PROCESS FOR USING THE STANDARDS OF EFFECTIVE PRACTICE FOR

EVALUATION OF TEACHING ASSISTANTS

Timelines for Evaluation

1. For teaching assistants in their probationary period (one duty year):

Supervisors will complete an evaluation based on the rubric once midway through the probationary
period and once prior to the end of the probationary period.
The Summary Evaluation form will be completed once, prior to the end of the probationary period.
2. Supervisors will complete an annual evaluation based on the rubric including one Summary Evaluation.
3. Supervisors may choose to evaluate a teaching assistant at any time.

Evaluation Process

1. Teaching assistants will complete the standards rubric based on their own
perception of their job performance.
2. Supervisors will complete the standards rubric based on their own observations and the input from others
who work with the teaching assistant.
3. The supervisor and teaching assistant will meet to discuss the performance evaluation and any differences
noted on the rubric.
4. The supervisor will submit his/her final rubric and summary evaluation to the Human Resource
Department, and the evaluation will be placed in the teaching assistants Personnel File.

Improvement Plans and Disciplinary Action

Supervisors may develop an Improvement Plan or take disciplinary action according to the labor agreement
with the teaching assistants bargaining unit. Supervisors are encouraged to contact the Human Resource
Department for assistance in these matters.

October 2002

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STANDARDS OF EFFECTIVE PRACTICE FOR TEACHING ASSISTANTS

Teaching Assistant's Name: School Year:

Observers Name: Site:

Subject/Grade Probationary Evaluation Annual Evaluation

Instructions: Mark an X in the box at the appropriate continuum range that best describes observed behavior or
overall performance. The lowest skill level is at the left side of the box with the highest skill level at the right side of
the box (see example below). If a standard does not apply to a specific role, mark N/A in the box to the far left.
Example: Meets Standard
Builds positive relationships with students that are appropriate to
developmental, cultural and socioeconomic differences.
X

DOMAIN 1: THE CLASSROOM ENVIRONMENT

SKILL AREA PERFORMANCE LEVEL
Environment of
Below Standard Meets Standard Exceeds Standard
Respect/Rapport
Teaching assistant-student Builds positive relationships with Strengthens relationships with
N/A relationships are not positive and/or students that are appropriate to students through community
do not account for developmental, developmental, cultural and involvement, school events, etc.
cultural or socioeconomic socioeconomic differences
differences

Does not support teacher in creating Supports teachers in creating a Supports teachers in creating an
N/A a positive classroom community positive classroom community exceptional classroom community

Notes:

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DOMAIN 1: THE CLASSROOM ENVIRONMENT (Continued)
SKILL AREA PERFORMANCE LEVEL
Managing
Classroom Below Standard Meets Standard Exceeds Standard
Procedures
Some needed equipment or Prepares materials and equipment Materials are exceptionally well
N/A materials are missing or poorly as needed prepared
planned

Fails to learn and/or follow safety Knows and follows safety Helps to develop safety procedures
N/A procedures procedures for site/program

Incorrectly uses equipment related Correctly uses equipment related to

N/A to job assignment job assignment

Notes:

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DOMAIN 1: THE CLASSROOM ENVIRONMENT (Continued)
SKILL AREA PERFORMANCE LEVEL
Managing Student
Below Standard Meets Standard Exceeds Standard
Behavior
Inconsistently communicates and Consistently communicates and Effectively involves students in
N/A reinforces standards of conduct to reinforces standards of conduct to establishing, reviewing, and
all students all students enforcing standards of conduct

Fails to effectively monitor student Effectively monitors student Supports teachers in developing
N/A behavior and minimize disruptions behavior and works to minimize highly effective and proactive
disruptions classroom management

Response to misbehavior is Response to student misbehavior is Response to misbehavior is highly

N/A inconsistent, ineffective, or timely, appropriate and effective effective and differentiated
disrespectful

Notes:

