1. STATE OF LOUISIANA
DEPARTMENT OF EDUCATION
RECOVERY SCHOOL DISTRICT
1641 Poland Avenue, New Orleans, LA 70117
504.373.6200 • www.nolapublicschools.net
2009-2010 PERFORMANCE APPRAISAL PROCESS
The purpose of an effective evaluation program is to enhance student achievement. In order to provide
for the successful evaluation of personnel, all employees must know what is expected of them in terms of
performance criteria and job responsibilities. School-based personnel should have the opportunity to
capitalize on their strengths as well as improve on their weaknesses through a structured evaluation
process. All employees must be provided a copy of their Human Resources approved job description as
well as a rubric illustrating the performance standards and the level of performance expected. One signed
copy should remain in the school file. The original signed copy is forwarded to the HR office.
Nothing contained in the RSD Performance Evaluation Process shall diminish the right of the Recovery
School District to evaluate employees or make employment decisions or of principals and other
employees with supervisory responsibilities to observe the employees that they supervise.1
The evaluation of school based personnel is based on the following:
1. The evaluator’s assessment of performance is based on the criteria specified in the written job
description, including the Louisiana Components of Effective Teaching for instructional personnel
and the Standards for School Principals in Louisiana for building administrators.
2. Progress made toward the achievement of objectives included in the professional growth plan is
considered for all professional staff.
3. The self evaluation should be considered in completing the summative evaluation.
The forms listed herein are designed to serve both the evaluatee and the evaluator. These forms should
be completed in a fair and thorough manner. The listed forms serve as a record of the ongoing efforts of
employees to perform their job responsibilities in an efficient and professional manner. Both the evaluator
and the evaluatee are active participants in this process. In order to avoid duplicating the efforts of
the supervisor, TAP schools may substitute the documents listed below for documents required
in the performance appraisal process.
Non-TAP Schools TAP Schools
F1: Professional Growth Plan (Used for all Individual Growth Plan
professional employees)
F2: Personnel Observation Form (Used for all Observation/Self Reflection Report-Teachers
employees being evaluated) F2: Personnel Observation Form-all other employees
F3: Summative Evaluation/Self Evaluation Individual Summary-Teachers
F3: Summative/Self Evaluation-all other employees
F4: Intensive Assistance Plan F4: Intensive Assistance Plan
F5: Conference Form F5: Conference Form
F6: Additional Comments F6: Additional Comments
1
La. R.S. 17:3902
HR Page 1
4/24/2011

2. STATE OF LOUISIANA
DEPARTMENT OF EDUCATION
RECOVERY SCHOOL DISTRICT
1641 Poland Avenue, New Orleans, LA 70117
504.373.6200 • www.nolapublicschools.net
Observation Process (F2)
Certificated Personnel
Certificated employees should be observed a minimum of four times during the evaluation cycle. Two
should be completed before the end of the first semester, and the remaining two should be completed
before April 22, 2010. A minimum of one of the observations must be unscheduled. The formal
observation includes: pre-observation conference (if a scheduled observation), one observation, and a
post observation conference. Two of the observations must be conducted by the immediate supervisor
and two may be completed by master/mentor teachers, instructional coaches, etc..
Classroom observation is a critical aspect of the teacher evaluation process. A pre-observation
conference is held to review the teacher’s lesson plan to include the use of technology, student
assessment practices, and school improvement efforts. Observations should be of sufficient duration to
see the lesson begin, develop, and culminate (a minimum of 30 minutes). A post observation conference
is held to discuss and analyze the lesson or activity and to provide commendations and recommendations
to strengthen or enhance performance. Follow-up observations may be conducted to reinforce positive
practices and to determine how recommendations have impacted the teaching-learning process.
Classroom visits may be made to monitor progress toward achievement of professional growth plan
objectives and to provide support or assistance. A request for support personnel from central office may
be made by either the observer or the observee.
A record of the observation is made on the Personnel Observation Form (F2). This form is signed and
dated by both the observer and the observee. Signature acknowledges that the employee has read and
received a copy of the form. The evaluatee receives a copy, one copy is filed in the school personnel file,
and the original is held until the end of the year to be forwarded to the single official personnel file.
