Form 416-3
Educational Assistant Performance Appraisal
Box 700, Rosetown, Sask., S0L 2V0
Phone: (306) 882-2677 Fax: (306) 882-3366
Toll Free: 1(866) 375-2677, www.sunwestsd.ca
Employee Name
Reference
AP 416 Supervision and Appraisal
Revised
December 17, 2015
Level
Division
Submit to
Human Resources
When
Probationary or as Required
Probationary
School Name
Other
Appraisal Date
Principal/Supervisor
The Performance Appraisal will be completed and discussed at the end of the probationary period. A
signed copy of the original Performance Appraisal will be given to the employee and a second signed copy
will be retained in the employee’s personnel file.
Performance Rubrics
The performance rubric is a rating scale used to describe each of the responsibilities of the employee. It relates
the standard of performance expected for each responsibility and provides a specific description of what a rating
entails. Principals or supervisors are asked to highlight applicable phrases and add comments for each
category.
Definitions of Ratings for Educational Assistants
Rating
4
Exceeds Expectations
3
Meets Expectations
2
Approaches Expectations
1
Unsatisfactory
Document1
Definition
The educational assistant exceeds responsibilities consistently producing
exceptionally high quality work that optimizes the effectiveness of the
educational assistant support within the school.
The performance of the educational assistant consistently fulfills
responsibilities resulting in quality work that impacts school effectiveness in a
positive manner. This rating is a high performance standard and is expected
of all educational assistants.
The educational assistant inconsistently meets responsibilities resulting in
areas of work performance that require development.
The educational assistant does not adequately fulfill responsibilities, resulting
in work performance lacking quality and/or negatively impacting school
effectiveness.
Page 1 of 8
Educational Assistant Performance Appraisal
Team Support
4
Exceeds Expectations
Consistently and
effectively initiates positive
interactions and provides
relevant information as a
member of the schoolbased team.
Consistently demonstrates
and models effective and
appropriate
communication skills with
teachers, other support
personnel and school
administrators.
Consistently and
effectively suggests ways
to ensure that established
communication system is
used with teachers and
parents through
documentation and
regular meetings.
3
Meets Expectations
2
Approaches Expectations
1
Unsatisfactory
Consistently and
effectively interacts in a
positive manner and
provides relevant
information as a member
of a school-based team.
Demonstrates effective
and appropriate
communication skills with
teachers, other support
personnel and school
administrators.
Requires support when
interacting and providing
information as a member
of a school-based team.
Fails to provide
information as member of
a school-based team.
Requires support in using
appropriate
communication skills with
teachers, other support
personnel and school
administrators.
Fails to communicate with
teachers, other support
personnel and school
administrators.
Consistently and
effectively uses
established
communication system
with teachers and parents
through documentation
and regular meetings.
Requires support to use
established
communication system
with teachers and parents
through documentation
and regular meetings.
Fails to use the
established
communication system
with teachers and parents
through documentation
and regular meetings.
Comments
Document1
Page 2 of 8
Educational Assistant Performance Appraisal
Rapport with Students
4
Exceeds Expectations
3
Meets Expectations
2
Approaches Expectations
1
Unsatisfactory
Encourages other staff
and students through
modeling to show
enthusiasm, patience and
understanding when
interacting with students.
Advocates and
encourages respectful,
responsible and fair
treatment of students with
due consideration of their
physical, social and
psychological
development.
Advocates and
encourages effective and
co-operative relationships
with all students.
Encourages staff and
students to provide a
positive role model
towards all students.
Always shows
enthusiasm, patience and
understanding when
interacting with students.
Occasionally shows
enthusiasm, patience and
understanding when
interacting with students.
Rarely shows enthusiasm,
patience and
understanding when
interacting with students.
Always treats students in
a respectful, responsible
and fair manner with due
consideration of the
student’s physical, social
and psychological
development.
Occasionally treats
students in a respectful,
responsible and fair
manner with due
consideration of the
student’s physical, social
and psychological
development.
Occasionally maintains
effective and co-operative
relationships with
students.
Occasionally provides a
positive role model for
students.
Rarely treats students in a
respectful, responsible
and fair manner with due
consideration of the
student’s physical, social
and psychological
development.
Always maintains effective
and co-operative
relationships with
students.
Always provides a positive
role model for students.
Rarely maintains effective
and co-operative
relationships with
students.