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DOMAIN 2: ELEMENTS OF EFFECTIVE INSTRUCTION
Under the Direct Supervision of Teachers
SKILL AREA PERFORMANCE LEVEL
Effective
Instructional Below Standard Meets Standard Exceeds Standard
Practices
Does not collaboratively Collaboratively implements Actively researches best practices
N/A implement effective instruction effective instruction that results in for instruction and collaboratively
that results in increased student increased student achievement for implements effective instruction
achievement all students over time that results in increased student
achievement

Minimal or no variation in Varies instructional strategies to Instructional strategies are highly

N/A instructional strategies meet individual needs varied to meet individual needs

Limited or no use of student work Uses student work to monitor and Uses student work to monitor and
N/A to monitor and adjust instruction adjust instruction adjust instruction thoroughly

Does not effectively assist students Assists students to effectively use Assists students to access and
N/A to use technology in learning technology in learning present information using a variety
of technologies

Fails to follow instructional plan Follows instructional plan and Shares ideas for instructional
N/A and/or seek clarification and seeks clarification and direction as planning with teachers; offers help
directions as needed needed to implement instructional plan
when teacher is absent

Fails to set and communicate high Sets and communicates high

N/A expectations for all students expectations for all students

Does not communicate the Models the importance of the work Communicates and models the
N/A importance of work to students to students importance of the work to students

Notes:

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DOMAIN 2: ELEMENTS OF EFFECTIVE INSTRUCTION (Continued)
Under the Direct Supervision of Teachers
SKILL AREA PERFORMANCE LEVEL
Knowledge of
Below Standard Meets Standard Exceeds Standard
Content
Fails to demonstrate basic skills in Demonstrates basic skills in Demonstrates exceptional skills in
N/A reading, writing, and math reading, writing, and math reading, writing, and/or math

Fails to demonstrate appropriate Demonstrates appropriate Demonstrates exceptional

N/A knowledge of content knowledge of content knowledge of content

Notes:

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DOMAIN 2: ELEMENTS OF EFFECTIVE INSTRUCTION (Continued)
Under the Direct Supervision of Teachers
SKILL AREA PERFORMANCE LEVEL
Communication Below Standard Meets Standard Exceeds Standard
Does not use oral and written Uses oral and written language that Oral and written language is
N/A language that is clear and correct is clear and correct correct and expressive, enriching
the lesson for students

Directions are confusing or unclear Directions are clear, appropriate, Directions are clear to students and
N/A and are modified as needed anticipate misunderstanding

Accommodations for English Accommodates English Language Multiple and highly effective
N/A Language Learners are inadequate Learners while encouraging accommodations are made for
or ineffective students to communicate in English Language Learners
English

Fails to give constructive and Gives instructional feedback to Gives exceptionally helpful
N/A timely feedback to students students that is constructive and feedback to students
timely

Notes:

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DOMAIN 2: ELEMENTS OF EFFECTIVE INSTRUCTION (Continued)
Under the Direct Supervision of Teachers

SKILL AREA PERFORMANCE LEVEL

Questioning-
Discussion Below Standard Meets Standard Exceeds Standard
Techniques
Questions are often lower-order Uses a range of questions from Questions lead to students creating
N/A knowledge and comprehension and simple understanding to analysis their own conceptual frameworks
require limited student response and evaluation

Rarely engages students in the Engages students in the discussion, Facilitation leads to student driven
N/A discussion modifying techniques as needed discussion

Notes:

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DOMAIN 2: ELEMENTS OF EFFECTIVE INSTRUCTION (Continued)
Under the Direct Supervision of Teachers

SKILL AREA PERFORMANCE LEVEL

Engaging
Students in Below Standard Meets Standard Exceeds Standard
Learning
Limited or no link between new Effectively links new information Strong link between new
N/A information and prior knowledge with students knowledge and information and student knowledge
and experience experience and experience

Activities and assignments are Assists students in activities, Activities and assignments result
N/A often busy work assignments and materials by in student initiation of new ways to
capitalizing on their interests, understand the content
abilities and experiences

There is limited or no Acknowledges and accommodates Demonstrates cultural competence

N/A accommodation for diverse students diverse backgrounds, and self-awareness, leading to high
backgrounds and learning styles language, and learning styles levels of trust with all students

