A Dallas Independent School District Results-Oriented Approach

through

Results-oriented plans

Results-oriented appraisals

Results-oriented reviews

Professional School Counselor Performance Scorecard

Employee Identification Number (ID. No.):
Employee’s Legal Name (Last, First, Middle Initial):
Job Classification: / Professional School Counselor, Elementary
School:
Number of Students in School: ______/ Number of Students in Counselors' Assigned Load: ______
Years in Current Position: ______/ Years in Dallas Independent School District: ______
Principal’s Name (Last, First, Middle Initial):
Counselor Supervisor’s Name (Last, First, Middle Initial):
Phase / Conducted by (Print Name) / Conference
Date / Individual Intervention
Plan Date
(If needed)
I.  Planning for Results Conference
II.  Midyear Review Conference (Counselor Supervisor)
Midyear Review Conference (Principal)
a.  Formative Review (as needed)
b.  Formative Review (as needed)
III.  Summative Review Conference
Overall Rating:

Principal’s Signature:______Date:

Counselor Supervisor’s Signature ______Date: ______

Second Level Supervisor's Signature: Date:

The second level supervisor’s name is required only if the employee’s overall performance rating is below expectations or exemplary. The second level supervisor’s signature confirms discussion of the appraisal with immediate supervisor before the employee conference.

Employee’s Signature: Date:

The employee’s signature does not indicate agreement with the review. It only indicates that the employee has had the opportunity to discuss the appraisal with the principal and area counselor.

A Dallas Independent School District Results-Oriented Approach

Name: / Professional School Counselor / Page ii

Table 1

Summary of Performance Ratings

Performance Area / Frequency of Ratings / Performance Area Rating (PAR)1 / Performance Category / Weight
(W) /
PAR x
W
1 / 2 / 3 / 4
1. Core Values / 20
2. Basic Work Requirements / 10
3. Core and Work-Specific Competencies / 20
4. Key Results and Success Measures / 50
Total
Overall Performance Rating2 / Overall Score2
(Total ¸ 4)

1Definitions of the Performance Area Ratings:

4 = Exceeds Expectations All ratings—with the possible exception of one rating of three—are fours.

3 = Proficient All ratings—with the possible exception of one rating less than three—are threes or fours.

2 = Below Expectations Does not meet higher rating definitions, and no more than two ratings are one.

1 = Unsatisfactory Does not meet higher rating definitions, and three or more ratings are one.

2Definitions:

Overall Performance Rating / Overall Score
Exemplary / 95-100
Exceeds Expectations / 85-94
Proficient / 75-84
Below Expectations / 25-74

Scoring Procedure

Step 1.  For each performance area, tally the ratings equal to 1, 2, 3, and 4, and record the counts (frequencies) in Table 1.

Step 2.  Use the definitions of the performance area ratings below Table 1 to identify the rating for each performance area.

Step 3.  Record the performance area ratings under the column entitled, Performance Area Rating.

Step 4.  Record the performance category for each performance area rating.

Step 5.  Multiply each performance area rating (PAR) by the weight (W), and record the results in the last column of Table 1.

Step 6.  Add the scores in the last column of Table 1, and record the total.

Step 7.  Divide the total by 4 and record the overall score.

Step 8.  Use the overall score to determine the overall performance rating for the employee.

Step 9.  Record the overall performance rating in the last row of Table 1.

Step 10.  Record the overall performance rating and overall score on Page i

Copyright © 2003 by the Dallas Independent School District. 3700 Ross Avenue, Dallas, TX 75204. All rights reserved, including rights of reproduction and use in any form or by any means, including the making of copies by any photographic process, or by any electronic or mechanical device, printed or written or oral, or recording for sound or visual reproduction, or use in any knowledge or retrieval system or device unless permission in writing is obtained from the copyright proprietor.

Printed in the United States of America Revised 8/13

Version 4.0

A Dallas Independent School District Results-Oriented Approach

Copyright © 2003 by the Dallas Independent School District. 3700 Ross Avenue, Dallas, TX 75204. All rights reserved, including rights of reproduction and use in any form or by any means, including the making of copies by any photographic process, or by any electronic or mechanical device, printed or written or oral, or recording for sound or visual reproduction, or use in any knowledge or retrieval system or device unless permission in writing is obtained from the copyright proprietor.

Printed in the United States of America Revised 8/13

Version 4.0

Page 9 of 12

Name: / Professional School Counselor / 1 of 10

1st Performance Area: Core Values

Directions: For each core value, indicate the rating—1, 2, 3, or 4—that most accurately reflects your appraisal of the desired behaviors. Upon completion, tally the ratings for each of the four possible values—1, 2, 3, and 4—and record the counts (frequencies) in Table 1.

