New Mexico
Cooperative Extension Service
Performance Evaluation Document for
County Extension Faculty
Name:
County or Location:
Program Year: 20
-20
Table of Contents
I.
Instructions for Using This Document
II.
Extension Program Scholarship
III.
Extension Program Scholarship Terminology
IV.
Expectations of Extension Faculty
V.
Performance Competencies
A. Program Planning Competencies
B. Equity, Access and Opportunity Competencies
C. Program Promotion and Public Relations Competencies
D. Program Implementation Competencies
E. Program Support Competencies
F. Interpersonal and Personal Behaviors
VI.
Supervisory Competencies (Only County Directors and Faculty who supervise one or
more paid employees)
A. Supervisory Performance
VII.
Administrative Competencies (Only County Directors and Faculty who supervise one
or more paid employees)
A. Administrative Performance
B. Fiscal Management
C. Office Organization and Operation
D. Program Management
E. Public Relations
VIII.
Evidence of Extension Excellence
A. Significant program accomplishments for the current program year
B. Listing of publications
C. Listing of awards
D. Membership in professional societies and organizations
E. Listing of committees and committee assignments (CES and other)
F. Listing of professional improvement participation
G. Listing of other activities and accomplishments that support this evaluation
IX.
Overall Program Goals and Objectives
X.
Performance Appraisal Summary
I. Instructions for Using This Document
Except for the last two pages this document is set up as a form. It cannot be edited.
Just click inside of a box to make your selection or to enter text. You may type or copy
and paste from another document into the text boxes provided. When entering text the
box will expand as you fill it.
Step 1
Review Section II “Extension Program Scholarship”. This section relays
benchmarks that define excellence in Extension performance. Section III
“Extension Program Scholarship Terminology” will help clarify the
definition of terminology used throughout the instrument. These sections
are simply reminders of Extension faculty behaviors that indicate
“Excellence in Performance”. As you start this process, keep these
indicators in mind. This may help you and your supervisors to more fairly
and objectively fill out this evaluation.
Step 2
Review Section IV “Expectations of Extension Faculty”. This is also a
guideline to help you understand the core expectations that are related to
your position.
Step 3
Go through the checklist of “Performance Competencies” on your own and
indicate by checking where you feel your own performance is for the
competencies. Important: Be as objective and honest with yourself as
possible. This evaluation is a process for measuring growth and can
indicate that you are working towards outstanding. Fair or good may
indicate success in working on these competencies and is not an
indication that you have not met the competency. County Directors and
faculty who supervise one or more paid employees follow the same
procedures for filling out the Supervisory and Administrative
competencies.
At the end of each competency section, list examples of evidence that;
shows strengths; and areas needing improvement. Also include any goals
and objectives related to the competencies in that section.
Step 4
Section VIII - Evidence of Extension Excellence - is the core of this
document. It is important to thoroughly complete this section. It provides
documentation of your programs and activities. The information requested
in this section mirrors the information needed for your promotion and
tenure document. If completed properly the information should transfer
directly to your promotion and tenure document.
Step 5
The County Director will review this entire document with you to complete
your evaluation.
Step 6
The District Department Head will review the document and discuss your
3
performance, goals and objectives and program accomplishment. Each of
you will sign the document to verify the completion of the evaluation.
This document is a managerial tool that provides the employee with
direction, feedback, appraisal and development assistance. It is both
instructional and evaluative in nature. It should be completed in concert
with a current plan of work, accurate job description and annual individual
performance objectives.
Your performance is used to determine your merit pay increases. Your
performance ratings strongly relate to your future tenure and/or promotion
applications.
II. Extension Program Scholarship
Extension Program Scholarship by definition must meet the following criteria:
 Is it creative intellectual work?
 Is it validated by peers?
 Is it communicated?
New Mexico Cooperative Extension Service work is based on the following framework
which meets the above criteria.