Notes:

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 DOMAIN 3: PROFESSIONAL RESPONSIBILITIES
SKILL AREA PERFORMANCE LEVEL
Work Habits Below Standard Meets Standard Exceeds Standard
Fails to maintain good attendance or Maintains good attendance and
N/A follow call-in procedures follows call-in procedures

Attire may be inappropriate Dresses appropriately

N/A
Fails to observe working hours Observes working hours and
N/A and/or to follow schedules follows schedule

Does not complete assigned work in Completes assigned work in a

N/A a timely manner timely manner

Fails to gather and record data Gathers and records appropriate

N/A regarding student achievement and data regarding student achievement
behavior and behavior

Does not solve problems Solves problems effectively within

N/A effectively within assigned role assigned role

Violates confidentiality and privacy Maintains confidentiality and

N/A of information requirements privacy of information as required

Does not apply effective conflict Applies effective conflict resolution

N/A resolution skills skills

Fails to accept appropriate tasks Accepts appropriate tasks willingly

N/A willingly

Often must be reminded of what Works independently within

N/A needs to be done assigned role

Fails to maintain appropriate Maintains appropriate professional

N/A professional boundaries with boundaries with students
students

Notes:

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 DOMAIN 3: PROFESSIONAL RESPONSIBILITIES (Continued)
SKILL AREA PERFORMANCE LEVEL
Informing
Families as Below Standard Meets Standard Exceeds Standard
Required by Job
Communication with parents is not Communication with parents is Provides appropriate feedback to
N/A timely, appropriate and accurate clear, timely, appropriate and parents with great sensitivity
accurate

Families are rarely engaged in the Engages families in the program Teaches students to engage their
N/A instructional program families in the program

Makes minimal efforts to identify Identifies resources that provide Assists families in accessing
N/A resources to help students and student and family support resources
families

Notes:

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 DOMAIN 3: PROFESSIONAL RESPONSIBILITIES (Continued)

SKILL AREA PERFORMANCE LEVEL

Professional
Below Standard Meets Standard Exceeds Standard
Growth
Ignores or minimizes feedback from Accepts feedback from colleagues Actively seeks feedback from
N/A colleagues and supervisors and supervisors colleagues and supervisors

Participates in professional Seeks out and participates in Regularly participates in professional

N/A development if required or at a opportunities for professional development and shares information
minimal level development with others

Feedback is only solicited if Uses feedback surveys for A variety of feedback surveys are
N/A required, and results are ignored or professional growth sought and effectively used
minimized

Notes:

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DOMAIN 3: PROFESSIONAL RESPONSIBILITIES (Continued)

SKILL AREA PERFORMANCE LEVEL

Collaboration
Below Standard Meets Standard Exceeds Standard
with Staff
Impedes the process of team or Works effectively as a member of Takes leadership on teams or
N/A departmental meetings a team or department committees

Rarely collaborates with specialists Effectively collaborates with staff Seeks specific help from specialists
N/A
Tends to be isolated or avoids Assists other educators when Contributes to the profession by
N/A professional discussions appropriate mentoring, publishing, etc.

Alternative Rarely provides appropriate Provides appropriate information Consistently provides information
information to staff regarding to staff regarding students to staff regarding students
N/A students

Notes:

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Standards of Effective Practice for Teaching Assistants
SUMMARY EVALUATION
Please rate the overall performance of __________________________________________________________
Teaching Assistant
School Year Program

Evaluation

_____ Exceeds Standard

_____ Meets Standard

_____ Below Standard

(If non-probationary, an Improvement Plan may be developed.)
Comments

Signed: __________________________________________________ Date: _____________

Principal/Administrator
This evaluation was completed with input from:

_______________________________________________

_______________________________________________

_______________________________________________
This performance appraisal has been discussed with me, and I have received a copy of it.
(Teaching Assistants may submit a letter for inclusion in their personnel file pertaining to this appraisal)

Signed: __________________________________________________ Date: _____________

Teaching Assistant
Send Original Copy to Human Resources for the Personnel File Effective: August 2008

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