1. Classified Evaluations*
07/16/96
Classified Evaluations
Tanya Krause and Leslie Barrow
Campbell Union High School District *

2. Welcome and Introduction
Who is our audience?
What is your level of experience evaluating classified employees?
What are you looking for from today’s session?

3. Outcomes for today: Reflect on how you personally approach evaluations
Think of how your district views evaluations
Understand how to prepare for evaluations
Practice completing a challenging evaluation

4. Why do people dislike evaluations?
Think of a time when you received an evaluation you didn’t agree with or thought was inaccurate or unfair – how did you feel?
What did you do?
Has this influenced how you are as an evaluator?

5. Self Assessment
How comfortable are you in providing honest, observational feedback?
What causes you discomfort in the process?
What do you try to avoid and why?
How do you deal with this?

6. We acknowledge - doing evaluations well can be difficult
It isn’t easy to provide constructive feedback
It can be difficult when the evaluatee is upset and reacts to or disagrees with something stated/rated
It can be difficult when an employee compares themselves to another employee’s work, especially when they have a different evaluator

7. First things to consider:
What association (CBA) agreements do you have in place?
Do you have a template? NCR? Is it a paper version? Computerized?
What is the culture in your district around timely and meaningful evaluations?

8. What association (CBA) agreements do you have in place?
Do you know what is in your CBA for classified evaluation timelines, process and forms?
Is the district practice different than the CBA language?
Who manages/monitors the overall evaluation system?

9. Do you have a template? Is it a paper version? Computerized? NCR?
Does your CBA dictate the format/template of the evaluation?
If not, what is being used?
Is it tied to a rubric?

10. Rubrics for evaluations
Rubrics can be used to help guide the evaluator and also act as a reference for the evaluatee to better understand their ratings
Rubrics don’t necessarily need to be negotiated (check your CBA)
Sample for discussion (handout)

11. Ratings What do they mean? Are they being applied consistently?
Within the same classifications?
From one evaluator to the next?
From site to site and department to department?
Uh oh……

12. What is the culture in your district around timely and meaningful evaluations?
Are evaluations being done?
What is the intent of the evaluation?
Is the evaluation being used to promote growth opportunities for employees?
Is it primarily being used for discipline?

13. Who sets the tone for evaluation expectations?
Are there expectations that evaluations are done consistently?
How do you know?
Are management trainings provided in your district/COE?

14. Expectations
Do you have the same expectations for new employees as you do for veteran employees?
If not, what is different?
How is that managed?
How do you support those struggling with accurately completing evaluations?

15. What goes into an evaluation?
Needs to cover the entire duration of the evaluation period
Needs to adhere to the job description
Areas of strength and/or improvement should be noted
All items included should be information previously discussed with the employee – the eval is not to be used for the “gotcha”

16. Preparing for an evaluation
Know the job description
Get input from those that most closely supervise or work closely with the employee
Gather any documentation/data to assist in reviewing all areas and the entire evaluation cycle
Review prior evaluation – areas of focus
What is the intended outcome for this evaluation?
Don’t wait until the last minute
Set aside sufficient time for the evaluation meeting

17. Personality versus Performance
Only use vocabulary that addresses behaviors and actions as they relate to the job
If an employee performs the duties of their assignment, but doesn’t have exemplary social skills or tact, an evaluator should only evaluate on how those behaviors impact the job or workplace
Nice person – ineffective employee?

18. Supporting the evaluator
Trainings
1x1 discussions – what are the issues?
Giving sample sentence starters:
I have observed that you….
It has been noted that you have….
I have noticed improvement in ___ area however, we still need to discuss _____.

19. Supporting the employee
It is important for the evaluator to provide specific steps for improvement in needed areas
It is critical for the evaluator to follow-up and check in on areas noted for improvement and provide encouragement and support
Get feedback from employee on what the employee may need to improve in noted areas

20. Improvement Plans
Do you have a template for an improvement plan format?
What does your CBA say?
There should be “no surprises”
The evaluator is as responsible to provide support in areas noted as the employee is to improve
Timely follow-up is critical

21. Rock Stars – why bother?
Every employee deserves to be acknowledged for their efforts and accomplishments
Opportunity to find out professional goals and interests for growth
Ask the employee what they would like to work on and what support they need to accomplish their goals
There is always an area for improvement

22. What can be grieved re: evaluations?
What does your CBA say?
Normally, only timelines can be grieved, not content
However, an evaluator must be careful of the vocabulary used both in writing and verbally
If unsure, ask HR!

23. Scenario activity:
You are completing your first year as a new supervisor in your district, evaluating a veteran clerical employee.
The employee has not been evaluated in years, but her last evaluation listed all 5’s (on a 1-5 rating system), with the only comment saying, “_____ does a great job.”
Her previous evaluator is no longer with the district.

24. Your observations for Scenario 1
The employee is well liked in the office and holds a great deal of “historical knowledge,” but seems reluctant to communicate it without being asked.
The employee holds very strictly to her hours and will leave mid-project at the end of her work day, regardless of deadlines.
The employee has basic technology skills, but is not completely up to date on the use of spreadsheets, databases, publishing or power point.
The employee needs frequent reminders on assignments you have asked her to complete.
The employee seems reluctant to pursue any training, even when asked to attend.
Although competent and content to go about “business as usual,” the employee seems reluctant to step out side of her box, is somewhat resistant to change and never steps up to offer you assistance.

25. Your approach for Scenario 1
How do you approach this employee’s evaluation?
How do you address what may be differences in her previous evaluation ratings and how you have evaluated her?
What concerns might you have regarding her reactions?
What might be gained by providing some difficult, but constructive, feedback?
What are the risks of following her previous evaluator’s “it’s all good” template?
What are your thoughts on her previous evaluator?

26. Scenario #2
You are completing your first year as a new supervisor in your district, evaluating a probationary custodial employee.
Your contract requires 2 evaluations during an employee’s probationary period.
This is the employee’s first evaluation. He has 3 months until the end of his probationary period.

27. Your observations for Scenario 2
The custodian is always early or on time.
He is hardworking and seems willing to learn.
He gets along well with his co-workers, but appears to have issues communicating with English only employees.
Directions are not always followed and you suspect it is because he does not understand, not because he is unwilling.
The site has complained that he does not respond to requests from teachers for anything out of the ordinary.

28. Your approach to Scenario 2
What type of feedback to you provide?
What, if any, supports do you put in place for areas of growth?
Do you think this employee will pass his probationary period?
Do you have any specific long term concerns?

29. Questions and Issues What questions do you have?
What questions arose for you from this presentation?
What issues would you like to discuss with the group?

30. Conclusion If you have questions, feel free to contact us:
Leslie Barrow
Tanya Krause