OT/PT Evaluation Plan - Mid

Transcription

Occupational & Physical
Therapist
EVALUATION
P LAN
Mid-Valley Special Education Cooperative
Serving the Batavia, Central, Geneva, Kaneland & St. Charles Community School Districts
Revised 9/10/2013
Table of Contents
Therapist Evaluation Process and Forms
Section 1: Expectations and Time Line
Evaluation Process Summary for Therapists …….………………………………………………....................... 3
Section 2: Observations
Observation Guidelines…………….……...……………………………………………………………………...4
OT/PT Student Treatment Plan……………………………………………………………………………….......6
Pre and Post Observation Forms…………………………………………………………………………….…....7
Post Observation Guiding Questions….…………………………………………………………………….…...11
Therapist Dialogue Form………………………………………………………………………………………...12
Section 3: Summative Evaluations
Summative Evaluation Guidelines…..…………………………………………………………………………..14
Summative Evaluation Form….............................................................................................................................16
Administration Input Form and Explanation….………………………………………………………………....18
Section 4: Professional Growth Plan
Professional Growth Plan Summary…………………………...………………………………………………...20
Professional Growth Plan Form...………………….. …………………………………………………………...22
Section 5: Professional Support Plan
Professional Support Plan Overview………………………………………………………………………….....24
Awareness Phase Guidelines...…………………………………………………………………………………..25
Awareness Phase Form…………………...………………………………………………………………….…. 26
Assistance Phase Guidelines………………...…………………………………………………………………..28
Assistance Phase Form…………………………………………………………………………………………..29
Section 6: Component Summary and Rubrics for MVSEC Occupational & Physical Therapists
Components of Professional Practice – OT & PT……………………………………………………………….31
Domain 1: Planning and Preparation…………………………………………………………………………….32
Domain 2: The Environment…………………………………………………………………………………….34
Domain 3: Service Delivery……………………………………………………………………………………..36
Domain 4: Professional Responsibilities………………… …………………………………………………...38
Section 5: Appendix
90 Day Probationary Form………………………………………………………………………………………39
Employee Evaluation - Article 10……………………………………………………………………………….40
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MID-VALLEY SPECIAL EDUCATION COOPERATIVE
Therapist Evaluation Plan
Years in MVSEC
Staff Therapist
In all cases, the first observation will be completed by the end of the first quarter. Each formal observation
process will include a planning and a reflection conference. The time from the observation to the reflection conference will not be
more than ten school days.
Note: Informal observations are encouraged, may occur at any time and may be used in the evaluation process.
Year One
Year Two
Year Three
Therapist will:
• Participate in MVSEC New Employee Orientation
• Participate in at least two (2) formal observations, including pre & post conferences
• Receive written notice of probationary status with 90 days per contract
• Participate in summative evaluation conference after completing required formal observation by March
15
Therapist will:
• Participate in at least two (2) formal observations, including pre & post conferences
• Collaborate and develop Professional Growth Plan with coordinator by end of first quarter. (Within the
scope of one domain)
• Participate in summative evaluation conference after completing required formal observations by
March 15
• Review Professional Growth Plan with coordinator by March 15
Therapist will:
• Participate in at least one formal observation, including pre & post conferences
• Collaborate and develop (or review) Professional Growth Plan with coordinator by end of first quarter.
(Within the scope of one domain)
March 15
• Review Professional Growth Plan with coordinator by March 15
Years in MVSEC
Senior Therapist
Each formal observation process will include a planning and a reflection conference. The time from the observation to the reflection
conference will not be more than ten school days.
Note: Informal observations are encouraged, may occur at any time and may be used in the evaluation process.
Year One
Year Two
Therapist will:
• Participate in at least one informal or formal observation by May 1. (Informal does not require preconference)
• Review Professional Growth Plan with coordinator by May 15
Therapist will:
• Participate in at least one formal observation by May 1, including pre and post conferences
May 15
• Review Professional Growth Plan with coordinator by May 15
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Observations
1. Observations are in two forms: Informal and Formal.
2. Informal observations are those times when staff members are observed conducting their professional
responsibilities in the classrooms or any other place in the professional environment. Feedback may be given to
you regarding these times either verbally or in writing. You should have the opportunity to discuss this
feedback at some time with your coordinator. In order for this information to be included in the summative
evaluation, you should have feedback in writing. This written feedback may be in many forms, including the
Dialogue Form.
3. Formal observations are conducted in three phases: Pre-Observation, Observation and Post-Observation.
Preparation for the Pre-Observation Meeting and Observation
a. The staff member and coordinator should agree on a time and date for the pre-conference meeting
and observation. Observation dates are set generally when the pre- observation conference dates are set.
Staff and/or evaluator may change these dates if the situation changes.
b. Prior to the pre-observation meeting, complete the treatment plan. The treatment plan outline should
be submitted prior to or during the pre-observation meeting. Any changes can be noted prior to the
observation. The brief Outline includes the following:
 Date of treatment
 Number of students
 Number of adults
 IEP Benchmarks
 Activities & Rationale
 Anticipated outcome/Differentiation
 Materials used
 Feedback focus: Which aspects of the observation do you want feedback?
 Other thoughts
c. Staff should also complete the Pre/Post Conference Form.
Pre-Observation Meeting
a. Formal Observation Pre/Post Conference Form: This Conference Form provides information about
how the staff member is reflecting on the session both before and after the treatment. It is the basis for
discussion between the staff member and the evaluator.
b. Staff should choose one or two domains and one to two questions within each domain. (The format is
one domain per page. It is in a word document so staff can select, copy and paste questions.) Staff
should bring the completed forms to the conference and/or email to evaluator prior to the conference.
c. After the pre-observation meeting, the evaluator and staff member should have a copy of both the
Treatment Plan and the Pre-Conference Form.
d. For the first conference, the staff member selects the areas and questions. Subsequent domains of
concentration would be agreed upon mutually.
Observation
a. Formal observations are to be at least 30 minutes in length, an entire class period or an entire session
(if shorter than 30 minutes).
b. A post-observation conference will be scheduled within 10 days of the observation.
Post-Observation
a. Between the observation and the post-conference, the staff member should reflect on the same preconference questions and complete the post-conference section of the form. Submit the same way as for
the pre-conference meeting.
b. Reflect on the Post-Observation Guiding Questions to prepare for a conversation with your
coordinator. Answers for this section are not required to be written.
c. The Dialogue Form will be used as a means for the evaluator to record comments and thoughts during
the observation. After signing to indicate that the content has been shared and discussed, both staff
members retain copies.
d. The staff member and the evaluator will keep copies of the Pre-Post Conference Form, the Treatment
Plan and the Dialogue Form. These forms will not be included in the staff members’ personnel file.
