Written by Trici Shraeder, M.S., CCC-SLP, Chair of the ASHA Special Interest Division 16: School-Based Issues PPRP Committee and Faculty Associate at the University of Wisconsin-Madison

Submitted by Janet Wagner, OSHA Schools Rep.

Introduction:  The ASHA Legislative Council approved Guidelines for a Professional Performance Review Process for the School Based Speech-Language Pathologist (ASHA, 2006). These guidelines are designed to enhance quality assurance.

Instruments used to evaluate classroom teachers have not typically reflected all of the roles and responsibilities of the school-based SLP (ASHA, 2000). Thus, it was necessary to create the Professional Performance Review Process (PPRP) that adequately addresses the professional competencies and workload that are unique to school-based SLPs (ASHA 2002). It was also necessary to incorporate a self-evaluation component because school-based SLPs are often evaluated by principals, special education directors, or other administrators who do not hold ASHA certification. “It is the position of the American Speech-Language-Hearing Association (ASHA) that professional performance appraisals of speech-language pathologists and audiologists who are engaged in the delivery of clinical services should include an assessment of the clinical skills that are unique to the employee’s profession. This component of the performance appraisal should be conducted by people who hold ASHA certification (and licensure where appropriate) in the employee’s professional area. In cases in which organizational structure precludes adoption of this position, participatory approaches (peer evaluations and/or self-evaluations) should be instituted as components of the performance appraisal process” (ASHA, 1993, p. 11).

Use of the PPRP: The PPRP employs a five-step process by which the school-based SLP engages in self-evaluation, followed by outside reviewer observation, and culminates in open dialogue with the outside reviewer. The PPRP may need to be introduced to the outside reviewer, but it includes role definitions and open dialogue components to guide the review process. The outside reviewer may be enlightened, educated, or informed about the roles and responsibilities of the SLP and total workload. Through the PPRP, their discussion focuses on evidence of quality assurance, ideas for professional development, goals for performance improvement, and feedback for positive renewal. The SLP and outside reviewer create a professional development plan and identify resources for achieving the plan. The outside reviewer may even become an advocate for the SLP (e.g., document the need for continuing education dollars in a specific domain).

How to Access the PPRP:  A description of the Professional Performance Review Process, the multi-page Self-Rating Scale, the single page Summary Rating Scale, and a comprehensive bibliography is available online at http://www.asha.org/NR/rdonlyres/70B0490D-E7E5-451C-9A90-2BDD9AAC4EE5/0/SLPPPRP06.pdf. ASHA members may access the approved guidelines by follow these six steps:
1.  Go to www.asha.org
2.  Inside the Quick Links box, click on A-Z Topics
3.  At the top of the page, click on the letter D
4.  Click on Desk Reference
5.  Enter your email address and password
6.  Find the Speech-Language Pathology column on the right; click on Guidelines
7.  Scroll down; click on Professional Performance Review Process for the School-Based Speech Language Pathologist (2006).

Acknowledgments: The Professional Performance Review Process Guidelines were developed by an Ad Hoc Joint Committee of ASHA Special Interest Division 11, Administration and Supervision, and Division 16, School-Based Issues, on Professional Performance Review for the School-Based Speech-Language Pathologist. Members of the group were Trici Schraeder (chair), Sheryl C. Amaral, Susan Bartlett, Susan Floyd, Erin Dyer, DeAnne Wellman Owre, Jeri Berman (ex officio, 2005–2006), and Michelle Ferketic (ex officio, 2006). Vice President for Professional Practices in Speech-Language Pathology (2003–2005) Celia Hooper and Vice President for Professional Practices in Speech-Language Pathology (2006–2008) Brian Shulman served as the monitoring vice presidents. The document was approved by ASHA’s Legislative Council on August 31, 2006.