| One of the difficulties in providing opportunities for performance improvement in charter schools is aligning the traditional teacher evaluation tools to an alternative educational delivery system. The methods for performance appraisal that are in place in most traditional school systems are not easily adaptable to nontraditional teaching settings and, therefore, do not provide clear direction for professional development. The purpose of this study was to assess the effectiveness of the 2+2 performance appraisal model as the formal appraisal process for teachers and classroom aides (K-12) at Yuba City Charter School, specifically addressing the areas of employee performance improvement. Through document research and personal interviews, the following areas were the focus of assessment: (a) Content Knowledge, (b) Classroom Management, (c) Professional Conduct, and (d) Interpersonal Relationships. The research questions were as follows: (a) How was the 2+2 Performance Appraisal Program implemented? (b) What difference did the 2+2 Performance Appraisal Program make? And (c) What were staff perceptions of the benefits and drawbacks of the 2+2 performance appraisal model? The project utilized the participatory action research methodology. Data collection consisted of evaluation of 2+2 performance appraisal model assessments administered throughout the Yuba City Charter School over the past 3 years, follow-up interviews, and summative reports completed by the participants. This study provided evidence that the 2+2 performance appraisal model was effective as the formal appraisal process for teachers and classroom aides, addressed the areas of employee performance improvement, provided a link between what teachers were doing and what could be done to improve, adapted to an alternative educational setting and led to more communication and less teacher isolation. |
