Professional Performance Review Process and Instrument for the SchoolBased SLP

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Professional Performance ReviewProcess and
Instrument forthe School-Based SLP

• ASHA Annual Convention
• November 17, 2006
• Miami, Florida
• 330 PM to 530 PM
• 0513

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Acknowledgements Jointly Sponsored Project

• ASHA Special Interest Division 11
• Administration and Supervision
• ASHA Special Interest Division 16
• School-Based Issues

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Acknowledgements Committee Members

• Trici Schraeder, MS, CCC-SLP (Committee Chair)
• Sheryl C. Amaral, MS, CCC-SLP, MBA
• Susan Bartlett, MA, CCC-SLP
• Susan Floyd, Ph.D., CCC-SLP
• Erin Dyer, MS, CCC-SLP
• DeAnne Wellman Owre, MS, CCC-SLP
• Jeri Berman, MA, CCC-SLP (ex officio, 20052006)
• Michelle Ferketic, MA, CCC-SLP (ex officio, 2006)

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Acknowledgements Monitoring Vice Presidents

• Celia Hooper, Vice President for Professional
  Practices in Speech-Language Pathology
• (20032005)
• Brian Shulman, Vice President for Professional
  Practices in Speech-Language Pathology
• (20062008)  

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Acknowledgements Session Chair

• Christine Freiberg, MS, CCC-SLP

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Session Agenda

• Introduction and Evidence Base
• Trici Schraeder, MS, CCC-SLP
• Five Step Process
• Sheryl C. Amaral, MS, CCC-SLP, MBA

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Session Agenda

• Self Reflection as Empowerment
• Susan Bartlett, MA, CCC-SLP
• Performance Review and Self Advocacy
• Susan Floyd, Ph.D. CCC-SLP

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Session Agenda

• Questions and Discussion
• All Speakers

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Professional Performance Review

• A process
• and
• An instrument
• to guide that process

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Purposes of the Process

• Promote professional growth
• Provide a system of accountability
• Promote quality assurance
• Promote professional development
• Promote performance improvement
• Allow opportunities for feedback
• Promote rejuvenation and renewal

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Current Review InstrumentsFall Short

• They dont reflect the unique
• roles and responsibilities
• of the school-based
• SLP

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Roles Responsibilities

• Prevention
• Identification
• Assessment
• Evaluation
• Re-Evaluation
• IEPs IFSPs
• Caseload Management
• Intervention
• Counseling

• Transition Services
• Dismissal
• Supervision
• Documentation
• Leadership
• Advocacy
• Accountability
• Research

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Long Overdue A process and instrument that is

• Comprehensive
• Meaningful
• User-friendly
• Growth Oriented
• Non-threatening
• Evidence-based
• Specific to the School-Based SLP

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ASHA Position Statement

• Assess the clinical skills unique to the
  profession
• Conducted by ASHA certified professionals
• Peer evaluation
• Self evaluation

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Two Phases to the Process

• Phase One
• Self-reflection
• Self-evaluation
• Self-modification

• Phase Two
• Open dialogue
• Advocacy
• Goal setting
• Resource allocation

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Five Steps of theProfessional PerformanceReview
Process

• Sheryl C. Amaral, MS, CCC-SLP, MBA
• Cumberland School Department

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Self Reflection

• Reflect (Websters Dictionary definitions)
• To throw back light, heat, or sound
• To give back an image
• To think seriously (on or upon)
• Self reflection is an on-going, ever changing
  process
• that allows us to view our environment
• from different vantage points.

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Photograph
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Quotation

• There are only two ways to live your life.
• One is as though nothing is a miracle
• the other is as though everything is a miracle.
• Albert Einstein

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Photograph
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Quotation

• What is necessary to change a person
• is to change his her awareness
• Of himself herself.
• Abraham Maslow

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Photograph
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Photograph
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SLP Self Rating

• Assess current working conditions (e.g.,
  workload, access to resources, support systems,
  etc.) and evaluate
• Strengths
• Challenges
• Needs
• Critical in preparation for
• site observations and follow-up discussion

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Critical Purposes of Self Reflection

• To best understand
• Ourselves
• Our roles and responsibilities as they fit into
  the larger educational framework
• Best practice
• Our contributions
• By recognizing our contributions,
• targeted advocacy can occur

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Photograph
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SLP Reviews

• PPRI performance indicators on the self-rating
• and
• PPRI self-rating scale
• 0 not applicable
• 1 need more information practice in this area
• 2 skill is emerging satisfactorily
• 3 believe this is an area of strength

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SLP Role Definition

• Opportunity to arrange and initial site
  observation
• or a conference with an evaluator Could be a
• CF Supervisor
• Mentor
• Peer Educator
• Special Educator
• Principal/Administrator
• Other

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Set the Stage for aPositive Experience

• Review steps involved in the assessment process
• Remember it is a process not just a once-a-year
  occurrence
• Define and or negotiate roles
• Set time lines for feedback
• Discuss potential use/s

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Open Dialogue

• A process that ideally will occur throughout the
  school year. The SLP and outside evaluator
  discuss
• On site observation
• Work samples
• Workload analysis
• Roles
• Responsibilities

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Feedback

• Essential for growth and change
• Make it a positive experience by focusing on
• Evidence of quality assurance
• Ideas for professional development
• Targets for performance improvement
• Feedback for positive renewal

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A Time to Create Plan Ahead

• Design a professional development plan
• Develop time lines
• Identify resources
• Focus on achieving planned outcomes
• Create an environment for achieving
• Advocacy
• and
• Excellence

