Performance Review Form printable pdf download

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

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.

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

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