Core Competencies Required for Extension Work
 Subject-matter expertise
 Networking and communication skills
 Program development, delivery, and evaluation skills
Components of Extension Program Scholarship
 Developing programs based on locally identified needs, concerns, and/or
issues
 Targeting specific audiences
 Setting goals and objectives for the program
 Reviewing current literature and/or research for the program
 Planning appropriate program delivery
 Documenting changes in clientele knowledge, behaviors, attitudes, and/or
skills
 Conducting a reflective critique and/or evaluation of the program
 Validation of the program by peers and/or stakeholders
 Communication of results to stakeholders and decision makers
Collaborative Nature of Extension Program Scholarship
 Networking with other university faculty in identified areas of program
discovery, development, and delivery
 Collaborating with whomever necessary to identify local needs, garner
4
resources, discover and adapt new knowledge, design, and deliver programs,
assess clientele skill changes, and communicate program results
Benchmarks for Validating Extension Program Scholarship
 Addressing clientele needs, concerns, and/or issues
 Providing useful new value, breadth, and/or depth of knowledge
 Producing planned changes in:
o social, economic, and/or environmental conditions
o learning or behavior
 Creating insights regarding target audiences
Documenting Extension Program Scholarship
 Documenting process of identifying local needs and situations
 Documenting program objectives
 Documenting benchmarks related to program objectives
 Citing research basis for program methods
 Documenting feedback to the research community
 Documenting program results measured against benchmarks
 Communicating results through peer-reviewed means and audience-oriented
media
III. Extension Program Scholarship Terminology
Audience – Individuals, families, groups, agencies, organizations and institutions
primarily within the state of New Mexico but also across the region, throughout the
nation and across international borders; specific targeted audiences include low income,
limited resource and high risk groups.
Benchmark – Performance data used either as a baseline against which to compare
future performance or as a marker for progress toward a goal (e.g. NM citizens rank 49th
in parenting skill knowledge); a point of reference for a measurement; the work
‘benchmark’ originated with the chiseled horizontal marks that surveyors made into
which an angle-iron could be placed to bracket (bench) a leveling rod, thus ensuring
that the leveling rod can be repositioned in the exact same place in the future.
Core Competencies – A set of skills an organization must perform well to be
successful. Core competencies define the essence of “who the organization is;
fundamental knowledge, ability, or expertise in a specific subject area or skill set that
provides an organization with a marketplace advantage (e. CES faculty are experts in
delivery of informal community education, partnering with others and interpersonal
communication with clientele); one of an organization’s primary functions which is
considered essential to its success; an organization’s core competency is the one thing
that it can do better than its competitors. A core competency can be anything from
product delivery to research development.
5
Extension Program – An educational series or single event that 1) originates from local
clientele needs, 2) has learning objectives and 3) uses an evaluative tool that
documents clientele knowledge, behavior, attitude and/or skill changes.
Goal – A goal provides general statement of purpose and direction. It is the end result
of ultimate accomplishment toward which an effort is directed; a coherent, defined
purpose, which allows for appropriately targeting an audience, creating a unified and
effective message, and measuring the results; a broad statement generally describing a
desired outcome for a program (e.g. CES will provide informal education on a variety of
topics to help insure a higher quality of life for New Mexicans); a broad statement of
what a program is intended to accomplish; the clearly stated, specific measurable
outcomes(s) or change(s) that can be reasonably expected at the conclusion of a
methodically designed program.
Objective – A statement of what the intended desired outcome needs to be in order to
achieve a stated goal; objectives are written for specific actions, projects, or activities
and usually begin with verbs like determine, apply, measure; a statement that is written
in terms of specific measurable time-based and verifiable outcomes that challenge the
organization to be more responsive to achieving desired goals. Goals are general in
nature and objectives are specific, measurable and time-based.
Outreach Program – An educational series or single event that originates from the
university.
Program Discovery – The act of discovering something; a productive insight; the
disclosure of that which was previously unknown.
Program – A plan of action for achieving something based on identified goals and
objectives.
IV. Expectations of Extension Faculty
All New Mexico Extension Faculty members are responsible for the following list of
expectations as well as additional responsibilities agreed upon by the faculty member
and their immediate supervisor(s). This information should be used when developing
an individualized position description.
Program Planning
o Faculty members participate in, and/or are responsible for, the development of
plans of work in conjunction with appropriate colleagues and/or specialists.
o Faculty members lead advisory committees, meeting with them at least once
yearly to develop Extension programs that meet expressed needs.
o Faculty members ensure compliance with the civil rights laws. Through public
notification and “all reasonable efforts,” they make all programs accessible to
clientele without regard to race, color, national origin, religion, sex, age, or
handicap.
6
o Faculty members procure financial, human, and material resources to develop
and enhance Extension programs. They manage related accounts, grants and
resources in a professional manner.
