ADMINISTRATIVE AND SUPERVISORY EVALUATION PROCEDURES · 2016. 6. 29. · supervisory personnel have a far-reaching effect upon the performance of others. Administrative and supervisory

ADMINISTRATIVE AND SUPERVISORY

EVALUATION PROCEDURES

CECIL COUNTY PUBLIC SCHOOLS 201 Booth Street

Elkton, Maryland 21921

July 1996

TABLE OF CONTENTS

Committee Members............................................................................................................1

Philosophy of Administrative and Supervisory Evaluation.................................................2

Definitions............................................................................................................................3

Administrative and Supervisory Personnel Evaluation Procedures.....................................4

Evaluation Report ................................................................................................................6

Assistant Principal/Indicators and Annual Performance Assessment .................................7

Principal/indicators and Annual Performance Assessment ...............................................12

Instructional Coordinator/indicators and Annual Performance Assessment .....................17

School Psychologist/Indicators and Annual Performance Assessment .............................27

Pupil personnel Worker/Indicators and Annual Performance Assessment .......................31

Objective Setting Conference Report ................................................................................36

Appendix I – Cecil County Public Schools’ Mission Statement .......................................37

Appendix II – Cecil County Public Schools’ Shared Values ............................................38

Appendix III – Statement of Ethics ...................................................................................39

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COMMITTEE MEMBERS

Peter L. McCallum – Chairperson, Director Elementary Education Helen Chapman – Supervisor in Human Resources Debbie Morgan – Supervisor of Elementary Education Carmelo Palazzo – Supervisor of Fine Arts Greg Zych – Supervisor of Testing and Special Projects Nelson Bolender – Principal, Elkton High Reginald Canaday – Principal, Cherry Hill Middle Robert Harris – Principal, Leeds Elementary Gail Mink – Principal, Chesapeake City Elementary Margie Sharp – Principal, Gilpin Manor Elementary D’Ette Devine – Assistant Principal, Perryville High Robert Gerard – Assistant Principal, Rising Sun Middle Michael Hanlon – Assistant Principal, Rising Sun Elementary Dennis Miller – Assistant Principal, North East High Gary Balliet – Pupil Personnel Worker Melanie Eleuterio – School Psychologist Carolyn MacDonald – Teacher, Thomson Estates Elementary Robert J. Buckley – Teacher, Perryville Middle Marica Booth – Teacher, Elkton High

The Cecil County Public Schools does not discriminate in admissions, access, treatment, or employment in its programs and activities on the basis of race, color, sex, age,

national origin, religion, or disability.

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PHILOSOPHY OF ADMINISTRATIVE AND SUPERVISORY EVALUATION

A procedure for evaluating the performance of administrative and

supervisory personnel that promotes a high degree of accountability is an integral

part of the Cecil County Public School System. The Board of education must be

assured that professional in key leadership roles are functioning with maximum

proficiency. Due to the nature of their responsibilities, administrative and

supervisory personnel have a far-reaching effect upon the performance of others.

Administrative and supervisory personnel must exercise sensitivity in

leadership so that everyone involved performs at optimum levels to achieve the

mission of the Cecil County Public Schools. They must contribute to an

instructional climate which facilitates maximum learning and productivity. Inherent

in the accomplishment of this level of performance is the ability to demonstrate

competency in: leadership skills, management skills, professional growth, and

interpersonal relations.

The purpose of administrative and supervisory evaluation is, therefore, to

enhance and promote those qualities and skills that support the Mission Statement

and the Shared Values of the Cecil County Public Schools. The expected outcomes

include recognition of performance, maintenance of professional productivity, and

improvement of leadership.

Careful forethought and planning by both the evaluator and evaluate needs

to occur prior to the summative evaluation conference. Additionally, in order for

evaluation to be meaningful, the process must be collaborative. Furthermore, it

must involve responsible appraisal and objective setting by both the evaluator and

the evaluatee. As a result, positive and continued professional growth will occur.

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DEFINITIONS

The definitions provided next clarify statements made in the administrative and supervisory evaluation procedures handbook. 1. Annual Performance Assessment (A.P.A.) – This is an assessment of an

evaluatee’s performance in four categories of leadership which occurs annually. The annual performance assessments provide the basis for the evaluation.

2. Categories – Four categories of leadership are assessed in the evaluation process. These four areas are: leadership skills, management skills, professional growth, and interpersonal relations.

3. Indicators – Indicators are specific sub-areas that clarify each category. For example, the indicators for “professional growth” are: implements professional growth recommendations established by next-in-line administrator, pursues opportunities for continued professional development, and applies concepts through professional growth experiences.