Information from these forms, from the conversations, and from the observations may be included in the
staff member’s summative evaluation.
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MVSEC OT/PT Student Treatment Plan
Therapist: _____________________________
Student: _____________________
School/Program: __________________________________
Date: _______________
IEP Benchmark(s): _______________________________________________________________________________________
Activities
Rationale
Prep/Materials Needed
Anticipated Outcome
Feedback focus: _____________________________________________________________________________________________
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Formal Pre and Post Observation Conference Reflective Questions
______________________________________________________________________________
Date of Pre Observation Conference: ____________ Staff Name: _______________________
Date of Observation: _________________________ Observer: _________________________
Date of Post-Observation Conference: ________________
Domain 1: Planning and Preparation
1a. Holds the relative certificate or license and liability insurance
1b. Establishing IEP goals for the individual student and appropriate to the student’s needs
Clear, measurable goals
1c. Demonstrating knowledge of therapeutic resources both within and beyond the school and district
Knowledge of special education laws and procedures
1d. Demonstrating knowledge of therapeutic resources both within and beyond the school and district
1e. Demonstrating knowledge of relevant, evidence-based and emerging models of pediatric therapy
practice
1f. Demonstrating knowledge of relevant, evidence-based pediatric assessments, tools and methods
1g. Assessing student learning
Aligned with curricular goals
Criteria and standards
Use for planning
Questions for Reflective Consideration (please select 1-2):
 What information about your students’ performance data collected from prior sessions, their
knowledge base, learning and curriculum has lead you to create this treatment plan? (1a, 1b, 1f)
 What types of instructional tools and materials will you use to facilitate learning and engage
students? (1d, 1e)
 What have you identified as learning targets for the student(s) in the classroom? How have you
structured this time period to allow for achievement of those targets? (1d, 1f, 1g)
Copy and paste your selected questions from above. Reflect upon those questions in written form.
Thinking about the same questions having completed the session, reflect upon those questions in written
form:
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______________________________________________________________________________
Domain 2: The Classroom Environment
2a. Establishing rapport with students
Therapist interaction with students
2b. Organizing time effectively
Sets priorities
Works efficiently
2c. Establishing standards of conduct in the treatment environment
Expectations established
Monitor student behavior
Responds appropriately to student misbehavior
2d. Organizing physical space for testing of students and providing therapy
Use of available physical resources
2e. Establishing a culture of learning
Commitment to the curriculum
Expectations for student achievement
Student pride in work
 What strategies will you use to create and establish an environment of respect and culture for
learning? (2a, 2b, 2c, 2d, 2e)
 Discuss your management plan (2c, 2d)
 How will you integrate the use of other adults present to facilitate learning and instructional
delivery? (2a, 2b, 2c)
Thinking about the same questions having completed the session, reflect upon those questions in
written form:
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______________________________________________________________________________
Domain 3: Service Delivery
3a. Responding to requests for intervention strategies and/or evaluations
Responds to requests
Performs at thorough assessment and addresses team concerns
3b. Developing and implementing treatment plans to maximize students’ success
Plans are suitable for students and address needs
3c. Communicating with families
Communicates in a sensitive manner
Builds trust
3d. Collecting information and writing reports
Collects important information
Reports are accurate and appropriate to audience
3e. Demonstrating flexibility and responsiveness
Makes adjustments as needed
3f.Consulting to educational team to address needs of students
Consistently consults with teams
 What materials are you going to use to facilitate communication and engagement in the session?
(3a, 3b, 3c)
 How will you engage the students in the learning? What will you do? What will the students do?
Will the students work in groups, individually, or as a large group? What behavior or data will
you use to assess student learning during this session? (3b, 3c, 3d)
 What specific techniques and strategies will you employ during instruction and how have you
selected these? (3a, 3d, 3e)
form:
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______________________________________________________________________________
Domain 4: Professional Responsibilities
4a. Reflecting on Practices
Accuracy
Use in future
4b. Collaborating with teachers and administrators
Available to staff
Initiates contact
4c. Maintaining effective data management system
Uses to monitor progress and adjust treatment
4d. Participating in a professional community
Relationships with colleagues
Participation in departmental projects
4e. Engaging in professional development
Based on assessment of current caseload and professional growth plan
4f. Showing professionalism, including integrity, advocacy and maintaining confidentiality
 What resources did you employ in preparing for and selecting this session? (4a, 4b, 4d)
 How have you aligned this lesson with learning standards and curriculum? (4b, 4d, 4f)
 What pieces of data will you collect from this lesson and how will you use them to inform future
instruction? (4a, 4b, 4f)
form:
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______________________________________________________________________________
Post Observation Guiding Questions:
The following questions will be used as the foundation for your discussion with the individual
completing the formal observation. Please take time prior to your post-observation conference to
reflect on the following questions. Your responses do not need to be written. You will need to
have reflectively considered your own practices during the observed session in reference to these
questions so that a professional dialogue can be held between the observer and yourself.

If you had a chance to repeat this session to the same student or group of students, what
would you do differently, from planning through execution?

Did you depart from your plan? If so, how, and why?

Using the data obtained during this session, what have you determined to be the next
steps for your students?

Do you feel like you used the adults in the room to effectively facilitate learning?

What aspects of this session worked really well and how will you incorporate them into
future sessions?
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Therapist Dialogue Form
Name:
Date/Time of Pre Conference:
Assignment:
Date/Time of Observation:
School/Program:
Observer:
Activity Observed:
DOMAIN I – Planning and Preparation
a. Holds the relevant certificate, license and liability
insurance
b.
Establishing IEP goals for the individual student
appropriate to the student’s needs
c.
Demonstrating knowledge of therapeutic resources both
within and beyond the school and district
d.
Demonstrating knowledge of therapeutic resources both
within and beyond the school and district
e.
Demonstrating knowledge of relevant, evidence-based
and emerging models of pediatric therapy practice
f.