Rarely provides a positive
role model for students.
Comments
Document1
Page 3 of 8
Educational Assistant Performance Appraisal
Instructional Support
4
Exceeds Expectations
3
Meets Expectations
2
Approaches Expectations
1
Unsatisfactory
Consistently anticipates
additional ways to
effectively assist individual
students perform activities
initiated by the teacher.
Consistently anticipates
additional ways to
effectively reinforce
concepts presented by the
teacher using appropriate
reinforcement strategies
(prompting, modeling,
etc.).
Consistently and
effectively monitors
independent or smallgroup work (listening,
reading, note taking) with
minimal direction.
Consistently and
effectively demonstrates a
sense of when either a
teacher or a student
needs assistance.
Consistently and
effectively adapts and
assists with the
preparation of
instructional materials with
minimal direction by the
teacher.
Consistently anticipates
additional ways to
effectively assist students
in all social and academic
experiences outside the
school setting (field trips,
errands, and work
experience).
Consistently anticipates
additional ways to
effectively encourage
independence in students’
completion of
assignments.
Consistently and
effectively assists
individual students in
performing activities
initiated by the teacher.
Consistently and
effectively reinforces
concepts presented by the
teacher using appropriate
reinforcement strategies
(prompting, modeling,
etc.).
Requires support when
assisting individual
students in performing
activities initiated by the
teacher.
Requires support when
reinforcing concepts
presented by the teacher
using appropriate
reinforcement strategies
(prompting, modeling,
etc.).
Fails to assist individual
students in performing
activities initiated by the
teacher.
Consistently and
effectively monitors
independent or smallgroup work (listening,
reading, note taking).
Requires support when
monitoring independent or
small-group work
(listening, reading, note
taking).
Fails to monitor
independent or smallgroup work (listening,
reading, note taking).
Demonstrates a sense of
when either a teacher or a
student needs assistance.
Requires support in
recognizing when either a
teacher or a student
needs assistance.
Fails to recognize when
either a teacher or a
student needs assistance.
Adapts and assists with
the preparation of
instructional materials as
directed by the teacher.
Requires support when
adapting and assisting
with the preparation of
instructional materials as
directed by the teacher.
Fails to adapt and assists
with the preparation of
instructional materials as
directed by the teacher.
Consistently and
effectively assists
students in all social and
academic experiences
outside the school setting
(field trips, errands, and
work experience).
Requires support when
assisting students in all
social and academic
experiences outside the
school setting (field trips,
errands, and work
experience).
Fails to assist students in
all social and academic
experiences outside the
school setting (field trips,
errands, and work
experience).
Consistently and
effectively encourages
independence in students’
completion of
assignments.
Requires support to
encourage independence
in students’ completion of
assignments.
Fails to encourage
independence in students’
completion of
assignments.
Fails to reinforce concepts
presented by the teacher
using appropriate
reinforcement strategies
(prompting, modeling,
etc.).
Comments
Document1
Page 4 of 8
Educational Assistant Performance Appraisal
Social/Behavioral Support
4
Exceeds Expectations
3
Meets Expectations
2
Approaches Expectations
1
Unsatisfactory
Consistently and
effectively encourages
and models an
appropriate behavior
management system
within the school
community.
Consistently looks for
other opportunities to
effectively provide
students with positive
feedback and
reinforcement in order to
build student self-esteem.
Consistently anticipates
ways to effectively redirect
inappropriate behaviors in
a positive manner while
reinforcing and
encouraging appropriate
behavior in a group and
among individuals.
Consistently anticipates
ways to effectively monitor
student’s behavior within
and outside the classroom
(timeouts, supervision,
transition).
Consistently and
effectively uses a behavior
management system
when working with
students following the
teacher’s behavior plan.
Requires support when
using a behavior
management system
when working with
students following the
teacher’s behavior plan.
Fails to use a behavior
management system
when working with
students following the
teacher’s behavior plan.
Consistently and
effectively provides each
student with feedback and
reinforcement on the
student’s performance
while building student’s
self-esteem.
Consistently and
effectively redirects
inappropriate behaviors in
a positive manner while
reinforcing and
encouraging appropriate
behavior in a group and
among individuals.
Consistently and
effectively monitors
student’s behavior within
and outside the classroom
(timeouts, supervision,
transition).
Requires support when
providing each student
with feedback and
reinforcement on the
student’s performance
while building student’s
self-esteem.