If support personnel have been requested, a copy is forwarded to the Human Resources Department
immediately following the observation conference. The Conference Form may also be used in the
evaluation process when requesting support personnel.
Intensive assistance may be initiated at any time during the evaluation process. The evaluatee is
informed in writing of the reason for placement in an intensive assistance plan and an intensive
assistance plan is developed with the evaluatee. No teacher should be recommended for non re-hire
unless an intensive assistance plan has been completed prior to the last quarter of the school year. If
an employee has significant performance issues that are not observed before the last quarter of the
school year, the supervisor should report the concern to Human Resources to be handled on a case by
case basis. In cases of misconduct, the principal should contact the Employee Relations Coordinator to
file an official report of the alleged misconduct. At that point, an investigation will be initiated and the
process for handling allegations of misconduct will be followed.
Non-certificated Personnel
The evaluator should conduct one observation conference prior to the end of the first semester. The
personnel observation form (F2) is utilized to facilitate ongoing observations of non-certificated personnel.
The pre-observation conference or actual “sit and observe” session referenced in the F2 does not apply to
non-professional employees. The evaluator takes into account all the informal observations made during
the evaluation period, as well as the quality of work performed, in completing the observation document.
The form is signed and dated by the observer and the observee. Signature acknowledges that the
employee has read and received a copy of the form. The evaluatee receives a copy, one copy is filed in
the school personnel file, and the original is held until the end of the year to be forwarded to the single
official Human Resources personnel file.
HR Page 2
4/24/2011

3. STATE OF LOUISIANA
DEPARTMENT OF EDUCATION
RECOVERY SCHOOL DISTRICT
1641 Poland Avenue, New Orleans, LA 70117
504.373.6200 • www.nolapublicschools.net
Assistance Process (F4 or F5)
Certificated Personnel
If it is determined through the evaluation process that an evaluatee does not satisfactorily meet the
Recovery School District’s standards of performance, then that evaluatee is offered guidance and
assistance.
The first form of assistance can be documented on the Conference Form (F5) with any previous
notification (emails, memos, etc.) attached. The employee is informed in writing of exactly which area(s)
is considered deficient, exactly what standard of improvement is expected, and the timeline in which
improvement must be accomplished. No employee can be held accountable for improvement in
performance unless the immediate supervisor adequately documents in writing the deficient area(s) and
the expected level of improvement.
Should the building administrator not be satisfied with the improvement shown, the principal may initiate
an Intensive Assistance Plan (IAP) (F4). The immediate supervisor informs the employee in writing of
exactly which area(s) is considered deficient. The immediate supervisor and the employee develop an
intensive assistance plan. The plan identifies the objective(s) to be accomplished and the expected level
of performance. The plan will indicate the kinds of support/assistance/resources the Recovery School
District will provide for the employee and will specify the timeframe within which the employee must
demonstrate improvement. The plan will also allow for multiple opportunities for the employee to
demonstrate improvement. Examples of IAPs will be provided and additional support is available for
developing/implementing IAPs by contacting the Performance Appraisal Specialist.
The IAP serves as official notification to the employee that a certain area(s) of performance is in need of
improvement. The prescription of professional growth activities is developed and the conclusion date by
which satisfactory performance must be accomplished is noted. Both the immediate supervisor and the
employee sign and date the form.
The IAP is designed to document support and assistance provided by the principal. When an employee
is placed on an IAP the supervisor should be sure to provide meaningful, intensive support. Examples of
support include but are not limited to, opportunities to observe teachers with high levels of performance,
one-on-one assistance from the Master/Mentor teacher, professional development through the district,
etc. The IAP should contain measurable goals and support/assistance given should be documented
throughout the IAP.
At the conclusion of the timeframe, a follow-up conference (documented on the F4-IAP number 3) is held
to determine if the objectives and expected level of performance have been achieved. If so, both the
immediate supervisor and the employee sign and date the form indicating that the employee is removed
from intensive assistance. The form, along with all supporting documentation, is distributed. The
employee receives a copy, one copy is filed in the school file, and the original is kept to be filed in the
single official file.