Demonstrating knowledge of relevant, evidence based
pediatric assessments, tools and methods
g. Assessing student learning
DOMAIN II – The Environment
a. Establishing rapport with students
b. Organizing time effectively
c. Establishing standards of conduct in the treatment
environment
d. Organizing physical space for testing of students and
providing therapy
e. Establishing a culture of learning
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Comments:
Therapist Dialogue Form
DOMAIN III – Service Delivery
a. Responding to requests for intervention strategies and/or
evaluations
Comments:
b. Developing and implementing treatment plans to
maximize students’ success
c. Communicating with families
d. Collecting information and writing reports
e. Demonstrating flexibility and responsiveness
f. Consulting with educational team to address needs of
students
DOMAIN IV – Professional Responsibilities
a. Reflecting on practice
Comments:
b. Collaborating with teachers and administrators
c. Maintaining effective data management system
d. Participating in a professional community
e. Engaging in professional development
f. Showing professionalism, including integrity, advocacy
and maintaining confidentiality
g. Attendance
Staff Comments/Other comments:
Follow-up Date and Activities:
______________________________________
Signature of Therapist*
_______________________________________________
Signature of Coordinator
Date________________
Date ________________
* Indicates that content has been seen and discussed.
Copies of this form to:
Therapist
Direct Supervisor
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Summative Evaluations
1. Within 30 days from the start of the school year, staff member will be given notification of
your evaluation cycle.
2. Every licensed staff member is to be evaluated by a qualified evaluator. Recent legislation
has defined a qualified evaluator as one who has successfully completed the state-required
evaluator trainings.
3. Staff Therapists are to have a summative evaluation every year for their first three years.
4. Senior Therapists are to have a summative evaluation once in a two-year cycle, unless in the
previous year, they received a summative rating of Needs Improvement or Unsatisfactory.
Then, the evaluation occurs annually. Subsequently, if the staff member obtains an Excellent
or Proficient rating, the two-year cycle resumes the following year.
5. The Summative Evaluation is based on the four domains of the Danielson model:
Planning/Preparation, Educational Environment, Instruction/Delivery of Services and
Professional Responsibilities. (See Rubric Section for more information.)
6. Information from formal/informal observations/conferences, Professional Growth Plans,
Professional Support Plan and Administrative Input Form, may be used in the Summative
Evaluation.
7. The conclusion of the Summative Evaluation includes an Overall Summative Rating that is
based on a rating in each of the four domains.
8. Staff Therapists, the following criteria are applied in order to receive an Overall Summative
Rating:
Excellent:
3 of the 4 domains need to have a rating of E; Domains 3 and 4
must have a rating of E; no NI/Us
Proficient:
Three domains must have a rating of P or better; one domain may
have one NI; no Us
Needs Improvement: Any domain with 2 NIs; or any domain with 1 U
Unsatisfactory:
Any domain either a combination of 3-4 NIs or 2 Us or more in
any domain
9. Two of the three years in the Staff Therapist cycle must have an Excellent or Proficient
summative rating to be recommended for rehire.
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10. For Senior Therapists, the following criteria are applied in order to receive an Overall
Summative Rating:
Excellent:
3 of the 4 domains need to have a rating of E; Domains 3 and 4
must have a rating of E; no NI/Us
Proficient:
All domains must have a rating of P or better
Needs Improvement: Any domain with 1-2 NIs
Unsatisfactory:
Any domain either a combination of 3-4 NIs; 1 or more U in any
domain
11. Senior Therapists who receives an NI or unsatisfactory must participate in the Assistance
Phase of the Support Plan within 30 days from receiving the Summative Rating.
12. The Summative Evaluation is placed in the staff member’s personnel file.
13. If a staff member disagrees with a Summative Evaluation, he/she may write a response that
will also be filed in the staff member’s personnel file.
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Occupational & Physical Therapist Evaluation
Summative Evaluation
Staff
Senior
1stYear
2nd Year
3rd Year
4th + Year
School Year: ___________
Name:
Assignment:
School(s):
DOMAIN I - Planning and Preparation
a. Holds the relative certificate or license and
liability insurance
b. Establishes IEP goals for the individual
student appropriate to the students’ needs
c. Demonstrates knowledge of district, state and
federal regulations and guidelines
d. Demonstrates knowledge of therapeutic
resources both within and beyond the school and
district
e. Demonstrates knowledge of relevant,
evidenced based and emerging models of
pediatric therapy practice
f. Assessing student learning
Overall Rating
DOMAIN II - Environment
a. Establish rapport with students
b. Organize time effectively
c. Establishes standards of conduct in the
treatment environment
d. Organizes physical space for testing of
students and providing therapy
e. Establishing a culture for learning
Overall Rating
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Comments:
Unsatisfactory
Needs
Improvement
Proficient
Excellent
Needs
Improvement
Proficient
Excellent
Comments:
Unsatisfactory
Occupational & Physical Therapist Evaluation
DOMAIN III - Instruction/Delivery of
Comments:
Services
a. Responds to requests for intervention
strategies and/or evaluations
b. Developing and implementing treatment
plans to maximize students’ success
c. Communicating with families
d. Collecting information and writing reports
e. Demonstrates flexibility and responsiveness
f. Consulting with educational team to address
the needs of the students
Overall Rating
Unsatisfactory
DOMAIN IV – Professional Responsibilities
Needs Improvement
Proficient
Excellent
Proficient
Excellent
Comments:
a. Reflects on professional practices
b. Collaborating with teachers & administrators
c. Maintains effective data management systems
d. Participating in professional community
e. Engaging in professional development
f. Showing professionalism including integrity,
advocacy and maintaining confidentiality
g. Attendance
Overall Rating
Unsatisfactory
Excellent
Proficient
Needs Improvement
Unsatisfactory
Yes
Recommend for rehire:
Needs Improvement
Staff
Senior
3 or the 4 domains need to have a rating of E;
Domains 3 and 4 must have a rating of E; no NI/Us
Three domains must have a rating of P or better;
one domain may have one NI; no Us
Any domain with 2 NIs; or any domain with 1 U
Any domain either a combination of 3-4 NIs; or 2
Us in any domain
3 or the 4 domains need to have a rating of E; Domains
3 and 4 must have a rating of E; no NI/Us
All domains must have a rating of P or better
Any domain with 1-2 NIs
Any domain either a combination of 3-4 NIs; 1 U in
any domain
No
Overall Summative Rating
____Unsatisfactory
____Needs Improvement
____ Proficient
____ Excellent
______________________________________
Signature of Therapist*
_______________________________________________
Signature of Coordinator
Date________________
Date ________________
* Indicates that content has been seen and discussed.
Copies of this form to:
Therapist
Direct Supervisor
Personnel file
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OT/PT Services Input Form
Procedures
10-08-13
1. Purpose of the OT/PT Services Input Form is to establish a more complete picture of
your overall performance and professional duties/responsibilities. It will also help gather
“incidental” observations of your interactions within the context of the school
community.
