PERFORMANCE EVALUATION
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PERFORMANCE EVALUATION 

 

Excellence is considered to be one of the cornerstones of the Elizabeth Seton School community. To enable its personnel to imbibe this spirit, constant appraisal of performance is carried out to ascertain the contribution of all its members in adherence to the mission-vision of the school and other standards prescribed by the ESS management.

 

The supervision of the evaluation program is spearheaded by the ESS Human Resource Development Unit by facilitating periodic standard evaluations of employee competency in relation to the performance of their function, attitude towards work, display of concern and willingness to extend extra service as well as reporting to work and presence during important school functions and activities.

 

                The ESS - PEP is implemented in order to achieve the following objectives:

 

1.     To ascertain the level of competence of employees in performing their duties and responsibilities in relation to the standards of the Elizabeth Seton School

 

2.     To identify and provide feedback on areas of strengths and weaknesses;

 

3.     To determine training needs and personnel development;

 

4.     To provide objective bases for appraisal and promotion;

 

5.     To provide employees means to make self-assessment regarding their growth and development.

 

 

Evaluation Period

 

The ESS Faculty Evaluation Program is completed within a period of a school year, from June to March. Employees are evaluated in determined intervals and frequency depending on the tool and criterion measured.  

 

 

Evaluation Criteria

 

                The program is divided into four (4) major criteria wherein all teachers are evaluated: Competency, Job Attitude, Extra Mile and Attendance.

 

                The performance evaluation is facilitated by the developmental method of evaluation. This method of evaluation requires supervising heads to monitor the performance of subordinates within a given period using records of pertinent and significant data, observation and anecdotal records such as learning plans and the like.

 

  1. Teaching Competency

 

                              Teaching Competency (TC) pertains to the capacity of a faculty employee to design, deliver and asses learning experience based on the set academic standards. 

 

TC, in general, is given the highest weight in the final average at fifty percent (50%) because it measures the teacher’s effectiveness in performing his core function. The evaluation of the TC uses a standardized tool which is issued to immediate supervisors at predetermined intervals to ensure the impartial assessment of a teacher’s development and progress over time.

 

Competency Criteria

 

To ensure that a teacher is fairly measured, the TC tool is broken into five (5) major components which have been identified as necessary competencies that promotes effective learning inside the classroom.

 

Component

Description

Weight

 

Instructional Content

Planning

Assessment of the pre-prepared learning plan which sets the pace, content and flow of each lesson.

 

15%

Instructional Skills

This in essence assesses the teacher at face value.

 

 

This criterion takes into account how the teacher carries her/himself in front of her/his class and the effectiveness in the delivery of the learning plan.

 

 

40%

Knowledge of Subject Area

Evaluation of how knowledgeable the faculty is regarding the subject taught – taking into consideration their ability to make the lesson more relevant and interesting to students

 

 

15%

Rapport with

Students

Measures the faculty’s professional relationship with the students

 

10%

Classroom Management

One of the basic but important roles of a teacher is the management of students; taking into account their behavior and environment , ensuring that everyone’s actions are accounted and that they are  prepped for class instruction

20%

 

 

Post-observation Conferences

 

                Upon the completion of the TC each quarter, the evaluator is required hold a post-conference with the faculty member to discuss areas of strength and weaknesses, and points for improvement observed. 

 

                An accomplished TC form will only be considered valid for inclusion in PEP if submitted tool bears the signature of both the evaluator and the faculty evaluated.

 

Student Evaluation 

 

In as much as teachers are guided and assessed periodically by their supervisors, it is only through their actual and regular audience that one could really gauge their effectiveness inside the classroom; to gain insight on this, randomly selected students from Grade 5 to 4th year High School evaluate their teacher’s performance annually.  

 

                The averaged rating of fifty (50) students across sections and levels for each faculty is given a weight of ten percent (10%), wherein each student evaluator contributes a marginal but collectively significant weight of 0.20%.

 

                The tool used by students is constructed using the same criteria above, wherein some words and thoughts have been simplified to ensure comprehension within their age group.

 

Student evaluators are gathered each year by year level and are oriented regarding the objectives and processes of the evaluation prior to rating to minimize, if not eliminate, biases on teachers.