Program Delivery
o Faculty members cooperate and collaborate with other Extension faculty and
staff to develop and conduct comprehensive Extension educational programs.
o Faculty members provide programs based on grass roots recommendations
from the communities they serve.
o Faculty members provide programs that incorporate the elements of Extension
program excellence.
o Faculty members prepare educational materials, coordinate, facilitate, and
teach subjects that are relevant to individual groups.
o Faculty members teach an adequate number of programs each year to provide
program breadth and depth.
o Faculty members effectively use information technology, mass media and
personal contacts to disseminate program information.
Program Evaluation
o Faculty members conduct formal evaluations of major programs for outcomes
and/or impacts in cooperation with appropriate collaborators.
o Faculty members satisfy accountability requirements by submitting program
and administrative reports in a timely manner.
Community Collaboration
o Faculty members collaborate with local agencies and community organizations
and are members of local community councils and/or committees.
o Faculty members maintain partnerships with local government, existing
agencies, businesses, schools, outreach partners and organizations to
strengthen or extend educational programs.
University Collaboration
o Faculty members provide feedback to subject matter specialists in the College
and across the University regarding community needs and effectiveness of
educational programs addressing those needs.
o Faculty members serve as Extension program ambassadors for the University
and conduct student recruitment, as appropriate.
o Faculty members working in common subject-matter areas communicate
regularly with appropriate specialists and work as a team.
o Faculty members provide organizational support to statewide events.
o Faculty members exert initiative and influence within the organization
regarding their expertise and experience.
Professional Development
o Faculty members pursue demonstrable and continuous professional
development in the methodology of delivery and management of Extension
programs.
7
o Faculty members are competent in the use of information technology.
o Faculty members participate in at least one professional development activity
yearly.
Additional Responsibilities
o Faculty members, without a 4-H assignment, serve as a resource for county 4H Faculty and assist with leader recruitment, development and training.
o Faculty members perform other duties and responsibilities as assigned by their
immediate supervisor(s).
8
V. Performance Competencies
The following scale is provided to indicate the level of performance relative to each
competency. It will be used for Sections V. through VII.
- Unsatisfactory – Knows the competency is important and failed to address it
- Fair – Knows the competency is important and is working towards
improvement
- Good – Understands and applies competencies effectively
- Outstanding – Not only understands and applies the competency effectively,
but also serves as a model for others
- Not Applicable
All county field faculty members will complete all sections related to their own
performance competencies.
1.
Utilizes effective Advisory Committees
2.
Has appropriate community representation on
Advisory Committees to determine program
priorities
3.
Develops and conducts organizational and
community needs assessments
4.
Plan of Work reflects the needs of the community by
identifying those needs and the goals and
objectives for meeting them
5.
Advisory Committee members are actively involved
in assessing and setting priorities for extension
programs
6.
Planning committee members understand
committee objectives/responsibilities
7.
Demonstrates effective skills by organizing each
month, each week, each activity, and plans by item
what needs to be done
9
Not Applicable
Outstanding
Good
Fair
Unsatisfactory
A. Program Planning Competencies
Events are well organized
10.
Programs are timely and meet clientele needs
11.
Avoids last minute rush by thorough and advanced
planning
Not Applicable
Outstanding
Good
Fair
Unsatisfactory
9.
List your strengths and weaknesses as they relate to the competencies in this
section:
Strengths
Weaknesses
List your goals and objectives as they relate to the competencies in this section:
Goals
Objectives
10
1.
Aware of and open to clientele who are diverse
2.
Does not allow personal cultural/social identity and
communication style to interfere with relationships
with diverse audiences
3.
Understands differing cultural values, norms,
practices, and traditions of clientele and how they
impact potential programming
4.
Has male/female involvement in all aspects of
program planning
5.
Values and incorporates multiple perspectives
6.
Uses non-defensive language and cross-cultural
communication skills to prevent/minimize conflict in
a cross-cultural setting
7.
Applies active listening techniques in accordance
with cultural context
8.
Develops and conducts community needs
assessments to gain meaningful input from diverse
audiences
9.
Applies program design strategies appropriate for
the intended audience(s)
10.
Recruits, supports and retains diverse volunteers
11.
Develops meaningful, constructive relationships with
local, grassroots organizations and informal
community-based groups to expand outreach to
diverse audiences
11
Not Applicable
Outstanding
Good
Fair
Unsatisfactory
B. Equity, Access and Opportunity Competencies
List your strengths and weaknesses as they relate to the competencies in this
section:
Strengths
Weaknesses
List your goals and objectives as they relate to the competencies in this section:
Goals
Objectives
12
1.