2. The forms will be distributed to principals/assistant principals, program
supervisors/coordinators, department chairs, and special education administrators by your
program coordinator in December or early January.
3. For District use, your coordinator will provide lists of staff/locations to the administrative
liaisons. In addition, your coordinator will complete the Service Provider and Location
for each form. Your coordinator will also create a letter of explanation to accompany the
form.
4. The forms should be returned via mail or FAX to the person indicated on the bottom of
the form. Observers should not send the form electronically due to confidentiality issues.
5. The information gathered on this form will supplement the direct clinical observations
conducted by your supervisor to help develop a more comprehensive profile of your
overall performance on your summative evaluation. It will also assist with the resolution
of problems that may arise during the year and help create a constructive, supportive plan
to address those issues.
6. Copies of these forms will not be placed in the staff members’ personnel files.
Information gathered from these forms will be shared with staff members.
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Occupational Therapy/Physical Therapy Services Input Form
Name of OT/PT:_______________________________ Location:_________________
In an effort to maintain and improve quality services and instruction, we ask that you provide feedback from your informal
observations of our OTs and PTs. We understand that you may not have observed or be able to respond to every item listed.
Thank you!
How many professional contacts have you had with this therapist this year?
Circle one: None
1-5
6-10 10-20 20+
Proficient
Area of
Domain #1: Planning and Preparation
Concern
No Basis
for
Opinion
a) Demonstrates professional knowledge
b) Demonstrates understanding special education procedures and
paperwork
c) Establishes IEP goals that are appropriate to the students
Domain #2: The Environment
a) Uses physical resources to support learning activities
b) Interactions with students are positive and respectful; students
appear to be comfortable in the setting
c) Demonstrates effective, professional time management and
organizational skills
Domain #3: Service Delivery
a) Demonstrates flexibility and responsiveness
b) Students are engaged in activities appropriate to their IEP goals
c) Provides therapy that promotes overall student achievement
d) Routines & procedures with students are used to maximize
treatment time
Domain #4: Professional Responsibilities
a) Communication: Listens carefully when receiving information, is
articulate and clear when providing information
b) Demonstrates thoughtful consideration of multiple perspectives
when problem-solving; works to include all team members in decision
making
c) Follows-through on requests and commitments within reason;
returns phone calls and emails promptly
d) Models positive and appropriate interactions with colleagues, staff,
administrators, students and families
e) Cultivates collaborative partnerships with district personnel and
parents with responsiveness to their concerns
Additional comments:
Name: __________________________ Title: __________________ Date:___________
Individual completing this form.
Please return this form via FAX or mail by 3/10/13 to:
Not to be included in the staff member’s personnel file.
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Linda Koch, Coordinator
1304 Ronzheimer Ave, St. Charles, 60174
Confidential FAX: 331-228-4891
Annual Professional Growth Plan
What is the Annual Professional Growth Plan?
The Mid-Valley Professional Growth Plan process asks therapists to develop a Professional
Growth Plan based on Danielson’s Framework for effective teaching. The goal a therapist
selects and the work s/he conducts should focus on one of the four domains in the Danielson
Framework. Discussions with your coordinator will occur at the beginning and end of every
school year. The staff member and coordinator should mutually agree to the focus of the domain
and plan.
Instructions:
1. Reflect on your level of performance on each of the domain within the rubrics. Rubrics
will not be submitted to your coordinator.
2. Select a domain and sub-domain for growth this year. The selection of the area may be
self-directed or may be selected in collaboration with your coordinator.
3. Complete the appropriate sections of the form that include a goal and an action plan in
the beginning of the year.
4. Staff may write a goal that will be accomplished in one or two years. If the goal is a twoyear goal, there will be a discussion with the supervisor regarding progress annually.
5. Staff would either bring the completed form to the conference and/or email to coordinator
prior to the conference.
6. Evidence of progress on your selected goal will replace the professional portfolio entries.
At the fall conference, be prepared with ideas about information and data you will collect
during the course of your goal implementation. Multiple items should be collected that
will be shared with your coordinator.
7. At the end of the year, complete the post-sections of the form. Staff would either bring
the completed form to the conference and/or email to coordinator prior to the conference.
8. The post-discussion will determine if the goal is met, making progress, will be continued
into the next year, or will be revised.
9. At the post-conference, staff should include reflections on any professional development
opportunities you may have taken this year. This may be workshops, conferences, books
read, helpful websites, classroom visits, observations, interviews, classes taken, etc.
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10. At the post-conference, items should be noted as evidence of professional growth and
progress. Items will be discussed and noted, but will be returned to the staff member at
the end of the year.
11. Copies of the completed forms will be retained by the staff member and coordinator, but
will not be placed in the staff member’s personnel file.
12. Information from the professional growth process may be included in the summative
evaluation.
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Annual Professional Growth Plan
To be completed by staff member and discussed with program coordinator at the beginning
and end of each school year.
Therapist:
Planning Date:
School(s)/Program(s):
Post Discussion Date:
Assignment:
STRENGTHS:
What are my strengths as a therapist?
GOAL:
Beginning of the Year
Domain:
Goal:
Why did you select this goal?
ACTION PLAN:
Action Step
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Date to be completed
Evidence/Data
Collection
Support Needed
End of the Year, Progress on Goal/Refection:
Were there any factors that influenced the completion or progress on this goal?
How had this experience impacted your thinking and performance?
What have you learned that you will incorporate into your professional practice?
Outcome/Decision (goal met/new area, progress made/continue, no progress/revise)
Professional development reflection. What did you learn and how will you apply it?
Other comments or observations:
Additional support?
____Goal completed
____ Goal Continued ____ Goal Modified
_____ Goal Discontinued
Beginning of the Year
End of the Year
Therapist Signature:
Date:
Date:
Coordinator Signature:
Coordinator Signature:
Date:
Date:
Therapist and coordinator retain copies.
Therapist and coordinator retain copies.
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Professional Support Plan
The Professional Support Plan provides guidance and support to therapist, to assist them in
meeting the cooperative’s expectations for professional responsibilities and practice. The
purpose of the Professional Support Plan is:
1. To enable a therapist the opportunity to seek assistance in any area(s), or
2. To enable administrative supervisors to assist a therapist, who may benefit from more
support, to improve in his/her responsibilities and practice, or
3. To assist senior therapists who have received a summative rating of Needs Improvement
or Unsatisfactory in the previous year.
The initiation of a Professional Support Plan is generally directed by administration. The
development of the plan is intended to be collaborative and is intended to improve professional
practice. Professional courtesy is expected of all participants.
