2013 CASBO ANNUAL CONFERENCE & SCHOOL BUSINESS EXPO Evaluation Techniques to Improve Performance APRIL 3-6, 2013, LONG BEACH, CA These materials have been

2013 CASBO ANNUAL CONFERENCE & SCHOOL BUSINESS EXPO

Evaluation Techniques to Improve Performance

APRIL 3-6, 2013, LONG BEACH, CA

These materials have been prepared by the CASBO Human Resources Professional Council (or CASBO Associate Member). They have not been reviewed by State CASBO for approval, so therefore are not an official statement of CASBO.


Presenters:• Todd Cutler, Ed.D

– Deputy Superintendent, Rocklin Unified School District• [email protected]

• Debbie Fry– CBO Metropolitan Education District

• [email protected]



Objectives

This workshop is designed to help you develop the skills to use observation for collecting data/information to write evaluations that provide specific feedback to the evaluated.


District/COE CultureAs an Administrator, you inherit some employees, and they may not be in the jobs that they are best-suited for.

How do you know if the right person is in the wrong job?

Answer: It may take years to find out!


Evaluation is the assessment and judgment of performance based on clearly defined external criteria or standards.

(Garmston and Costa, 2002)

Evaluation Definition


Why document performance?• Encourage improved employee performance

by making expectations clear.

• Effectively defend yourself and your organization should disciplinary measures be challenged.

• “If it isn’t in writing, it didn’t happen.”


How To Document Performance• Walk-through observations• Informal Meetings• Formal Meeting (Memo of Conference)• Evaluation Meeting• Performance Improvement Plan• Follow-up Monitoring Instrument


The Walk-Through Observation


Walk Through Attributes• Walk-throughs are time-bound, informal observations with a

specific instructional focus and a protocol for data collection.

• Data collection protocol– Observable, measurable criteria– Used to determine strengths or areas for refinement– Allows for specific individual or group feedback– Can be tied to goal setting, professional development,

and/or School Improvement Plan

.


Walk Through Protocol• Think about an area at your school that you

would like to implement walk through observations…

• List the observable elements (look for’s) that would be part of the protocol.

• Refine the elements to those you would be likely to see in five minutes.


Walk Through Procedure• Staff should know the purpose and procedures of walk-

throughs.

• An administrator and/or a team of observers determines the observation date, topic and criteria, data collection method, and times for observations.

• Staff can know the possible topics of the week or month, but would not know the specific time of the walk-through.

• Following the walk-through there would be feedback which could include a discussion of strengths, how to reinforce them, areas for growth, or next steps


Paraprofessional Sample FormClerical Sample Form

Classified Walk-Through

Obs Not Obs O NO Sitting O NO Monitoring O NO Serving Reg Ed student O NO Serving SpED student O NO Using proximity to support mandatory engagement O NO Supporting with small group SpED, Reg Ed mixed O NO Teaching student group O NO 1:1 work O NO Asking students questions O NO Students asking IA questions O NO Asking students to take notes O NO Asking students to paraphrase O NO Asking students to draw for content O NO Asking students to recite O NO Asking student for a metaphor for a learning concept/process O NO Asking students to explain in their own words O NO Asking students to compare and contrast O NO Taking notes for absent students O NO Breaking down a task into small steps O NO Checking student grades O NO Preparing materials for the teacher O NO Grading student work O NO Asking students to speak a written task (listening or dictation) O NO Asking students to write a speaking task O NO Asking students to repeat directions given O NO Asking students their learning objective O NO Supporting memorization with strategies O NO Creating study guides (“list the rules/procedures on your note-taker”) O NO Referring student to charts and literacy posters around room O NO Speaking with teacher about student learning O NO Teacher directing Parapro to a specific support task O NO Teacher lecturing/video with overt student action required O NO 85% engaged overtly O NO Monitoring Learning partner discussion (on-task Off-task) O NO Parapro supporting engagement: Mandatory O NO Teacher supporting engagement: Mandatory O NO Parapro supporting relevancy O NO Parapro refocusing student on learning objective O NO Asking students to use the Key Vocabulary writing verbal O NO