4. Descriptors – Descriptors further define each indicator. For example, the descriptors for the indicator “demonstrates decisiveness” are: recognizes when a decision is required, and acts judiciously and quickly to address situations.

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ADMINISTRATIVE AND SUPERVISORY PERSONNEL EVALUATION PROCEDURES

A. Annual Performance Assessment (A.P.A.)

1. The A.P.A. will be completed on or before August 31. 2. The evaluator is responsible for the initiation, scheduling, and completion of the

Annual Performance Assessment. 3. Prior to the conference, both the evaluator and the evaluatee should formulate their

ideas relative to the professional qualities to be rated. Additional input may be used by the evaluator to support or clarify ratings. Evaluatees will provide data to support their specific areas to be rated. Examples of supportive data include, but are not limited to: personal portfolios, special project artifacts, and staff/community input.

4. Items on the A.P.A. are discussed during the conference with an opportunity for each

participant to provide clarifying comments. The sensitized form is completed during the conference by the evaluator and the evaluatee.

5. There does not have to be agreement on all categories. The evaluator and evaluatee

may elect to write clarifying comments on any item. Written narratives for all categories are strongly encouraged; however, specific written explanations of any rating other than exemplary or effective must be given. In addition, a clarifying statement must be written if a rating of N/A is assigned. The evaluatee may choose to submit a separate statement giving further clarification.

B. Objective Setting

1. At the conclusion of the A.P.A. conference, personal/school-level and system-level objectives for the next year will be established collaboratively by the evaluatee and evaluator.

2. The objectives should be directed toward maintenance of professional productivity and

improvement of leadership in the performance of the individual’s assignment. The school system will provide appropriate support, including financial resources, to assist the evaluatee in accomplishing the objectives.

C. Evaluation Report

1. The report will be completed at least every two years. 2. Every other year, the evaluation report conference shall result in the completion of the

Administrative and supervisory (A. & S.) Personnel Evaluation Report. 3. Personnel new to any administrative position will be evaluated annually during their

first two years. Beginning with the third year, their evaluation cycle shall consist of an A.P.A. one year followed by the A. & S. personnel evaluation report the next.

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4. Individuals whose performance is rated unsatisfactory or needs improvement will

develop with the evaluator a specific plan for improvement of the less than satisfactory aspects of their job performance and shall be evaluated again within a twelve-month period.

5. The next-in-line administrator will be the designated evaluator. When there is a

disagreement, the final rating is determined by the evaluator. The evaluatee may choose to submit a separate statement clarifying his/her point of view.

6. Whenever an individual transfers from or leaves an administrative or supervisory

position, an exit evaluation will be completed. 7. When there is a change in the evaluator, another conference may be requested by either

the evaluatee or the new evaluator to adjust objectives which have been previously established.

8. The evaluation ratings, both numeric and narrative, are to reflect the overall assessment

for each of the four performance areas during the evaluation period. Positive or negative trends in ratings will be taken into consideration.

9. A summative statement must accompany the numerical ratings. This summative

statement should reflect upon the ratings of all areas of the evaluation report. This statement may, but not necessarily include, clarification with commendations and/or recommendations as well as suggestions for assistance. If a plan of assistance is required, it will be provided in a separate document.

D. The category ratings for Administrative and Supervisory Personnel Evaluation are as

follows: Exemplary - Performance which is commendable and could serve as a

model for peers Effective - Performance meets system’s expectations Needs Improvement - Performance that is not consistently effective and requires

modification to be acceptable - Additional assistance and supervision may be required Unsatisfactory - Performance generally fails to meet system’s expectations - Additional assistance and supervision will be required

E. The rankings for the A & S. Personnel Annual Performance Assessment will be the same as those for the evaluation with one exception. A rating of Not Applicable (N/A) may be assigned to any indicator in a specific category if it does not pertain to an evaluatee’s job assignment.

F. Specific descriptors that clarify indicators are provided for all Administrative and

Supervisory personnel. These descriptors are to be used as the basis for providing numerical ratings for both the Annual Performance Assessment and the evaluation report.

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CECIL COUNTY PUBLIC SCHOOLS Administrative and Supervisory Personnel

EVALUATION REPORT

NAME: ASSIGNMENT: SUMMARY OF ANNUAL PERFORMANCE ASSESSMENTS

I. Leadership Skills...................................................................…..

II. Management Skills................................................................….

III. Professional Growth.............................................................…

IV. Interpersonal Relations.............................................................

V. Overall Rating.......................................................................…

SUMMATIVE STATEMENT:

RATING SCALE: ________________________

DISTRIBUTION: Original: Evaluatee Copy 1: Evaluator Copy 2: Personnel File

4 - Exemplary 3 - Effective 2 - Needs Improvement 1 - Unsatisfactory

Evaluatee Evaluator

________________________ Date Conference Held

A signature indicates a copy has been received but does not necessarily indicate agreement.