If it is necessary during the year to initiate any phase of the Professional Support Plan, the staff
member will have a Summative Evaluation, regardless of evaluation cycle.
The Professional Support Plan consists of two possible phases:
1. Awareness Phase
2. Assistance Phase
For senior therapists who received an Overall Summative Rating of Needs Improvement or
Unsatisfactory, the Assistance Phase must be initiated within 30 days of the receipt of the rating.
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Awareness Phase
The purpose of the Awareness Phase is to bring individuals together to identify and discuss areas
of professional concern. The therapist will identify the action plan necessary to resolve the
concern. And, in collaboration with the evaluator or direct supervisor, he/she will be able to
identify necessary supports to successfully address the concern(s).
1. After repeated conversations regarding a pattern of incidents or concern(s), the evaluator
or direct supervisor invites the staff member to a meeting to begin the Awareness Phase
and formally discuss the concern(s). The staff member will be notified via email of the
initiation of the Awareness Phase and the domain(s) and/or area(s) of concern.
2. After notification, the initial meeting will be held within ten working days.
3. Staff members may request to have union representation at the Awareness meeting (and
throughout the process), if they so desire.
4. At the initial meeting, the evaluator or direct supervisor identifies, in writing on the
Awareness Phase Form, the general concern, the associated Domain(s), and examples of
the concern.
5. The Awareness Phase will not last longer than 40 working days, exclusive of school
holidays or breaks. Meetings may be scheduled at mutually-agreeable times within this
time period to monitor progress and/or adjust the plan.
6. At the meetings, the evaluator or direct supervisor and educator will review the progress.
After a reasonable period of time, the evaluator or direct supervisor will make one of the
following recommendations:
 Concerns resolved, no further action necessary; or
 Progress noted, continuation of agreed procedures and/or mutually agreed upon
extended timeline; or
 Concerns remain unresolved, movement to Assistance Phase.
7. If the Awareness Phase is concluded and the same domain/area of concern continues or
reemerges, within 90 working days from the conclusion of the Awareness Phase, the
Awareness Phase may be repeated or the Assistance Phase may be initiated.
8. If another area of concern(s) should arise during the Awareness Phase and is documented
on the Dialogue Form(s), these concerns may be reflected on the Summative Evaluation
Form within the Domain area of concern.
9. Meeting minutes and discussions pertaining to the Awareness Phase will remain at the
building level between concerned parties. Information gathered from the Assistance Phase
may be included in the Summative Evaluation.
25 | P a g e
Therapist
Awareness Phase Plan
Therapist:
Date:
School(s):
Evaluator/Supervisor:
Identify area of concern(s) from the Domain Rubric.
Examples of the Concern:
Therapist’s Response/Plan:
Next Meeting Date:
Date:
Evaluator/Supervisor
Signature:
(This block may be copied and repeated for subsequent meetings.)
Meeting - Date:_______
Progress Noted:
Concern(s), if any:
Therapist Response:
Follow-up Items:
Next Meeting Date:
26 | P a g e
Date:
Administrative Recommendation (At the completion of the Awareness Phase).
Exit Awareness Phase
Extended Timeline
Assistance Phase
Next Meeting: _____
Next Meeting: _____
Therapist Signature: ____________________________________ Date: _____________
Direct Supervisor Signature: ______________________________ Date: ____________
Copy to Direct Supervisor
Copy to Therapist
This form will not be placed in personnel file.
27 | P a g e
Assistance Phase
The purpose of the Assistance Phase is to provide more specific guidance and assistance for the resolution
of concerns identified in the Awareness Phase of the Professional Support Plan for therapists. It is also
used as the entry point to provide structure and guidance for a senior therapist who has received an overall
summative rating of Needs Improvement or Unsatisfactory in the summative evaluation.
1. The Assistance Phase will be discussed at an initial meeting to be held within five working days
of the final meeting of the Awareness Phase or at the final Awareness Phase meeting with prior
notice.
2. The Assistance Phase will not last longer than 40 working days. Meetings will be scheduled at
mutually-agreeable times within this time period to monitor progress and/or adjust the plan.
3. The Assistance plan must include:
 A statement identifying the general concern relative to the Domain Rubrics and
examples (may be information from the Awareness phase);
 Identification of individuals involved in the plan;
 A listing of activities/procedures to be developed by the evaluator or direct supervisor
discussed and implemented by the therapist.
 A listing of resources to be allocated for plan implementation and completion including
but not limited to materials, staff development, and budgetary considerations;
 A timeline indicating implementation dates, final review dates, and meeting dates to
review progress of the plan.
4. At the meetings, the evaluator or direct supervisor and therapist will review the progress. After a
reasonable period of time, the evaluator or direct supervisor will make one of the following
recommendations:
 Concerns resolved, no further action necessary; or
 Progress noted, continuation of agreed procedures and/or mutually agreed upon extended
timeline; or
 Concerns remain unresolved; movement to the Summative Evaluation will be given.
 If the Summative Evaluation has an overall rating of Unsatisfactory, the staff member
will not be recommended for rehire
5. If the Assistance Phase is concluded and the same domain/area of concern continues or
reemerges, within 90 working days from the conclusion of the Assistance Phase, the Assistance
Phase may be repeated or the Summative Evaluation will be given.
6. If another area of concern(s) should arise during the Assistance Phase and is documented on the
Dialogue Form(s), these concerns may be reflected on the Summative Evaluation Form within
the Domain area of concern.
7. Meeting minutes and discussions within the Assistance Phase will be placed in the therapist’s
personnel file. Parties may include representation during meetings at their discretion.
28 | P a g e
Therapist
Assistance Phase Plan
Initial Meeting
Date/Time:
Therapist:
School(s)/Program(s):
Direct Supervisor:
Identify area of concern from the Domain Rubric or Awareness Phase.
Examples of the Concern(s):
GOAL:
Domain:
Goal:
Success Indicators:
ACTION PLAN:
Action Step
Date to be completed
Evidence/Data
Collection
Support Needed
Next Meeting Date: _______________________________________
Therapist Signature: ___________________________________ Date: _____________
Direct Supervisor Signature: ____________________________ Date: _____________
29 | P a g e
Follow-up Meetings:
Progress on Goal/Plan:
Date: (This box may be repeated.)
Other comments or observations:
Additional Support:
Next Meeting Date: ______
Therapist Signature: ___________________________________ Date: _____________
Direct Supervisor Signature: ____________________________ Date: _____________
At the conclusion of the plan, complete this professional development reflection. What did you learn
and how will you apply it?
