Performance Area. DIRECT SERVICE RATIONALE: Today's society is complex, with many stresses on students and schools. Direct services such as counseling, crisis intervention, staff in-servicing, mental health education, research, and program development are an important part of a school's instructional component. Students need to be emotionally available for learning. Staff and communities need to have knowledgeable resources in mental health. Special education programs need these services in order to meet identified individual student needs and legal mandates.
Performance Area. CONSULTATION RATIONALE: The psychologist/social worker has specific expertise in understanding human behavior. Consulting effectively with administrators, parents, and teachers has a direct and powerful effect towards improving the achievement and social/emotional adjustment of students. STANDARDS FOR SATISFACTORY PERFORMANCE: The psychologist/social worker consistently: • provides useful consultation on mental health issues to students, staff, parents, and community; • develops trusting and collaborative relationships which allow effective consultation; • establishes credibility as a knowledgeable source of relevant information; • follows-up on consultation in a timely manner; • seeks out resources, research, or further information for consultation if needed; • demonstrates knowledge of consultation theory.
Performance Area. PROFESSIONAL RELATIONS AND RESPONSIBILITIES
Performance Area. KNOWLEDGE OF PROFESSIONAL ETHICS RATIONALE: Standards for professional conduct, usually referred to as ethics, recognize the obligations of Mental Health professionals to provide services and to conduct themselves so as to place the highest priority on human rights and individual dignity. A code of ethics seeks to assure that each person, family, and organization served will receive the highest quality of service. Even though ethical behavior involves interactions between the Mental Health professional, the person served and employing institutions, responsibility for ethical conduct must rest with the professional. STANDARDS FOR SATISFACTORY PERFORMANCE: The psychologist/social worker consistently: • adheres to the professional ethical standards and guidelines developed by the national Association of School Psychologists, National Association of Social Workers and/or the American Psychological Association; • seeks peer consultation on a regular and on-going basis; • consults with the Coordinator of Mental Health when necessary regarding problematic situations involving ethical concerns; • is prompt in responding to building needs and referrals. Part Two: Evaluation Process The Coordinator of Mental Health will provide copies of Policy 4877 and appropriate training/informational materials to Mental Health employees annually. All Mental Health employees are subject to being evaluated according to the following procedures.
Performance Area. Professional Responsibilities Component Poor Basic (Needs to Improve) Proficient Distinguished Effective Communication Often communicates with staff, students, parents, or others in an inaccurate or inappropriate or inconsistent manner. Generally communicates with staff, students, parents, and others in an appropriate and consistent manner. Appropriately and consistently communicates with staff, students, parents, and others. Communicates effectively with staff, students, parents, and others (e.g. appropriate and consistent, proactive, etc.) Professional Growth Does not consistently attend professional growth activities, or consistently attends such activities but attendance is characterized by negative behavior Attends professional growth activities as directed or provided by employer Takes responsibility for professional growth and applies acquired skills on the job Actively pursues professional growth; applies acquired skills on the job and shares knowledge with colleagues Appearance Appearance is not neat and/or is not clean, and/or clothing is inappropriate to the work environment. Appearance is generally neat, clean, and appropriate to the work environment. Appearance is neat, clean, and appropriate to the work environment. N/A Comments and/or examples (must be provided regarding any component rated Poor or Basic):
Performance Area. Professional Responsibilities Component Poor Basic (Needs to Improve) Proficient Distinguished Working as an Effective Member of a Team Relationships with co-workers are negative and s/he avoids being involved in team projects/activities. □ Relationships with co-workers are cordial and s/he participates in team projects/activities when specifically requested. □ Maintains positive relationships with co-workers and actively participates in team projects/activities □ Assumes an effective leadership role in team projects/activities while maintaining positive relations with co-workers.□ Maintaining Confidentiality Shares information that should be confidential per Board policy, law, and/or good judgment. □ N/A □ Maintains confidentiality by exercising good judgment in deciding what and when information to is shared and to whom it is shared □ Maintains confidentiality by demonstrating good judgment and promotes confidentiality □ Exercising Discretion Exhibits behavior that is offensive and/or inappropriate □ Exhibits behavior that demonstrates a lack of sensitivity to others □ Exercises good judgment to ensure behavior is appropriate and is sensitive to the response of others □ Demonstrates outstanding judgment to ensure behavior is appropriate and sensitive to the response of others and promotes discretion □ Punctuality and Attendance (Absences covered by FMLA or approved long-term leave shall not be considered) Frequently tardy and/or absent and/or frequently fails to follow attendance procedures □ Occasionally tardy and/or absent and/or occasionally does not follow attendance procedures □ Punctual on a consistent basis; and consistently follows attendance procedures □ Always punctual; misses very few days and consistently follows attendance procedures □ Comments and/or examples (must be provided regarding any component rated Poor or Basic):