Obs Not Obs O O Working at desk O O At counter O O At copier O O Out of work space O O On scheduled break ( at work space) O O On scheduled breach (not at work space) O O On scheduled lunch (at work space) O O On scheduled lunch (not at work space) O O On the phone O O Talking to student(s) O O Talking to TAs O O Talking to staff O O Talking to Parent O O Talking to Visitor (non-employee) Volume: Circle one : loud, moderate, quiet O O Tone (face, voice, body language): Describe O O Negative content/tone O O Positive content/tone O O Job-related task: describe O O Office TAs sitting O O Office TAs working on homework O O Office TAs working on assigned office task O O Office TAs talking socially (not job related) O O Using job-related software: ID software O O States priority tasks for the day when asked O O Working on past tasks O O Working on today’s tasks O O Working on future tasks O O Work space: cluttered O O Work space: clean/neat O O Professional appearance O O Casual appearance O O Task/location matches daily schedule (submitted prior) O O On-task at start of shift O O Off work at end of shift O O Team/supervisor notified if absent O O O O O O


Classroom Walk-through Form

– Instructional Practice to Engage Students– Facilitation of Student Conversation– Teacher Lead Instruction– Student Seatwork with Teacher Eng/Dis– Teacher Disengaged– Instructional Practice to Engage Students– + - 85%– Y / N Engagement Made Mandatory– Instructional Practice to Engage Students– Y / N Posted/Communicated Obj Act Top– Y / N Student Aware V C– – Positive Comment/Reflective Question– ____________________________________________– ____________________________________________– ____________________________________________– ____________________________________________– ____________________________________________– ____________________________________________– ____________________________________________


Walk-through Data

FSC TL SSW En

SSW Dis

TD 85% Engage

Yes

85 No Mand Yes

Mand no

Obj Post Yes

Obj Post No

Stud Awa Yes

Stud Aware

No

# Obj Act

Sept-October 2011-12

0 17 22 0 1 28 11 21 17 25 14 30 8 NaN

May 2010-11 0 15 27 3 NaN 29 13 28 14 29 13 37 4 NaN

#REF! 1 NaN NaN NaN NaN NaN NaN NaN NaN NaN NaN NaN NaN NaN

#REF! 1 NaN NaN NaN NaN NaN NaN NaN NaN NaN NaN NaN NaN NaN

Nov 0 20 20 2 0 28 11 24 15 26 13 33 5 NaN

Nov/Dec 0 15 25 2 0 28 11 24 15 26 13 28 2 NaN

Feb NaN NaN NaN NaN NaN NaN NaN NaN NaN NaN NaN NaN NaN NaN

2.57.5

12.517.522.527.532.537.5

Ongoing Instruc Practice to Engage Students


Sample Evaluation Form (Classified)

1 OBSERVES WORK HOURS

2 ATTENDANCE

3 GROOMING AND DRESS

4 COMPLIES WITH RULES

5 SAFETY PRACTICES

6 QUALITY OF WORK

7 VOLUME OF ACCEPTABLE WORK

8 WORK JUDGMENTS

9 PLANS AND ORGANIZES

10 KNOWLEDGE OF WORK

11 MEETS ASSIGNMENT DEADLINES

12 ACCEPTS DIRECTION

13 ACCEPTS CHANGE

14 ACCEPTS RESPONSIBILITY/SELF MOTIVATION

15 OPERATION AND CARE OF EQUIPMENT

16 INITIATIVE

17 PUBLIC CONTACTS

18 PUPIL CONTACTS

19 EMPLOYEE CONTACTS20 JOB SKILLS LEVEL

21 EFFECTIVENESS UNDER STRESS

22 APPEARANCE OF WORK STATION23 TIME MANAGEMENT

EX

CE

ED

S S

TA

ND

AR

DS

ME

ET

S S

TA

ND

AR

DS

NE

ED

S IM

PR

OV

EM

EN

T

NO

T S

AT

ISF

AC

TO

RY

NO

T A

PP

LIC

AB

LE

Check each factor in the appropriate column. Checks in the "Needs Improvement" and "Not Satisfactory" columns must be supported by comments in Sections "B" and "C"


Sample Rubric for ClassifiedNo. Criteria Exceeds standard Meets standards Needs Improvement Not Satisfactory 1 Observes

work hours Arrives on time continually and stays on task throughout the work day; observes laws regarding all lunch and breaks

Arrives and departs at routine times, observes lunch and breaks; Is on task 80-90% of the time.

