PROCESS FOR USING THE STANDARDS OF EFFECTIVE PRACTICE FOR

EVALUATION OF MENTAL HEALTH PRACTITIONERS

Timelines for Evaluation

1. For Mental Health Practitioners in their probationary period (one duty year).

2. Supervisors may choose to evaluate a Mental Health Practitioner at any time.

3. Mental Health Practitioners may request an evaluation from their supervisor.

Evaluation Process

1. Mental Health Practitioners will complete the standards rubric based on their own perception of their job
performance.

2. Supervisors will complete the standards rubric based on their own observations and the input of others
who work with the Mental Health Practitioners.

3. The Supervisor and Mental Health Practitioner will meet to discuss the performance evaluation and any
differences noted on the rubric.

4. The Supervisor will submit his/her final rubric and summary evaluation to the Human Resource
Department, and the evaluation will be placed in the Mental Health Practitioners Personnel File.

Improvement Plans and Disciplinary Action

Supervisors may develop an Improvement Plan or take disciplinary action according to the labor agreement
with the School and Community Services Professional bargaining unit. Supervisors are encouraged to
contact the Human Resources Department for assistance in these matters.

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 October 2002

STANDARDS OF EFFECTIVE PRACTICE FOR MENTAL HEALTH PRACTITIONER (MHP)

Mental Health Practitioners Name School Year

Observers Name: Site

Time of Observation: From AM PM To AM PM Date

Subject/Grade Probationary Evaluation Annual Evaluation

Instructions: Mark an X in the box at the appropriate continuum range that best describes observed behavior or overall
performance. The lowest skill level is at the left side of the box with the highest skill level at the right side of the box (see
example below). If a standard does not apply to a specific role, mark N/A in the box to the far left.
Example: Meets Standard
Builds positive relationships with students that are appropriate to
developmental, cultural and socioeconomic differences.
X
DOMAIN 1: THE CLASSROOM ENVIRONMENT

SKILL AREA PERFORMANCE LEVEL

Environment of
Below Standard
Respect - Rapport
Student relationships are not
N/A positive and/or do not account for
developmental, cultural or
socioeconomic differences
Meets Standard
Builds positive relationships with
students that are appropriate to
developmental, cultural and
socioeconomic differences
Exceeds Standard
Strengthens relationships with
students through home visits or
community involvement

Fails to support teachers in creating Supports teachers in creating a Supports teachers in creating an
N/A a positive classroom community positive classroom community exceptional classroom community

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Notes

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DOMAIN 1: THE CLASSROOM ENVIRONMENT (Continued)
SKILL AREA PERFORMANCE LEVEL
Managing
Classroom Below Standard Meets Standard Exceeds Standard
Procedures
Some needed equipment or Prepares materials and equipment Materials are exceptionally well
N/A materials are missing or poorly as needed prepared
planned

Fails to learn and/or follow safety Knows and follows safety Helps develop safety procedures
N/A procedures procedures for site/program

Incorrectly uses equipment related Correctly uses equipment related

N/A to job assignment to job assignment

Notes

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DOMAIN 1: THE CLASSROOM ENVIRONMENT (Continued)

SKILL AREA PERFORMANCE LEVEL

Managing
Below Standard Meets Standard Exceeds Standard
Student Behavior
Inconsistently communicates and Consistently communicates and Effectively involves students in
N/A reinforces standards of conduct to reinforces standards of conduct to establishing, reviewing, and
all students all students enforcing standards of conduct

Fails to effectively monitor student Effectively monitors student Supports teacher in establishing
N/A behavior and minimize disruptions behaviors and works to minimize highly effective and proactive
disruptions classroom management

Response to misbehavior is Response to student misbehavior is Response to misbehavior is highly

N/A ineffective, inconsistent, or timely, appropriate and effective effective and differentiated
disrespectful

Notes

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DOMAIN 2: ELEMENTS OF EFFECTIVE SKILLS, TRAINING AND PRACTICES

SKILL AREA PERFORMANCE LEVEL

Effective
Instructional Below Standard Meets Standard Exceeds Standard
Practices
Does not collaboratively plan and Collaboratively plans and Actively researches best practices
N/A implement effective instruction implements effective instruction for instruction and collaboratively
that results in increased student plans and implements them into
achievement the classroom, resulting in
significant increases in student
achievement

Minimal or no variation in Varies instructional strategies to Instructional strategies are highly