Should the immediate supervisor determine that the employee is showing progress, but has not met all of
the stated goals, than the immediate supervisor may elect to provide the employee with an additional
Intensive Assistance plan with subsequent notification and prescription with reference to the cited
performance area(s) in need of assistance. The conclusion date denotes the date by which satisfactory
performance must be attained. Failure to attain satisfactory performance at the conclusion of Intensive
Assistance will result in an unfavorable recommendation regarding employment status. At the conclusion
of assistance, both the immediate supervisor and the employee sign and date the form. The form, along
with all supporting documentation, is distributed. The employee receives a copy, one copy is filed in the
school file, and the original is forwarded to the single official file with Human Resources.
HR Page 3
4/24/2011

4. STATE OF LOUISIANA
DEPARTMENT OF EDUCATION
RECOVERY SCHOOL DISTRICT
1641 Poland Avenue, New Orleans, LA 70117
504.373.6200 • www.nolapublicschools.net
Should an unfavorable recommendation occur, the employee will be notified of the recommendation by
the supervisor, using the Special Conference Form (F5). The immediate supervisor will provide the
Human Resources Department with an adequately documented recommendation for employment status.
Should the employee dispute the unfavorable recommendation of the immediate supervisor, the
employee should submit an appeal, in writing to the Coordinator of Certification and Performance
Appraisal. The Human Resources Department will then arrange a conference with the employee, the
hearing officer and the principal. Following the conference, the hearing officer will make a
recommendation to the Executive Director of Human Resources. The Executive Director of Human
Resources will then make a recommendation to the superintendent based on the hearing and all
documentation submitted.
A professional employee can be terminated if the employee is found to be incompetent or if performance
is found to be detrimental to the educational growth of students. A professional employee can be
terminated if, in any phase of the evaluation process, his/her performance is deemed to be irremediable.
Non-Certificated Personnel
Guidance and assistance for non-professional employees is done in the same manner as for professional
employees except for the Intensive Assistance Plan (F4). Non-professional employee assistance is
provided via the Special Conference Form (F5).
A non-professional employee can be terminated for just cause at any time during the evaluation process.
Summative Conference (F3)
Certificated and Non-Certificated Personnel
The evaluator/evaluatee should use the results of all observations, conferences, and assistance results in
preparing the summative form. This is a summary of all activities relating to the employee’s annual
performance.
The Self Evaluation is part of the evaluation process and will be submitted by the evaluatee prior to the
summative evaluation conference. The evaluatee receives a copy, one copy is filed in the school file, and
the original copy is held for the single official file.
The Evaluation Summary is used by the evaluator to provide a summary of the employee’s performance.
The rating scale in the table below is used to determine the level of performance. Provision is made for
the evaluator to provide written feedback regarding performance.
Ratin Summary
g
1 Not Demonstrated: Employee does not demonstrate competence on or adequate growth toward
achieving standards of performance
2 Needs Improvement: Employee demonstrates growth toward achieving standard(s), but does not meet
performance standards required to be effective
3 Proficient: Employee demonstrates basic competence on standard(s) of performance
4 Accomplished: Employee exceeds basic competence on standard(s) of performance most of the time
5 Expert: Employee consistently and significantly exceeds basic competence on standards of performance.
HR Page 4
4/24/2011

5. STATE OF LOUISIANA
DEPARTMENT OF EDUCATION
RECOVERY SCHOOL DISTRICT
1641 Poland Avenue, New Orleans, LA 70117
504.373.6200 • www.nolapublicschools.net
DATES AND FORMS TO BE USED*
By October 15 Signed copies of job description on file
By October 15 Professional Growth Plan/Individual Growth Plan
By Mid-Term Two Formal Observations (F2)
(January 8) (Additional Formal Observations as needed)
As Needed Informal Observation (F2)
Administrative/Special Conference (F5)
By March 19 Complete second Formal Observation for 0-3 year teachers,
using F2
By March 19 Intensive Assistance Plan (F4) Completed (if needed)
By April 22 Final two Formal Observations (F2)
(Additional Formal Observations as needed)
By April 22 Inform employees of non-rehire, using F5
By April 22** Complete Summative Evaluation (F3) conferences
with evaluatees, using F3 as Evaluation and Self
Evaluation
By April 30 Immediate Supervisors complete records check for
school year and prepare all evaluations (original
copies) to be sent to HR. Send ONLY the F
forms unless documentation is required for non-rehire.
