Be circumspect. • Anticipate legal action.

16. Finding the right teachers and supporting those teachers’ growth is vital to the success of our students! Video