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PLANNING AND PREPARATION

Demonstrating Knowledge of Students


Elements: Knowledge of the learning processKnowledge of students skills, knowledge, language proficiency, culture, and special needs
Instructional groups

L E V E L O F P E R F O R M A N C E

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED


ELEMENT

Knowledge of the Assistant sees no value in Assistant recognizes the value of Assistants knowledge of how students Assistant displays extensive and subtle
learning process understanding how students learn and knowing how students learn, but this learn is accurate and current. Assistant understanding of how students learn
does not seek such information. knowledge is limited or outdated. applies this knowledge to the class as a and applies this knowledge to individual
whole and to groups of students. students.

Knowledge of students skills, Assistant displays little or no knowledge Assistant displays an understanding of Assistant displays an understanding of Assistant displays understanding of
knowledge, language proficiency, of students skills, knowledge, language students skills, knowledge, language students skills, knowledge language individual students skills, knowledge
culture, and special needs proficiency, culture, and special needs, proficiency, culture, and special needs, proficiency, culture, and special needs, language proficiency, culture, and
and does not indicate that such but displays this knowledge only for the and displays this knowledge for groups special needs, and has a strategy for
knowledge is valuable. class as a whole. of students. maintaining such information.

Instructional groups Instructional groups do not support the Instructional groups partially support the Instructional groups are varied as Instructional groups are varied as
(if applicable) instructional outcomes (desired instructional outcomes (desired appropriate to the students and the appropriate to the students and highly
outcomes as requested by teacher) and outcomes as requested by teacher), different instructional outcomes (desired relevant to the different instructional
offer no variety. with an effort at providing some variety. outcomes as requested by teacher). outcomes (desired outcomes as
requested by teacher).
THE CLASSROOM ENVIRONMENT
Creating an Environment of Respect and Rapport

Elements: Assistant interaction with studentsMonitoring student behavior


Response to student misbehavior

L E V E L O F P E R F O R M A N C E

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED


ELEMENT

Assistant interaction with Assistant interaction with at least Assistant-student interactions are Assistant-student interactions are friendly Assistant interactions with students reflect
students some students is negative, generally appropriate but may reflect and demonstrate general caring and genuine respect and caring for individuals
demeaning, sarcastic, or inappropriate occasional inconsistencies, favoritism, respect. Such interactions are appropriate as well as groups of students. The
to the age or culture of the students. or disregard for students cultures. to the age and cultures of the students. Assistant models the pillars.
Students exhibit disrespect for the Students exhibit only minimal respect Students exhibit respect for the Assistant.
Assistant. for the Assistant.

Monitoring of Student behavior is not monitored, and Assistant is generally aware of student Assistant is alert to student behavior at all Monitoring by Assistant is subtle and
student behavior Assistant is unaware of what the behavior but may miss the activities of times. preventive. Students have learned by
students are doing. some students. example from the assistant as to what
is required. Students monitor their own
and/or their peers behavior, correcting
one another respectfully.

Response to student Assistant does not respond to Assistant attempts to respond to Assistant response to misbehavior is Assistant response to misbehavior is
misbehavior misbehavior, or the response is student misbehavior but with uneven appropriate and successful and respects highly effective and sensitive to
inconsistent, is overly repressive, or results, or there are no major the students dignity, or student behavior students individual needs, and/or
does not respect the students dignity. infractions of the rules. is generally appropriate. student behavior is entirely appropriate.
THE CLASSROOM ENVIRONMENT
Establishing a Culture for Learning
Elements: Expectations for learning and achievementStudent pride in work Communication with teachers regarding student performance

L E V E L O F P E R F O R M A N C E

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED


ELEMENT

Expectations for learning and Instructional outcomes (desired Instructional outcomes (desired Instructional outcomes (desired outcomes Instructional outcomes (desired
achievement outcomes as requested by teacher), outcomes as requested by teacher), as requested by teacher), activities and outcomes as requested by teacher),
activities and assignments, and activities and assignments, and assignments, and classroom interactions activities and assignments, and
classroom interactions convey low classroom interactions convey only convey high expectations by assistant for classroom interactions convey high
expectations by assistant for at least modest expectations by assistant for most students. expectations by assistant for all
some students. student learning and achievement. students. Students appear to have
internalized these expectations without
prompts from the Assistant.

Student independence and Students demonstrate little or no pride Students minimally accept the Students accept the Assistants insistence Students acknowledge the pillars
pride in their work. They seem to be responsibility to do good work but on work of high quality and demonstrate through demonstrating attention to
motivated by the desire to complete a invest little of their energy into its pride in that work. detail and take obvious pride in their
task rather than to do high-quality work quality and assistant has little to do work, initiating improvements in it by, for
and assistant does not help student with helping students take pride in example, revising drafts on their own or
reach this pride. work. helping peers.