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Self Reflection as Empowerment

• Susan Bartlett, MA, CCC, SLP

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EmPOWERment
What is it?
How does it relate to the performance review
process?
How does it relate to the performance review
instrument?
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Values that are the Core of Empowerment

• Meaningfulness the value of the task relative
  to personal values, beliefs, standards
• Competence individual reels qualified and
  capable (self-confidence)
• Impact the accomplishments of a task will make
  a difference to the individual and to the
  organization
• Choice degree to which individuals
  self-determine their goals and strategies
  (autonomy)
• Shulman, 1995

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Differentiating Terms

• Empowerment
• Easy to desire and value!
• More difficult to define!
• Empowering
• Empowered

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Shulman (2005) Definition of Empowerment

• humanistic process of adopting the values and
  practicing the behaviors of enlightened
  self-interest so that personal and organization
  goals may be aligned in a way that promotes
  growth, learning, and fulfillment.

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In other words

• A communication relationship is necessary to
  achieve an alignment of values and actions
  between those acting in an empowering manner and
  those feeling empowered.
• Individuals are not entitled to do anything they
  feel like without regard for the organizational
  context or goals of others.

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A matter of perspective and role

• Empowering (Interpersonal)
• Process of providing an environment and tasks
  that increase ones feelings of self-efficacy
  and self-worth and removing feelings of
  powerlessness.
• Empowered (Intrapersonal)
• Having feelings of ownership, self-efficacy,
  responsibility, and intrinsic motivation to
  learn, change, and grow.

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The ilities

• Dimensions that are necessary for being
  empowered
• Responsibility
• Vulnerability
• Culpability
• Accountability
• Sensibility

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Empowerment as the outcome of a paradigm shift

• In 1990s a paradigm shift was seen in
  governmental organizations and industry where
  managers created an atmosphere for employees that
  promoted
• Autonomy
• Responsibility
• Continuous learning
• Ability to adapt

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Carry-over to education

• In the late 1990s into early 2000s changes were
  seen in education where teachers began to forge
  empowerment in
• Their students (intrinsic motivation)
• Themselves (as part of the decision- making
  process in their schools)

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Clinical Education Perspective on Becoming
Empowered

• Seeing self as a lifetime learner
• Sense of relationship with others

• Sense of self
• Self-awareness
• Self knowledge
• Self acceptance
• Self identity

Lindy McAlister
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Empowerment PPRP and PPRI

• PPRP creates conditions that sustain the SLPs
  commitment to actively participate in the
  process and produce high quality work.
  Empowerment provides opportunities for
• Powerful professional development
• Open communication

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Empowerment PPRP and PPRI

• The PPRProcess and the PPRInstrument
• The PPRP is not an authority figure
• The process evokes empowerment
• Empowerment will occur regardless of whether the
  individual is a novice or an expert
• Differences will be present depending on where
  the individual is on the continuum of experience

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PPRP, PPRI and Empowerment

• Provides a structural system that identifies
  expectations for the individuals performance
• Personally meaningful
• Defines the responsibilities
• Allows SLP to assume ownership of the review
  process
• Provides intrinsic motivation to learn
• Promotes collaborative problem-solving and joint
  communication

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Strategies for Empowering

• The reviewer and the person being reviewed will
  specify what will be done and when the individual
  assesses his/her own work.
• There is
• Discussion of the expectations for quality
• A chance for the individual to provide
• input and suggestions for self-improvement
  and
• Support from the reviewer to provide a
  collaborative and non-coercive environment.

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Andersons model of supervision and the
self-reflective process

• Parallel between students who learn to
  self-evaluate and the school-based SLP using the
  PPRP and PPRI (i.e., knowing where they are on
  the continuum)
• Importance of planning
• Organization
• What will be evaluated?
• How will the evaluation be conducted?

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What do the PPRP and PPRI Accomplish?

• Partnership in the process of performance review
• A process that is rooted in
• Trust
• Responsibility
• Motivation

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Performance Review and Self Advocacy

• Susan Floyd, Ph.D. CCC-SLP

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Performance Review

• May be used in a variety of waysExamples
• As a framework for a conference without an actual
  observation
• As a means to document 4 short observations that
  focus on different aspects of performance
• As a cumulative record of 4 separate,
  comprehensive reviews across a school year
• Coupled with the standard instrument adopted by a
  school district for use with all educators
• Coupled with an evaluation instrument that has
  been union negotiated
• Other format appropriate for the local school
  districts policy regarding performance reviews

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(School System Letterhead)Performance Review

• Name of Speech-Language Pathologist
• Name and Title of Evaluator
• Date of Review

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I. Summary of Observation

• Include
• Dates
• Setting/s
• Length of observation
• Activities

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Rating scale

• 0 not applicable
• 1 unsatisfactory
• 2 inconsistent
• 3 meets expectations
• 4 strength
• 5 demonstrates excellence

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II. Roles and Responsibilities
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II. Roles and Responsibilities
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II. Roles and Responsibilities
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II. Roles and Responsibilities
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II. Roles and Responsibilities
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II. Roles and Responsibilities
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III. Interpersonal Skills Professionalism
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IV. Supervision (when appropriate)
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V. Summary of EvaluationVI.
RecommendationsVII. Date of Next Review
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PPRP Opportunities for Self-Advocacy!

• Awareness of SLPs role in School-wide
  Intervention Activities
• Importance of Workload Analysis in determining
  Caseload
• Evidence of many SLP responsibilities
• Recognition of SLPs contributions to students
  academic and functional success

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Evidence Base
46 Resources