By May 7 Deadline to appeal results of performance evaluation. All
employees wishing to appeal must submit an appeal in writing to
Amber Morgan by 4pm on Friday, May 14th
By May 14 Hearings completed, notification of results sent to employees
and principals
* This timeline is intended as a guide for principals and is subject to change.
** Documents must be completed and submitted earlier for probationary employees scheduled to receive
tenure.
HR Page 5
4/24/2011

6. STATE OF LOUISIANA
DEPARTMENT OF EDUCATION
RECOVERY SCHOOL DISTRICT
1641 Poland Avenue, New Orleans, LA 70117
504.373.6200 • www.nolapublicschools.net
Quick Reference Guide
OBSERVATION PROCESS
Certificated Personnel-Total of Four (4) Observations
1. Pre-observation conference (F2)-scheduled observation(s) only
2. Observation
3. Post-observation conference
Non-Certificated Personnel
1. Observation (F2)
2. Post-observation conference
ASSISTANCE PROCESS
Certificated Personnel
1. Administrative/Special conference (F5)
2. Intensive Assistance (IAP) (F4)
3. Repeat Intensive Assistance (IAP) (F4), if needed
Non-Certificated Personnel
1. Administrative/Special conference (F5)
SUMMATIVE CONFERENCE
Certificated and Non-Certificated Personnel
1. Use results of all of the above
2. Use self evaluation provided by employee
3. Complete F3 providing an explanation for all ratings.
HR Page 6
4/24/2011

7. STATE OF LOUISIANA
DEPARTMENT OF EDUCATION
RECOVERY SCHOOL DISTRICT
1641 Poland Avenue, New Orleans, LA 70117
504.373.6200 • www.nolapublicschools.net
DEVELOPMENT OF 2010-2011 PERFORMANCE APPRAISAL PROCESS
The primary goal of the performance appraisal team is to develop a performance appraisal process for
school year 2010-2011 and that is efficient, effective, incorporates student performance, provides support
to struggling staff and serves as a true indicator of the quality of services the RSD is providing to its
students and community. The RSD has a unique opportunity to develop a performance appraisal system
that is truly innovative, research based and effective. In order to create a performance appraisal system
that meets the goals of the district, three key factors will be considered in developing the plan:
1. Student achievement growth is the number one indicator of teacher efficacy
2. Performance appraisal must be transparent, consistent and objective in order to create a
district culture that values performance appraisal as a tool for improvement as opposed
to a punitive process
3. Specific, meaningful rewards and recognition must be tied to high levels of performance
Another component that is key to a successful process is involvement of stakeholders in the development
of the process. Human Resources will reach out to principals, teachers and other staff to solicit feedback
regarding the development of the updated performance appraisal system. Any principal interested in
contributing to the process is encouraged to contact Human Resources.
Throughout the process of developing an updated performance appraisal system, the following questions
will guide the decision making and thought processes.
1. How will the new system support and encourage teachers/staff to work at their full potential?
2. What student data is most appropriate to use to gauge teacher effectiveness?
3. How will the district ensure that this system is implemented consistently and fairly at all schools?
4. What kinds of support will administrators require to complete the evaluations/observations, etc.?
5. What types of rewards/recognition can we offer to employees who demonstrate the highest level
of performance, and how will we ensure fair and equitable distribution of rewards/recognition?
6. Does the new system use measurable, observable information to determine the performance
level of employees?
7. Is the system as efficient as possible while providing all of the information necessary?
8. How will the district use the results of performance appraisal to inform professional development
decisions?
9. How will the district avoid duplicating efforts with TAP and performance appraisal?
10. What measures will the district use to determine the overall effectiveness of the performance
appraisal system?
HR Page 7
4/24/2011