Communication with Assistant does not communicate with Assistant rarely communicates with Assistant communicates with classroom Assistant diligently communicate with
Teachers regarding student classroom teacher about the concerns classroom teacher about the concerns teacher about the concerns or progress classroom teach about the concerns or
performance or progress students are making. or progress students are making. students are making. progress students are making, while
offering suggestions for student
success.
PROFESSIONAL RESPONSIBILITIES
Participating in a Professional Community
Elements: Relationships with colleaguesUse of oral and written languageService to the profession

L E V E L O F P E R F O R M A N C E

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED


ELEMENT

Relationships with colleagues Assistants relationships with Assistant maintains cordial Relationships with colleagues are Relationships with colleagues are
colleagues are negative or relationships with colleagues to fulfill characterized by mutual support, characterized by mutual support and
self-serving and do not represent the duties that the school or district collaboration and support of the pillars. collaboration and assistant is highly
pillars. requires but lacks collaboration and regarded as a leader within the
support of the pillars. community.

Use of oral and written Assistants spoken language is Assistants spoken language is Assistants spoken and written language Assistants spoken and written language is
language inaudible, or written language is audible, and written language is is clear and correct and conforms to correct and conforms to standard English.
illegible. Spoken or written language legible. Both are used correctly and standard English. Vocabulary is It is well-chosen vocabulary that enriches
contains errors of grammar or syntax. conform to standard English. appropriate to the students ages and the lesson. Assistant finds opportunities to
Vocabulary may be inappropriate, Vocabulary is correct but limited or is interests. extend students vocabularies.
vague, or used incorrectly, leaving not appropriate to the students ages
students confused. or backgrounds.

Service to the profession Assistant makes no effort to share Assistant finds limited ways to Assistant participates actively in assisting Assistant initiates important activities to
knowledge with others or to assume contribute to the profession and does other educators and promotes the mission contribute to the profession and
professional responsibilities and does not actively promote the mission and and vision of the school. actively promotes the mission and
not promote the mission and vision of vision of the school. vision of the school.
the school
PROFESSIONAL RESPONSIBILITIES
Showing Professionalism
Elements: Integrity and ethical conductAttendanceAssigned Duties Compliance with school and district regulations

L E V E L O F P E R F O R M A N C E

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED


ELEMENT

Integrity and ethical conduct Assistant displays dishonesty in Assistant is honest in interactions with Assistant displays high standards of Assistant can be counted on to hold the
interactions with colleagues, students, colleagues, students, and the public. honesty, integrity, and confidentiality in highest standards of honesty, integrity,
and the public. interactions with colleagues, students, and confidentiality and takes a
and the public. leadership role with colleagues.

Attendance Assistant is frequently absent, does not Assistant is absent frequently, reports Assistant is reliable, reports Assistant is reliable, rarely absent,
report absences in a timely manner, absences in a timely manner, sub plans absences in a timely manner, sub sub plans are current, always arrives
does not have sub plans ready, or are mostly up-to-date, usually arrives on plans are current, and arrives on on time.
frequently does not arrive on time. time. time.

Assigned Duties Assistant often does not complete Assistant complies minimally with duty Assistant complies fully with assigned Assistant complies fully with assigned
assigned duties, including supervision completion, doing just enough to get by. duties. duties, respectfully holds colleagues
duties. accountable.

Compliance with school and Assistant does not comply with school Assistant complies minimally with school Assistant complies fully with school Assistant complies fully with school
district regulations (handbook) and district regulations. and district regulations, doing just and district regulations. and district regulations, respectfully
enough to get by. hold colleagues accountable.

Observation 1 Avg.: (1.0-1.99) Unsatisfactory _______ (2.0-2.89) Basic _______ (2.9-3.79) Proficient _______ (3.8-4.0) Distinguished ______
Observation 2 Avg.: (1.0-1.99) Unsatisfactory _______ (2.0-2.89) Basic _______ (2.9-3.79) Proficient _______ (3.8-4.0) Distinguished ______
Observation 3 Avg.: (1.0-1.99) Unsatisfactory _______ (2.0-2.89) Basic _______ (2.9-3.79) Proficient _______ (3.8-4.0) Distinguished ______

Summary:

Distinguished Areas:

Opportunities for Growth:

Employee Comments:

_____________________________________ _______________________________________ _________________________


Employee Signature Supervisor Signature Date

Eagle Ridge Academy


Educational Assistant Evaluation Form
___________________________________________ __________________________________
Employee Name Date

The questions below are designed to be discussed during the evaluation meeting with your supervisor. Please fill this out prior to the meeting with
your supervisor.
1. What do you consider to be the most important abilities your job requires?

2. What are some aspects of your job you like the best? The least?

3. In what other ways can your supervisor support you?

4. In what areas of your job do you think you need more training and experience?

5. What do you feel are the strengths, highlights, or accomplishments of the school year?

6. What are your professional goals and how to you plan to reach them?