Running Head: IMPROVEMENT PLAN 1

TEACHER IMPROVEMENT PLAN

Tess Short

Longwood University

PEDU 671-P3

May 5, 2020

Pledge: I have neither given nor received help on this work nor am I aware of any infraction of

the Honor Code. – Tess Short

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Overview

The purpose of this assignment is to create a teacher improvement plan for Teacher B.

The plan will state SMART goals, provide a timeline of observations, discuss the feedback

conferences, identify the peer-teacher selection process, determine the team members, decide

how the plan will be monitored, and determine the outcome of the plan. Information from the

pre-observation conference, walk-throughs, observations, and feedback conference will be used

to support my research. Sometimes teachers are afraid to ask for help or assistance due to fear of

being judged by administrators. My goal, as an administrator is to develop a positive climate and

culture that fosters a positive learning environment for all stakeholders. When developing

specific goals, knowing and understanding the desired outcome is very important.

Teacher B is an 8th grade Physical Science Teacher at Dream Middle School. He has been

teaching for three years. Teacher B’s test scores are approximately 20% lower than his peers

despite having a mix of lower and upper performing students. Teacher B writes approximately

30 – 40 discipline referrals each year. The principal has been called to his class several times

during the year to handle conflicts.

Initial Meeting

The initial meeting with Teacher B will be held in August of the upcoming school year.

Teacher B was notified via email to gain feedback to schedule a meeting date and time for the

initial meeting. After the date and time was established, a calendar invite was sent to Teacher B.

During the initial meeting, Teacher B and I discussed the teacher improvement plan. Together,

we identified four SMART goals for Teacher B. The SMART goals are aligned with the

performance standards for the teacher evaluation. Teacher B’s performance standards are related
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to professionalism, instructional delivery, student academic progress, and the learning

environment. My goal is to establish a positive relationship with Teacher B and help him reach

his goals. The four SMART goals are identified below with specific action steps to achieve the

desired outcome.

SMART Goal #1, by May 2020, Teacher B will decrease the overall number of referrals

by ten. To achieve this goal, we created a seating chart for students and followed the school’s

Positive Behavior Interventions and Support (PBIS) model for writing referrals. We agreed to

use the Three Strikes Rule for negative classroom behavior. Teacher B will outline the classroom

rules and expectations on the first day of class. This SMART goal is related to the learning

environment performance standard. According to the Virginia Department of Education

(VDOE), “The teacher uses resources, routines, and procedures to provide a respectful, positive,

safe, student-centered environment that is conducive to learning”. Teacher B will focus on

establishing clear expectations, paying attention to student needs, minimizing disruptions, and

working with students in small groups.

The first two weeks of school, Teacher B will review the rules and expectations with each

class. Teacher B will also post the rules and expectations in the classroom. Students will receive

a copy of the expectations and parents will be required to sign and return. The signed form will

count a classwork grade for the first nine weeks. By signing the form, both the student and

parents understand the classroom expectations. Teacher B will contact parents within the first

five days of school to introduce himself and set the tone for his class. This way, Teacher B’s first

interaction is neutral and he will develop a rapport with parents.

Throughout the year, Teacher B will use a communication log to write down interactions

with parents. He will also use a behavior chart to record the disciplinary infractions in class.
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Teacher B understands that every negative behavior does not constitute a referral. I will also use

the school’s data system to track referrals for his class. On the behavior chart, he will code

(categorize) negative behaviors using three categories- red, yellow, and green. The red category

is for classroom behaviors that are non-negotiable such as fighting, verbal confrontation, or

refusing to comply. The yellow category is for behaviors such as the use of a cell phone, eating

in class, or walking out of class. The green category is for the students who are having a bad day.

The student may need a break, a referral to school counseling or the school clinic, or a quiet

area/safe space for personal reasons. These students will be directed to the designated area for

assistance. This also allows Teacher B the opportunity to understand the different personalities in

the classroom. Consequences are based on the severity of the infraction. Parents will be notified

within 24 hours if consequences are given.

Teacher B also agreed to strategically place students in cooperative learning groups on

the first day of school. Students will rotate groups every 4 ½ weeks. If a student is assigned to a

group of students with whom he/she has conflict, the student should discuss the change privately

with the teacher. Teacher B will make appropriate changes based on the information received

from the student.

