All Teachers are Reflective Teachers

All Teachers are Reflective Teachers While there is agreement among education researchers that reflective teachers are effective teachers, there very little evidence in recent research to recommend just how much reflection teachers need to do. There is also very little evidence in past research that outlines just how a teacher should reflect on his or her practice. Yet there is undisputed evidence that suggests that teaching without reflection can lead to bad practice, imitation in instruction  Lortie (1975). So how important is the use of reflection  to a teachers practice? The research suggests that the amount of reflection or how that reflection is recorded is not nearly as important as when the teacher has had the opportunity to reflect on his or her teaching. Teachers who wait to reflect may not be as accurate in their reflections about what happens during the swampy lowlands of practice. In other words, if a teachers reflection is distanced by time, that reflection may revise the past to fit a present belief.    In an article titled Teacher Reflection In a Hall of Mirrors: Historical Influences and Political Reverberations (2003), the researcher Lynn Fendler makes the case that teachers are already reflective by nature as they continuously make adjustments in instruction.   ...the laborious attempts to  facilitate  reï ¬â€šective practices for teachers ï ¬â€šy in the face of the  truism expressed  in the epigraph of this article, namely, that there is  no such  thing as an unreï ¬â€šective teacher. Teachers spend so much time preparing for and delivering lessons, that it is easy to see why they often do not spend their valuable time to record their reflections on lessons in journals unless required. Instead, most teachers reflect-in-action, a term suggested by researcher Donald  Schon   (1987). This kind of reflection-in-action  is the kind of reflection that occurs  in  the classroom in order to produce a necessary change at that moment. This form of reflection-in-action is slightly different than reflection-on-action. In reflection-on-action,   the teacher considers past actions relative soon after instruction in order to be ready for an adjustment in a similar situation.   So, while reflection cannot be packaged as prescribed practice, there is a general understanding that teacher reflection-in-action or on-action results in effective teaching.   Methods of Teacher Reflection Despite the lack of concrete evidence supporting  reflection as an effective  practice and the lack of available time, a teachers reflection is required by many school districts as part of the  teacher evaluation  program. There are many different ways that teachers can include reflection as part of their own path towards professional development and to satisfy evaluation programs. A daily reflection is when teachers take a few moments at the end of the day to debrief on the days events. Typically, this should not take more than a few moments. When reflection is done over a period of time, the information can be illuminating. Some teachers keep a daily journal while others simply jot down notes about issues that they had in class. Consider asking, What worked in this lesson? How do I know it worked? At the end of a teaching unit, once assessments have all been graded, a teacher may want to take some time to reflect on the unit as a whole. Answering questions can help guide teachers as they decide what they want to keep and what they want to change the next time they teach the same unit. For example, Overall which lessons worked and which didnt?With which skills did students struggle the most? Why?Which learning objectives seemed the easiest for students? What made those work better?Were the end results of the unit what I had expected and hoped for? Why or why not? At the end of a semester  or school year, a teacher may look back over the students grades in order to try and make an overall judgment about the practices and strategies that are positive as well as areas that need improvement. What To Do With Reflections Reflecting on what went right and wrong with lessons and classroom situations is one thing. However, figuring out what to do with that information is quite another. Time spent in reflection can help ensure that this information can be used to produce real change for growth to occur.   There are several ways teachers can use the information they learned about themselves through reflection: Teachers can reflect on their successes and find reasons to celebrate. They may use their reflections to recommend the actions that lead to success for students in next years lessons.Teachers can individually or collectively reflect on areas that need improvement and look for areas where lessons did not have the desired academic impact.Teachers can reflect on any housekeeping issues that arose or areas where classroom management needed some work.   Reflection is an ongoing process and someday, the evidence may provide more specific guidelines for teachers. Reflection as a practice in education is evolving, and so are teachers.

