Student Advisor Performance Evaluation (Form 1E)
Employee:
School Year:
EIN:
School:
Fall Summative Evaluation
Evaluator:
Status:
Probationary
Date:
Spring Summative Evaluation
Continuing
Evaluation
Self-Review
DOMAIN 1 FOR STUDENT ADVISORS: GRADUATION/COLLEGE & CAREER READINESS
COMPONENT
1a:
Develop and implement strategies
to facilitate successful transition
from eighth grade to high school
INEFFECTIVE
DEVELOPING
EFFECTIVE
HIGHLY EFFECTIVE
Limited ability to develop and
implement strategies to facilitate
successful transition from eighth
grade to high school.
Inconsistently demonstrates the
ability to develop and implement
strategies to facilitate successful
transition from eighth grade to high
school.
Consistently demonstrates the
ability to develop and implement
strategies to facilitate successful
transition from eighth grade to
high school.
Demonstrates the ability to develop
and implement strategies to facilitate
successful transition from eighth
grade to high school in a competent
and deliberate manner.
Rarely monitors students’ academic
progress and provide personalized
guidance, including transcript
evaluation, and support to those who
are not on track to graduate within
four years. Develop and implement
student-specific and system-level
strategies that increase the schools’
rate of graduation and
postsecondary enrollment.
Inconsistently monitors students’
academic progress and provide
personalized guidance, including
transcript evaluation, and support to
those who are not on track to
graduate within four years. Develop
and implement student-specific and
system-level strategies that increase
the schools’ rate of graduation and
postsecondary enrollment.
Regularly monitors students’
academic progress and provide
personalized guidance, including
transcript evaluation, and support
to those who are not on track to
graduate within four years.
Develop and implement studentspecific and system-level
strategies that increase the
schools’ rate of graduation and
postsecondary enrollment.
Consistently monitors students’
academic progress and provide
personalized guidance, including
transcript evaluation, and support to
those who are not on track to
graduate within four years. Develop
and implement student-specific and
system-level strategies that increase
the schools’ rate of graduation and
postsecondary enrollment.
EVIDENCE:
1b:
Monitor students’ academic
progress and provide
personalized guidance, including
transcript evaluation, and support
to those who are not on track to
graduate within four years.
Develop and implement studentspecific and system-level
strategies that increase the
schools’ rate of graduation and
postsecondary enrollment
EVIDENCE:
1c:
In collaboration with
administrators and faculty
members, develop and implement
intervention strategies for
students who demonstrate
absentee, behavioral, or academic
issues
Does not collaborate with
administrators and faculty members
to develop and implement
intervention strategies for students
who demonstrate absentee,
behavioral, or academic issues.
Occasionally collaborates with
administrators and faculty members
to develop and implement
intervention strategies for students
who demonstrate absentee,
behavioral, or academic issues.
Collaborates with administrators
and faculty members to develop
and implement intervention
strategies for students who
demonstrate absentee, behavioral,
or academic issues.
Continually collaborates with
administrators and faculty members
to develop and implement
intervention strategies for students
who demonstrate absentee,
behavioral, or academic issues.
Rarely collaborates with students,
teachers and parents to ensure that
each student develops an ECAP
specific to his/her interests, talents
and aspirations. Modify students’
schedules and courses of study
when appropriate
Occasionally collaborates with
students, teachers and parents to
ensure that each student develops
an ECAP specific to his/her interests,
talents and aspirations. Modify
students’ schedules and courses of
study when appropriate.
Collaborates with students,
teachers and parents to ensure
that each student develops an
ECAP specific to his/her interests,
talents and aspirations. Modify
students’ schedules and courses
of study when appropriate.
Continually collaborates with
students, teachers and parents to
ensure that each student develops
an ECAP specific to his/her interests,
talents and aspirations. Modify
students’ schedules and courses of
study when appropriate.
Does not provide ongoing exposure
to the information and experiences
necessary to make informed
decisions when selecting a
postsecondary program or career.
Provides ongoing exposure to the
information and experiences
necessary to make informed
decisions when selecting a
postsecondary program or career.
Consistently provides ongoing
exposure to the information and
experiences necessary to make
informed decisions when
selecting a postsecondary
program or career.
Continually provides ongoing
exposure to the information and
experiences necessary to make
informed decisions when selecting a
postsecondary program or career.
EVIDENCE:
1d:
In collaboration with students,
teachers and parents, ensure that
each student develops an ECAP
specific to his/her interests,
talents and aspirations. Modify
students’ schedules and courses
of study when appropriate
EVIDENCE:
1e:
Provide ongoing exposure to the
information and experiences
necessary to make informed
decisions when selecting a
postsecondary program or career
EVIDENCE:
1f:
Assist students in establishing
postsecondary goals and
successfully completing a high
school course of study that
prepares them to meet those
goals
Minimally assists students in
establishing postsecondary goals
and successfully completing a high
school course of study that prepares
them to meet those goals.
Periodically assists students in
establishing postsecondary goals
and successfully completing a high
school course of study that prepares
them to meet those goals.