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ASSISTANT PRINCIPAL

INDICATORS AND DESCRIPTORS

I. LEADERSHIP SKILLS

A. Established and maintains high expectations Communicates a clear vision and sense of direction Motivates others to achieve in all activities

B. Assists in the implementation of county curricula Assists in the development of the master schedule that accommodates curriculum

implementation Assists in facilitating equitable student access to all available programs Assists in encouraging students to be involved in challenging programs Assists in using staff effectively to implement programs

C. Demonstrates organizational ability Plans, schedules, and coordinates work of others Manages required tasks in a timely manner Submits accurate reports on time

D. Demonstrates oral and written communication skills Makes clear presentations of facts or ideas Communicates effectively with faculty, staff, and community

E. Coordinates, facilitates, and motivates staff efforts Supports staff initiatives Provides appropriate resources as available

F. Initiates and implements programs for school improvement Is receptive to new ideas and change Motivates and encourages staff Provides appropriate resources as available

G. Delegates authority Provides opportunities for others to develop leadership skills Encourages effective shared decision-making through the School Improvement Team

H. Demonstrates decisiveness Recognizes when a decision is required Acts judiciously and quickly to address situations

I. Facilitates staff development Identifies needs and areas for growth Provides resources and opportunities to staff Promotes sustained staff involvement for identified initiatives

II. MANAGEMENT SKILLS

A. Uses appropriate observation, evaluation, and conferencing techniques Follows county policies and guidelines Completes assigned observations, evaluations, and conferences in a timely manner Follows established timelines Provides timely and appropriate feedback to personnel Provides opportunities and suggestions for improvement and growth

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B. Assists with the planning, preparation, and implementation of appropriate programs

Initiates programs to address identified needs Develops appropriate plans for completion of programs Completes planned programs Evaluates and revises programs as needed

C. Communicates articulately and interacts positively with stakeholders

Provides appropriate, regular, and timely communication Is receptive to and encourages communication with others

D. Fosters a high level of professional performance

Utilizes and implements appropriate strategies and techniques to promote professional behavior

Demonstrates equitable treatment of staff Uses good judgment in dealing with others

E. Conducts productive meetings

Plans and develops meeting agendas Uses meeting time appropriately Accomplishes meeting goals

F. Assists in the management of financial and material resources

Participates in the preparation of the school-based budget Exercises good judgment in the expenditure of available funds Follows appropriate purchasing procedures for the expenditure of available funds Manages available resources effectively

G. Assists in the management of the school plant

Promotes the welfare and safety of others Identifies needed improvements, alterations, and repairs of the facility and takes

appropriate action Provides for the cleanliness of the school plant Provides for the security of the school plant Responds appropriately in emergency situations

H. Maintains accurate records

Maintains appropriate records Maintains documentation in a format that is easily understood

I. Assists in the management of human resources

Supervises staff as assigned Works in a cooperative manner with others Assists in the evaluation of staff Uses community resources effectively

J. Assists in establishing an atmosphere conducive to learning

Provides for the monitoring and supervision of the transitions of students Provides a program of acceptable student conduct Fosters and encourages positive relationships with staff and community

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III. PROFESSIONAL GROWTH

A. Implements professional growth recommendations established by next-in-line administrator Is receptive to suggestions and recommendations Demonstrates a willingness to work toward addressing identified professional growth areas

B. Establishes and pursues appropriate goals for professional growth

Identifies appropriate areas for development Communicates identified goals to appropriate individuals Demonstrates evidence of attaining established goals Evaluates and revises goals

C. Pursues opportunities for continued professional development

Attends professional development programs Maintains memberships in professional organizations Engages in professional reading to keep current with educational trends and issues Demonstrates characteristics of a lifelong learner

D. Applies concepts learned through professional growth experiences

Demonstrates application of current educational theory and practice Seeks and considers innovative ideas Engages in reflective thinking

IV. INTERPERSONAL RELATIONSHIPS

A. Demonstrates positive interpersonal relationships Establishes rapport with staff and other stakeholders Demonstrates sensitivity toward others Demonstrates listening skills Strives for fairness Works cooperatively

B. Develops human resources

Motivates others Identifies strengths in others and encourages growth Instills a sense of responsibility in others Develops self-confidence in others