5 Nursing Leadership Styles You Need to Utilize as a Nurse

5 Nursing Leadership Styles You Need to Utilize as a Nurse If you work in the healthcare field, especially in nursing, your focus might (understandably) be on direct patient care and teamwork with other medical professionals to make sure that patients are getting that best care. But as a nurse, you’ve also got career goals for yourself, which likely include advancement and moving up the ranks through promotions and job changes. Whether you’re just starting out as a nurse of want to level up, it’s time to figure out what kind of nursing leadership style works for you as you get ready to take on more managerial roles throughout your career.According to the American Association of Nurse Assessment Coordination (AANAC), there are five main leadership categories into which nurses tend to fall. Let’s look at each one.1. Autocratic LeadershipAn autocratic nurse is The Boss, full stop. A nurse who leads using this management style makes all decisions and gives specific orders and directions to subordinates, and tends to d iscourage questions or dissent. There’s also a low tolerance for mistakes and the people who make them.When this style works best: For simple or straightforward tasks, or making sure that strict legal or medical guidelines are adhered to. It can also help in emergency situations, when there needs to be a strong voice giving direction.When this style doesn’t work so well: When a nurse manager wants to build trust and teamwork among other team members, or encourage creative problem solving.2. Laissez-Faire LeadershipThe laissez-faire nurse is the opposite of the autocratic nurse. In this style, the nurse provides no specific direction for team members, and adopts more of a hands-off approach to managing.When this style works best: When the nurse’s team is already experienced and self-directed, and doesn’t necessarily need a general giving orders.When this style doesn’t work so well: When specific decisions need to be made and implemented, or team mem bers are inexperienced.3. Democratic LeadershipThe democratic nurse manager takes input from subordinates, and encourages open communication. The decisionmaking ultimately with the manager, but stakeholders and team members are asked for honest feedback, and given feedback in return.When this style works best: When the nurse wants to build relationships with staff members based on trust and accountability, or when improving systems and processes is a priority.When this style doesn’t work so well: When a concrete decision needs to be made quickly, gathering feedback and testing the waters with team members isn’t necessarily helpful or feasible.4. Transformational LeadershipThe transformational (sometimes also called visionary) nurse manager is focused on the big picture (improved patient care, better systems and processes), and how to get there.When this style works best: When the workplace (in this case, a hospital, clinic, or other healthcare facility) is in need of b ig changes and improvements.When this style doesn’t work so well: When day-to-day decision making is required on small or specific issues.5. Servant LeadershipThe servant nurse leader focuses on team success via individual team members. Despite the meek-sounding name, this management style has been gaining popularity over the past few years. This leader targets team members’ needs, ensuring that they have the skills, relationships, and tools to achieve individual and group goals.When this style works best: When a team has diverse members with different tasks and responsibilities.When this style doesn’t work so well: When top-down decisions need to be made, or a group needs to follow collective directions.So which type of nurse leader are you, and what kind of leadership style works best for your job and your career goals? We’d love to hear how these management styles work for you.

How does sexuality and self-awareness affect the characters success in Essay

How does sexuality and self-awareness affect the characters success in Othello and Alls Well That Ends Well - Essay Example The powerful and realistic portrayal of Shakespearean characters has been the result of several such essential elements which reflect the dramatist’s awareness of the world and human beings in real life. The relationship between sexuality and self awareness has an important role in the success of the Shakespearean characters. In other words, sexuality and self awareness have an essential impact on the success of the characters in Shakespearean plays and an analysis of the plays Othello and All’s Well That Ends Well is valuable in understanding the significant role of these aspects in the successful portrayal of his characters. â€Å"The tactics used by Shakespeare's female characters always seem appropriate to the level of a man's self-awareness. Rosalind need only present a negative picture of herself and suggest that as a woman, she is capable of deception and trickery in order to learn that Orlando is secure enough to trust her. Helena needs to interpose herself phy sically between Bertram and Diana, to become Diana, in a sense, in order for Bertram to accept her sexuality.† (Lewis, 147) Therefore, two of the most essential elements which influence the success of characterization in Shakespearean plays have been sexuality and self-awareness and these aspects of the characters are interrelated. This paper investigates how sexuality and self-awareness affect the characters’ success in the two celebrated plays of Shakespeare, based on an analysis of the characters Othello and Iago in Othello and Bertram and Helena in All’s Well That Ends Well. Sexuality and self-awareness are greatly interconnected in several of the in Shakespearean plays and most often it is sexuality which leads the characters to identify the individuality intrinsic within him/her. However, Shakespearean characters also illustrate how self-awareness of a certain character, especially female characters, can result in an awakening of their sexuality. Thus, critics argue that the main characters in Othello are able to recognize their individuality through an awareness of their sexuality. The identification with male sexuality helps the villain of the play in carrying on his treacherous plans and strategies. It is through the assistance of sexuality that Iago identifies his true role as a mastermind in the destiny of other characters. Through the merit of this identification of his real nature, Iago wins the trust of other male characters in the play which is helpful in carrying out his deceitful strategies. Male friendship is an essential tool used effectiv ely by Iago and he finds a sheer pleasure in fooling Cassio beyond the requirements of his strategy. There is a kind of intimacy between Cassio and Iago and there is an absolutely homo-erotic element about Iago's description of the sleeping with Cassio. Iago is the character who makes the best use of the relationship between sexuality and self-awareness. "Iago seems here to be fantasizing closeness to other men that his treacherous nature really prevents, but the impression we get is that Iago is making a real claim that he is intimate friends with Cassio. There is a definite three-way friendship going on between Othello, Cassio and Iago and it creates its own jealousies. Iago juggles Othello and Cassio, keeping them apart, partly because of this jealousy, and partly so that his version of the world and the nature of the friendships can be presented to the others. Apparently the lowest member of the trio, he takes control of its workings." (MacFaul, 184)