SMART Goal #2, by May 2020, Teacher B will decrease the number of visits from the

principal by 4. Last year, Teacher B’s classroom was visited numerous times for disciplinary

concerns. The learning environment performance standard also relates to this goal. The VDOE

outlines this standard as, “The teacher uses resources, routines, and procedures to provide a

respectful, positive, safe, student-centered environment that is conducive to learning”. To reach

his goal, Teacher B will focus on providing a safe environment for students and pay attention to
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the needs and wants of the students in the class. Teacher B will also maximize instructional time

by implementing a classroom schedule for activities.

On several occasions, I observed Teacher B’s class for the duration of the block to assist

with classroom management. Teacher B was assigned a mentor and coach to help him reach this

goal. I agreed to meet with Teacher B to review lesson plans and discuss classroom procedures

each week. After the walk throughs, I met with Teacher B to discuss his progress. I also

maintained a log of the dates and times when I was called to visit Teacher B’s classroom. When

reviewing the log, I used the data to determine trends and patterns of behavior in his class. Some

of the questions that served as criteria for establishing trends and patterns were as follows: (1)

Were most of the visits in the afternoon? (2) Was Teacher B struggling to get students on task

after lunch? (3) Does Teacher B struggle with a certain block of students? A summary of the

findings were reported to Teacher B to review and to determine additional strategies needed to

reach this goal.

SMART Goal #3, by May 2020, Teacher B will increase his SOL passing rate by 20%.

The performance standards related to this goal are student academic success and instructional

planning and instructional delivery. VDOE describes the standard as “The teacher plans using

the Virginia Standards of Learning, the school’s curriculum, effective strategies, resources, and

data to meet the needs of all students”. The science department will have common planning to

discuss lesson plans and activities. More specifically, the team will work together to review

quizzes, tests, and guided practice for all lessons. Teacher B will observe teachers in the science

department and other science teachers within the county. He will attend a workshop at the Math

& Science Center to learn creative ways to teach science. The school division also offers tuition

reimbursement for classes taken. Teacher B will research available classes and register for a
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class during the summer or fall session. Teacher B will engage in collaborative discussions and

share ways to improve performance after the strategies have been implemented.

Teacher B will use technology to enhance student learning. The Profile of a Virginia

Graduate focuses on career planning, content knowledge, workplace skills, and community and

civic responsibility. According to the profile, students must “achieve and apply appropriate

academic and technical knowledge”. When Teacher B incorporates technology in class, he is

also helping students reach the goals outlined by the Virginia Department of Education. Students

are eager to learn when they can interact using 21st Century Skills and hands-on instruction.

Incorporating technology in the classroom motivates students to learn.

Interactive training provides teachers with different learning activities to implement in

the classroom. Hands-on and small group activities can be used to engage students in active

learning. Students are encouraged to participate and apply the knowledge in the classroom.

Teacher B will create space for students to collaborate and share knowledge with other students.

Teachers should establish professional and educational objectives. The most important

part of an effective teacher improvement plan is goal setting. Teachers should “establish

educational and professional objectives, taking into account the tools and resources necessary to

achieve them” (GoGuardian, 2019). Effective strategies used to achieve this specific goal are

technology integration, burnout prevention, cultural immersion, and making learning fun.

Some teachers struggle with incorporating technology in the classroom. Online research

and training videos are effective tools that will be used to incorporate 21st Century Skills and

technology in the classroom at least three days per week. Using Chromebooks, iPads, social

media networks, Promethean boards, video cameras, and LCD projectors create an active

learning environment in the classroom. Teacher B will use Chromebooks, social media networks,
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videos and the Promethean board to engage students in the lesson presented. Students will also

use technology to complete class projects and Project Based Learning (PBL) activities. Teacher

B will show videos of the lesson and demonstrate the strategies “live”. Students will use

Microsoft Office tools such as Excel, Publisher, and PowerPoint to complete classroom lessons,

activities, and presentations. Teacher B will allow students to provide feedback about ways to

improve the use of technology in the classroom.

