Support Staff

Annual Performance Evaluation

ODE has an agency-wide performance evaluation process for employees and supervisors to communicate consistently about goals, work performance and outcomes. This process helps supervisors make sound and equitable decisions regarding performance improvement, job and career development, recognition, compensation, and corrective action. The performance evaluation process provides all employees with the opportunity to set clear goals for the next year, to assess the progress made on meeting those goals and expectations, to summarize achievements and contributions to their work unit and ODE, and to identify strengths and areas of development.

Role / Responsibility
Supervisor and Employee / Meet regularly to review progress toward performance goals or performance plan
Supervisor / Review employee’s position description, documentation and feedback relating to employee’s performance. Complete this form and send to “reviewer” for comment.
Reviewer / Ensure that the supervisor is completing the review with objectivity and that the review process is focused on the duties of the position as well as the employee’s work performance.
Supervisor and Employee / Hold the annual performance evaluation meeting. Review progress in relation to performance plan. Restart sequence by discussing goals and development plan for next year.
Appointing Authority / Reviews and signs review.
Performance Levels / Definitions of Performance Levels
Level 4 / Consistently exceeds expectations for good performance under this standard
Level 3 / Consistently meets expectations for good performance under this standard
Level 2 / Needs development
Level 1 / Does not meet standards; performs below the expectations for goodperformance under this standard; requires direct intervention and support toimprove practice

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GOAL SETTING GUIDE

Listed below are some helpful guidelines to using the SMART goal setting model.

Goals that meet the criteria for SMART are:

S – Specific

M – Measurable

A – Attainable

R – Realistic

T – Timely

SPECIFIC

Make sure your goal is specific. It should be straightforward and emphasize what you want to happen. Specific is the What, Why, and How of the SMART goal setting model.

WHAT are you going to do? Use action words such as direct, organize, coordinate, lead, develop, plan, build, etc.

WHY is this important to do at this time? What do you want to ultimately accomplish?

HOW are you going to do it? (By …..)

MEASURABLE

If you can’t measure it, you can’t manage it. Choose a goal with measurable progress, so you can see the change occur.

For instance, “I want you to attend three training sessions by December 31st” is more measurable than “I want you to attend more training sessions.”

When you measure progress, the employee stays on track and reaches your target dates.

ATTAINABLE

Set goals that can be attained with some effort. The goal should stretch the employee enough to be challenging. If it’s too difficult you may set the stage for failure. If it’s too easy, you may unintentionally send the message that it’s not important or the employee isn’t capable.

If the goal is set too far out of reach, the employee’s subconscious may keep reminding them that it’s out of reach and stop them from giving it their best effort even if they start with the best of intentions.

REALISTIC

Realistic is not a synonym for “easy.” In this case, realistic means “do-able.” Make sure the goal fits with ODE’s strategic plan and values, and the skills and resources needed to attain the goal are available. A realistic goal should push an employee’s skills and knowledge, but it shouldn’t break them.

TIMELY

Set a timeframe for the goal. An end point for the goal provides a clear target to work towards. Without an end point, there’s no urgency to start taking action.

Support StaffAnnual Performance Appraisal

Form 581-1446-I (New 7/13)Introduction and instructions

The Oregon Department of Education fosters excellence for every learner through innovation, collaboration, leadership, and service to our education partners.

Support Staff - Annual Performance Evaluation

Employee Name / Employee ID no.: / PD
Attached
Supervisor’s Name: / Office/Work Unit:
Evaluation Period: / Classification Title: / Lead Worker? / HR USE
Entered into Database
From: / To: / Yes No

Signatures

Supervisor: / Date: / By signing, the supervisor confirms that all applicable policies have been reviewed with the employee, and the position description has been updated to include the most accurate content with a copy being forwarded to Human Resources.
Employee: / Date: / Employee signature confirms only that the supervisor has discussed and given a copy of material to the employee and does not indicate agreement or disagreement with the content of this material. Employee comments should be attached to the final evaluation within 60 days and returned to Human Resources for inclusion in the Employee Personnel File.
Reviewer (optional): / Date:
Appointing authority: / Date:

