Supervising the Marginal Teacher (SMT). SMT is properly viewed as a minor (but valuable) subsystem of a school organization’s mutual benefit evaluation system.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
YOU DON’T BELIEVE IN MUTUAL BENEFITEVALUATION? OK—but plan on spending many more dollars in litigation than you would in creating a good system for due process supervision.
WE JUST WANT TO FIRE TEACHERS (or better yet, ignore them), NOT CHANGE ANYTHING!You won’t. The no hassle conspiracy will continue in your school organization.
MAJOR EFFECTS OF TEACHER EVALUATION:1. A powerful improvement strategy.2. Improved teacher/administrator communication.3. Increased teacher awareness of instructional goals and their classroom practices.4. Teachers report an increased sense of professionalism and motivation to improve classroom practices.5. Overcomes traditional classroom isolation.6. Pride in teacher support for evaluation and the professionalism that implies. 7. Personnel actions do result (people do get dropped, counseled out).
BROAD GOALS FOR TEACHER EVALUATION1.Personnel decisions—informed decisions about placement and tenure.2.Staff development—practices to identify areas for inservice. 3. School improvement—practices to upgrade quality of instruction.4.Accountability—provides evidence the teaching standards are being set and met.
MAJOR PROBLEMS WITH SMT:1.Principals’ attitude, competence, and ability to assume the role. Role conflict—collegial, yet judge?2.Added chore—nothing taken away.3.Teacher resistance or apathy.4.Lack of uniformity and consistency among school buildings.
THE COST OF IGNORING INCOMPETENT TEACHERS:1.Undermines political support of parents and taxpayers.2.Lowers morale of competent teachers.3. Diminishes the educational opportunity of some students.
DUE PROCESS SUPERVISION:1.Valid2.Reliable3. Legally discriminating * Provides due process long before any individual is in trouble.
SMT: -10% of teachers -Remove (2-3%) -Improve (8-10%) -Dedicated to improving rather than removing. -The deciding factor—is the teacher coachable?
WITH MORE SMT EXPERIENCE, APPRAISERS WILL DEAL WITH:1.Teachers who do not provide curriculum alignment.2.Teachers whose instruction lacks curriculum density.3. Teachers who need a wellness program.
Intensive Assistance:1.Intensive assistance for teachers who are subpar.2.Administrative assistance for administrators who are subpar.3. For those who are not performing according to standards (can’t do the job).
NEED TO TERMINATE AN EXPERIENCED, CERTIFIED, TENURED TEACHER WHO DOES NOT MEET YOUR STANDARDS OF PERFORMANCE?HOW?-Tenure: not a shield for incompetency.-Due process supervision is good faith supervision.
DUE PROCESS RIGHTS (Judicial):1. Notice2. A fair hearing3. Personal presence at the hearing4.Legal counsel5.Confront the accuser(s)6.Cross examine witnesses7.Introduce evidence8.Freedom from arbitrary rulings9.Fairness and impartiality10.Proof of damage11.Appeal to a higher tribunal
HARASSMENT!No one ever told me my teaching wasn’t satisfactory -- Hot Notice! -If you could reduce my class size. -If you could transfer those bad kids. -If you could excuse me from that study hall. -If you could just get rid of that principal . . .
WE MUST BE NEAT!Notice: What are the rules, standards, policies for all teachers for orderly, proper district operation?Explanation: Feedback; what am I doing wrong?Assistance: Caring, deliberate help to get better.Time: I’ve had tenure for years; my teaching issubpar; it will take time to improve.
MUST WORK WITH UNIONS AND BARGAINING UNITS IN SETTING UP A MUTUAL BENEFIT EVALUATION SYSTEM TO ENSURE PROCESSES AND PROCEDURES ALIGN WITH THE MASTER CONTRACT AND MEET STATE LAW REQUIREMENTS.
ONCE YOU HAVE GOOD STANDARDS OF PERFORMANCE YOU CAN:Orient to standards.Coach to standards.Use standards to guide staff development.Hold people accountable to those standards.
I GOT MAD; I CHEWED THE TEACHER OUT!(I’m in trouble?) NO! -Notice is notice -Feedback is feedback -Admit to teacher, “I got so upset about what you’re doing to kids, I yelled at you!”
INTENSIVE ASSISTANCE—PHASE ISteps: 1.Level with the teacher.* 2. Increase frequency of formal observation. 3. Provide help to improve. 4.Allow time to improve. 5. Provide written and oral progress reports. *Optional: Confirm with other evaluators.
IMPLEMENTING THE PLANFirst Year:1.Evaluate less than “meets”2.Develop improvement plan3.Offer one transfer4.Request assistance team5.Appoint assistance team6.Team meets with teacher7.Assistance begins8.Monitor performance monthly9.Evaluate performance in May
ASSISTANCE TEAMThe assistance team is designed to provide optimum support for a teacher when a principal has determined a teacher’s performance is less than satisfactory. ·curriculum specialist·principal (outside)·supervisor (central office)
THE TEACHER IS PROVIDED THE OPPORTUNITY TO VOLUNTEER FOR ASSISTANCE Performance evaluation continues during intensive assistance. ·The team—intensive assistance·The principal—teacher performance evaluation.