Reflaction essay Example | Topics and Well Written Essays - 750 words

Reflaction - Essay Example he semester and from the number of essays I have written to meet the above objective, it is evident that my writing skills have gradually improved, and have partially met my objective of writing perfect mistake free essays, though there are still a few areas that need more efforts and improvement. One of the improvements that I have made this semester in effective writing is the ability to narrow down my thoughts to specific and narrow issue, which allows better coverage of the topic. In the water shortage essay that I wrote, I managed to narrow down the topic in addressing the problem of water shortage, specifically in Tucson, Arizona. Narrow topics are easier to cover and present ideas concretely rather than dealing with a broad topic that may not be addressed to a good degree of material coverage (Ferris and Hedgecock, 40). Another major improvement in the course of the semester is ability to formulate a narrow thesis to guide my essay in proper and systematic presentation of ideas. For example, in this essay, my thesis was based on issues that may lead to shortage of fresh water specifically in Tucson, which is a narrow area of coverage, and a specific objective that guided me in the entire essay as required in effective writing. Another improvement that I have made in writing skills in the course the semester is in using data to support my ideas, which gives concise information on the extent of problem being addressed. For example, in the essay in have noted that only 2.5% of water may be considered fresh water, and out of this, only 0.88% of fresh water is available for use to man currently. Such statistics and others as used throughout the essay makes the essay to be more authoritative in portraying the extent of the problem being addressed, which might not be perceived through the use of plain text in presenting these ideas. This has been my major breakthrough in research and presenting ideas. Moreover, I have improved in the use of references in

Smoking Research Proposal Example | Topics and Well Written Essays - 1000 words

Smoking - Research Proposal Example This stage is called metastasis. On the contrary, in some cases cancer cells do not display uncontrolled growth, they are non-invasive and do not spread, such stage of cancer only forms benign tumors (Alberts et al, 2007). Numerous factors are responsible for the proliferation of cancer, these could be environmental factors- tobacco and alcohol consumption; obesity- sedentary life style and higher intake of calorific fast food may lead to the trigger of cancer genes (Bassen- Engguist, 2011), pollution, obnoxious agents with carbon particles including polycyclic aromatic hydrocarbons from the industries releases toxic chemicals may act as carcinogens; heredity factors, radiation hazards, by viruses, food items, pesticides and other organophosphorous compounds and cosmetic agents may act as carcinogenic agents (Irigaray, 2007). The present research proposal is to highlight the significance of smoking in treating cancer. Treatment of cancer involves chemotherapy and radiotherapy. However, studies reveal that investigative studies presents neurobiological, pharmacological implications of marijuana and its therapeutic propositions for HIV wasting, glaucoma and cancer chemotherapy ("American College of Physicians", 2008). However, an impediment to pursue research is attributed to the intricacies exhibited by the federal approval methodology, insufficient availability of research-level marijuana and disagreements over its legalization. Essentially, it is necessary for the physicians to realize the therapeutic implications of marijuana and encourage abusers co-operation in the management and cure of numerous disease conditions that are hard to cure because of extreme pain and the association of the underprivileged ("American College of Physicians", 2008). Marijuana, commonly identified as cannabis, comprises about 60 compounds unanimously described as cannabinoids. The foremost chemical component accountable for psychoactive

