Success Strategies: Implementing the Professional Performance Review Process for School-Based Speech-Language Pathologists The Professional Performance Review Process for School-Based Speech-Language Pathologists (PPRP) (ASHA, 2006) was developed in response to the need for a performance review tool that fits school district requirements for performance review management while addressing the specific roles and responsibilities of a school-based speech-language pathologist (ASHA, 2006). This article will ... Article
Article  |   March 01, 2009
Success Strategies: Implementing the Professional Performance Review Process for School-Based Speech-Language Pathologists
Author Affiliations & Notes
  • Jill Parmenter
    EBS Healthcare, Granite City, IL
  • Sheryl Amaral
    Cumberland School Department, Cumberland, RI
  • Julia Jackson
    Palm Beach County Schools, Palm Beach Gardens, FL
  • Jill ParmenterColumn Editor
Article Information
School-Based Settings / Professional Issues & Training / Current Issues
Article   |   March 01, 2009
Success Strategies: Implementing the Professional Performance Review Process for School-Based Speech-Language Pathologists
SIG 11 Perspectives on Administration and Supervision, March 2009, Vol. 19, 4-9. doi:10.1044/aas19.1.4
SIG 11 Perspectives on Administration and Supervision, March 2009, Vol. 19, 4-9. doi:10.1044/aas19.1.4
Abstract

The Professional Performance Review Process for School-Based Speech-Language Pathologists (PPRP) (ASHA, 2006) was developed in response to the need for a performance review tool that fits school district requirements for performance review management while addressing the specific roles and responsibilities of a school-based speech-language pathologist (ASHA, 2006). This article will examine the purpose and components of the PPRP. A description of its use as a tool for self-advocacy will be discussed. Strategies for successful implementation of the PPRP will be explained using insight from speech-language pathologists and other professionals familiar with the PPRP.

Acknowledgments
The Professional Performance Review Process was originally 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. The members of that group were Trici Schraeder (chair), Sheryl 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.
The current members of the ASHA Special Interest Division 16: School-Based Issues PPRP Committee are Linda Adams, Sheryl Amaral, Theresa Augustyniak, Sandra Brown, Cornelia Cave, Kathleen Fahey, Susan Floyd, Debora Forrester, Twhanna Green, Fran Herbert, Julia Jackson, Jill Parmenter, Judy Rudebusch, Trici Schraeder (Committee Chair), Jamie Thomas, and Yvana Uranga-Hernadez.
A portion of this article was presented as a poster session at ASHA's Annual Conference on Speech, Language, and Hearing Services in Schools, July 28, 2008, Walt Disney World, Florida.
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