Goal Setting and Evaluation

Evaluation of goals from the previous year

* Comment required if using “Level 4” or “Level 1” rating on the goals listed below.
Level 4 –Consistently exceeds expectations / Level 3 –Consistently meets expectations / Level 2 –Needs development / Level 1 – Does not meet standards
Description of Goals / Self-Evaluation of Progress Toward Goals / Manager Evaluation of Progress Toward Goals / Alignment with Strategic Plan
1 / Level 4 Level 2
Level 3 Level 1
Comment: / Level 4 Level 2
Level 3 Level 1
Comment: / Strategic Goal #
Objective #
2 / Level 4 Level 2
Level 3 Level 1
Comment: / Level 4 Level 2
Level 3 Level 1
Comment: / Strategic Goal #
Objective #
3 / Level 4 Level 2
Level 3 Level 1
Comment: / Level 4 Level 2
Level 3 Level 1
Comment: / Strategic Goal #
Objective #

Goals set for the upcoming year

Description of Goals / Alignment with Strategic Plan
1 / Strategic Goal #
Objective #
2 / Strategic Goal #
Objective #
3 / Strategic Goal #
Objective #

Evaluation Criteria

* Comment required if using “Level 4” or “Level 1” rating on the criteria listed below.
Level 4 –Consistently exceeds expectations / Level 3 –Consistently meets expectations / Level 2 –Needs development / Level 1 – Does not meet standards
Competency / Criteria / Self-Evaluation / Manager Evaluation / N/A
Aligns with ODE Mission and Values / Employees at the Oregon Department of Education are guided by the following mission and values:
Mission:
The Oregon Department of Education fosters excellence for every learner through innovation, collaboration, leadership, and service to our education partners.
Values:
Equity for Every Student
High Quality Education
Results Focused
Service
Leadership
Teamwork
People are Our Greatest Asset / Level 4 Level 2
Level 3 Level 1
Comment: / Level 4 Level 2
Level 3 Level 1
Comment:
Interpersonal Skills / Cooperates with others to accomplish common goals; works with employees within and across offices to achieve shared goals; treats others with dignity and respect and maintains a friendly demeanor; values the contributions of others. / Level 4 Level 2
Level 3 Level 1
Comment: / Level 4 Level 2
Level 3 Level 1
Comment:
* Comment required if using “Level 4” or “Level 1” rating on the criteria listed below.
Level 4 –Consistently exceeds expectations / Level 3 –Consistently meets expectations / Level 2 –Needs development / Level 1 – Does not meet standards
Competency / Criteria / Self-Evaluation / Manager Evaluation / N/A
Technical Job Knowledge / Demonstrates knowledge of program, techniques, skills, equipment, procedures and materials, applies knowledge, and works to develop additional technical knowledge and skills. / Level 4 Level 2
Level 3 Level 1
Comment: / Level 4 Level 2
Level 3 Level 1
Comment:
Communication / Respectfully listens to others to gain a full understanding; comprehends written material; presents information in a clear and concise manner orally or in writing; appropriately adapts his/her message, style and tone to accommodate a variety of audiences. / Level 4 Level 2
Level 3 Level 1
Comment: / Level 4 Level 2
Level 3 Level 1
Comment:
Flexibility / Adapts to change quickly and positively; does not shy away from addressing setbacks or ambiguity; deals effectively with a variety of people and situations; appropriately adapts thinking or approach as the situation changes. / Level 4 Level 2
Level 3 Level 1
Comment: / Level 4 Level 2
Level 3 Level 1
Comment:
Accountability / Accepts responsibility for self and contribution as a team member; displays honesty and truthfulness; confronts problems quickly; displays a strong commitment to organizational success. / Level 4 Level 2
Level 3 Level 1
Comment: / Level 4 Level 2
Level 3 Level 1
Comment:
Cultural Awareness / Demonstrates an open-minded approach to understanding people regardless of their gender, age, race, national origin, religion, sexual orientation, religion, ethnicity, disability status, or other characteristics; treats all people fairly and consistently; effectively works with people from diverse backgrounds by treating them with dignity and respect. / Level 4 Level 2
Level 3 Level 1
Comment: / Level 4 Level 2
Level 3 Level 1
Comment:
Supervisor Comment Section
Additional Comments:
Planned Training/Development:
Employee Comment Section
Additional Comments:
Planned Training/Development:

Support Staff Annual Performance Appraisal

Form 581-1446-I (New 7/13) Page 1 of 4