Administrative Recommendation (At the completion of the Assistance Phase).
Exit Assistance Phase
Extended Timeline
Remediation Phase
Next Meeting: _____
Next Meeting: _____
Therapist Signature: ____________________________________ Date: _____________
Direct Supervisor Signature: ______________________________ Date: ____________
30 | P a g e
COMPONENTS OF PROFESSIONAL PRACTICE - OT & PT
DOMAIN 1:
DOMAIN 2:
PLANNING AND PREPARATION
THE ENVIRONMENT
1a: Holds the relevant certificate, license and liability
insurance
1b: Establishing IEP goals for the individual student
appropriate to the student’s needs
Clear, measurable goals
1c: Demonstrating knowledge of therapeutic
district
Knowledge of special education laws and
procedures
1d: Demonstrating knowledge of therapeutic
district
1e: Demonstrating knowledge of relevant, evidencebased and emerging models of pediatric therapy
practice
1f: Demonstrating knowledge of relevant, evidencebased pediatric assessments, tools and methods
1g: Assessing student learning
Aligned with curricular goals
Criteria and standards
Use for planning
2a: Establishing rapport with students
Therapist interaction with students
2b: Organizing time effectively
Sets priorities
Works efficiently
2c: Establishing standards of conduct in the treatment
environment
Expectations established
Monitors student behavior
Responds appropriately to student misbehavior
2d: Organizing physical space for testing of students and
providing therapy
Use of available physical resources
2e: Establishing a culture of learning
Commitment to the curriculum
Expectations for student achievement
Student pride in work
DOMAIN 4:
DOMAIN 3:
PROFESSIONAL RESPONSIBILITIES
SERVICE DELIVERY
4a: Reflecting on practice
Accuracy
Use in future
4b: Collaborating with teachers and administrators
Available to staff
Initiates contact
4c: Maintaining effective data management system
Uses to monitor progress and adjust treatment
4d: Participating in a professional community
Relationships with colleagues
Participation in departmental projects
4e: Engaging in professional development
Based on assessment of current caseload and
professional growth plan
4f: Showing professionalism, including integrity,
advocacy and maintaining confidentiality
3a: Responding to requests for intervention strategies
and/or evaluations.
Responds to requests
Performs a thorough assessment and addresses
team concerns
3b: Developing and implementing treatment plans to
maximize students’ success
Plans are suitable for students and address needs
3c: Communicating with families
Communicates in a sensitive manner
Builds trust
3d: Collecting information and writing reports
Collects important information
Reports are accurate and appropriate to audience
3e: Demonstrating flexibility and responsiveness
Makes adjustments as needed
3f: Consulting to educational team to address needs of
students
Consistently consults with teams
Adapted from Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson
31 | P a g e
Occupational & Physical Therapist Evaluation Process
Domain 1 for MVSEC Occupational & Physical Therapists: Planning and Preparation
Component
1a:
Holds the relevant certificate,
license and liability insurance
1b:
Establishing IEP goals for the
individual student appropriate
to the student’s needs
1c:
Demonstrating knowledge of
district, state and federal
regulations and guidelines
1d:
therapeutic resources both
within and beyond the school
and cooperative
32 | P a g e
Unsatisfactory
Basic
Does not hold the necessary
certificate, license or liability
insurance.
Holds necessary certificate,
license and liability insurance
but requires reminders to
obtain them.
Therapist’s IEP goals are not
clear or measurable and do not
meet students’ individual
needs
Therapist’s IEP goals for
individual students are
partially suitable to each
student’s needs.
Therapist demonstrates little or
no knowledge of special
education laws and procedures.
Therapist demonstrates basic
knowledge of special
education laws and procedures.
Therapist demonstrates little or
no knowledge of therapeutic
resources available for students
and cooperative.
knowledge of therapeutic
resources available for students
and cooperative.
Proficient
Distinguished
Holds the necessary
certificate, license and
liability insurance.
Obtains continuing
education in relevant
areas.
Therapist’s IEP goals
for individual students
are clear, measurable
and based on each
student’s individual
needs.
Therapist demonstrates
thorough knowledge of
special education laws
and procedures.
Therapist is currently seeking advanced
certification in areas related to
professional duties.
moderate knowledge of
therapeutic resources
available for students
within and beyond the
school and cooperative.
Therapist demonstrates extensive
knowledge of therapeutic resources
available for students within and
beyond the school and cooperative.
Therapist’s IEP goals for individual
students are highly appropriate for each
student’s needs. They have been
developed following consultation with
teachers and administrators.
Therapist’s knowledge of special
education laws and procedures is
extensive. Therapist takes a leadership
role in sharing this knowledge with
others.
Domain 1 for MVSEC Occupational & Physical Therapists: Planning and Preparation
Component
1e:
relevant, evidence based and
emerging models of pediatric
therapy practice
1f:
relevant, evidence based
pediatric assessments, tools
and methods
1g:
Assessing student learning
33 | P a g e
Unsatisfactory
Basic
Proficient
Distinguished
Therapist demonstrates very
limited knowledge of relevant,
evidenced based and emerging
models of pediatric therapy
practice.
knowledge of relevant,
evidenced based and emerging
models of pediatric therapy
practice.
relevant, evidence
based and emerging
models of pediatric
therapy practice.
Knowledge of relevant, evidence based
and emerging models of pediatric
therapy practice is extensive. Therapist
takes a leadership role in the
application and dissemination of
knowledge in the department.
Therapist demonstrates limited
evidence based pediatric
assessments, tools and
methods.
evidence based pediatric
methods.
relevant, evidence
based pediatric
methods.
Knowledge of relevant, evidence based
pediatric assessments, tools and
methods are extensive. Therapist takes
a leadership role in the application and
dissemination of knowledge in the
department.
Approach to assessment
contains no clear criteria or
standards and lacks
congruence with the
instructional goals. Therapist
has no plans to use results of
assessment to design future
treatment.
Plan for student assessment is
partially aligned with
curricular goals and includes
criteria and standards that are
not entirely clear or understood
by students.
Plan for student
assessment is aligned
with curricular goals
with clear assessment
criteria and standards
that have been
communicated to each
student at his/her
developmental level.
Therapist uses the
assessments to plan for
individual students.
Plan for student assessment is aligned
with the curricular goals containing
clear assessment criteria and standards
that are understood by students and
show evidence of student participation
in their development. Therapist
monitors progress in achieving the
goals.