Regularly assists students in
establishing postsecondary goals
and high school course of study
that prepares them to meet those
goals.
Continually assists students in
establishing postsecondary goals
and successfully completing a high
school course of study that prepares
them to meet those goals.
EVIDENCE:
1g:
Promote preparation for and
participation in college and career
assessments such as the
PSAT/NMSQT, ASVAB,
ACCUPLACER, SAT and ACT.
Facilitate students’ understanding
of results and how this information
can be applied to course selection
and skill development
Does not promote preparation for
and participation in college and
career assessments such as the
PSAT/NMSQT, ASVAB,
ACCUPLACER, SAT and ACT.
Does not facilitate students’
understanding of results and how
this information can be applied to
course selection and skill
development.
Occasionally promotes preparation
for and participation in college and
career assessments such as the
PSAT/NMSQT, ASVAB,
ACCUPLACER, SAT and ACT.
Occasionally facilitates students’
understanding of results and how
this information can be applied to
course selection and skill
development.
Regularly promotes preparation
for and participation in college
and career assessments such as
the PSAT/NMSQT, ASVAB,
ACCUPLACER, SAT and ACT.
Regularly facilitates students’
understanding of results and how
this information can be applied to
course selection and skill
development.
Continuously promotes preparation
for and participation in college and
career assessments such as the
PSAT/NMSQT, ASVAB,
ACCUPLACER, SAT and ACT.
Continuously facilitates students’
understanding of results and how
this information can be applied to
course selection and skill
development.
Rarely provides students and
families with comprehensive
information about college expenses.
Helps students and families
successfully navigate financial aid
and scholarship processes enabling
them to plan and prepare for
postsecondary educational
expenses. Provide coaching,
consultation and direct services as
appropriate.
Irregularly provides students and
families with comprehensive
information about college expenses.
Helps students and families
successfully navigate financial aid
and scholarship processes enabling
them to plan and prepare for
postsecondary educational
expenses. Provide coaching,
consultation and direct services as
appropriate.
Regularly provides students and
families with comprehensive
information about college
expenses. Helps students and
families successfully navigate
financial aid and scholarship
processes enabling them to plan
and prepare for postsecondary
educational expenses. Provide
coaching, consultation and direct
services as appropriate.
Provides students and families with
comprehensive information about
college expenses. Helps students
and families successfully navigate
financial aid and scholarship
processes enabling them to plan
and prepare for postsecondary
educational expenses. Provide
coaching, consultation and direct
services as appropriate.
EVIDENCE:
1h:
Provide students and families with
comprehensive information about
college expenses. Help students
and families successfully navigate
financial aid and scholarship
processes enabling them to plan
and prepare for postsecondary
educational expenses. Provide
coaching, consultation and direct
services as appropriate
EVIDENCE:
DOMAIN 2 FOR STUDENT ADVISORS: SUPPORT SERVICES/ENVIRONMENT
COMPONENT
2a:
Support the 504 referral,
evaluation, and accommodation
processes for students in one’s
caseload
INEFFECTIVE
DEVELOPING
EFFECTIVE
HIGHLY EFFECTIVE
Does not support the 504 referral,
evaluation, and accommodation
processes for students in one’s
caseload.
Rarely supports the 504 referral,
evaluation, and accommodation
processes for students in one’s
caseload.
Regularly supports the 504
referral, evaluation, and
accommodation processes for
students in one’s caseload.
Continually supports the 504 referral,
evaluation, and accommodation
processes for students in one’s
caseload.
Does not assist students in crisis
situations, and refer to district or
community resources when
appropriate.
Occasionally assists students in
crisis situations, and refer to district
or community resources when
appropriate.
Routinely assists students in
crisis situations, and refer to
district or community resources
when appropriate.
Consistently assists students in crisis
situations, and refer to district or
community resources when
appropriate.
Routines for the student advisement
center or classroom work are
nonexistent or in disarray.
Rudimentary and partially successful
routines for the student advisement
center or classroom.
Routines for the student
advisement center or classroom
work effectively.
Routines for the student advisement
center or classroom are seamless.
EVIDENCE:
2b:
Assist students in crisis
situations, and refer to district or
community resources when
appropriate
EVIDENCE:
2c:
Manage routines
and procedures
EVIDENCE:
2d:
Establish standards of conduct
and contribute to the culture for
student behavior throughout the
school
Establishes no standards of conduct
for students during student
advisement sessions and makes no
contribution to maintaining an
environment of civility in the school.
Efforts to establish standards of
conduct for student advisement
sessions are partially successful.
Student Advisor attempts, with
limited success, to contribute to the
level of civility in the school as a
whole.
Establishes clear standards of
conduct for student advisement
sessions and makes a significant
contribution to the environment of
civility in the school.
Establishes clear standards of
conduct for student advisement
sessions and takes a leadership role
in maintaining the environment of
civility in the school.
The physical environment is in
disarray or is inappropriate to the
planned activities.
Attempts to create an inviting and
well-organized physical environment
are partially successful.
Advisement center or classroom
arrangements are inviting and
conducive to the planned
activities.