SMART goal #4, by May 2020, Teacher B will complete the teacher mentorship program

with a 90% participation rate for all meetings and activities. The performance standard related to

this goal is professionalism. VDOE outlines the standard as, “The teacher maintains a

commitment to professional ethics, communicates effectively, and takes responsibility for and

participates in professional growth that results in enhanced student learning”. Teacher B will set

goals for improvement and engage in activities outside of the classroom to enhance student

achievement. The teacher mentor program, Peer Teacher Program (PTP), is required for new

teachers and teachers on improvement plans. Teacher B will be assigned a mentor. The mentor

will meet with Teacher B weekly. They will work together to establish routines, lesson plans,

and build a positive relationship. Teacher B should discuss any problems or concerns with his

mentor. Teacher B will attend monthly meetings and activities sponsored by PTP. Attendance

and participation in the program will be recorded as professional development opportunities for

Teacher B. At the end of the year, Teacher B will be required to complete a PBL highlighting his

experience in the PTP program.

Walk Throughs

On-going walk throughs are required throughout the school year for teachers on

improvement plans. For the purpose of this assignment, I will highlight three walk throughs.
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During the first walk though, Teacher B was observed utilizing technology and incorporating

instructional strategies in the lesson. The Standard of Learning (SOLs) were written on the

board. Students were engaged and used Kahoot to answer questions related to The Periodic

Table of Elements. Teacher B allowed the students to brainstorm and relate the lesson to real-life

experiences. He used this interactive skill to engage the students in the lesson and get them

excited about Science.

During the second walk through, Teacher B was observed walking around the classroom

assisting students with the assignment. Students were using mass, volume, and weight to

measure metric units. He used techniques such as paraphrasing and redirecting to assist

struggling students. Paraphrasing was used to help students link new information to existing

information. Redirecting helped students to accurately determine the mass, volume, and weight if

the student was unsure of what to do. Many times, students understand the lesson, but need an

extra “boost” to complete the last step.

During the third walk through, Teacher B was observed giving positive feedback to

students after a unit test. Overall, the class scored 85% on the unit test. The teacher used the

Promethean Board to show the questions and answers for students to make corrections. The

students were engaged and took notes on the questions answered incorrectly. Positive feedback is

critical to helping students develop as learners. It also helps students incorporate learning

expectations into their personal goals.

Observation #2

The formal observation for Teacher B was conducted during 3rd block. Teacher B was

observed teaching a lesson on heat and temperature. The objectives for the day were posted on
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the board and linked to the corresponding Standards of Learning (SOL). Students were seated in

cooperative learning groups. The students were completing the “Do It Now” warm-up

assignment when I arrived. Students also wrote the objective for the day at the top of each page

in their notebook. Teacher B also reviewed the classroom expectations and routines for the day.

After the warm-up, Teacher B reviewed the prior knowledge with the class. Teacher B

asked students about kinetic energy in their kinematics unit. After each question, at least 10 of

the 20 students raised their hand to answer. Students completed five questions on the Promethean

board before instructed to “peer practice” with group members for understanding.

Each member of the group was assigned a specific task to complete within the group.

One person was assigned the role of the reporter. The reporter’s responsibility was to report the

group’s answer to the class. Another student was responsible for making sure each member had

calculators, scratch paper, erase boards, and rulers. The third member was responsible for

keeping students on task in the group. The last member was the time-keeper who was responsible

for ensuring all tasks were completed in a timely manner. Everyone was engaged and aware of

the teacher’s expectation.

Teacher B walked around the class and offered assistance to each student or group as

needed. He encouraged students to brainstorm and problem solve during the assignment. When

students were confused, Teacher B used alternative teaching strategies to assist the struggling

students. Teacher B was also very patient and used real-life experiences to help students

understand heat and temperature. After the cooperative learning assignment, students completed

a classwork assignment related to the topic of the day. Students worked quietly, and Teacher B

continued to walk around to observe the students. Students were encouraged to raise their hands
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to ask questions. He gave students “high five” and provided positive feedback after helping

students.

At the end of the class, Teacher B recapped the lesson for the day. He asked students

open ended questions requiring them to think outside the box. Students completed a three

question “bell ringer” assignment during the last five minutes of class. This assignment was used

to gauge how well students grasped the material for the day. Completed assignments were placed

in a box by the classroom door after the bell rang for the next class. Students were engaged and

there were no disciplinary problems during the observation. The class was very interesting and I

observed the class for the duration of the class period. After the observation, several students

were asked about the lesson. The students responded positively about the lesson and their

relationship with Teacher B. Students expressed that Teacher B is knowledgeable and cares

about their success in his class.