Domain 2 for MVSEC Occupational & Physical Therapists: The Environment
Component
2a:
Establishing rapport with
students
2b:
Organizing time effectively
2c:
Establishing standards of
conduct in the treatment
environment
2d:
Organizing physical space for
testing of students and
providing therapy
34 | P a g e
Unsatisfactory
Basic
Therapist’s interactions with
students are negative or
inappropriate. Students appear
uncomfortable in the testing or
treatment environment.
Therapist’s interactions are a
mix of positive and negative.
The therapist’s efforts at
developing rapport are
partially successful.
Therapist exercises poor
judgment in setting priorities,
resulting in confusion, missed
deadlines and conflicting
schedules.
Therapist’s time management
skills are moderately well
developed. Essential activities
are carried out by not always
in the most efficient manner.
No standards of conduct have
been established. Therapist
disregards or fails to address
negative student behavior
during evaluation or treatment.
Standards of conduct appear to
have been established for the
testing and treatment
environment. Therapist
attempts to monitor and correct
negative student behavior are
partially successful.
The testing and treatment
setting is disorganized and
poorly suited to working with
students within the constraints
of space/ materials provided.
setting is moderately well
organized and moderately
well-suited to working with
students within the constraints
of space/materials provided.
Proficient
Therapist’s interactions
are positive and
respectful. Students
appear comfortable in the
testing or treatment
environment.
Therapist exercises good
judgment in setting
priorities, resulting in
clear schedules and
important work being
accomplished in an
efficient manner.
Standards of conduct have
been established for the
testing and treatment
environment. Therapist
monitors student behavior
against those standards.
Response to students is
appropriate and
respectful.
setting is well organized
within the constraints of
space/materials provided.
Distinguished
Students seek out the therapist,
reflecting a high degree of comfort
and trust in the relationship.
Therapist demonstrates excellent
time management skills,
accomplishing all tasks in a seamless
manner. Teachers and students
understand their schedules.
Standards of conduct have been
established for the testing and
treatment environment. Therapist’s
monitoring of students is subtle and
preventative, and students engage in
self-monitoring behavior as
developmentally appropriate.
The testing and treatment setting is
highly organized and inviting to
students within the constraints of
space/materials provided.
2e:
Establishing a culture for
learning
35 | P a g e
The therapy environment does
not represent a culture for
learning and is characterized
by low therapist commitment
to the curriculum and low
expectations for student
achievement, within the
constraints of space/material
available. Students
demonstrate little pride in their
work.
The therapy environment
reflects commitment to the
curriculum and modest or
inconsistent expectations for
student achievement, within
the constraints of the
space/material available.
Students demonstrate minimal
pride in their work.
The therapy
environment represents
a genuine culture for
learning with
commitment to the
curriculum and high
expectations for student
achievement, within the
constraints of the
space/materials
available. Students
actively participate and
show pride in their
work.
Therapist demonstrates a passionate
commitment to establishing and
maintaining a culture of learning.
Students are actively engaged and are
given opportunities to plan some
learning activities.
Domain 3 for MVSEC Occupational & Physical Therapists: Service Delivery
Component
3a:
Responding to requests for
intervention strategies and/or
evaluations.
3b:
Developing and implementing
treatment plans to maximize
students’ success
3c:
Communicating with families
3d:
Collecting information and
writing reports
36 | P a g e
Unsatisfactory
Basic
Proficient
Distinguished
Therapist fails to respond to
requests for intervention
strategies and/or evaluations.
Therapist responds to requests
for intervention strategies
and/or evaluations when
pressed and makes adequate
attempts to address team
concerns.
Therapist responds to
requests for
intervention strategies
and/or evaluations.
Therapist performs a
thorough assessment
and addresses team
concerns.
Therapist is proactive in responding to
requests for intervention strategies and
makes valuable suggestions to address
team concerns. Therapist anticipates
potential misconceptions and needs of
the team.
Therapist fails to develop
treatment plans suitable for
students, or plans are
mismatched with the findings
of assessments.
Therapist’s plans for students
are partially suitable for them
or sporadically aligned with
identified needs.
Therapist plans for
students are suitable for
them and are aligned
with identified needs.
Therapist develops comprehensive
plans for students, finding ways to
creatively meet student needs and
incorporate many related elements
throughout their school environment.
Therapist fails to communicate
with families and secure
necessary permission for
service delivery or can
communicates in an insensitive
manner.
Therapist’s communication
with families is partially
successful. Permissions are
obtained, but there are
occasional insensitivities (e.g.,
to cultural and linguistic
traditions).
Therapist collects most of the
important information on
which to base treatment plans.
Reports are accurate but
lacking in clarity and not
always appropriate to the
audience.
Therapist
communicates with
families and secures
necessary permission
for service delivery
doing so in a sensitive
manner.
Therapist collects all
the important
information on which to
base treatment plans,
interviewing teachers
and parents if
necessary. Reports are
accurate and
appropriate to the
audience.
Therapist secures necessary
permissions and communicates with
families in a highly sensitive manner.
Therapist reaches out to families of
students to enhance trust and
anticipates their needs.
Therapist neglects to collect
important information on
which to base treatment plans.
Reports are inaccurate or not
appropriate to the audience.
Therapist is proactive in synthesizing
important information. Reports are
accurate and clearly written and are
tailored for the audience.
Domain 3 for MVSEC Occupational & Physical Therapists: Service Delivery
Component
3e:
Demonstrating flexibility and
responsiveness
3f:
Consulting to educational team
to address needs of students.
37 | P a g e
Unsatisfactory
Basic
Proficient
Distinguished
Therapist adheres to the
treatment plan, program or
schedule in spite of evidence
of its inadequacy.
Therapist makes modest
changes in the treatment plan,
program or schedule when
confronted with evidence of
the need to change.
Therapist makes
revisions in the
treatment plan, program
or schedule when they
are needed.
Therapist is continually seeking ways
to improve the treatment plan, program
or schedule and makes changes as
needed in response to student, parent or
teacher input as well as best practice
guidelines.
Therapist makes little or no
attempt to consult to team
members regarding needs of
students.
Therapist consults with team
members inconsistently
regarding needs of students.
Therapist consistently
consults with team and
provides specialized
information about needs
of individual students in
forms of written and
verbal plans.
Therapist consistently consults with
team and provides specialized
information about needs of individual
students in forms of written and verbal
plans. Therapist follows up routinely
with the implementation and
effectiveness of the consultation.