Occasionally arrives late, or extends breaks/lunch, departs early; is off task and visits with coworkers keeping them off task frequently.

Arrives late regularly, leaves early, breaks extend beyond assigned times; wastes time throughout the day and keeps others from being on task regularly. Does not respond to directive to change behavior.

2 Attendance Misses 1 to 3 days per year. (Does not include unavoidable circumstances).

Misses 3 or more days per year, all aligned with contract rights. (Does not include unavoidable circumstances).

Misses 3 or more days per year, possibly taking 1 to 2 days unpaid (Does not include unavoidable circumstances).

Misses 10 or more days per year, taking 3 or more days unpaid; Does not include unavoidable circumstances.

3 Grooming and dress

Professional dress regularly; sets positive example of professional attire with coworkers (Fridays: casual option – which exceeds student dress code); appropriate dress for personal safety

Exceeds student dress code and general student attire; clothing, grooming well maintained; appropriate dress for personal safety

Meets student dress code; clothing and grooming isn’t maintained; does not dress appropriately for personal safety

Does not meet dress code, and has not complied with requests to do so; dress and general appearance isn’t maintained; does not dress appropriately for personal safety;

4 Complies with Rules

Always observes office procedures, chain of command, consistent application of cross-training tasks; and follows directives; maintains good rapport with staff, students, coworkers and public;

Consistently observes office procedures, chain of command, consistent application of cross-training tasks

Problems result form inconsistent performance of office procedures, chain of command, performance of cross-training tasks,

Problems result form inconsistent performance of office procedures, chain of command, performance of cross-training tasks (inconsistencies cause problems) Does not respond to directive to change behavior.


Evaluation Interview Planning

Know the objectives and goals of the meeting.

Time and place – choose a quiet, private spot with as few interruptions as possible.

Create a positive environment.

Give balanced feedback, but start with the positive.

Society of Human Resource Management, 2011


Evaluation Interview Planning Focus on the job and job expectations, not the person.

Ask questions and allow feedback.

When discussing areas of improvement, discuss methods and objectives.

Discuss areas for advancement, the employee’s

aspirations and professional development needs.



Evaluation Interview PlanningSummarize and review the important parts of the

discussion.

Restate action steps and provide a timeline.

Make sure employee reviews the appraisal and provides comments.

Have employee sign.Society of Human Resource Management, 2011


Follow-Up

Follow-up with employee to see how plans are proceeding within time frames.

Offer the employee assistance in achieving objectives and encourage discussion of successes and obstacles.



Feedback/Input

Holding conversations about one’s work is essential to professional growth and

development. (Costa & Garmston, 2005)


Feedback

Feedback answers the questions. “How am I doing?” and “How can I do better?”


Feedback Should:• Be undertaken as allies, with common goals.• Be well-timed and expected.• Be based on first-hand data.• Be regulated in quantity and limited to behaviors

that are remediable.• Be phrased in descriptive, non-evaluative language.• Deal with descriptive performances, not

generalizations.• Offer subjective data.• Deal with decisions and actions, not assumptions or

interpretations.


Specific Feedback

• Marzano reports that, “As a result of a review of almost 8000 studies, Hattie (1992) concluded that ‘the most powerful single modification that enhances achievement is feedback.’”


In Closing…»Questions»Reflections»Closure

Thank you for having us, it has been a pleasure.

Documents

2013 CASBO ANNUAL CONFERENCE & SCHOOL BUSINESS EXPO Evaluation Techniques to Improve Performance APRIL 3-6, 2013, LONG BEACH, CA These materials have been