Dual Relationships in Counseling

Dual Relationships in Counseling Dual Relationships in Counseling According to Corey (2009), the issue of dual relationships, involving clients and counselors has been widely addressed by the various professional ethical guidelines. Corey continues to say that except for sexual intimacy with a client, there is not much consensus in the professional world of mental health practitioners regarding the appropriate way to deal with dual or multiple relationships. The 1995 Code of Ethics for the American Counseling Association (ACA) addressed the issue by urging professional counselors to avoid such relationships due to the potential harm to the client and the reputation of the counselor. However, according to Cottone (2009), the ambiguity found in the 1995 ethic code of dual relationships needed to be addressed because the term â€Å"dual relationships† was nondescript and did not give good guidance to the profession or to clients who have an ethical concern or complaint. Hermann and Robinson-Kurpius (2006) stated that one of the goals in revising the 1995 ACA Code of Ethics was to provide more ethically acceptable and structured guidelines for counselors to consider before entering into dual relationships. Herman and Robinson-Kurpius state that The 2005 ACA Code of Ethics replaces the term â€Å"dual relationship† with â€Å"nonprofessional interactions† and outlines which dual relationships are ethically acceptable and which are strictly prohibited. Corey (2009) stated that dual relationships, either sexual or nonsexual, occur when professionals assume two (or more) roles simultaneously or sequentially with a person seeking professional counseling. This may mean two professional roles, such as counselor, and teacher, or combining a professional and a non-professional role, such as counselor and friend or counselor and lover. Dual relationship issues, both sexual and nonsexual, affect virtually all counselors and human development specialist regardless of their work setting or clientele. Corey continues to state that counseling professionals must learn how to manage multiple roles and responsibilities in an ethical way. This issue becomes learning to deal effectively with the power differential that is inherent counseling relationship (Corey). Potential Harm The ACA Code of Ethics (2005) prohibits romantic and sexual interactions between counselor and client. The ACA requires a counselor to wait five years before becoming involved sexually or romantically with former clients. Section A.5.b states that counselors are prohibited from having sex or romantic relationships with family members of clients for five years as well (ACA, 2005). The ways in which counselors can misuse their power and influence are varied. Kagle and Giebelhausen (1994) argued that relationships that are not sexual violate professional boundaries when they state, â€Å"The practitioners influence and the clients vulnerability carry over to the second relationship† (p. 215). The viewpoint of Kagle and Giebelhausen is that the practitioner is in a position to exploit the client for his or her own personal gain. Sonne (1994) has argued that the nature of such dual relationships undermines the financial responsibility between the counselor and the client. Because of this second relationship, the counselor is now susceptible to other interests (personal, financial, or social, etc.) that he or she may put before the best interests of the client. Potential Benefits According to Corey (2009), the ways in which counselors can misuse their power and influence are varied. In some instances, maintaining such boundaries may in fact place a needless emphasis on the power gap and the hierarchy of the relationship. Strangely, in these situations, the secondary relationship is destructive to the counseling relationship because it was avoided (Corey). Pope and Keith-Spiegel (2008) argue that nonsexual boundary crossing has the potential of strengthening the therapist-client working relationship by enriching therapy and serving the treatment plan; however, if dual relationships are not approached with a clear decision process the relationship could undermine therapy causing the therapist-patient alliance to be cut off, and â€Å"cause immediate or long-term harm to the client.† Pope and Keith-Spiegel contend that boundary-crossing decisions are made daily by counselors, and these subtle decisions will sometimes affect whether therapy progresses, stalls, or ends. Pope and Keith-Spiegel (2008) state that counselors make the best decisions when they have an approach to boundary crossing that is based upon sound critical thinking and ethical reasoning. It is important for counselors to stay alert to evolving legislation and case law affecting ethical standards as well as current research. Ethical Decision Process Simon and Shuman (2007) state the responsible counselors are in the habit of setting and maintaining appropriate boundaries, even when working with boundary-testing and difficult clients. They also contend that there are no perfect therapists thus no perfect therapy. This fact alone should motivate counselors to know their boundaries because doing so will make the difficult task easier. Boundary violations in therapy are different from boundary crossings, according to Remley and Herlihy (2009). Boundary violations by counselors can be and are for the most part harmful to their patients, however, most boundary crossings are not and can prove to be beneficial. According to Knapp and Slattery (2004), it helps to distinguish between behaviors that are boundary cross and behavior that are boundary violations. (Taken from Pope, Kenneth S.; Keith-Spiegel, Patricia. Journal of Clinical Psychology, May2008, Vol. 64 Issue 5, p638-652, 15p; DOI: 10.1002/jclp.20477; (AN 31735122) In 2004, Knapp and Slattery stated that when a counselor strays from their professional role, a boundary crossing has occurred. The authors continue to explain that boundary crossing are not always harmful, but they can proved to be helpful or at best neutral. Two beneficial boundary-crossing examples were given. The first is where a holiday gift is received from a client and the other is when a counselor self-discloses in order to help the client. In any circumstance when the potential of boundary-crossing exists, â€Å"The counselors task is to determine when circumstances justify a boundary crossing†¦ if a boundary crossing appears to be harmful or misunderstood by a client, it is important for the counselor and client to process the event and discuss why it occurred and its relationship to the treatment goals.