Domain 4 for MVSEC Occupational & Physical Therapists: Professional Responsibilities
Component
4a:
Reflecting on practice
4b:
Collaborating with teachers
and administrators
4c:
Maintaining effective data
management system for
documentation of IEP goals
4d:
Participating in a professional
community
38 | P a g e
Unsatisfactory
Basic
Proficient
Distinguished
Therapist does not reflect on
practice or the reflections are
inaccurate and self-serving.
Therapist’s reflection on
practice is moderately
accurate and objective without
citing specific examples and
with only global suggestions as
to how it might be improved.
Therapist’s reflection
provides accurate and
objective description of
practice, citing specific
positive and negative
characteristics.
Therapist makes some
specific suggestions as
to how it might be
improved.
Therapist’s reflection on practice is
highly accurate and perceptive, citing
specific examples that were not fully
successful for at least some students.
Therapist draws on extensive repertoire
to suggest alternative strategies.
Therapist is not available to
staff for questions and
planning.
Therapist is available to staff
for questions and planning.
Therapist initiates
contact with teachers
and administrators to
confer regarding
individual cases.
Therapist seeks out teachers and
administrators in anticipation of
concerns to confer regarding individual
cases and share their perspectives on
individual students.
Therapist’s data management
system is either nonexistent or
in disarray. It cannot be used
to monitor student progress or
adjust treatment when needed.
Therapist has developed a
rudimentary data management
system for monitoring student
progress and occasionally uses
it to adjust treatment when
needed.
Therapist’s relationships with
colleagues are negative and
self-serving, and therapist
avoids being involved in
departmental projects.
Therapist’s relationships with
colleagues are cordial.
Therapist participates in
departmental projects when
specifically asked to
participate.
Therapist has developed
an effective data
management system for
monitoring student
progress and regularly
uses it to adjust
treatment when needed.
Therapist participates in
departmental projects
and maintains positive,
productive relationships
with colleagues.
Therapist has developed a highly
effective data management system for
monitoring student progress and
regularly uses it to adjust treatment
when needed. Therapist uses a system
to communicate with teachers and
parents.
Therapist makes a substantial
contribution to departmental projects
and assumes a leadership role with
colleagues.
Domain 4 for MVSEC Occupational & Physical Therapists: Professional Responsibilities
Component
4e:
Engaging in professional
development
4f:
Showing professionalism,
including integrity, advocacy
and maintaining
confidentiality
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Unsatisfactory
Basic
Therapist does not participate
in professional development
activities even when such
activities are clearly needed for
the development of skills.
Therapist’s participation in
professional development
activities is limited to those
that are convenient or are
required.
Therapist displays a lack of
honesty with colleagues,
students and the public and
violates principles of
confidentiality.
Therapist is honest in
interactions with colleagues,
students and the public, plays a
moderate advocacy role for
students and does not violate
norms of confidentiality.
Proficient
Distinguished
Therapist seeks out
professional
development/ activities
based on an assessment
of current caseload and
professional growth
plan.
Therapist displays high
standards of honesty,
integrity, and
confidentiality in
interactions with
colleagues, students and
the public and
advocates for students
when needed.
Therapist actively pursues professional
development opportunities to improve
service to students and makes a
substantial contribution to the
profession through activities such as
offering workshops to colleagues.
Therapist can be counted on to hold the
highest standards of honesty, integrity
and confidentiality and to advocate for
students, taking a leadership role with
colleagues.
NEW EMPLOYEE PROBATION SUMMARY FOR TASC MEMBERS
(To be completed at conclusion of 90 school calendar days of employment for TASC members)
RECOMMENDATION TO CONTINUE EMPLOYMENT
_______________________________________ has successfully completed the mandatory
Name of Employee
probationary period for 90 school calendar days of employment and has shown satisfactory
skills in his/her area. It is my recommendation to continue his/her employment.
__________________________________________
MVSEC Administrator Signature
____________________________
Date
RECOMMENDATION TO EXTEND PROBATION PERIOD
_______________________________________ has completed the mandatory probationary
Name of Employee
period for 90 school calendar days of employment and is found to be lacking skill in the
following areas:
Therefore, it is my recommendation to extend the probationary period for another 30 school
calendar days to allow time for remediation.
__________________________________________
____________________________
Date
RECOMMENDATION TO TERMINATE EMPLOYMENT
It is my recommendation to terminate the employment of ______________________________
Name of Employee
at this time according to the guidelines set forth in the Professional Agreement between TASC
and MVSEC.
__________________________________________
Original/Personnel Office
Copy to Employee
September, 2013
____________________________
Date
ARTICLE 10
EMPLOYEE EVALUATION
10.1
PROBATIONARY EMPLOYEES
A.
Prior to completion of the 90 work day probationary period, one observation shall be
completed and a form shall also be completed which denotes (a) continued employment, (b)
extended probationary period, or (c) termination. In the event that the probationary period is
extended as set forth above, any documented areas of concern will be addressed at a meeting
with the Employee and, if requested by the Employee, a representative of the Association. A
copy of the completed New Employee Probation Summary Form will be provided to the
Employee, the Association, and placed in the Employee’s personnel file.
10.2
EVALUATION PURPOSE
B.
The primary purpose of the evaluation shall be the improvement of Employee skills and
performance, and to that end the evaluation will seek to identify Employee strengths and
weaknesses, areas to be improved, and suggestions for improvement. No therapist shall be
subject to an evaluation rating of unsatisfactory of their clinical/technical skills that may lead to
discipline, remediation or termination without first having been observed and evaluated by a
licensed therapist.
10.3
EVALUATION PROCESS
A.
Employee evaluations will be completed using a process and forms developed by a joint
committee. The committee will be developed upon request from either TASC or MVSEC. The
committee will be comprised of four (4) persons, two (2) of whom shall be selected by the
Association and two of whom shall be appointed by the Director. Following a request for a
committee meeting, the other party will make every effort to meet within 30 days.
B.
The evaluator for each Employee will be the Executive Director or another evaluator
designated by the Executive Director. Each therapist will be notified in writing of the person
who will evaluate his or her performance within 30 calendar days of the commencement of the
school in the year in which the evaluation will be completed. During the evaluation process, the
evaluator may seek input or information from other administrators who have had direct contact
with the therapist being evaluated to assist in the preparation of the evaluation.
C.
Employees shall be given copies of all written evaluations. Within ten (10) calendar days
of receipt of a written evaluation, an Employee may respond to or comment on such evaluation
in writing. Copies of evaluations and of all Employee responses thereto shall be kept in the
Employee’s personnel file. An Employee shall be given an additional observation if requested
by the employee.

OT/PT Evaluation Plan - Mid

Transcription

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