Maintains effective media relations
2.
Maintains mass media educational communication
via newsletter, email, news articles, radio or web
site for specific audiences
3.
Public and private sector decision makers express
positive opinions about the faculty member’s
Extension programs
4.
Maintains positive relations with local officials and
the power structure
5.
Keeps appropriate community-leaders informed
about programs
6.
Provides support for university student recruitment
efforts
7.
Promotes a positive image of the Cooperative
Extension Service and New Mexico State University
Not Applicable
Outstanding
Good
Fair
Unsatisfactory
C. Program Promotion and Public Relations Competencies
List your strengths and weaknesses as they relate to the competencies in this
section:
Strengths
Weaknesses
List your goals and objectives as they relate to the competencies in this section:
Goals
13
Objectives
14
1.
Programs have resulted in changes in clientele
practices, skills, knowledge and/or attitudes
2.
Effectively targets, markets, and promotes programs
as evidenced by attendance
3.
Clientele became aware of community issues or
opportunities because of program efforts
4.
Program ideas are shared with clientele and/or
peers
5.
Develops and prepares innovative educational
materials when needed to support program efforts
6.
Planning committees are formed and members
involved in carrying out activities which are
developed in the plan of work
7.
Has a breadth and depth of knowledge about a
range of specific facts, methods and principles in
their area of responsibility
8.
Is recognized by clientele groups as having skills to
assist them
9.
Is sought after as a resource person for area/state
programs
10.
Facilitates networking among relevant agencies and
groups for planning and implementation of
programming
11.
Involves other agencies, groups and associations to
accomplish program objectives
12.
Consistently involves new audiences in CES
programs
15
Not Applicable
Outstanding
Good
Fair
Unsatisfactory
D. Program Implementation Competencies
Employs a variety of teaching techniques
appropriate to audiences
14.
Adapts resource materials to meet audience needs
15.
Does an acceptable job of teaching in subject
matter areas
16.
Considers time, place and other circumstances in
organizing a group
17.
Provides accurate, complete and current information
or assistance
18.
Identifies and recruits volunteers and leaders
19.
Appropriate gender minority representation exists in
volunteer leadership and reflects the cultural values
of the clientele groups in which they work
20.
Recruits and develops leaders of new groups to a
point where they function independently
21.
Informs, supports, and supervises community
leaders and volunteers on an individual basis
22.
Involves volunteers and local leaders in
implementing programs
23.
Develops and conducts ongoing educational
programs for volunteers based on identified needs
and organizational requirements
24.
Recognizes volunteers through appropriate intrinsic
and extrinsic methods or strategies
25.
Develops and conducts impact assessment of
volunteer efforts and communicates results to
stakeholders
16
Not Applicable
Outstanding
Good
Fair
Unsatisfactory
13.
List your strengths and weaknesses as they relate to the competencies in this
section:
Strengths
Weaknesses
List your goals and objectives as they relate to the competencies in this section:
Goals
Objectives
17
1.
Provides concrete outcome and impact information
(numbers of dollars, changes in attitudes,
knowledge, skill, etc.) in reports to indicate program
progress
2.
Reports are on time and properly written
3.
Professional self-improvement is evident in program
accomplishments
4.
Utilizes specialists and resource people in program
development and/or implementation
5.
Gives specialists ample notice so they can work
meetings into their schedules
6.
Develops new or incorporates existing evaluation
tools for program efforts
7.
Conducts in-depth evaluation for selected programs
(designs effective evaluation strategies, utilizes
quantitative and qualitative evaluation methodology
and analyzes and interprets evaluation data)
8.
When no formal evaluation is used, follows up with
clients and/or peers to discover strengths and
weaknesses in program
10.
Reads, studies, and learns from a variety of sources
11.
Participates in professional improvement activities
whenever possible including active membership in
appropriate faculty association
12.
Keeps up-to-date and utilizes appropriate
technology to research, plan, promote, and conduct
extension programs
18
Not Applicable
Outstanding
Good
Fair
Unsatisfactory
E. Program Support Competencies
Keeps co-workers (including faculty, secretaries,
and paraprofessionals) informed of actions that
affect the entire office
14.
Secures and manages financial/human resources
to support extension programs in accordance with
organization/university policy and procedures
Not Applicable
Outstanding
Good
Fair
Unsatisfactory
13.
