PLANNING AND PREPARATION
Demonstrating Knowledge of Students
Elements: Knowledge of the learning processKnowledge of students skills, knowledge, language proficiency, culture, and special needs
ELEMENT
Knowledge of the
learning process
Knowledge of students skills,
knowledge, language proficiency,
culture, and special needs
Instructional groups
(if applicable)
UNSATISFACTORY
Assistant sees no value in
understanding how students learn and
does not seek such information.
Assistant displays little or no knowledge
of students skills, knowledge, language
proficiency, culture, and special needs,
and does not indicate that such
knowledge is valuable.
Instructional groups do not support the
instructional outcomes (desired
outcomes as requested by teacher) and
offer no variety.
Instructional groups
L E V E L O F P E R F O R M A N C E
BASIC PROFICIENT DISTINGUISHED
Assistant recognizes the value of Assistants knowledge of how students Assistant displays extensive and subtle
knowing how students learn, but this learn is accurate and current. Assistant understanding of how students learn
knowledge is limited or outdated. applies this knowledge to the class as a and applies this knowledge to individual
whole and to groups of students. students.
Assistant displays an understanding of Assistant displays an understanding of Assistant displays understanding of
students skills, knowledge, language students skills, knowledge language individual students skills, knowledge
proficiency, culture, and special needs, proficiency, culture, and special needs, language proficiency, culture, and
but displays this knowledge only for the and displays this knowledge for groups special needs, and has a strategy for
class as a whole. of students. maintaining such information.
Instructional groups partially support the Instructional groups are varied as Instructional groups are varied as
instructional outcomes (desired appropriate to the students and the appropriate to the students and highly
outcomes as requested by teacher), different instructional outcomes (desired relevant to the different instructional
with an effort at providing some variety. outcomes as requested by teacher). outcomes (desired outcomes as
requested by teacher).

Elements: Assistant interaction with studentsMonitoring student behavior
UNSATISFACTORY
ELEMENT
Assistant interaction with Assistant interaction with at least
students some students is negative,
demeaning, sarcastic, or inappropriate
to the age or culture of the students.
Students exhibit disrespect for the
Assistant.
Monitoring of Student behavior is not monitored, and
student behavior Assistant is unaware of what the
students are doing.
Response to student Assistant does not respond to
misbehavior misbehavior, or the response is
inconsistent, is overly repressive, or
does not respect the students dignity.
THE CLASSROOM ENVIRONMENT
Creating an Environment of Respect and Rapport
Response to student misbehavior
L E V E L O F P E R F O R M A N C E
BASIC PROFICIENT DISTINGUISHED
Assistant-student interactions are Assistant-student interactions are friendly Assistant interactions with students reflect
generally appropriate but may reflect and demonstrate general caring and genuine respect and caring for individuals
occasional inconsistencies, favoritism, respect. Such interactions are appropriate as well as groups of students. The
or disregard for students cultures. to the age and cultures of the students. Assistant models the pillars.
Students exhibit only minimal respect Students exhibit respect for the Assistant.
for the Assistant.
Assistant is generally aware of student Assistant is alert to student behavior at all Monitoring by Assistant is subtle and
behavior but may miss the activities of times. preventive. Students have learned by
some students. example from the assistant as to what
is required. Students monitor their own
and/or their peers behavior, correcting
one another respectfully.
Assistant attempts to respond to Assistant response to misbehavior is Assistant response to misbehavior is
student misbehavior but with uneven appropriate and successful and respects highly effective and sensitive to
results, or there are no major the students dignity, or student behavior students individual needs, and/or
infractions of the rules. is generally appropriate. student behavior is entirely appropriate.

Elements: Expectations for learning and achievementStudent pride in work Communication with teachers regarding student performance
UNSATISFACTORY
ELEMENT
Expectations for learning and Instructional outcomes (desired
achievement outcomes as requested by teacher),
activities and assignments, and
classroom interactions convey low
expectations by assistant for at least
some students.
Student independence and Students demonstrate little or no pride
pride in their work. They seem to be
motivated by the desire to complete a
task rather than to do high-quality work
and assistant does not help student
reach this pride.
Communication with Assistant does not communicate with
Teachers regarding student classroom teacher about the concerns
performance or progress students are making.
THE CLASSROOM ENVIRONMENT
Establishing a Culture for Learning
L E V E L O F
BASIC
Instructional outcomes (desired
outcomes as requested by teacher),
activities and assignments, and
classroom interactions convey only
modest expectations by assistant for
student learning and achievement.
Students minimally accept the
responsibility to do good work but
invest little of their energy into its
quality and assistant has little to do
with helping students take pride in
work.
Assistant rarely communicates with
classroom teacher about the concerns
or progress students are making.
P E R F O R M A N C E
PROFICIENT
Instructional outcomes (desired outcomes
as requested by teacher), activities and
assignments, and classroom interactions
convey high expectations by assistant for
most students.
Students accept the Assistants insistence
on work of high quality and demonstrate
pride in that work.
Assistant communicates with classroom
teacher about the concerns or progress
students are making.
DISTINGUISHED
Instructional outcomes (desired
outcomes as requested by teacher),
activities and assignments, and
classroom interactions convey high
expectations by assistant for all
students. Students appear to have
internalized these expectations without
prompts from the Assistant.
Students acknowledge the pillars
through demonstrating attention to
detail and take obvious pride in their
work, initiating improvements in it by, for
example, revising drafts on their own or
helping peers.
Assistant diligently communicate with
classroom teach about the concerns or
progress students are making, while
offering suggestions for student
success.