1= Unsatisfactory 2= Below Expectations 3= Proficient 4= Exceeds Expectations

Core Value /

Sample Descriptors

/ Self Rating / Principal Rating

Trustworthiness

/ ·  Performs all duties with honesty and integrity.
·  Keeps word. Delivers on all promises and deadlines.
·  Respects ownership of district property, resources, and information.
·  Respects and maintains confidentiality.

Responsibility

/ ·  Is dependable.
·  Is industrious.
·  Uses district resources, tools, and equipment only for job assignments and the benefit of district students, the state, and public good.
·  Provides employees with an honest appraisal of their performance.

Respect

/ ·  Treats others with professionalism, consideration, and courtesy.
·  Respects differences, contributions, and opinions of others.
·  Conveys a positive and professional image.
·  Never speaks or writes disparagingly of others.
Fairness / ·  Works in an equitable and honest manner.
·  Treats everyone fairly.

Caring

/ ·  Bases professional relationships on fairness and consideration.
·  Helps others.
·  Promotes tolerance and kindness.
Citizenship / ·  Is a good steward of public trust and its resources.
·  Abides by district policies, state laws, and federal laws.
·  Understands how his/her work affects other employees and the public.
·  Displays appropriate behavior in public and in the workplace.

Note. A rating of 4 is earned when desired behaviors are demonstrated without exception; a rating of 3 is earned when desired behaviors are demonstrated as often as expected; a rating of 2 is earned when desired behaviors are demonstrated less often than expected; a rating of 1 is earned when desired behaviors are seldom or never demonstrated.

2nd Performance Area: Basic Work Requirements

Directions: For each work requirement, indicate the rating—1, 2, 3, or 4—that most accurately reflects your appraisal of the desired work behaviors. Upon completion, tally the ratings for each of the four possible values—1, 2, 3, and 4—and record the counts (frequencies) in Table 1.

1= Unsatisfactory 2= Below Expectations 3= Proficient 4= Exceeds Expectations

Work Requirement /

Sample Descriptors

/ Self Rating / Principal Rating
Appearance
/ ·  Attends to all board policy dress code requirements.
Attendance and Daily Work / ·  Complies with absence and leave policies.
·  Arrives at work on time and meets minimum required number of daily working hours.
·  Adheres consistently to the time requirements of required activities.
·  Does not abuse rest breaks or lunch breaks.
Daily Communication / ·  Communicates clearly; uses correct grammar.
·  Demonstrates respect for others in daily communication.
·  Responds promptly and courteously to telephone calls or requests.
Safe, Secure, and Orderly Work Environment / ·  Ensures that district resources and equipment are kept in working order and in a secure environment.
·  Identifies and corrects or reports unsafe and insecure situations.
·  Complies with all safety and security regulations.
·  Maintains an orderly work environment.
Name: / Professional School Counselor / 2 of 10

3rd Performance Area: Core and Work-Specific Competencies

Directions: For each core and work-specific competency, indicate the rating—1, 2, 3, or 4—that most accurately reflects your appraisal of the desired work behaviors. Upon completion, tally the ratings for each of the four possible values—1, 2, 3, and 4—and record the counts (frequencies) in Table 1.

1= Unsatisfactory 2= Below Expectations 3= Proficient 4= Exceeds Expectations

Competency /

Sample Descriptors

/ Self
Rating / Principal Rating
Core Competencies
Accountability and
Result-Driven Orientation / ·  Accepts responsibility for the quality and timeliness of work.
·  Completes work on time without additional prompting from the principal; does not wait until the last minute to get work done.
·  Informs principal if deadlines may not be met.
·  Acknowledges and corrects mistakes in a timely manner.
·  Sets and meets challenging goals consistently.
·  Measures goal attainment and performance frequently.
·  Begins work with the end in mind.
·  Results drive work behaviors.
·  Is a self-starter. Seeks new assignments.
·  Is consistently a top performer.

