Attendance: Primarily I feel I exceed attendance expectations by having very little (less than expected)

sick and vacation days. Secondly, I have an atypical schedule (long Mondays and switching from
classroom aide to Learning Center instructor) which requires me to go above and beyond what is
expected for most aids. Lastly, many times at the end of the day I am requested to have off of the clock
impromptu meetings and conversations which are also above the expectations of typical attendance.

Observes Safety Regulations: I feel that I exceed expectations of simply observing safety regulations by
being a safety advocate, both between myself and other employees, and between students. Many times
I am on the playground and instead of simply telling a student to stop doing something, I explain why it
is unsafe. This essential element of counseling is what distinguishes somebody that lives up to a
standard versus somebody that exceeds it.

Accepts Directions/ instruction: On the evaluation, under my strengths, it is listed that I am flexible to
changes in [my] schedule and work responsibilities it notes that, Andrew is receptive to feedback
about his work and is willing to learn more about his role. I think it is clear that accepting directions
and instruction is a strength of mine which I perform at an above satisfactory level. One such example
is the fact that I work in the Learning Center at all, something that was not a part of my schedule at the
beginning of the year. Another example is the changes we have made around music sessions with CM,
and how I have been completely willing to do whatever it takes to help the instructors.

Another example of my ability to accept directions is how, during my short time at the Learning Center, I
have taught Math, Writing, Spelling, Reading Comprehension, Social Learning, and held special choice
time sessions, essentially filling in gaps wherever any arose during the day.

Public Relations, tactful courteous, positive: Something I am always focused on is bullying. Redirecting
harmful words or reframing the behavior of another student can mean a world of difference in the mind
of somebody who has been hurt by another. By always ensuring that when feelings are hurt, things get
talked about, or the right people are reported to, I think I exceed the expectations of simply being a
tactful or positive person and begin to be seen as a mentor or a problem solver. When I model this
behavior in front of the students, it also shows them how to be problem solvers as well.

I think I do more than simply be positive for some of my students. I have actually encouraged and
facilitated some of my students into social groups that I think would be positive for them, something a
supervisor has told me is very rare, and something they do not look forward to. This really cannot
be understated. The positive relationships my students build with each other last much longer than my
own relationship with them, and is probably one of the biggest ways a person can go beyond the
standard.