ELEMENT
Relationships with colleagues
Use of oral and written
language
Service to the profession
Elements: Relationships with colleaguesUse of oral and written languageService to the profession
UNSATISFACTORY
Assistants relationships with
colleagues are negative or
self-serving and do not represent the
pillars.
Assistants spoken language is
inaudible, or written language is
illegible. Spoken or written language
contains errors of grammar or syntax.
Vocabulary may be inappropriate,
vague, or used incorrectly, leaving
students confused.
Assistant makes no effort to share
knowledge with others or to assume
professional responsibilities and does
not promote the mission and vision of
the school
PROFESSIONAL RESPONSIBILITIES
Participating in a Professional Community
L E V E L O F
BASIC
Assistant maintains cordial
relationships with colleagues to fulfill
duties that the school or district
requires but lacks collaboration and
support of the pillars.
Assistants spoken language is
audible, and written language is
legible. Both are used correctly and
conform to standard English.
Vocabulary is correct but limited or is
not appropriate to the students ages
or backgrounds.
Assistant finds limited ways to
contribute to the profession and does
not actively promote the mission and
vision of the school.
P E R F O R M A N C E
PROFICIENT DISTINGUISHED
Relationships with colleagues are Relationships with colleagues are
characterized by mutual support, characterized by mutual support and
collaboration and support of the pillars. collaboration and assistant is highly
regarded as a leader within the
community.
Assistants spoken and written language Assistants spoken and written language is
is clear and correct and conforms to correct and conforms to standard English.
standard English. Vocabulary is It is well-chosen vocabulary that enriches
appropriate to the students ages and the lesson. Assistant finds opportunities to
interests. extend students vocabularies.
Assistant participates actively in assisting Assistant initiates important activities to
other educators and promotes the mission contribute to the profession and
and vision of the school. actively promotes the mission and
vision of the school.
 PROFESSIONAL RESPONSIBILITIES
Showing Professionalism
Elements: Integrity and ethical conductAttendanceAssigned Duties Compliance with school and district regulations

L E V E L O F P E R F O R M A N C E

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

ELEMENT

Integrity and ethical conduct Assistant displays dishonesty in Assistant is honest in interactions with Assistant displays high standards of Assistant can be counted on to hold the
interactions with colleagues, students, colleagues, students, and the public. honesty, integrity, and confidentiality in highest standards of honesty, integrity,
and the public. interactions with colleagues, students, and confidentiality and takes a
and the public. leadership role with colleagues.

Attendance Assistant is frequently absent, does not Assistant is absent frequently, reports Assistant is reliable, reports Assistant is reliable, rarely absent,
report absences in a timely manner, absences in a timely manner, sub plans absences in a timely manner, sub sub plans are current, always arrives
does not have sub plans ready, or are mostly up-to-date, usually arrives on plans are current, and arrives on on time.
frequently does not arrive on time. time. time.

Assigned Duties Assistant often does not complete Assistant complies minimally with duty Assistant complies fully with assigned Assistant complies fully with assigned
assigned duties, including supervision completion, doing just enough to get by. duties. duties, respectfully holds colleagues
duties. accountable.

Compliance with school and Assistant does not comply with school Assistant complies minimally with school Assistant complies fully with school Assistant complies fully with school
district regulations (handbook) and district regulations. and district regulations, doing just and district regulations. and district regulations, respectfully
enough to get by. hold colleagues accountable.

Observation 1 Avg.: (1.0-1.99) Unsatisfactory _______ (2.0-2.89) Basic _______ (2.9-3.79) Proficient _______ (3.8-4.0) Distinguished ______
Observation 2 Avg.: (1.0-1.99) Unsatisfactory _______ (2.0-2.89) Basic _______ (2.9-3.79) Proficient _______ (3.8-4.0) Distinguished ______
Observation 3 Avg.: (1.0-1.99) Unsatisfactory _______ (2.0-2.89) Basic _______ (2.9-3.79) Proficient _______ (3.8-4.0) Distinguished ______

Summary:

Distinguished Areas:

Opportunities for Growth:

Employee Comments:

_____________________________________ _______________________________________ _________________________

Employee Signature Supervisor Signature Date

Eagle Ridge Academy

Educational Assistant Evaluation Form
___________________________________________ __________________________________
Employee Name Date

The questions below are designed to be discussed during the evaluation meeting with your supervisor. Please fill this out prior to the meeting with
your supervisor.
1. What do you consider to be the most important abilities your job requires?

2. What are some aspects of your job you like the best? The least?

3. In what other ways can your supervisor support you?

4. In what areas of your job do you think you need more training and experience?

5. What do you feel are the strengths, highlights, or accomplishments of the school year?

6. What are your professional goals and how to you plan to reach them?