9. Phase I
Set clear
expectations Share
Evidence
Be specific
Listen Use Directives
Offer Assistance
Document
Meetings
9
10. Documenting Is Like Morphing into an Ace Reporter
Name it… Why did you decide not
to differentiate the math
lesson, Ms. Doe?
Explain it…
Record it…
Date it…
10
Sign it…
11. Stages of Documenting
Less-Than-Proficient Teaching Performance
• Articulate the issue (s)
Phase • Address concerns with
I teacher
• Implement Interventions
Phase
2 • Assess progress
• Decide on next course of
action
Phase
3
• Prepare documentation
11
packet
12. Phase 2
Peer
observations Professional
Development
C&I
observations Coaching
Interim PIP
Evaluation
12
Other…
Thank you for joining us today. I would like to take a moment to introduce the Employee Relations Office and tell you a bit about what we do. This office is a part of the Human Resources Department. John Mirra is the Assistant Superintendent of Human Resources and he has two directors, Ed Jones handles Employment Services and Brenda Harris handles Employee Relations. The ER office oversees licensure, different types of leave issues, service and retirement recognition banquets, and personnel matters such as misconduct , poor performance, and grievances. Now, I would like to introduce the ER Specialists, Dr. Carol Summers, Dr. Val Williams, and Mr. Scott Ziegler.Today, we are looking at best practices in dealing with poor performing teachers. Our presentation has two distinct, but intertwined parts. The first part is an overview of tips for developing adequate documentation. The second part reviews specific technical information in creating a Performance Improvement Plan using the TalentEd teacher Evaluation System.During the earlier training for using the TalentEd teacher evaluation system, you heard about the Butterfly Effect philosophy and how it relates to our work in VBCPS. Today, we continue that mantra, (next slide)
Our ultimate goal is to impact student growth so each child reaches his/her capacity and beyond. It’s no longer reaching for the stars, it’s grabbing the stars. As instructional leaders, you know the crucial role effective instruction plays in the progress of students. You know everything a teacher does matters in the educational life of a child. What about you? How do your actions or inaction impact student growth?
Student academic growth increases with effective teachers! Conversely, low achievement is linked to poor instruction. We are held accountable when we allow less-than-proficient teachers to occupy classrooms. There is way to remove inept teachers and methods to convert less than proficient teachers into effective instructors. It does involve a process. That process begins with collecting adequate documentation, providing significant interventions, monitoring progress, providing feedback, and evaluating outcomes.Remember: Everything you do matters!
Written records are better than memory; written documentation has a stronger effect on employee and let’s the employee know this is serious; evidence of past communication; principal’s action may be scrutinized in the future by school board, government agency, judge, or a jury.
There are multiple issues which may necessitate documentation. The screen displays a few common issues that may arise from time to time. Today we are looking at documenting poor teaching performance but some of the methods can be used to document misconduct or other violations as well; however, this session focuses on less than proficient instructional performance.This is a two-part presentation. The first session talks about steps in documenting performance deficiencies and the second session deals with how to create a Performance Improvement Plan using the TalentEd online teacher evaluation system.
Articulate specific deficienciesUse observation/evaluation instrument as guideUse dates, situations, details Determine interventions for improvementAction PlanRemediation/TrainingCurriculum and Instruction involvementAdministration’s roleMeet with teacher to review deficits, expectations, and action for improvement
Call your employee relations specialist early when you have determined that the problems are more serious and sustained than can be addressed in a one-time meeting between you and the teacher. We do not need to be at every meeting you have with the teacher; you need to retain authority over your staff. We are here to advise.
Pinpoint the specific problem and articulate that to the teacher. For example, Mr. Doe, I observed your class last Tuesday and noticed several problems with classroom management. Students were not engaged in your instruction; three boys in the second row were whispering to each other; two girls in the back were passing notes; two other students were actually sleeping! Additionally, your lesson plans did not reflect the lesson being taught. I want to help you improve these areas of your teaching performance; beginning this Monday, submit your lesson plans a week in advance so I can give you feedback and you can adjust those plans accordingly. To improve your classroom management, I am arranging a peer observation for you this week with Ms. Jones so you can gather ideas for effective classroom management. I am conducting another observation for your classroom within two weeks. I will be looking for improvements in these areas addressed today. “In short, focus on the performance, be clear and specific.” Explain the expectations. Place the teacher on notice of future consequences if performance does not improve.
Initially, once you determine there is a significant performance problem, become the ace reporter and record who, what, where, when, and how. Write it Down!
Let’s look at the second stage . You and the teacher have already discussed the what and why interventions are necessary; now, the teacher needs to embrace suggestions and strategies and make significant changes to improve .
In the second stage of handling poor performance, implement multiple methods to assist the teacher improve. Have curriculum specialists conduct classroom visits to observe instruction and provide feedback for the teacher. (Ask for written observations). Request CTL specialists for assistance. Send the teacher to workshops and/or online seminars. Focus on efforts to help the teacher meet expectation. Give honest, specific feedback. Don’t make this a moving target for the teacher.
Intervene early; don’t wait. Enlist Assistant principals, specialists, and curriculum coordinators. Talk with the teacher immediately when you first recognize a problem. Address the matter and seek understanding from the teacher why the issue is a problem.Avoid ambiguous language such as , “Ms. Doe, we are all a community of learners and as such, we need to strive to model that for our students.” That is a beautiful sentiment, but what does it say about a specific performance deficiency?Be clear. “Ms. Doe, when I observed your class on Tuesday, you were not teaching the third grade language arts curriculum.” I expect all 3rd grade teachers to teach the curriculum each day. Please tell me why you did not do so.” Listen to what the teacher tells you. The problem may be resolved at this point. Maybe not.
Monitor progress of the teacher. Visit classrooms often and at different times of the day to gain a broader picture of the overall instruction. Give feedback promptly and provide viable suggestions. Do this frequently, at least once a week. Give specific praise, but do not over do it, especially if deficiencies linger in other areas.Place responsibility on the teacher to improve; ask the teacher how she or he will improve instruction. What will be the articles of evidence? There should be a sense of urgency for the teacher to seek suggestions and embrace feedback.
Articulate specific deficienciesUse observation/evaluation instrument as guideUse dates, situations, details Determine interventions for improvementAction PlanRemediation/TrainingCurriculum and Instruction involvementAdministration’s roleMeet with teacher to review deficits, expectations, and action for improvement
At some point, a decision must be made to continue with interventions; offer additional resources, or move to recommendations involving adverse personnel actions. Your employee relations specialist can provide guidance in making this decision. The ER specialist has experience in grievance procedures and has the broader division picture. This type of decision should not be made without input from DOSA, ER, and legal counsel. You are not in this boat alone!
Is this teacher capable of improvement with additional intervention/time? What is the impact to student learning/progress? What is the history of this teacher’s performance? Are there medical/health issues to consider? Is this teacher being treated in a like manner as others similarly situated at your school?
Did you provide opportunities to improve? Were you explicit about the deficiencies? Did the employee realize failure to improve would place job in jeopardy? Did you have employee sign and date letters? Did you date and sign letters? Did you collect all observations, test data, emails, correspondence, meeting notes, etc.?
Many of you have experienced the frustration of dealing with a veteran teacher who is exhibiting less than proficient performance. However, when we look at the past evaluations, there is no evidence of instructional deficiencies or performance problems. We believe the long standing myth that continuing contract teachers cannot be dismissed is actually perpetuated by inaccurate evaluations and references. The key is supporting documentation!
Now we are going to look more closely at the technic aspects of developing a Performance Improvement Plan or PIP using the TalentEd evaluation system.