Feedback Conference

During the feedback conference, I discussed the positive strategies observed during the

lesson. I highlighted key points from the walk throughs and related them to the formal

observation. During the walk throughs and formal observation, Teacher B was observed

incorporating technology in his lesson about periodic elements. The same level of energy was

observed during the formal observation when Teacher B used the Promethean board to introduce

the lesson for the day. He was observed redirecting and paraphrasing questions for students who

did not understand. He provided positive feedback and encouraged students to relate the lesson

to real-life experiences. Students seemed eager to learn during the walk through and the

observation. Teacher B used creative ways to make science fun for the students. Teacher B was

ready and prepared for class during the walk throughs and formal observation. He was
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professional and set the tone for the day. Teacher B was knowledgeable about the subject matter

and gave clear directions to the class.

Teacher B was given the opportunity to reflect on the lesson and he discussed ways to

improve the lesson next time. Specifically, he discussed how the drill and practice technique

helped the students understand the concept better. Teacher B would like to incorporate additional

technology in his classroom. He would also like to take additional classes at the university to

obtain additional certification. In the future, he will continue to use the techniques observed

during the walk throughs and observation. We will continue to use data to determine student

achievement in class such as SOL testing results, number of referrals, and the number of visits

from the principal.

He was appreciative of the support from the faculty and staff and feels that he is on the

road to success. Teacher B will continue to attend professional development seminars about how

to use instructional strategies in the classroom. Teacher B was excited about the feedback from

the observation and his students. He appreciated the improvement plan and the nonjudgmental

environment.

Next Steps

Teacher B met his SMART goals. He exceeded the expectations outlined in the teacher

improvement plan and will be offered a contract for the next school year. Teacher B decreased

the number of referrals by 4 and the number of classroom visits from the principal by 6. These

goals were obtained by setting clear expectations and routines for the class. He used instructional

strategies and reinforced the rules and expectations every day. He developed a behavior chart to

track the number of disciplinary infractions in class. Teacher B increased his overall SOL scores

by 20%. He completed this goal by utilizing common planning with the science department and
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attending professional development opportunities to assist him with instructional strategies.

Teacher B completed the teacher mentorship program with 100% participation in all meetings

and activities. He achieved this goal by working with his mentor and developing strategies to be

an effective teacher in the classroom.

If Teacher B had not met his goals, he would remain on a teacher improvement plan for

one additional year. If the goals and objectives were not met after the second year, he would be

recommended for non –renewal at Dream Middle School.

Conclusion

Teacher B worked hard to reach his goals. He is commended for his ability to understand

the content and develop a positive learning environment for students. From this process, I

learned the importance of building relationships with teachers in the building. I also learned that

teachers are open to new ideas and growth plans if presented in a positive way. Breaking down

and explaining the different components of the standards of performance were very helpful.

Teacher B was not familiar with the process and needed assistance understanding how

everything worked.

As a former teacher, I understand how stressful the observation and evaluation process

can be. As an administrator, I would first build relationships with my teachers. I would also

provide on-going professional development opportunities to help teachers understand the

process. I would not use this opportunity to target struggling teachers, but to help them become

better educators. This assignment taught me to be a good listener and not want to fix the

problem. I learned to listen more and respond slower. Instead of fixing the problem myself, I had

to allow Teacher B to identify the problem and fix it himself.

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REFERENCES

Fleming, Jean (2015). Seven questions to ask when building a teacher professional development
plan. NWEA. Retrieved from https://www.nwea.org/blog/2015/seven-questions-ask-
building-teacher-professional-development-plan/.

Glanz, J., & Sullivan, Susan (2013). Supervision that Improves Teaching and Learning. Library
of Congress.

(n.d.). GoGuardian. Professional Development for Teachers. Retrieved from

https://www.goguardian.com/resources/teachers/professional-development-for-teachers/.

(n.d.). Virginia Department of Education. Retrieved from

http://www.doe.virginia.gov/teaching/performance_evaluation/.

Ziemke, L. & Ross, D. B. (2014). A professional growth plan for lifelong

learners. Fischler College of Education: Faculty Articles, 175, 34-37. Retrieved from

https://nsuworks.nova.edu/cgi/viewcontent.cgi?

referer=https://www.google.com/&httpsredir=1&article=1174&context=fse_facarticles.