Advisement center or classroom
arrangements are consistently
inviting and conducive to the planned
activities
EVIDENCE:
2e:
Organize physical space
EVIDENCE:
DOMAIN 3 FOR STUDENT ADVISORS: SYSTEM SUPPORT
COMPONENT
3a:
Contribute to school wide efforts
such as large-scale assessment
administration
INEFFECTIVE
DEVELOPING
EFFECTIVE
HIGHLY EFFECTIVE
Does not contribute to school wide
efforts such as large-scale
assessment administration.
Infrequently contributes to school
wide efforts such as large-scale
assessment administration.
Actively contributes to school
wide efforts such as large-scale
assessment administration.
Consistently contributes to school
wide efforts such as large-scale
assessment administration.
Does not contribute to and support
school improvement efforts.
Rarely contributes to and supports
school improvement efforts.
Regularly contributes to and
supports school improvement
efforts.
Consistently contributes to and
supports school improvement efforts.
Adheres to the plan or program, in
spite of evidence of its inadequacy.
Makes modest changes in the
student advisement program when
confronted with evidence of the need
for change.
Makes revisions in the student
advisement program when they
are needed.
Continually seeks ways to improve
the student advisement program
based on data and makes changes
as needed in response to student,
parent, administrator or teacher
input.
EVIDENCE:
3b:
Contribute to and support school
improvement efforts
EVIDENCE:
3c:
Demonstrate flexibility and
responsiveness
EVIDENCE:
3d:
Assess student needs
Does not assess student needs, or
the assessments result in inaccurate
conclusions.
Assessments of student needs are
perfunctory.
Assesses student needs through
data collection, and understands
the range of student needs in the
school.
Conducts detailed and individualized
assessments of student needs to
contribute to program planning.
Does not perform other duties as
assigned by school administrators.
Occasionally performs other duties
as assigned by school
administrators.
Routinely performs other duties
as assigned by school
administrators.
Continually performs other duties as
assigned by school administrators.
EVIDENCE:
3e:
Other duties as assigned by
school administrators
EVIDENCE:
DOMAIN 4 FOR STUDENT ADVISORS: PROFESSIONAL KNOWLEDGE/PROFESSIONALISM
COMPONENT
4a:
Adhere to current federal laws,
state statutes and district policies
related to guidance functions,
including, but not limited to, the
Family Educational Rights and
Privacy Act, child abuse reporting
and graduation requirements
INEFFECTIVE
DEVELOPING
EFFECTIVE
HIGHLY EFFECTIVE
Does not adhere to current federal
laws, state statutes and district
policies related to guidance
functions, including, but not limited
to, the Family Educational Rights
and Privacy Act, child abuse
reporting and graduation
requirements.
Infrequently adheres to current
federal laws, state statutes and
district policies related to guidance
functions, including, but not limited
to, the Family Educational Rights
and Privacy Act, child abuse
reporting and graduation
requirements.
Adheres to current federal laws,
state statutes and district policies
related to guidance functions,
including, but not limited to, the
Family Educational Rights and
Privacy Act, child abuse reporting
and graduation requirements.
Actively adheres to current federal
laws, state statutes and district
policies related to guidance
functions, including, but not limited
to, the Family Educational Rights
and Privacy Act, child abuse
reporting and graduation
requirements.
Does not remain current with
postsecondary career and college
opportunities.
Rarely remains current with
postsecondary career and college
opportunities.
Remains current with
postsecondary career and college
opportunities.
Actively remains current with
postsecondary career and college
opportunities.
Does not remain current with
changes in college admission and
financial aid criteria.
Seldom remains current with
changes in college admission and
financial aid criteria.
Remains current with changes in
college admission and financial
aid criteria.
Actively remains current with
changes in college admission and
financial aid criteria.
EVIDENCE:
4b:
Remain current with
postsecondary career and college
opportunities
EVIDENCE:
4c:
Remain current with changes in
college admission and financial
aid criteria
EVIDENCE:
4d:
Participate in a professional
community
Relationships with colleagues are
negative or self-serving, and avoids
being involved in school and district
events and projects.
Relationships with colleagues are
cordial, and participates in school
and district events and projects when
specifically requested.
Participates actively in school and
district events and projects and
maintains positive and productive
relationships with colleagues.
Makes a substantial contribution to
school and district events and
projects and assumes leadership
with colleagues.
Does not participate in professional
development activities even when
such activities are clearly needed for
the development of student
advisement skills.
Participation in professional
development activities is limited to
those that are convenient or are
required.
Seeks out opportunities for
professional development based
on an individual assessment of
need.
Actively pursues professional
development opportunities and
makes a substantial contribution to
the campus by sharing relevant
information with faculty and staff.
Displays unprofessionalism in
interactions with colleagues,
students, and the public; violates
principles of confidentiality.
Sporadically displays professional
interactions with colleagues,
students, and the public; and
recognizes the need for
confidentiality.
Displays honesty, integrity, and
confidentiality in interactions with
colleagues, students, and the
public; advocates for students
when needed.
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.
EVIDENCE:
4e:
Engage in professional
development
EVIDENCE:
4f:
Display professionalism
EVIDENCE: