Master Agreement 2005 - State Employment Relations Board

SYLLABUS
for use with
Appraisal of the Professional
Revised - July 1986
(Note: This Agreement calls for the redesign of the evaluation instrument and
process described below.)
Philosophy
Thephilosophy underlying the development of the Appraisal of
the Professional, ASteptoProfessional Growth,isinherentinthe
title itself.
Theessence of this philosophy is evident in the following list of
statements:
1. The appraisal system allows for the development of a close
working relationship between the professional and the evaluator.
The goal of professional and evaluator must be an authenticattempt
to assist in professional growth and development.
2. The professional appraisal system is linked to professional
growth or improvementintheassigned area of responsibility.
3. Focus of the professional appraisal system is to be on professional
performance.
4. The professional fills many roles, some of which are not limited
to the classroom.
5. Appraisal is to be conducted by the building administrator or
other designated evaluator.
6. The use of the evaluation instrument is flexible enough to
meet the needs of all professional staff, regardless of assignment.
7. Standards of effective performance should be established
which are credible to the professional, undiminished by vague
and loosely defined terms.
8. The appraisal system provides a reasonable means with appropriate
due process for terminating the employment of personnel
who are not performing successfully.
General Procedures
The“appraisal of the professional” must be viewed as a process
throughwhich professional performance is evaluated, plans for
improvement of performance are formulated and recognition of
success is formalized as a part of professional evaluation.
In order to be responsive to the varied assignments of professional
educators, the evaluation instrument must be interpreted as
it relates to the professional’s assignment. “Teaching Performance,”
for professionals performing their responsibilities in areas other
than in the classroom, should reflect the effectiveness with which
theindividual carries out his/her specific assignment.
In theevaluation of guidance counselors, both the counselor
and the evaluator should give due consideration to the unique role
of the counselor. The document entitled “Guidance Services, K-12
Written Guidance Program Plan,” dated August 1985, will be usefulinunderstanding
the role of the counselor.
Professional personnel who are not assigned to a specific school
on a full-time basis will be evaluated by their supervisor and/or
other professional who is knowledgeable about the individual’s performance
in a given program or assignment. If the evaluator is a
person other than the building administrator, the evaluator shall be
identified to the professional at the time of assignment or prior to
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