EP / Evaluation Suite

The Right Work.... An effective teacher in every classroom

The primary purposes of the Teacher Performance Evaluation System (TPES) are to:

• Optimize student learning and growth
• Improve the quality of instruction by ensuring accountability for classroom/learner performance and teacher/educational specialist effectiveness
• Contribute to successful achievement of the goals and objectives defined in the vision, mission, and goals of the school district
• Provide a basis for instructional improvement through productive teacher performance appraisal and professional growth
• Implement a performance evaluation system that promotes trust and a collaborative partnership between the teacher and evaluator promoting self-reflection, professional growth, instructional effectiveness, and improvement of overall job performance

The distinguishing characteristics of TPES include:

• A focus on the relationship between professional performance and improved learner academic achievement
• Sample performance indicators for each of the educator performance standards
• A system for documenting educator performance based on multiple data sources including goal setting, documentation log, surveys, observations
• A procedure for conducting performance reviews that stresses  accountability, promotes professional improvement, and increases the involvement of educators in the evaluation process
• A support system for providing assistance when needed.

The Right Work.... An effective educational specialist in every classroom

The Educational Specialist Performance Evaluation System (ESPES) serves the following:

Pupil Personnel Services: School Counselors, School Nurses, School Psychologists, School Social Workers

Instructional Support Services: Library Media Specialists, Instructional Technology Specialists, Instructional / Learning Coaches.

Special Education Services: Occupational Therapists, Physical Therapists, Autism Support  Specialists
 

The primary purposes of the Educational Specialist Performance Evaluation System (ESPES) are to:

• Optimize student learning and growth
• Improve the quality of instruction by ensuring accountability for classroom/learner performance and educational specialist effectiveness
• Contribute to successful achievement of the goals and objectives defined in the vision, mission, and goals of the school district
• Provide a basis for instructional improvement through productive educational specialist performance appraisal and professional growth
• Implement a performance evaluation system that promotes trust and a collaborative partnership between the educational specialist and  their evaluator promoting self-reflection, professional growth, instructional effectiveness, and improvement of overall job performance

The distinguishing characteristics of the ESPES include:

• A focus on the relationship between professional performance and improved learner academic achievement
• Sample performance indicators for each of the educator performance standards including job specific performance indicators.
• A system for documenting educator performance based on multiple data sources
• A procedure for conducting performance reviews that stresses  accountability, promotes professional improvement, and increases the involvement of educators in the evaluation process
• A support system for providing assistance when needed.

The Right Work.... An effective leader in every school

The primary purposes of the School Administrator Performance Evaluation System (SAPES)  are to:

• student learning and growth
• Contribute to successful achievement of the goals and objectives defined in the vision, mission, and goals of the school district

• Provide a basis for leadership improvement through productive school administrator performance appraisal and professional growth
• Promote collaboration between the school administrator and evaluator
• Promote self-reflection, professional growth, leadership effectiveness, and improvement of overall job performance.

The distinguishing characteristics of SAPES include:

• Benchmark behaviors for each of the school administrator performance standards
• A focus on the relationship between school administrator performance and improved student learning and growth
• The use of multiple data sources for documenting performance, including opportunities for school administrators to present evidence of their own performance as well as student growth
• A procedure for conducting performance reviews that stresses accountability, promotes professional improvement, and increase school administrators’ involvement in the evaluation process
• A support system for providing assistance when needed.

The Right Work.... Effective administrators in every district

Central Office Administrators include Directors of: Business, Curriculum and Instruction, Facilities, Human Resources, Pupil Services/Special Education, and Technology. 

The primary purposes of the Central Office Performance Evaluation System  (COPES) are to:

• improve district quality by ensuring accountability for overall performance.
• contribute to successful achievement of the goals and objectives defined in the vision, mission, and goals of the school district;
• provide a basis for improvement through productive central office administrator performance appraisal and professional growth; and
• encourage collaboration between the central office administrator and  their evaluator, and promote self-growth, leadership effectiveness, and improvement of overall job performance.  

This distinguishing characteristics of the COPES include: 

• benchmark behaviors for each of the central office administrator performance standards;
• a focus on the relationship between central office administrator performance and improved district achievement;
• the use of multiple data sources for documenting performance, including opportunities for central office administrators to present evidence of their own performance;
• a procedure for conducting performance reviews that stresses accountability, promotes professional improvement, and increases central office administrators' involvement in the evaluation process; and
• a support system for providing assistance when needed.

The Right Work.... An effective administrator in every district

The primary purposes of the District Administrator Performance Evaluation System (DAPES) are to:

• improve educational performance, both for the district administrator/superintendent and, ultimately, the entire school district;
• improve district administrator/superintendent and board relations and communications;
• clarify the roles of the district administrator/superintendent;
• inform the district administrator/superintendent of the board's expectations;
• improve planning;
• aid in the professional development of the district administrator/superintendent;
• serve as a basis for personnel decisions;
• serve as an accountability mechanism; and
• fulfill legal requirements.

The distinguishing characteristics of the District Administrator Performance Evaluation System (DAPES) include: 

• benchmark behaviors for each of the performance standards;
• a focus on the relationship between district administrator/superintendent performance and improved school performance and student learning and growth;
• the use of multiple data sources for documenting performance, including opportunities for district administrators/superintendents to present evidence of their own performance as well as student growth;
• a procedure for conducting performance reviews that stresses accountability, promotes professional improvement, and increases district administrators'/superintendents' involvement in the evaluation process; and
• opportunity for assistance when needed.

The Right Work.... Effective paraprofessionals

An evaluation process serving our Non-certified staff including:

• Administrative Assistants / Secretaries
• Special Education Paraprofessionals
• General Paraprofessional / Aides
• Food Service Staff
• Maintenance / Custodial Staff
• Library Aides

The primary purposes of the Non-Certified Support Staff Performance Evaluation System (NSSPES) are to:

• improve district quality by ensuring accountability for overall performance of non-certified support staff
• provide a means for non-certified staff to set goals and contribute to successful achievement of the vision, mission, and goals of their school and school district.
• provide clear expectations for effective work performance for non-certified staff.
• promote self-growth, reflection,and improvement of overall job performance
• encourage collaboration between the non-certified support staff employees and their evaluator.

This NSSPES evaluation system includes the following distinguishing characteristics:

• benchmark behaviors for each of the non-certified support staff performance standards;
• a focus on the relationship between the non-certified support staff performance and improved district achievement;
• the use of multiple data sources for documenting performance, including opportunities for non-certified support staff to present evidence of their own performance;
• a procedure for conducting performance reviews that stresses accountability, promotes improvement, and increases non-certified support staff involvement in the evaluation process; and
• a support system for providing assistance when needed.

The NSSPES model can be used by any district, regardless of what evaluation system is being used with certified staff.