Performance Area. Intra/Interpersonal Skills Component Poor Basic (Needs to Improve) Proficient Distinguished Rapport (with students, staff, community members, and others) Interactions are negative or inappropriate. □ Interactions generally are appropriate and free from conflict. □ Interactions reflect general warmth and are respectful of differences among people. □ Interactions are highly respectful, reflecting genuine warmth and sincerity. □ Problem Solving Does not anticipate problems and/or is unable to find effective solutions □ Anticipates some problems and finds solutions that are minimally effective □ Anticipates problems and uses specific strategies to find effective solutions to problems □ Anticipates problems and uses effective strategies to take preventive or proactive action to prevent or solve problems □ Judgment and Decision Making Judgment and decisions often or consistently result in errors and/or poor outcomes. □ Judgment and decisions sometimes result in errors and/or poor outcomes. □ Thoughtful judgment and sound decision making results in positive outcomes. □ Thoughtful judgment and sound decision making results in positive outcomes that have long lasting and/or widespread impact. □ Adaptability/Flexibility Resists and demonstrates difficultly in adapting to change □ Demonstrates reluctance and some rigidity when responding to change □ Adapts to new situations and responds to change in a manner that is flexible □ Adapts to new situations and responds to change in a manner that is flexible and supports others during the process of change □ Comments and/or examples (must be provided regarding any component rated Poor or Basic):
Performance Area. Quality of Work Component Poor Basic (Needs to Improve) Proficient Distinguished Job Knowledge/skills Limited knowledge, skills and/or misconceptions frequently result(s) in poor job performance. Limited knowledge, skill and/or misconceptions frequently hinder job performance. Seeks and acquires knowledge and/or skill which is demonstrated through job performance. Demonstrates extensive knowledge and/or skill through excellent job performance. Initiative Does not monitor the quality of his/her work and/or does not make adjustments if work is of poor quality Monitors the quality of his/her work and makes minimal adjustments to improve quality. Self-reflects and monitors the quality of work and makes appropriate adjustments for improvement. Self-reflects and monitors quality of work, makes adjustments for improvement and offers suggestions for improvements Maintains Safety Demonstrates habits that are unsafe, putting him/herself and others at risk N/A Emphasizes and demonstrates safe work habits. N/A Comments and/or examples (must be provided regarding any component rated Poor or Basic):
Performance Area. Quality of Work Component Poor Basic (Needs to Improve) Proficient Distinguished Time Management Time at work is used inefficiently, resulting in deadlines not being met. Time at work is used somewhat efficiently, although some deadlines are not met. Time at work is used efficiently, and deadlines are met. Time at work is used efficiently and deadlines are met in a manner that enhances supervisor’s effectiveness. Task/Project Completion Tasks/projects frequently are not completed or frequently are not completed within expected time frames. Tasks/projects sometimes are not completed or sometimes are not completed within expected time frames. Tasks and projects are completed within expected time frames. Tasks/projects are completed consistently within expected time frames and often ahead of schedule. Other Components Specific to Position Comments and/or examples (must be provided regarding any component rated Poor or Basic): * Employee Signature Date * Evaluator Signature Date * Signatures are needed only if the Formative Assessment is completed and reviewed with the employee on a date prior to completion and review of the Summative Assessment. Employee signature signifies receipt of the Formative Assessment not necessarily agreement with its contents.
Performance Area. Artist represents and warrants that neither Artist nor any of Artist’s musicians, technicians, and so-called roadies (collectively, “Artist’s Entourage”) shall: conduct Artist's and/or their performance in any area other than the stage provided by Owner; or, deliberately encourage, either orally or by the hand or body movements, members of the audience to leave their seating areas. In the event of any breach of the warranties set forth in this paragraph by Artist or any member of Artist’s Entourage, Owner shall be entitled to withhold, as liquidated damages, any additional sums to be paid to Artist for such engagement pursuant to this Agreement. The withholding of such liquidated damages shall not impair or otherwise diminish the rights of Owner to recover any additional damages sustained or otherwise restrict any other legal or equitable remedy available to it arising out of any breach of the foregoing warranties by Artist or any member of Artist’s Entourage. Artist warrants and represents that Artist and all members of Artist's Entourage will conduct themselves in such a manner as to avoid injury to third parties in connection with any activities related to this Agreement. Artist indemnifies Owner from and against any and all claims of third parties resulting from the negligent acts or omissions of Artist and Artist’s Entourage, including the reasonable costs and attorneys' fees incurred in defending against such claims.