N/A instructional strategies meet individual needs varied to meet individual needs

Limited or no use of student work Uses student work to assess the Uses student work to thoroughly
N/A to assess the effectiveness of effectiveness of instruction assess the effectiveness of
lessons instruction

Does not effectively assist students Assists students to effectively use Assists students to access and
N/A to use technology in learning technology in learning present information using a variety
of technologies

Fails to follow therapy plan and/or Follows therapy plan and seeks Contributes to developing therapy
N/A seek clarification and directions as clarification and direction as plan
needed needed

Fails to set high expectations for Sets and communicates high

N/A all students expectations for all students

Does not communicate the Communicates the importance of

N/A importance of work to students the work to students

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Notes

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DOMAIN 2: ELEMENTS OF EFFECTIVE SKILLS, TRAINING AND PRACTICES (Continued)

SKILL AREA PERFORMANCE LEVEL

Knowledge of
Below Standard Meets Standard Exceeds Standard
Content
Fails to demonstrate basic skills in Demonstrates basic skills in mental Demonstrates exceptional skills in
N/A mental health support strategies health support strategies mental health support strategies

Fails to demonstrate appropriate Demonstrates appropriate Demonstrates exceptional

N/A knowledge of content knowledge of content knowledge of content

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Notes

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DOMAIN 2: ELEMENTS OF EFFECTIVE SKILLS, TRAINING AND PRACTICES (Continued)

SKILL AREA PERFORMANCE LEVEL

Communication Below Standard Meets Standard Exceeds Standard
Does not use oral and written Uses oral and written language that Oral and written language is
N/A language that is clear, correct, and is clear, correct, and appropriate to correct and expressive, enriching
appropriate students developmental level the lesson for students

Directions are confusing and/or Directions are clear, appropriate, Directions are clear to students and
N/A unclear and are modified as needed anticipate misunderstanding

Accommodations for English Accommodates English Language Multiple and highly effective
N/A Language Learners are inadequate Learners while encouraging accommodations are made for
or ineffective students to communicate in English Language Learners
English

Fails to give constructive and Gives instructional feedback to Gives exceptionally helpful
N/A timely feedback to students students that is constructive and feedback to students
timely

Notes

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DOMAIN 2: ELEMENTS OF EFFECTIVE SKILLS, TRAINING AND PRACTICES (Continued)

SKILL AREA PERFORMANCE LEVEL

Engaging
Students in Below Standard Meets Standard Exceeds Standard
Learning
Rarely engages students in the Engages students in the discussion, Leads students themselves to
N/A discussion modifying techniques as needed engage others in discussion

Activities and assignments are Assists students in activities, Activities and assignments result in
N/A often busy work assignments and materials that student initiation of new ways to
capitalize on their interests, understand the content
abilities and experiences

There is limited or no Acknowledges and accommodates Demonstrates cultural competence

N/A accommodation for diverse students diverse backgrounds, and self awareness, leading to high
backgrounds and learning styles language, and learning styles levels of trust with all students

Notes

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DOMAIN 2: ELEMENTS OF EFFECTIVE SKILLS, TRAINING AND PRACTICES (Continued)

SKILL AREA PERFORMANCE LEVEL

Individual Skills
Below Standard Meets Standard Exceeds Standard
Building
May use inappropriate therapeutic Uses appropriate therapeutic Trains others in the use of
N/A strategies strategies in counseling students appropriate counseling strategies

No clear goals or measures of Collects data to show better Trains others in methods to collect
N/A outcome of individual counseling student self knowledge and outcome data for individual
interpersonal skills as a result of counseling
individual counseling

Notes

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DOMAIN 2: ELEMENTS OF EFFECTIVE SKILLS, TRAINING AND PRACTICES (Continued)

SKILL AREA PERFORMANCE LEVEL

Small Groups Below Standard Meets Standard Exceeds Standard
Groups do not exist, or are poorly Conducts groups which develop Group participation results in a
N/A run group identity and in which demonstration of exceptional levels
students are supporting each other of empathy and support

Groups are disorganized, not goal Targeted skills are acquired Trains others to conduct effective
N/A oriented through group process with the groups which lead to generalization
goal that skills are generalized to
other settings

Notes

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DOMAIN 3: PROFESSIONAL RESPONSIBILITIES

SKILL AREA PERFORMANCE LEVEL

Work Habits Below Standard Meet Standard Exceeds Standard
Does not maintain good attendance Maintains good attendance and
N/A and/or follow call-in procedure follows call-in procedure