C. Demonstrates professional demeanor

Maintains confidentiality Demonstrates professional ethics Exhibits self-control and maintains composure

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CECIL COUNTY PUBLIC SCHOOLS Assistant Principal

ANNUAL PERFORMANCE ASSESSMENT

Name Assignment Date Rating I. LEADERSHIP SKILLS Evaluatee Evaluator

A. Establishes and maintains high expectations

B. Assists in the implementation of county curricula

C. Demonstrates organizational ability

D. Demonstrates oral and written communication skills

E. Coordinates, facilitates, and motivates staff efforts

F. Initiates and implements programs for school improvement

G. Delegates authority

H. Demonstrates decisiveness

I. Facilitates staff development

Comments:

Rating II. MANAGEMENT SKILLS Evaluatee Evaluator

A. Uses appropriate observation, evaluation, and conferencing techniques

B. Assists w/ the planning, preparation, and implementation of appropriate programs




F. Manages financial and material resources

G. Manages the school plant


I. Manages human resources

J. Promotes an atmosphere conducive to learning

Comments:

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Rating III. PROFESSIONAL GROWTH Evaluatee Evaluator

A. Implements professional growth recommendations established by next-in-line administrator



D. Applies concepts learned through professional growth

experiences

Comments:

Rating IV. INTERPERSONAL RELATIONSHIPS Evaluatee Evaluator

A. Demonstrates positive interpersonal relationships



Comments:

DISTRIBUTION: RATING SCALE: Original: Evaluatee Copy: Evaluator

4 – Exemplary 3 – Effective 2 – Needs Improvement 1 – Unsatisfactory N/A – Not applicable

Evaluatee

Evaluator Date Conference Held


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PRINCIPAL INDICATORS AND DESCRIPTORS


A. Established and maintains high expectations Communicates a clear vision and sense of direction Motivates others to achieve in all activities

B. Implements county curricula Provides a master schedule that accommodates curriculum implementation Facilitates equitable student access to all available programs Encourages students to be involved in challenging programs Uses staff effectively to implement programs

C. Demonstrates organizational ability Plans, schedules, and coordinates work of others Manages required tasks in a timely manner Submits accurate reports on time


E. Coordinates, facilitates, and motivates staff efforts Supports staff initiatives Provides appropriate resources as available

F. Initiates and implements programs for school improvement Is receptive to new ideas and change Motivates and encourages staff Provides appropriate resources as available

G. Delegates authority Provides opportunities for others to develop leadership skills Encourages effective shared decision-making through the School Improvement Team

H. Demonstrates decisiveness Recognizes when a decision is required Acts judiciously and quickly to address situations

I. Facilitates staff development Identifies needs and areas for growth Provides resources and opportunities to staff Promotes sustained staff involvement for identified initiatives


A. Uses appropriate observation, evaluation, and conferencing techniques Follows county policies and guidelines Completes assigned observations, evaluations, and conferences in a timely manner Follows established timelines Provides timely and appropriate feedback to personnel Provides opportunities and suggestions for improvement and growth

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B. Plans, prepares, and implements appropriate programs

Initiates programs to address identified needs Develops appropriate plans for completion of programs Completes planned programs Evaluates and revises programs as needed


Provides appropriate, regular, and timely communication Is receptive to and encourages communication with others



Demonstrates equitable treatment of staff Uses good judgment in dealing with others




Develops an appropriate school-based budget Seeks input from others Manages available resources effectively Dispenses available funds in a timely manner Ensures the maintenance of appropriate financial records Follows established policies and procedures


Promotes the welfare and safety of others Identifies needed improvements, alterations, and repairs of the facility and takes

appropriate action Provides for the cleanliness of the school plant Provides for the security of the school plant Responds appropriately in emergency situations




Provides for appropriate staffing within the confines of available resources Develops appropriate schedules Works in a cooperative manner with others Evaluates staff Seeks and uses input from others in meeting human resource needs Uses community resources effectively


Provides for the monitoring and supervision of the transitions of students Provides a program of acceptable student conduct Fosters and encourages positive relationships with staff and community

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CECIL COUNTY PUBLIC SCHOOLS Principal


Name Assignment Date Rating V. LEADERSHIP SKILLS Evaluatee Evaluator


B. Implements county curricula



E. Coordinates, facilitates, and motivates staff efforts

F. Initiates and implements programs for school improvement

G. Delegates authority

H. Demonstrates decisiveness

I. Facilitates staff development

Comments:

Rating VI. MANAGEMENT SKILLS Evaluatee Evaluator


B. Plans, prepares, and implements appropriate programs C. Communicates articulately and interacts positively with

stakeholders








Comments:

