Running head: PERFORMANCE EVALUATIOIN AND ACTION PLAN 1

Performance Evaluation and Action Plan

Lekisha Morris

Grand Canyon University: EAD 533

6/5/2021
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Performance Evaluation and Action Plan

This assignment is focusing a case study based in an elementary school setting where I

will analyze, identify larger issues, and create an action plan for a situation that I am aware of

with one of the third-grade teachers. I am preparing for a meeting with the third grade team lead

based on the data that has been collected and also feedback that has been received.

Part 1: Analyze the Case

While taking the time to prepare for a grade level meeting with the third-grade team lead,

I noticed some things within the data that raised concern. In this meeting, I am assessing the

DIBELS benchmark data. Majority of the teachers on this team are excelling with the progress

that they are making with the students an it is showing in their scores. Unfortunately, there is

one teacher who isn’t doing so well in ensuring that the objectives are being met and the students

aren’t doing so well.

The responsibility of the team lead is to reach out to this staff who is struggling with their

performance in this area and to see what support or additional training that may be needed in

order for her to improve her performance in this area. Encourage her to be a part of the grade

level team meetings as well for additional support. “Giving honest feedback, mentoring,

identifying what to focus on and offering additional training and opportunities for observations

are supports that a lead teacher can offer a teacher who is struggling” (Gill, 2015).

The conversations that are relative to the next steps should be individual and include

myself, the school principal, and the grade level lead. This conversation will consist of what the

data shows, what supports should be given, if there has been any support given. Then the next

conversation would be with as a group with myself, the principal, the grade level lead, and the

teacher to discuss the data and any issues that the teacher may be having. I would then have an
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individual conversation with the with the teacher to allow them to reflect on any issues that they

may be having. I would also ask why they don’t engage with the grade level group meetings to

see what the underlying issue may be as to why she doesn’t engage with them.

When determining what I will do for the next steps, there are a few questions that I would

have to consider such as: “Is Ms. Monroe willing to collaborate with her team?” “Why is there

an assumption of everyone not participating in planning?” I would ask the teacher who is

struggling, “Do you feel supported, if not why?” “Do you feel that you are struggling to follow

the pacing guide for DIBELS, if so what do you need?” “How can I help you succeed and

improve in this area?”

I feel that these questions would help me to see more of the situation and take into

consideration any underlying issues there may be. There could be matters surrounding

inexperience, lack of support, lack of accountability, etc. Has this been an issue that was

previously addressed or continuously overlooked? I want to ensure that I look at the overall

issue and have the facts before I proceed to the next step.

Part 2: Identify Larger Issues

Every faculty member and staff have expectations that they must meet. Teachers are

expected to attend grade level planning meetings. This expectation is part of the policies that are

put into place where all teachers within the district must follow. “Planning time during the

school day is during a scheduled period where teachers have the opportunity to collaborate and

prepare curriculum, share strategies, address any concerns and connect with parents” (George &

Alexander, 2003).

Some school or district policies that may affect the decision-making process in this

matter could be how long a teacher has been employed at the school or within the district.
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“Tenured teachers may be more difficult to remove from their position even when they are

chronically ineffective” (Chait, 2010). Those teachers who are new may not get contracts due to

their inability to meet benchmarks. This is unfair because those veteran teachers should be held

to the same standards as the new staff. I would need to gain additional information as to why

Ms. Monroe isn’t attending the grade level meetings and why she isn’t meeting the benchmarks.

I would also need to see what additional supports and trainings she will need as well to succeed.

I would also need more information on the students who are enrolled in her class and if there are

other issues pertaining to why the student’s scores are so low.

This is a situation that needs to be addressed and by sitting back doing nothing could

have positive and negative outcomes. Some of the positives is that the teacher may have already

established systems to address the low scores with the students. A negative is that if nothing is

done, the teacher can continue to struggle, and the students continue to be affected in a negative

way. Taking action could also have positive and negative outcomes. One of the ways this could

have a negative impact on Ms. Monroe is that she could become more withdrawn due to her

being required to work as a team or it could have a positive outcome as to where the team grows

stronger and collaborates more effectively. Regardless of the decision that is made, there can be

positive and negative outcomes.

Part 3: Create an Action Plan

Moving forward, I plan on developing a plan that will go into effect right away.

Supporting Ms. Monroe would be the priority of the plan and this will allow us to focus on future

tasks and maximize all future opportunities. The plan is as follows:

1. Meet with the grade level lead and Ms. Monroe to provide feedback and allow reflection

from both parties.

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2. Discuss any concerns and provide suggestions on how she can succeed. Offer additional

professional development opportunities, continue to observe the whole third grade team

and provide continuous support.

3. Clarify expectations of the job. The policies around planning and the importance of

collaborating with colleagues.

4. Continue to support and encourage Ms. Monroe to develop goals for herself and goals for

the students within her class based on the data provided from the DIBELS data.

5. Meet with the grade level lead after each observation and note all improvements and

provide feedback.

The plan stated above sustains collaboration, trust, learning and high expectations because it

lays the expectations, it provides support and it also encourages collaboration and an opportunity

to develop trust and learning experiences. “The action plan encourages learning through offering

multiple avenues of resources to support the teacher who is struggling” (McConnel, 2016). All

the areas within the plan involves all the stakeholders in the situation, the principal, the grade

level lead, the teacher, and the grade level team.

There are always challenges that could occur when implementing an action plan. There is

always a possibility the Ms. Monroe may not be receptive to the support that is being offered to

her. Being open to help requires growth and it also involves trusting the individual that is

providing the support. There still is a possibility that Ms. Monroe may not open up and

collaborate with her grade level team. This could pose a huge problem in the fact that it is part

of the policy. Engaging in additional professional development could also be a challenge.

I understand that when challenging situations such as these arise that my grade level lead will

need support. Taking the time to listen to the issues at hand and provide feedback, will help in
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guiding the grade level lead will help with her being consistent and fair across the board.

Providing support as well as professional development opportunities, will help in this situation.

“Offering multiple avenues for professional development, opportunities for collaboration, setting

high expectations for staff and adhering to these offers consistent support” (McConnel, 2016).

By observing department meetings and continuously assessing data will help aide in the

evaluation of the progression of Ms. Monroe.

The timeline for this process will require a few months. There is a possibility that it may

take the remainder of the school year as well. Taking the time to identify the issues and work

through them takes time. Once the issues are identified, taking the time to ensure that the proper

support and resources are provided is key. Observations and professional development

opportunities will take place over the next few months. Taking the time for Ms. Monroe to begin

attending the planning meetings may take time. This will be a continuous process until

improvement has been made with the entire grade level team.
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Resources

Chait, R. (2010). Removing Chronically Ineffective Teachers. Retrieved from:

https://www.americanprogress.org/issues/education-k-12/reports/2010/03/10/removing-

chronically-ineffective-teachers

George, P. S., & Alexander, W.M. (2003). The Exemplary Middle School. Belmont, CA:

Gill, S. (2015). Effective Support for Teaching Staff Who Are Struggling. Retrieved from:

https://www.sec-ed.co.uk/best-practice/effective-support-for-teaching-staff

McConnel, S. (2016). Principals Helping Struggling Teachers. Retrieved from:

https://www.principalprinciples.net/2016/principal-helping-struggling-teachers.htm#