† (quoted from http://www.kspope.com/dual/index.php) Before the ACA Ethics Code was revised Gottlieb (1994), developed a decision making model to help the practitioner avoid exploitive dual relationships. An extension of Kitcheners 1988 model, â€Å"is the model that examines the established relationship along three aspects: power, duration, and termination status. Gottliebs protocol then makes recommendations based on the circumstances of the current and contemplated relationship. Examination of these three dimensions from the viewpoint of the consumer, not simply the counselor, is emphasized. Barnett (2007) stated, When considering crossing boundaries with a client, counselors should work to be sure that (a) their intention is motivated by the clients treatment needs and best interests and not by their own needs; (b) the boundary crossing is consistent with the clients treatment plan; (c) the boundary crossing is sensitive to the clients diagnosis, history, culture, and values; (d) the boundary crossing—and the reasoning supporting it—is documented in the clients record; (e) the boundary crossing is discussed, if possible, with the client in advance to ensure his or her comfort with the plan and to prevent misunderstandings; (f) the power differential present is considered, and the clients trust is not exploited; and (g) consultation with a respected colleague is used to guide the psychologists decision. (p.403) General guidelines are found throughout the literature to aid counselors when faced with duel relationships (Corey, 2009). When functioning in more than one role with a client, Corey recommended thinking through potential problems before they manifest and offered the following to guide the process: (a) Set healthy boundaries from the outset; (b) secure the informed consent of clients and discuss with them both the potential risks and benefits of dual relationships; (c) remain willing to talk with clients about any unforeseen problems and conflicts that may arise; (d) consult with other professionals to resolve any dilemmas; (e) seek supervision when dual relationships become particularly problematic or when the risk for harm is high; (f) document any dual relationship in clinical case notes; (g) examine your own motivations for being involved in dual relationships; (h) when necessary, refer clients to another professional. (p.50) Conclusion To be a professional counselor I must be responsible thus careful to understand the boundaries that can confuse a therapeutic relationship Boundaries support relationships and give structure within which relationships can grow. They allow us to determine what we are responsible for in a relationship and the appropriate limits of that relationship. Our personal boundaries are often conveyed nonverbally as well as verbally and may be determined by personal worldview, by role, by custom and even by law. They are present in every relationship we have, but differ in intensity and practice according to the nature of the relationship. In most helping relationships, boundaries are maintained primarily for the benefit of the counselee, who is often vulnerable and in need. The challenge that I will face daily is not to decide if it is unethical to engage in multiple relationships, but to be prudent in the management of dual or multiple roles. References American Counseling Association. (1995). Code of ethics and standards of practice. Alexandria, VA: Author. American Counseling Association. (2005). ACA code of ethics. Alexandria, VA.: Author. Barnett, J. E., Lazarus, A.A., Vasquez, M.T., Morehead-Slaughter, O. Johnson, W.B. (2007, August). Boundary issues and multiple relationships: Fantasy and reality. Professional Psychology: Research and Practice, 38(4), 401-410. Articles, research, resources in psychology. Retrieved from http://kspope.com/dual/index.php Corey, G. (2009). Theory and Practice of Counseling and Psychotherapy, (8th ed.). Belmont, CA: Brook/Cole. Cottone, R. (2009). Allowing dual relationships. Journal of Counseling Development, 87, 241-245. Dual Relationships (n.d.) Retrieved November 9, 2009, from http://kspope.com/dual/gottlieb.php#copy Dual Relationships, Multiple Relationships, Boundary Decisions (n.d.) Retrieved November 9, 2009 from http://kspope.com/dual/index.php Gottlieb, M.C. (1994). Avoiding exploitive dual relationships: a decision-making model. Psychotherapy: Theory, Research, Practice and Training, 30, 41-48. Articles, research, resources in psychology. Retrieved from http://kspope.com/dual/index.php Hermann, M. A., Robinson-Kurpius, S. (2006). New guidelines on dual relationships. Counseling Today. Retrieved on November 4, 2009 from www.counseling.org/Publications/CounselingTodayArticles.aspx?AGuid=4e95be9d-748a-4b52-accb-bd7db9241cb6. Hillman, J. (1996). Care of the Soul. New York: Warner Books. Kagle, J. D., Giebelhausen, P. N. (1994). Dual relationships and professional boundaries. Social Work, 39, 213-220. Knapp, S., Slattery, J., (2004). Professional boundaries in nontraditional settings. Professional Psychology: Research Practice, 35 (5), 554. Taken from Pope, Kenneth S.; Keith-Spiegel, Patricia. Journal of Clinical Psychology, May2008, Vol. 64 Issue 5, p638-652, 15p; DOI: 10.1002/jclp.20477; (AN 31735122) Retrieved November 9, 2009 from http://www.kspope.com/dual/index.php Pope, K., Keith-Spiegel, P., (2008). A practical approach to boundaries in psychotherapy: Making decisions, bypassing blunders, and mending fences. Journal of Clinical Psychology, 64, (5), 638-652. Retrieved November 9, 2009, from Quotes and Information about Boundaries in Therapy Counseling from Articles, Books, Studies http://kspope.com/dual/index.php Remley, T. P., Herlihy, B. (2009). Ethical, legal, and professional issues in counseling. Boston, MA Simon, R., Shuman, D. (2007). Clinical Manual of Psychiatry Law. Arlington, VA: American Psychiatric Publishing, Inc. Retrieved November 9, 2009, from Quotes and Information about Boundaries in Therapy Counseling from Articles, Books, Studies http://kspope.com/dual/index.php Sonne, J. L. (1994). Multiple relationships: Does the new ethics code answer the right questions? Professional Psychology: Research and Practice, 25, 336-343. Retrieved November 4, 2009, from PsycARTICLES database.

