"Performance Review Form for Non-supervisory Staff (Dys Instructional Coaches)" - Ohio

Performance Review Form for Non-supervisory Staff (Dys Instructional Coaches) is a legal document that was released by the Ohio Department of Youth Services - a government authority operating within Ohio.

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PERFORMANCE REVIEW FORM
for Non-Supervisory Staff (DYS Instructional Coaches)
Employee Name:
Employee Title:
Supervisor Name:
Coaching Region(s):
Performance Review Period:
Date of Review:
Review Process:
Employee completes parts 1 and 2 independently. Upon completion of parts 1 and 2, employee emails performance review to supervisor. Supervisor
integrates feedback into part 1,assesses employee against IPDP goals in part 2, and completes part 3 overall summary and next steps. Supervisor
th
emails employee review form and schedules meeting to review and finalize performance process by June 30
of each year. The final evaluation, along
with comments and signatures, is then forwarded to Human Resources for tracking and filing in the employee’s Personnel folder.
Part 1: Job-specific Expectations/Competencies – based on job description
1 = Unsatisfactory
2 = Needs Improvement
3 = Proficient
4 = Exemplary
3 “Proficient” = performance fully and consistently meet all essential functions of the job responsibilities and goals.
2
3
4
1
Interpersonal Skills – social and communicative skills necessary to foster
Rating
Assessment of Job Expectations/Competencies
positive working relationships with teachers, supervisors, and coaches to
achieve the intended professional development goals and objectives.
Content Knowledge – thorough understanding of subject area content for
Rating
Assessment of Job Expectations/Competencies
which one holds licensure and/or provides content area professional
development as well as the ability to relate content knowledge to specific
pedagogy in order to achieve the intended professional development goals.
Pedagogical Knowledge – comprehensive grasp of effective and evidence-
Rating
Assessment of Job Expectations/Competencies
based pedagogy as well as an ability to implement promising instructional
practices that integrate literacy and/or numeracy in the content areas, embed
assessment strategies, and utilize innovative practices that increase access-
for-all (e.g., differentiation, PYD, CRP, technology integration).
Knowledge of Curricular and Instructional Resources – knowledgeable
Rating
Assessment of Job Expectations/Competencies
about content in the DYS Instructional Guides, Empower Your Future
curriculum guides, and other approved electives and programs of studies for
supporting teachers to effectively access curriculum materials and resources to
improve the quality of teaching and learning. and
Resourceful – knowledgeable about coaching resources and is a willing
collaborator in how such resources may be applied to advance the shared
vision of coaching and professional development goals. Resources provided
through professional development and job-embedded coaching contributes to
the cohesiveness of the overall professional development team.
Coaching Tool-Kit – utilizes a variety of coaching strategies to support
Rating
Assessment of Job Expectations/Competencies
teachers in refining and enhancing their classroom practice through evidence-
based approaches that are aligned with the Standards and Indicators of
Effective Teaching. Strategies include, but are not limited to; creating and
modifying IPDP goals, facilitating workshops/mini-training, lesson
demonstration/modeling, providing ongoing evidence-based observational
feedback, and engaging teachers in complex dialogue about their practice.
Entrepreneurial Leadership Skills – approaches situations from a solutions-
Rating
Assessment of Job Expectations/Competencies
oriented mindset using innovative and efficient problem-solving methods.
Articulates a clear vision for developing each teacher. Approaches job
responsibilities conscientiously and exemplifies sound judgment. Also, thinks
outside the box and strategically, utilizing specific planning tools and resources
(e.g., workplans, concept papers, planning maps, annotated agendas, etc).
Writing – able to write clearly, succinctly, and for multiple purposes, particularly
Rating
Assessment of Job Expectations/Competencies
business and grant writing. Writing includes, but not limited to, coaching
reports, self-reflective essays, learning team feedback, mini-narrative writing,
rapid memos, and regular email messages.
Management/Data Collection – coaching action steps are directly connected
Rating
Assessment of Job Expectations/Competencies
to coaching needs identified on the Collaborative Coaching Log as well as
through other coaching data management systems and communicated to the
appropriate parties in a timely manner (e.g., teachers, teaching coordinators,
supervisors, and other key education personnel upon request).
PERFORMANCE REVIEW FORM
for Non-Supervisory Staff (DYS Instructional Coaches)
Employee Name:
Employee Title:
Supervisor Name:
Coaching Region(s):
Performance Review Period:
Date of Review:
Review Process:
Employee completes parts 1 and 2 independently. Upon completion of parts 1 and 2, employee emails performance review to supervisor. Supervisor
integrates feedback into part 1,assesses employee against IPDP goals in part 2, and completes part 3 overall summary and next steps. Supervisor
th
emails employee review form and schedules meeting to review and finalize performance process by June 30
of each year. The final evaluation, along
with comments and signatures, is then forwarded to Human Resources for tracking and filing in the employee’s Personnel folder.
Part 1: Job-specific Expectations/Competencies – based on job description
1 = Unsatisfactory
2 = Needs Improvement
3 = Proficient
4 = Exemplary
3 “Proficient” = performance fully and consistently meet all essential functions of the job responsibilities and goals.
2
3
4
1
Interpersonal Skills – social and communicative skills necessary to foster
Rating
Assessment of Job Expectations/Competencies
positive working relationships with teachers, supervisors, and coaches to
achieve the intended professional development goals and objectives.
Content Knowledge – thorough understanding of subject area content for
Rating
Assessment of Job Expectations/Competencies
which one holds licensure and/or provides content area professional
development as well as the ability to relate content knowledge to specific
pedagogy in order to achieve the intended professional development goals.
Pedagogical Knowledge – comprehensive grasp of effective and evidence-
Rating
Assessment of Job Expectations/Competencies
based pedagogy as well as an ability to implement promising instructional
practices that integrate literacy and/or numeracy in the content areas, embed
assessment strategies, and utilize innovative practices that increase access-
for-all (e.g., differentiation, PYD, CRP, technology integration).
Knowledge of Curricular and Instructional Resources – knowledgeable
Rating
Assessment of Job Expectations/Competencies
about content in the DYS Instructional Guides, Empower Your Future
curriculum guides, and other approved electives and programs of studies for
supporting teachers to effectively access curriculum materials and resources to
improve the quality of teaching and learning. and
Resourceful – knowledgeable about coaching resources and is a willing
collaborator in how such resources may be applied to advance the shared
vision of coaching and professional development goals. Resources provided
through professional development and job-embedded coaching contributes to
the cohesiveness of the overall professional development team.
Coaching Tool-Kit – utilizes a variety of coaching strategies to support
Rating
Assessment of Job Expectations/Competencies
teachers in refining and enhancing their classroom practice through evidence-
based approaches that are aligned with the Standards and Indicators of
Effective Teaching. Strategies include, but are not limited to; creating and
modifying IPDP goals, facilitating workshops/mini-training, lesson
demonstration/modeling, providing ongoing evidence-based observational
feedback, and engaging teachers in complex dialogue about their practice.
Entrepreneurial Leadership Skills – approaches situations from a solutions-
Rating
Assessment of Job Expectations/Competencies
oriented mindset using innovative and efficient problem-solving methods.
Articulates a clear vision for developing each teacher. Approaches job
responsibilities conscientiously and exemplifies sound judgment. Also, thinks
outside the box and strategically, utilizing specific planning tools and resources
(e.g., workplans, concept papers, planning maps, annotated agendas, etc).
Writing – able to write clearly, succinctly, and for multiple purposes, particularly
Rating
Assessment of Job Expectations/Competencies
business and grant writing. Writing includes, but not limited to, coaching
reports, self-reflective essays, learning team feedback, mini-narrative writing,
rapid memos, and regular email messages.
Management/Data Collection – coaching action steps are directly connected
Rating
Assessment of Job Expectations/Competencies
to coaching needs identified on the Collaborative Coaching Log as well as
through other coaching data management systems and communicated to the
appropriate parties in a timely manner (e.g., teachers, teaching coordinators,
supervisors, and other key education personnel upon request).
Name/ Performanc Review Period:
Part 2: Professional Goals:
Employee Goal #1: Individual Professional Development Plan (IPDP)
Insert Goal in box:
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Supervisor’s Comments:
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Employee’s Comments:
Employee Goal #2: Individual Professional Development Plan (IPDP)
Insert Goal in box:
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Supervisor’s Comments:
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Employee’s Comments:
Name/ Performanc Review Period:
Employee Goal #3: Individual Professional Development Plan (IPDP)
Insert Goal in box:
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Supervisor’s Comments:
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Employee’s Comments:
Part 3: Overall Summary and Next Steps:
((completed by the supervisor)
Professional Development Goal (Optional): Describe the recommended coaching, training or development activities that would
improve performance, promote further learning, job growth, and enhance career development.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Name/ Performanc Review Period:
Part 4: Summative Evaluation Comments and Signature:
Supervisor’s Final Comments and Recommendations:
Supervisor’s Signature ____________________________________________________________________
Date: _________________
Employee’s Comments:
The employee may make any comments here regarding the above review and work priorities for the next performance review period.
I have read and agree with this evaluation
I have read and disagree with this evaluation
Employee’s Signature ____________________________________________________________________
Date: _________________
Supervisor’s Signature____________________________________________________________________
Date:__________________
Received by HR date:
Follow up plan:
I have read and discussed this performance review with my supervisor and I understand its contents.
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