Requires support to
redirect inappropriate
behaviors in a positive
manner while reinforcing
and encouraging
appropriate behavior in a
group and among
individuals.
Requires support to
monitor student’s behavior
within and outside the
classroom (timeouts,
supervision, transition).
Fails to provide each
student with feedback and
reinforcement on the
student’s performance
and does not build
student’s self-esteem.
Fails to redirect
inappropriate behaviors
and does not reinforce or
encourage appropriate
behavior in a group and
among individuals.
Fails to monitor student’s
behavior within and
outside the classroom
(timeouts, supervision,
transition).
Comments
Document1
Page 5 of 8
Educational Assistant Performance Appraisal
Non-Instructional Support
4
Exceeds Expectations
Consistently and
effectively assists with
student supervision duties
and shows awareness for
potential problems.
Consistently and
effectively assists
individual students with
physical needs and shows
awareness for potential
problems.
Consistently and
effectively administers
medication and records
appropriately according to
school division policy and
shows awareness for
potential problems.
After appropriate training,
consistently and
effectively performs
specific medical
procedures and shows
awareness for potential
problems.
3
Meets Expectations
2
Approaches Expectations
1
Unsatisfactory
Consistently and
effectively assists with
student supervision
duties.
Requires assistance with
school supervision duties.
Fails to assist with school
supervision duties.
Consistently and
effectively assists
individual students with
physical needs.
Requires assistance with
individual students with
physical needs.
Fails to assist individual
students with physical
needs.
Effectively administers
medication and records
appropriately according to
school division policy.
Requires assistance in
administering medication
and/or recording
appropriately according to
school division policy.
Fails to administer
medication or records
inappropriately according
to school division policy.
After appropriate training,
effectively performs
specific medical
procedures.
After appropriate training,
requires assistance in
effectively performing
specific medical
procedures.
After appropriate training,
fails to perform specific
medical procedures.
Comments
Document1
Page 6 of 8
Educational Assistant Performance Appraisal
Professionalism
4
Exceeds Expectations
Consistently and
effectively demonstrates
and encourages others to
show ethical and
confidential behavior.
Consistently and
effectively promotes and
encourages others to
provide an atmosphere of
respect for children and
adults.
Consistently and
effectively seeks
professional growth,
obtains and shares
information to further
understand student’s
needs.
Consistently and
effectively addresses
conflicts with teachers at
the classroom level first,
school level second and
school division level third.
Consistently and
effectively demonstrates
responsible behaviors
towards attendance, work
schedule and appropriate
use of time considered
beyond the call of duty.
Consistently and
effectively demonstrates
and encourages others to
make positive
contributions to the
school’s functions and
activities.
3
Meets Expectations
2
Approaches Expectations
1
Unsatisfactory
Consistently and
effectively demonstrates
ethical and confidential
behavior.
Requires support to
demonstrate ethical and
confidential behavior.
Fails to demonstrate
ethical and confidential
behavior.
Consistently and
effectively promotes an
atmosphere of respect for
children and adults.
Requires support to
promote an atmosphere of
respect for children and
adults.
Fails to promote an
atmosphere of respect for
children and adults.
Consistently and
effectively seeks
professional growth and
obtains information to
further understand
student’s needs.
Requires support and
encouragement to seek
professional growth and
information to further
understand student’s
needs.
Fails to seek professional
growth and information to
further understand
student’s needs.
Effectively addresses
conflicts with teachers at
the classroom level first,
school level second and
school division level third.
Requires support to
address conflicts with
teachers at the classroom
level first, school level
second and school
division level third.
Requires support
concerning attendance,
work schedule and/or
appropriate use of time.
Fails to address conflicts
with teachers.
Requires support to make
positive contributions to
the school’s functions and
activities.
Fails to make positive
contributions to the
school’s functions and
activities.
Consistently and
effectively demonstrates
responsible behaviors
towards attendance, work
schedule and appropriate
use of time.
Consistently and
effectively makes positive
contributions to the
school’s functions and
activities.
Fails to demonstrate
responsible behaviors
towards attendance, work
schedule and appropriate
use of time.
Comments
Document1
Page 7 of 8
Principal/Supervisor’s Comments
Educational Assistant’s Comments
Principal’s Signature
Date
Educational Assistant’s Signature
Date
Document1
Page 8 of 8