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Rating VII. PROFESSIONAL GROWTH Evaluatee Evaluator

B. Implements professional growth recommendations established by next-in-line administrator




experiences

Comments:

Rating VIII. INTERPERSONAL RELATIONSHIPS Evaluatee Evaluator




Comments:



Evaluatee



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INSTRUCTIONAL COORDINATOR INDICATORS AND DESCRIPTORS


A. Demonstrates a sense of vision as a leader of instruction Seeks new and innovative ideas Demonstrates application of instructional knowledge and experience Provides opportunities for others to develop leadership skills Encourages effective shared decision-making through the School Improvement Team

B. Develops county curricula Evaluates curricula frequently to identify needed changes Examines research, standards, and other school system programs for current instructional

trends Involves staff in writing curriculum Determines need for appropriate instructional materials and staff development

C. Demonstrates organizational ability Plans, schedules, and coordinates work of others Manages required tasks in a timely manner Submits accurate reports on time Is receptive to and encourages communication with others


E. Coordinates staff efforts Supports staff initiatives Provides appropriate resources

F. Initiates and implements, and monitors curriculum and programs for school improvement Is receptive to new ideas and change Motivates and encourages staff Provides appropriate resources as available

G. Demonstrates decisiveness Recognizes when a decision is required Acts judiciously and quickly to address situations

H. Coordinates staff development Seeks input for training from various sources Plans and implements in-service sessions Provides consistent, focused, and on-going training

I. Establishes and maintains a proactive stance in leading others Demonstrates enthusiasm Deals with others in a fair and consistent manner Maintains an industrious work ethic Exercises good judgment Establishes and maintains high performance expectations Demonstrates the ability to influence others

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A. Uses appropriate observation, evaluation, and conferencing techniques Follows county policies and guidelines Completes assigned observations, evaluations, and conferences Follows established timelines Provides timely and appropriate feedback to personnel Provides opportunities and suggestions for improvement and growth


Initiates programs to address identified needs Develops appropriate plans for completion of programs Completes planned programs Provides appropriate, regular, and timely communication Evaluates and revises programs as needed

C. Fosters a high level of professional performance


Demonstrates equitable treatment of staff Uses good judgment in dealing with others Demonstrates self-discipline and acceptance of responsibility

D. Conducts productive meetings


E. Manages financial and material resources

Participates in the preparation of the instructional budget Exercises good judgment in the expenditure of available funds Follows appropriate purchasing procedures for the expenditure of available funds Coordinates distribution of available resources

F. Maintains accurate records


G. Manages human resources





Identifies appropriate areas for development Communicates identified goals to appropriate individuals Demonstrates evidence of attaining established goals Evaluates and revises goals as needed

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C. Pursues opportunities for continued professional development Attends professional development programs Maintains memberships in professional organizations Engages in professional reading to keep current with educational trends and issues Demonstrates characteristics of a lifelong learner




D. Demonstrates positive interpersonal relationships Establishes rapport with staff and other stakeholders Demonstrates sensitivity toward others Demonstrates listening skills Strives for fairness Works cooperatively

E. Develops human resources


F. Demonstrates professional demeanor


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CECIL COUNTY PUBLIC SCHOOLS Instructional Coordinator



A. Demonstrates a sense of vision as a leader of instruction

B. Develops county curricula



E. Coordinates staff efforts

F. Initiates, implements, and monitors curriculum and programs for school improvement

G. Demonstrates decisiveness

H. Coordinates staff development

I. establishes and maintains a proactive stance in leading others

Comments:



B. Plans, prepares, and implements appropriate programs C. Fosters a high level of professional performance





H. Manages human resources

Comments:

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experiences

Comments:





Comments:



Evaluatee



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ADMINISTRATIVE SUPERVISOR/COORDINATOR INDICATORS AND DESCRIPTORS


A. Demonstrates a sense of vision as a leader of instruction Seeks new and innovative ideas Demonstrates application of instructional knowledge and experience Provides opportunities for others to develop leadership skills Encourages effective shared decision-making through the School Improvement Team

B. Demonstrates organizational ability Plans, schedules, and coordinates work of others Manages required tasks in a timely manner Submits accurate reports on time Is receptive to and encourages communication with others

C. Demonstrates oral and written communication skills Makes clear presentations of facts or ideas Communicates effectively with faculty, staff, and community

D. Coordinates staff efforts Supports staff initiatives Provides appropriate resources

E. Initiates, implements, and monitors programs for school improvement Is receptive to new ideas and change Motivates and encourages staff Provides appropriate resources

F. Demonstrates decisiveness Recognizes when a decision is required Acts judiciously and quickly to address situations

G. Coordinates staff development Seeks input for training from various sources Plans and implements in-service sessions Provides consistent, focused, and on-going training

H. Establishes and maintains a proactive stance in leading others Demonstrates enthusiasm Deals with others in a fair and consistent manner Maintains an industrious work ethic Exercises good judgment Establishes and maintains high performance expectations Demonstrates the ability to influence others


A. Uses appropriate observation, evaluation, and conferencing techniques Follows county policies and guidelines Completes assigned observations, evaluations, and conferences Follows established timelines Provides timely and appropriate feedback to personnel Provides opportunities and suggestions for improvement and growth

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Initiates programs to address identified needs Develops appropriate plans for completion of programs Completes planned programs Provides appropriate, regular, and timely communication Evaluates and revises programs as needed



Demonstrates equitable treatment of staff Uses good judgment in dealing with others Demonstrates self-discipline and acceptance of responsibility




Participates in the preparation of the instructional budget Exercises good judgment in the expenditure of available funds Follows appropriate purchasing procedures for the expenditure of available funds Coordinates distribution of available resources











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CECIL COUNTY PUBLIC SCHOOLS Administrative Supervisor/Coordinator ANNUAL PERFORMANCE ASSESSMENT

Name Assignment Date Rating V. LEADERSHIP SKILLS Evaluatee Evaluator

A. Demonstrates a sense of vision as a leader

B. Demonstrates organizational ability

C. Demonstrates oral and written communication skills

D. Coordinates staff efforts

E. Initiates, implements, and monitors curriculum and programs for school improvement

F. Demonstrates decisiveness

G. Coordinates staff development

H. establishes and maintains a proactive stance in leading others

Comments:



B. Plans, prepares, and implements appropriate programs C. Fosters a high level of professional performance





Comments:

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Comments:





Comments:



Evaluatee



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SCHOOL PSYCHOLOGIST



A. Demonstrates a sense of vision as a leader of instruction Seeks new and innovative ideas Demonstrates application of instructional knowledge and experience

B. Demonstrates organizational ability Plans, schedules, and coordinates work Manages required tasks in a timely manner Submits accurate reports on time

C. Demonstrates oral and written communication skills Makes clear presentations of facts or ideas Communicates effectively with faculty, staff, and community Writes psychological reports in a clear and concise manner

D. Facilitates staff efforts Functions as part of a team, incorporating staff input into decision-making Provides appropriate information to staff

E. Demonstrates decisiveness Recognizes when a decision is required Acts judiciously and quickly to address situations

F. Facilitates staff development Identifies needs and areas for growth Provides appropriate information and in-services to staff

G. Establishes and maintains a proactive stance in leading others Demonstrates enthusiasm Deals with others in a fair and consistent manner Maintains an industrious work ethic Exercises good judgment Establishes and maintains high performance expectations


A. Uses appropriate observation, evaluation, and conferencing techniques Follows county policies and guidelines Completes assigned diagnostic evaluations and conferences Follows established timelines Provides timely and appropriate feedback to personnel

B. Assists with the planning of appropriate programs for individual students Functions well as part of the team designated to provide an educational program for students Suggests and discusses behavior management techniques, whenever appropriate Suggests and discusses counseling, and other services, whenever appropriate

C. Fosters a high level of professional performance Demonstrates professional behavior Demonstrates equitable treatment of staff Uses good judgment in dealing with others Demonstrates self-discipline and acceptance of responsibility

D. Conducts productive meetings Plans and develops meeting agendas Uses meeting time appropriately Accomplishes meeting goals

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E. Maintains accurate records


F. Uses appropriate testing/diagnostic skills

Creates a comfortable testing atmosphere for students Demonstrates thorough knowledge of assessment instruments

G. Communicates and interacts with students, staff, and community

Provides appropriate, regular, and timely communication Is receptive to and encourages communication with others Responds appropriately in crisis situations















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CECIL COUNTY PUBLIC SCHOOLS School Psychologist



A. Demonstrates a sense of vision



D. Facilitates staff efforts

E. Demonstrates decisiveness

F. Facilitates staff development

G. Establishes and maintains a proactive stance in working with others

Comments:


A. Uses appropriate student evaluation and conferencing techniques B. Assists with the planning of appropriate programs for individual

students



E. Maintains accurate records

F. Uses appropriate testing/diagnostic skills

G. Communicates and interacts with students, staff, and community

Comments:

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Comments:





Comments:



Evaluatee



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PUPIL PERSONNEL WORKER



A. Establishes and maintains high expectations Communicates a clear vision and sense of direction Motivates others to achieve in all activities


Plans, schedules, and coordinates activities of others Manages required tasks in a timely manner Submits accurate reports on time


Makes clear presentations of facts or ideas Communicates effectively with faculty, staff, and community Provides timely feedback on staff referrals

D. Assists in the coordination, facilitation, and motivation of staff efforts

Supports staff initiatives Provides appropriate services and expertise

E. Supports and initiates programs for school improvement

Assists schools to improve attendance Assists staff in identifying students with unique problems and participates in developing

solutions Assists in the implementation of applicable parts of the school improvement plan Is receptive to new ideas and change

F. Provides support to students, home, and community

Communicates with the home to interpret and enforce relevant attendance and enrollment policies

Identifies, evaluates, and attempts to solve school/home/community related student problems

Works with key community agencies Acts as a Board of Education agent at court proceedings regarding students


Recognizes when a decision is required Acts judiciously and quickly to address situations


A. Maintains flexibility in work schedule/time management Responds in a timely fashion to immediate needs and crises Schedules and conducts home visitations as required Establishes priorities around routine duties

B. Utilizes services provided in community

Establishes personal contact network with other professionals Refers students/families for needed medical and helping services

C. Provides group/individual counseling services for “at risk” students

Works with the home to obtain more productive attitude toward the school Obtains commitment to school from students

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D. Maintains accurate records

Assists in updating student permanent records Documents involvement with students and caregivers Maintains documentation in a format that is easily understood

E. Plans, prepares, and implements appropriate programs

Initiates programs to address identified needs Develops appropriate plans and strategies for completion of programs Completes planned programs Evaluates and revises activities as needed

F. Communicates and interacts with students, staff, and community

Provides appropriate, regular, and timely communication Is receptive to and encourages communication with others Conducts planned conferences and visits Provides group/individual counseling services for “at risk” students

G. Fosters a high level of professional performance

Utilizes and implements strategies and techniques to work in a professional manner with the public

Makes fairness a priority in all public contacts Uses good judgment in dealing with others

H. Conducts productive conferences

Plans and develops successful strategies to accomplish conference goals Uses negotiation skills to resolve conflicts









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D. Demonstrates positive interpersonal relationships Establishes rapport with staff and other stakeholders Demonstrates sensitivity toward others Demonstrates listening skills Strives for fairness Works cooperatively

E. Develops human resources


F. Demonstrates professional demeanor


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CECIL COUNTY PUBLIC SCHOOLS

Pupil Personnel Worker ANNUAL PERFORMANCE ASSESSMENT





D. Assists in the coordination, facilitation, and motivation of staff efforts

E. Supports and initiates programs for school improvement

F. Provides support to students, home, and community


Comments:


A. Maintains flexibility in work schedule/time management B. Utilizes services provided in community C. Provides group/individual counseling services for “at risk”

students

D. Maintains accurate and relevant records

E. Plans, prepares, and implements appropriate programs

F. Communicates and interacts with students, staff, and community

G. Fosters a high level of professional performance

H. Conducts productive conferences

Comments:

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Comments:





Comments:



Evaluatee



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CECIL COUNTY PUBLIC SCHOOLS

Administrative and Supervisory Personnel

OBJECTIVE SETTING CONFERENCE REPORT

NAME ASSIGNMENT

EVALUATOR DATE

System/School-level Personal

OBJECTIVE MEANS OF ACHIEVING OBJECTIVE METHOD OF MEASURING ACHIEVEMENT OF OBJECTIVE TIMELINE/TARGET DATE(S) FOR ACHIEVING OBJECTIVE Evaluator’s Signature Evaluatee’s Signature

OBJECTIVE ASSESSMENT CONFERENCE REPORT

Date DEGREE OF ATTAINMENT: Evaluator’s Signature Evaluatee’s Signature DISTRIBUTION Original - Evaluator Copy 1 - Evaluatee - after objective assessment conference A signature indicates a copy received – does not Copy 2 - Evaluatee - after objective setting conference necessarily indicate agreement.

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APPENDIX I

'The purpose of the Cecil. County Public Schools is to educate all students through quality program to ensure equality of opportunity to meet individual. needs for maximum development of each child and to provide a foundation for lifelong learning.

OUR MISSION is to create -a positive self-image in all students, to instill in them a love of learning, and to teach the prerequisite skills required for success in life. To accomplish this will require individual commitment and a sense of shared responsibility from students, staff, parents, community and government. Therefore, we will:

• Create a secure, inviting environment for learning;

• Recognize reading achievement as a prime component for educational success;

• Teach the skills necessary for successful thinking, communication, critical

analysis, and decision making;

• Be progressive in our use of technology to assist in the learning process and to assure student competence for careers in the global market;

• Assist students to appreciate ethnic and cultural diversity in our community to become effective citizens in a changing global society;

• Identify children's academic and behavioral strengths and weaknesses early and provide effective, appropriate instruction and programs;

• Use curriculum goals and instructional needs as the primary criteria for decision making;

• Explore the nature of excellence, and inspire students and staff to set and to achieve high expectations;

• Recognize individual attainment of excellence by both students and staff;

• Foster individual initiative and build open, effective communication and teamwork throughout the system;

• Build partnerships with parents and the total community to utilize their resources and expertise to fulfill a shared responsibility for the child; Pursue proactive public relations to gain community understanding, support and adequate funding to insure an excellent education program;

In accomplishing our mission, we will make improvements in the quality of our programs and the achievements of our students each year. We will succeed in educating our children to be productive, responsible citizens in a democratic society. We will periodically evaluate our progress toward the attainment of our mission. HISTORY: ADOPTED SEPTEMBER 12, 1988

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APPENDIX II

SHARED VALUES Excellence

The pursuit of excellence requires that we: • Model our Vision and Shared Values • Set high goals and commit ourselves to attaining them • Seek understanding of the school communities' needs and hold ourselves accountable to

their high expectations • Do it right the first time • Seek continuous improvement of all that we do

Wellness We will: • Provide a secure, safe, healthy environment • Assume responsibility for our own safety and health • Demonstrate concern for the safety and health of others

• Seek opportunities to participate in activities that promote personal health, safety and wellness

Integrity To exemplify personal and organizational ethical behavior, we will: • Do what is right, fair, equitable, and honest • Model our Shared Values • Be accountable for our actions

Teamwork We will utilize representative teams to accomplish our Shared Decision-making goal, recognizing: • The need to focus on our internal and external communities • The value of all individuals on the team • Synergy comes from a diversity of strengths and viewpoints • Teams are accountable for their decisions

Mutual Support We will develop caring, supportive relationships in which we: • Appreciate cultural differences • Nurture and mentor • Cooperate • Recognize the intrinsic worth of all individuals • Value and respect each other

Growth and Development We will create a positive atmosphere which: • Fosters continuous personal and professional growth and development • Values and rewards creativity, innovation, critical thinking, problem-solving, risk-taking, and

achievement • Encourages goal-setting and attainment

Communication Our communications will be based on: • Openness, truth and trust • Removal of barriers between individuals and functions • Inclusion of all parties -- multidirectional • Accountability

Flexibility Flexibility enables us to: • Be open to new ideas • Be creative and innovative • Take well-considered risks • Adjust our operations to meet new challenges

Adopted by the Board of Education, October 14, 1991

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APPENDIX III

STATEMENT OF ETHICS

An educational administrator's professional behavior must conform to an ethical code. The code must be idealistic and at the same time practical, so that it can apply reasonably to all educational administrators. The administrator acknowledges that the schools belong to the public they serve for the purpose of providing educational opportunities to all. However, the administrator assumes responsibility for providing professional leadership in the school and community. This responsibility requires the administrator to maintain standards of exemplary professional conduct. It must be recognized that the administrator's actions will be viewed and appraised by the community, professional associates, and students. To these ends, the administrator subscribes to the following statements of standards.

The educational administrator:

1. Makes the well-being of students the fundamental value in all decision making and actions.

2. Fulfills professional responsibilities with honesty and integrity. 3. Supports the principle of due process and protects the civil and human rights of

all individuals.

4. Obeys local, state, and national laws and does not knowingly join or support organizations that advocate, directly or indirectly, the overthrow of the government.

5. Implements the governing board of education's policies and administrative rules and regulations.

6. Pursues appropriate measures to correct those laws, policies, and regulations that are not consistent with sound educational goals.

7. Avoids using positions for personal gain through political, social, religious, economic, or other influence.

8. Accepts academic degrees or professional certification only from duly accredited institutions.

9. Maintains the standards and seeks to improve the effectiveness of the profession through research and continuing professional development.

10. Honors all contracts until fulfillment or release.

This Statement of Ethics was developed by a task force representing the National Association of Secondary School Principals, National Association of Elementary School Principals, American Association of School Administrators, Association of School Business Officials, American Association of School Personnel Administrators, and National Council of Administrative Women in Education. Approved by NASSP Board of Directors, November 1973.