List your strengths and weaknesses as they relate to the competencies in this
section:
Strengths
Weaknesses
List your goals and objectives as they relate to the competencies in this section:
Goals
Objectives
19
1.
Maintains a professional image
2.
Is conscientious about office appearance and its
presentation to the public
3.
Takes time to help a co-worker with a problem
4.
Cares less about self-recognition and praise than
about meeting the needs of the people
5.
Has innovative ideas but does not try to force
change
6.
Arrives at work as scheduled
7.
Accepts failure without placing blame on others
8.
Follows up on contacts and/or commitments
9.
Allows others to receive recognition even when
he/she is the main reason for the achievement
10.
Displays enthusiasm for job
11.
Displays a willingness to work beyond normal
business hours
12.
Exhibits a positive attitude about coworkers/Extension
13.
Responds positively to constructive criticism
14.
Demonstrates understanding of conflict
management and resolution
15.
Displays impartiality in controversial issues
20
Not Applicable
Outstanding
Good
Fair
Unsatisfactory
F. Interpersonal and Personal Behaviors
Not Applicable
Outstanding
Good
Fair
Unsatisfactory
16.
Works effectively as a team member
List your strengths and weaknesses as they relate to the competencies in this
section:
Strengths
Weaknesses
List your goals and objectives as they relate to the competencies in this section:
Goals
Objectives
21
VI. Supervisory Competencies
This section is to be completed only by faculty that have assigned official supervisory
responsibilities for one or more paid staff members.
1.
Is available to talk with staff no matter how small the
details
2.
Helps staff understand reasoning behind
management decisions
3.
Allows time for discussion of plans and
accomplishments
4.
Works to resolve staff complaints
5.
Helps staff acquire needed equipment and
resources
6.
Secures adequate resources for programming
efforts
7.
Helps develop a sense of team work among staff
8.
Provides complete and meaningful instructions to
staff
9.
Encourages staff input regarding office operations
10.
Discusses problems with staff that might have an
insight to the solution
11.
Makes time to give direct supervision to less
experienced or less capable staff
12.
Holds office conferences to coordinate activities of
all staff
22
Not Applicable
Outstanding
Good
Fair
Unsatisfactory
A. Supervisory Performance
Updates staff on programs and events as needed
14.
Helps plan and coordinate work among staff and/or
volunteers considering work load, skill set, etc
15.
Support staff workload is planned sufficiently in
advance
16.
Helps coordinate work among support staff.
17.
Assesses needs of individual staff workers in office
18.
Provides feedback regarding staff performance on a
continuing basis
Not Applicable
Outstanding
Good
Fair
Unsatisfactory
13.
List your strengths and weaknesses as they relate to the competencies in this
section:
Strengths
Weaknesses
List your goals and objectives as they relate to the competencies in this section:
Goals
Objectives
23
VII. Administrative Competencies
These sections are to be completed only by faculty that have assigned official
administrative responsibilities for one or more paid staff members.
1.
Discusses employee development opportunities
with staff and assists them in selecting
appropriate options
2.
Conforms to NMSU and Extension personnel
policies/practices
3.
Implements Extension Civil Rights, EEO,
Affirmative Action and Title IX policies
4.
Facilitates two-way communication among staff
in the county office through various methods
5.
Holds predetermined staff meetings and
forwards minutes to District Department Head
6.
Keeps District Department Head informed about
CES in the county
Not Applicable
Outstanding
Good
Fair
Unsatisfactory
A. Administrative Performance
List your strengths and weaknesses as they relate to the competencies in this
section:
Strengths
Weaknesses
List your goals and objectives as they relate to the competencies in this
section:
24
Goals
Objectives
25
1.
Budget request to county officials is based on an
assessment of support needed for Extension
programs
2.
Secures adequate finances to conduct
Extension effort in the county
3.
Monitors budget to insure proper management
of finances throughout the fiscal year
4.
Allocates budget monies so that all staff
members have reasonable support to carry out
programs
5.
Maintains financial records as required
6.
Seeks financial support in addition to county
appropriated funds to develop/expand Extension
programs
7.
Follows prescribed procedures for county and
CES business matters
Not Applicable
Outstanding
Good
Fair
Unsatisfactory
B. Fiscal Management
List your strengths and weaknesses as they relate to the competencies in this
section:
Strengths
Weaknesses
List your goals and objectives as they relate to the competencies in this
section:
26
Goals
Objectives
27
1.
