Anamosa Community School District
Para Educator Evaluation
|Rating Scale:||E*||Exceeds Expectations||Performance exceeds expectations|
|Performance meets expectations|
|I*||Needs Improvement||Performance is below expectations|
|Performance does not meet expectations|
Directions: Use the above descriptors to rate each skill. *Specific supporting behavioral comments must be given for a rating of (E) Exceeds Expectations. *(I) Needs improvement or * (U) Unsatisfactory requires a performance improvement plan. Determine the overall job performance by reviewing all ratings.
GENERAL RESPONSIBILITIES AND DUTIES
|1. Quality of work – Supports a learning environment by participating in instructional opportunities; encourages appropriate standards of behavior, positive interaction, active engagement in learning and self-motivation.||E||M||I||U|
- Under the guidance of a principal, teacher or nurse, supervises and assists students with personal hygiene programming, administers CPR, first aid, changes trachs and catheters; knows use of medications and has knowledge of student’s reaction to medications.
- Supervises and assists students with environmental mobility programming conducted within the community setting.
- Supervises and assists students with the adaptive physical education program special events, field trips, assemblies, tours and concerts.
- Assists with all student needs during the day including but not limited to movement in and between classes, Art, Music, Physical Education, Physical Therapy, recess, restrooms, personal hygiene and occupational therapy.
- Assists with the preparation of specialized teaching aids and materials as planned by the teacher.
- Carries out recommendations provided by consultants (e.g., occupational therapist, physiotherapist, speech/language pathologist, etc.).
- Uses teacher approved appropriate reinforcement strategies such as prompting, modeling and shaping.
- Provides students with feedback and reinforcement on performance consistent with the teacher’s behavior management plan.
- Helps build student self-esteem and encourages caring and helping behaviors among students.
- Performs teacher directed clerical duties and assists with school supervision duties.
- Provides modeling and guidance when implementing activities that integrate children with special needs.
- Helps integrate the student(s) to become one of the class.
- Maintains confidentiality of all information and student records.
- Records behavioral data, accident reports, etc.
- Works collaboratively with and plans, reviews and reports student needs, concerns and performance with assigned teacher/team.
- Implements effective behavior control strategies as directed by the teacher.
|2. Quantity of work – The amount of work performed is evidence of high productivity; industrious; accountable for own fair share of work load; seeks additional tasks.||E||M||I||U|
- Assists students in completing classroom assignments and tasks reinforcing concepts presented by the teacher.
- Demonstrates productive, appropriate and independent use of time.
|3. Knowledge of job – Understands professional strategies, techniques and materials within the District; Job and job-related responsibilities are well understood and reflected in job performance; exhibits continuous improvement and ongoing learning.||E||M||I||U|
- Uses established communication systems with teachers through documentation and regular meetings for collaborative monitoring and discussion.
- Exhibits an understanding of the District/School programs that exist in assigned learning environment.
- Plans, reviews and reports student needs, concerns and performance with assigned team.
- Demonstrates an understanding of and abides by District and school policies and procedures.
- Demonstrates knowledge of the legal and human rights of students and their families.
- Selects and uses the appropriate channels for resolving concerns.
- Participates in ongoing professional development specific to student and classroom needs.
- Assists students in transitions and in organization and promptness of daily schedule.
- Assists in student’s accountability for homework and school assignments.
- Assists the teacher in facilitating all goals and objectives contained in the students IEP.
- Assists in sharing information with the assigned teacher regarding the student’s physical, auditory, social and visual limitations.
- Solicits student solutions and reinforces successful solutions.
- Addresses conflicts with teachers at the classroom level first, school level second, and school district level third.
- Recognizes appropriate and inappropriate behaviors ensuring that students know expectations, policies and consequences and are responsible for his/her own behaviors.
- Read and comprehend at the student’s grade level or above.
- Recognizes and facilitates appropriate environments for individual students and classmates in their work and behaviors.
- Maintains professional growth, current Mandatory Reporting Training, First Aid, CPR certification as required by state and federal regulations.
|4. Creativity / Problem Solving – Offers new ideas; suggests innovative and better ways of performing necessary tasks.||E||M||I||U|
- Identifies and responds to problems effectively.
- Identifies and reports problems as they arise.
- Develops options to solve problems.
- Makes accurate and timely decisions.
- Assists students with problem solving skills and offers appropriate solutions when students are “stuck”.
- Shares relevant information for team meetings, conferences and other support personnel and administration.
|5. Interpersonal skills – Works collaboratively with others; courteous; polite; pleasant; promotes positive image in contacts with the school community including students, colleagues, families and related agencies.||E||M||I||U|
- Uses a cooperative and collaborative approach by working as a positive effective team member.
- Exhibits sensitivity and understanding of individual and cultural differences.
- Develops working rapport with the staff and student(s).
- Relates to and interacts with student using positive reinforcement and effective communication.
- Greets student(s) and parents as they arrive.
- Possesses a genuine interest in helping students and does not get easily discouraged.
|6. Dependability – Reliable; punctual; consistent attendance; completes work accurately and in a timely fashion; stable and calm in a crisis or emergency; works independently.||E||M||I||U|
- Exhibits attributes of regular and reliable attendance, promptness and dependability.
- Demonstrates responsible behavior toward work responsibilities and schedule.
|7. Professional Appearance – Dress is acceptable for the job; appears clean, well-groomed and “professional”.||E||M||I||U|
- Demonstrates self as an appropriate role model for students in the areas of dress, language and behavior.
|8. Organizational Skills – Exhibits ability to prioritize work; organizational skills enhance job productivity.||E||M||I||U|
- Plans and organizes work to efficiently meet schedules and deadlines.
- Organizes work for easy retrieval.
- Maintains an orderly work area.
|9. Technical Skills – Exhibits proficiency in and uses required computer applications to maximize efficiency.||E||M||I||U|
|10. Written/Verbal Communication – Conveys information and ideas accurately and courteously to clearly meet the needs of the customer, transfers thoughts and ideas into speech and presents clearly.||E||M||I||U|
- Demonstrates effective communication skills with the school community including students, colleagues, staff, families and administration.
|11. Managing Change / Adaptability – Demonstrates good understanding of organizational changes and communicates support for such change.||E||M||I||U|
|12. Professional Approach – Professional, positive, and helpful approach with members of the school community, including colleagues, families, students and administration. Displays loyalty toward the organization. Demonstrates a capacity to understand and displays a willingness to follow administrator / teacher requirements and produces a professional level of service and collaboration.||E||M||I||U|
a. Facilitates an appropriate environment for staff and students.
- Maintains effective and cooperative relationships with students and demonstrates appropriate responses to student initiated interactions.
- Willingly accepts, understands and responds to directions and instructions.
- Promotes an atmosphere of respect for students and adults.
- Demonstrates ethical behavior.
- Makes a positive contribution to school and district functions and activities.
- Treats students in a respectful, responsible and fair manner with due consideration to the students’ physical, social and psychological development.
|13. Flexibility – Demonstrates openness to new organizational structures and procedures. Willingly takes direction and will modify one’s preferred way of doing things.||E||M||I||U|
- Accepts, understands and supports District procedures.
- Willing to change work tasks to reflect District structure and procedures.
|14. Safety – Exhibits knowledge of health, safety and emergency procedures of the learning environment and follows such procedures.||E||M||I||U|
- Uses universal health care precautions.
- Demonstrates understanding and use of appropriate body mechanics to ensure safety of students and self.
- Sustains a clean, orderly, healthy and safe learning environment.
- Takes precautions as needed to address medical concerns (allergies, seizures, etc.).
- Performs emergency procedures (fire drills, emergency exits, etc.).
- Ensures the health and safety of the student at the center, on the outdoor play areas and on field trips.
|15. Goal #1||E||M||I||U|
|16. Goal #2||E||M||I||U|
Performance Goal/s (Intensive plan only):
Overall Performance Rating (check one):
(3 points per checked box)
(2 points per checked box)
(1 point per checked box)
(0 points per check box)
Overall Total Scoring (16 Goal Areas):
(44 – 48+ points ) Exceeds Expectations
(32 – 43 points) Meets Expectations
(16 – 31 points) Needs Improvement
(0 – 15 points) Unsatisfactory
Evaluator Signature Date
Employee Signature Date Administrator Signature Date
This evaluation has been discussed with me by my supervisor. I have read and received a copy of this evaluation.
The employee’s signature indicates receipt of a copy of this document. It does not necessarily mean agreement with the content. If the employee feels that the evaluation is incomplete, inaccurate, or unjust, the employee may put their objections in writing and have them attached to this document within ten (10) days of the date of the conference.