 

  1. Job Attitude

 

Job attitude pertains to the employees’ observable manifestations of affective orientations towards tasks or certain aspects of the job.  This is evaluated as a reflection of their professional responsibility to routine work such as checking test papers and submitting department reports, as well as, their relationship with peers, students and guests.

 

The tool is completed semi-annually by the LC and SAC using documented evidences as basis for their ratings.

 

  1. Extra Mile

 

                The unpaid initiative of employees to render service to the community outside of their regular functions is considered as Extra Mile (EM).

 

                This unique component of the evaluation has been added to give recognition to employees who have selflessly given more than what has been expected of them, as well as, encourage others to take on other responsibilities that will expose them to different work environments.

 

                In as much that all forms of volunteerism are considered noble, the amount of responsibility given to varying roles must also be taken into account. In this regard, extra mile is classified between Major equivalent to two (2) points and Minor equivalent to one (1) point.

 

                The list below serves as a sample guide of duties and responsibilities which are considered as Extra Mile:

 

Major

Minor

§ Committee Chairmanship

§ FASECC / COOP Officer

§ ESS Disaster Control Group Member

§ PTA Representative

§ Officer of a professional or spiritual organization outside ESS

§ International Certification 

§ Seminar facilitator

§ Authorship of school programs

§ Authorship of school manual 

§ EM Rater

§ SMILE Leader

 

§ Committee co-chairmanship

§ Membership with a professional or spiritual organization

§ Officer of a community organization

§ Representation of the school in an official function as determined by the school president

§ Domestic Certification

§ Echoing of a seminar

§ Intern Supervision

§ Co-authorship of school programs

§ Co-authorship of school manual

§ Performance of Teaching Demo

§ Seminar organizer / assistant

§ Hosting / Emceeing duties

 

 

Teachers, in consideration of the nature of their jobs are required to render at least five (5) recorded EMs in a school year while Non-Teaching personnel are required to at least render three (3).

 

It shall be responsibility of employees to complete the provided EM form and submit all evidences in relation to the rating of EM annually. Aside from the school manual, which maybe credited to the employee for two (2) school years, all other researched material for school use will be credited only for one (1) school year.

 

  1. Attendance

 

                Attendance is a direct reflection of the dependability, responsibility and commitment of an employee. Efforts exerted on ensuring promptness and regularity in reporting to work, as well as attendance to all important school functions and activities is crucial in achieving institutional goals and is therefore given importance in the assessment of employee standing.  

 

                To fairly assess all facets of attendance, its components have been broken down into sub-groups which have been identified as critical:

 

Component

Description

Weight

 

Reporting to Work

Regularity of reporting to work

 

50%

Punctuality to Work

Record of employee’s timeliness in reporting and leaving work

 

20%

Attendance to Institutional Activities

Attendance of the following annual programs:

1.     General Assembly

2.     President’s Night

3.     Employee Christmas Party

4.     Teachers and Staff Day 

5.     Thanksgiving Mass

 

 

10%

Attendance to Community / Spiritual Activities

Presence during prescribed employee spiritual enrichment activities such as: retreats, masses, recollections and the like, as well as, those which involve community building such as community center visits and the like

 

10%

Attendance during In-Service Training

Participation during the pre-class opening training for teachers ensuring the preparedness of teachers for the incoming school year  

10%

 

 

The rating of attendance performance is based on the two hundred (200) school days requirement of the Department of Education and is benchmarked according to the general standards of the school:

 

 

Rating / Frequency

4

3

2

1

Reporting to Work

0 - 4

4.5 - 8

8.5 - 12

12.5 and more

Punctuality to Work

0 - 9

10 - 19

20 - 29

30 and more

Institutional Activities

100% - 90%

89% - 80%

79% - 70%

69% or less

Community / Spiritual Activities

100% - 90%

89% - 80%

79% - 70%

69% or less

In-Service Training

100% - 90%

89% - 80%

79% - 70%

69% or less

 

 

 

 

 

 

 

 

 

 

 

 

Requirements

 

Employees of the school are subject the following terms and conditions implemented to ensure the effectiveness of the program.

 

1.     Faculty employees must be evaluated for all four (4) quarters to qualify for a PEP incentive unless otherwise advised or approved by management

 

The separation of the employee before the end of the school year will assume disqualification from the evaluation program. An employee therefore is not entitled to receive any records of evaluation in this regard


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