Secures sufficient space and insures adequate
layout to house Extension staff and equipment
2.
Insures businesslike office appearance and
operation
3.
Encourages a congenial office atmosphere
4.
Office is adequately staffed
5.
Office is adequately equipped
6.
Office is efficiently operated
7.
Observes educational staff conducting programs
at least twice each year
8.
Provides constructive input into performance
appraisal for staff
9.
Involves other faculty in the unit in appraising
secretaries and other support staff
10.
Guides the development of staff members as
Extension employees
11.
Takes leadership for local orientation of new
staff
12.
Manages staff relationship problems when they
occur
Not Applicable
Outstanding
Good
Fair
Unsatisfactory
C. Office Organization and Operation
List your strengths and weaknesses as they relate to the competencies in this
section:
28
Strengths
Weaknesses
List your goals and objectives as they relate to the competencies in this
section:
Goals
Objectives
29
1.
Is knowledgeable of general direction and main
thrusts of each program area at the state level
2.
Provides leadership in assessment of county
needs for the total Extension effort in the county
3.
Implements cross-program cooperation within
county Extension programs
4.
Coordinates and implements short and long
term county program goals in the plan of work
5.
Assures that Plans of Work are properly written
6.
Assures that all reports from staff are accurate
and submitted on time
7.
Coordinates with staff the development of
overall plan for working with advisory groups
8.
Develops and utilizes an overall Extension
advisory board
9.
Fosters programs and staff cooperation between
County Extension Offices, i.e. exchange of
ideas and cross county programming
Not Applicable
Outstanding
Good
Fair
Unsatisfactory
D. Program Management
List your strengths and weaknesses as they relate to the competencies in this
section:
Strengths
Weaknesses
30
List your goals and objectives as they relate to the competencies in this
section:
Goals
Objectives
31
1.
Establishes and develops a rapport with...local
officials, state and federal legislators, clientele
groups, cooperating organizations, the media,
and the general public
2.
Keeps local officials, state and federal
legislators, clientele groups, cooperating
organizations, the media, and the general public
informed of statewide and local Extension
programs
3.
Coordinates the development of a CES public
relations program with staff
4.
Keeps District Department Head informed about
clientele concerns
Not Applicable
Outstanding
Good
Fair
Unsatisfactory
E. Public Relations
List your strengths and weaknesses as they relate to the competencies in this
section:
Strengths
Weaknesses
List your goals and objectives as they relate to the competencies in this
section:
Goals
Objectives
32
33
VIII. Evidence of Extension Excellence
(Is not subject to the proficiency scale, but is meant to show evidence of professional
growth and success)
A. Significant program accomplishments for the current program year (a short
narrative reflecting each major program accomplishment that includes
situation, objectives, activities, and results)
B. Listing of publications
C. Listing of professional awards
D. Listing of membership in professional societies and organizations
E. Listing of committees and committee assignments (CES and other)
F. Listing of professional improvement
G. Listing of other activities and accomplishments that support this
evaluation
34
IX. Overall Program Goals and Objectives
A. Please list and explain goals and objectives as they relate to your major
programs for the upcoming year
B. List specific programs you would like to conduct, that are related to your
major programs for the upcoming year
35
X. Performance Appraisal Summary
According to my position description, on
my immediate supervisor
and I discussed the categories listed below from the appraisal instrument, for the period
of October 1, 20___ - September 30, 20___.
(Circle items discussed.)
I.
Performance Competencies
II.
Supervisory Competencies (Faculty that supervise one or more paid employees)
III.
Administrative Competencies (Faculty that supervise one or more paid
employees)
IV.
Evidence of Extension Excellence
V.
Goals and Objectives
In review of the appraisal conference, my performance has been established as
indicated by the following category:
Exceeds Expectations
Meets Expectations
Needs Improvement
Unsatisfactory
Immediate Supervisor Comments:
Department Head Comments:
36
Signatures
I certify that this evaluation has been discussed with me. I understand my signature
does not necessarily indicate agreement or disagreement. I also understand that if I
choose to appeal the evaluation that my appeal must be made in writing to the Human
Resources Director within 15 working days from the date this evaluation was given to
me by my immediate supervisor(s).
Signature of Faculty Member
Date
Signature of County Director
Date
Signature of District Department Head
Date
37