Communication/

Influence

/ ·  Communicates ideas and thoughts clearly in writing.
·  Uses proper grammar.
·  Listens attentively to others’ ideas before speaking.
·  Maintains confidentiality.
·  Exercises judgment in what is said and when it is said.
·  Responds promptly and courteously to requests and inquiries.
·  Shares complete and accurate information with others, as appropriate.
Continuous Learning and Improvement / ·  Attends all required counselor training sessions.
·  Maintains documentation of successful training participation.
·  Incorporates training in the execution of assignments.
·  Attends to planning intervention plans as applicable.
·  Is proactive in acquiring and applying new skills.
·  Identifies and capitalizes on improvement opportunities.
·  Works consistently toward professional performance standards.
·  Helps others voluntarily.
·  Learns from experiences.
·  Seeks information and ideas from various sources to improve performance.
Interpersonal Skills and Teamwork / ·  Seeks first to understand, then to be understood.
·  Gets along with others.
·  Respects others’ opinions. Treats everyone with respect.
·  Requests input and clarification from others before acting.
·  Develops effective working relationships with co-workers/supervisors.
·  Works effectively as a team member.
·  Assists others without being asked.
·  Does not initiate conflict.
·  Is proactive in ensuring that conflict does not occur.
Judgment and
Problem Solving Skills / ·  Identifies problems and their causes.
·  Seeks practical and permanent solutions to address the causes of problems not their effects.
·  Considers alternatives before reaching a final decision.
·  Seeks advice from others who have solved similar problems.
Planning and
Organizing / ·  Prioritizes work.
·  Develops plans that break down work into logical and sequential steps.
·  Estimates work time requirements realistically.
·  Develops a work schedule and adheres to it.
·  Prepares for challenges in implementing plans.
·  Attends to non-urgent, important requirements.
·  Is prepared for unexpected roadblocks and delays.
·  Maintains well-organized files, materials and equipment.
Name: / Professional School Counselor / 3 of 10

3rd Performance Area: Core and Work-Specific Competencies (CONTINUED)

Directions: For each core and work-specific competency, indicate the rating—1, 2, 3, or 4—that most accurately reflects your appraisal of the desired work behaviors. Upon completion, tally the ratings for each of the four possible values—1, 2, 3, and 4—and record the counts (frequencies) in Table 1.

1= Unsatisfactory 2= Below Expectations 3= Proficient 4= Exceeds Expectations

Factor

/

Sample Descriptors

/ Self Rating / Principal Rating
Professional Work-Specific Competencies

Adaptability/Flexibility

/ ·  Adapts easily to changing conditions.
·  Able to see different alternatives to reach a given end.
·  Promptly switches strategies or tactics if current ones are not working.
·  Works comfortably with people of widely differing styles, temperaments, and preferences.
·  Deals maturely with anger, frustration, and disappointment.
·  Bounces back quickly from problems and frustrations.
Initiative and Action Oriented / ·  Displays a high level of energy and enthusiasm.
·  Volunteers to help others with projects or assignments.
·  Stays on-task in spite of distractions and interruptions.
·  Enjoys working hard. Does not wait to be told to take action.
·  Looks for opportunities to do extra work to help a project move along.
·  Willingly puts in extra time and effort in crisis situations. Displays an obvious sense of urgency.
Priority Setting and Time Management / ·  Spends time and time of others on that which is genuinely important.
·  Is able to distinguish between the truly important and the merely urgent.
·  Respects parents’ and colleagues’ time in scheduling and conducting meetings.
·  Shows up for meetings on time and fully prepared.
·  Eliminates roadblocks.
·  Is asked about where to begin and how to manage a project by others.
Process Management / ·  Has the skills to determine how things work and what processes are necessary to get things done.
·  Organizes weekly schedule to produce an efficient workflow.
·  Develops new approaches and procedures that others decide to use.
·  Organizes people and activities skillfully.
·  Is skilled in process assessment and ensures that on-going measurement occurs.
·  Recommends improvements to systems and simplifies complex processes.
·  Gets work done through formal channels and informal networks.
Teamwork/Team Player / ·  Fulfills commitments to other counseling team members.
·  Puts counseling program success ahead of individual success.
·  Values all team members.
·  Takes charge when it is necessary to facilitate an action or decision.
·  Creates a feeling of belonging on the team.
Technical Skills/Job Knowledge / ·  Is regularly sought by other individuals for assistance and advice.
·  Is an expert in areas of responsibility.
·  Has considerable relevant work experience.
·  Makes good suggestions about ways to improve.
·  Makes active efforts to stay up-to-date.

Note. The supervisor will select a minimum of 4 or a maximum of 6 work-specific competencies for the employee.

Name: / Professional School Counselor / 4 of 10

4th Performance Area: Key Results and Success Measures (Elementary Counselor)

Directions: For each core and work-specific competency, indicate the rating—1, 2, 3, or 4—that most accurately reflects your appraisal of the desired work behaviors. Upon completion, tally the ratings for each of the four possible values—1, 2, 3, and 4—and record the counts (frequencies) in Table 1.