Attire may be inappropriate Dresses appropriately

N/A
Fails to observe working hours Observes working hours and
N/A and/or fails to follow schedule follows schedule

Does not complete assigned work Completes assigned work in a

N/A in a timely manner timely manner

Does not follow requirements for Follows requirements for 3rd party
N/A 3rd party billing documentation and billing documentation and
timelines timelines

Fails to gather and record data Gathers and records data regarding
N/A regarding student achievement and student achievement and behavior
behavior

Does not solve problems Solves problems effectively within

N/A effectively within assigned role assigned role

Violates confidentiality and Maintains confidentiality and

N/A privacy requirements privacy of information as required

Does not apply effective conflict Applies effective conflict

N/A resolution skills resolution skills

Fails to accept and follow direction Accepts and follows direction from
N/A from teacher(s) and supervisor(s) teacher(s) and supervisor(s)

Often must be reminded about Works independently within

N/A what needs to be done assigned role

Fails to maintain appropriate Maintains appropriate professional

N/A professional boundaries with boundaries with students
students

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Notes

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DOMAIN 3: PROFESSIONAL RESPONSIBILITIES (Continued)
SKILL AREA PERFORMANCE LEVEL
Informing
Families as
Below Standard Meets Standard Exceeds Standard
Required by Job
Description
Communications with parents are Communications with parents are Provides appropriate feedback to
N/A not timely, appropriate, accurate timely, appropriate and accurate parents with great sensitivity

Rarely engages families in the Engages families in the program Encourages students to engage their
N/A program families in the program

Makes minimal efforts to identify Identifies resources that provide Assists families in accessing
N/A resources to help students and student and family support resources
families

Notes

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DOMAIN 3: PROFESSIONAL RESPONSIBILITIES (Continued)
SKILL AREA PERFORMANCE LEVEL
Commitment to
Professional Below Standard Meets Standard Exceeds Standard
Growth
Ignores or minimizes feedback Accepts feedback from colleagues Actively seeks feedback from
N/A from colleagues and supervisors and supervisors colleagues and supervisors

Participates in professional Seeks out and participates in Regularly participates in

N/A development if required or at a opportunities for professional professional development and
minimal level development shares information with others

Does not attend or fails to Attends and participates in a Actively attends and participates
N/A participate in a Professional Professional Learning Community regularly in a Professional
Learning Community Learning Community

Client feedback is only solicited if Uses parent and student feedback A variety of client feedback surveys
N/A required, and results are ignored or surveys for professional growth are sought and effectively used
minimized

Notes

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DOMAIN 3: PROFESSIONAL RESPONSIBILITIES (Continued)
SKILL AREA PERFORMANCE LEVEL
Collaboration
Below Standard Meets Standard Exceeds Standard
with Staff
Ineffective communication with Effectively communicates with and Effectively communicates with
N/A staff supports the staff and staff and identifies resources for
administration solving staff problems

May be critical or rigid, ineffective Demonstrates effective problem Is proactive and highly valued as a
N/A in problem solving solving skills resource to help solve problems

Impedes the process of team or Works effectively as a member of a Takes leadership on teams or
N/A departmental meetings team or department committees

Rarely collaborates with specialists Effectively collaborates with staff Seeks specific help from
N/A specialists
Tends to be isolated or avoids Assists other MHPs when Contributes to the profession by
N/A professional discussions appropriate mentoring, publishing, etc.

Fails to provide information to Provides appropriate information Consistently provides appropriate

N/A staff regarding student progress to staff regarding students information to staff regarding
students

Notes

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Standards of Effective Practice for Mental Health Practitioners
SUMMARY EVALUATION
Please rate the overall performance of ___________________________________________________________
Mental Health Practitioner
School Year Program

Evaluation

_____ Exceeds Standard

_____ Meets Standard

_____ Below Standard

(If non-probationary, an Improvement Plan may be developed.)
Comments

Signed: __________________________________________________ Date: _____________

Principal/Administrator

This evaluation was completed with input from:

_______________________________________________

_______________________________________________

_______________________________________________
This performance appraisal has been discussed with me, and I have received a copy of it.
(Mental Health Practitioner may submit a letter for inclusion in their personnel file pertaining to this appraisal)

Signed: __________________________________________________ Date: _____________

Mental Health Practitioner
Send Original Copy to Human Resources for the Personnel File Effective: March 2014

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