Performance Management Essay -- Business and Management Studies

Performance Management The performance management process provides an opportunity for the employees and managers to discuss goals and develop plans for achieving those goals. Therefore, communication involve between managers and employees that they have to identify job roles and functions related to the company objectives. They get together to devise some performance appraisals to enhance the company overall performance. The performance manager responsible for supervising workforce and the group educates and develops employees’ potential in order to improve workforce performance. Moreover, rewards is directly Employees performance. Essential Managing Performance to the Group 1 Explain how managing performance is a critical element in the success of a business. Employees need to understand their roles clearly An effective Performance Management system is based on these concepts: * Employees need to understand their roles clearly * Performance may be managed * There is a direct relationship between performance and rewards * Employee involvement is critical to performance development * Performance expectations must be set in advance and there must be agreement * Performance management requires on-going coaching, feedback and planning * Performance management can be a positive experience * Facilitate a process to establish clear role definitions and accountabilities. * Create a custom Performance Management program or improve your existing program. * Establish the objectives of your Performance Appraisal and Performance Management program. * Determine your performance criteria and integrate these criteria with your compensation systems. * Create your evaluation format. * Develop policies and procedures. * Conduct training sessions for your managers and supervisors. * Assist with the roll-out and communication of the program to your total employee group. How managing performance for a success of a business To begin the process, you and the employee will collaborate on the development of performance standards. You will develop a performance plan that directs the employee's efforts toward achieving specific results, to support organizational growth as well as the employee's professional growth. Discuss goals and objectives throughout the year, providing a framewo... ...n you and the employee * Help the employee attain performance objectives * Increase employee motivation and commitment * Maintain and increase the employee's self-esteem * Provide support Link of appraisal and review Performance Appraisal The campus carries out its mission through the individual and collective contributions of its employees. To do their best, staff members need to know that those contributions will be recognized and acknowledged. Overseeing performance and providing feedback is not an isolated event, but rather an ongoing process that takes place throughout the year. The performance appraisal is part of that process, and provides an excellent opportunity for you to communicate with the employee about past performance, evaluate the employee's job satisfaction, and make plans for the employee's future performance. Remember that the performance appraisal summarizes the employee's contributions over the entire appraisal period (usually one year). It is not a step in the disciplinary process. It may occur as often as you believe is necessary to acknowledge the employee for accomplishments and to plan together for improved performance.