PBL: Teacher Improvement Plan

Wendy Bermúdez
PEDU 671 Evaluation of Instruction and Instructional Programs
Spring 2022
Agenda
● Purpose of a Teacher Improvement Plan
● Scenario C
● Assumptions
● Initial Meeting: Present the Data & Explain the Process
● Create Plan & Establish Goals
● Timeline of Observations & Feedback
● Outcome of Teacher Improvement Plan
● Student Voice
Purpose of a Teacher Improvement Plan
A Performance Improvement Plan is designed to support a teacher in
addressing areas of concern through targeted supervision and
additional resources. It may be used by an evaluator at any point during
the year for a teacher whose professional practice would benefit from
additional support.
-Virginia Teacher Performance Evaluation System (TPES) Handbook
Scenario: Teacher C
● High school English teacher who is in his 14th year of teaching
● He is popular with the white students and very unpopular with both the
Hispanic and black students
● Huge difference between the state test performance of each ethnicity
● Almost 80% of the discipline referrals that Teacher C writes are on
minority students
● Parent complaints are increasing regarding Teacher C
Assumptions
● The school district is committed to diversity, equity, and inclusion (DEI)
and these values and goals are outlined in the Strategic Plan
● Achieving educational equity, high academic achievement for all students,
and increasing cultural competency are part of the school’s mission and
vision
● Efforts have been made to create a school culture that is caring and
respectful of all students and staff
Initial Meeting: Present the Data
● State test performance data disaggregated by race & ethnicity
● Data from discipline referrals
● Data from walk-throughs and formal observations that is
specific and objective
○ You called on student A __ times
○ You corrected student B __ times

Have a conversation with the teacher about what their thoughts are
on this data. Get to know their perspective and how aware they are
about what is happening in their classroom.
Initial Meeting: Explain the Process
● Be very clear about district expectations and the teacher
evaluation process
● Provide written notification to the teacher of the area(s) of
concern that need(s) to be addressed;
○ What specific performance standards were marked ineffective
● Create the plan with input from the teacher
○ What supports might you need to reach an effective level of performance in
these standards?
● Establish a timeline to review results with teacher
Overall Goal of the Teacher Improvement Plan
To support the teacher in developing the skills needed to be a
culturally competent educator focused on high academic
achievement for all students.

With access to teaching
resources from DEI Coordinator,
attending a PD course on
cultural competency,
participating in a coaching cycle,
and opportunities to visit other
classrooms, as well as monthly
observations and feedback, the
teacher will provide instruction
and classroom strategies that
result in culturally inclusive and
responsive learning environments
and achievement for all students.
Teacher Goals
The teacher will actively
participate in a professional
learning community to
analyze data, set goals, work
collaboratively, and adjust
practices to meet the needs
of all learners. Will make
progress in reducing the
achievement gap, evidenced
by assessment data.
The teacher will implement
equitable practices when
writing discipline referrals.
Will reduce the
disproportionality so that
one group’s rate is not
significantly higher than the
other.
 Performance Performance Deficiencies Within the Standard to Resources/Assistance Provided. Target Dates
Standard be Corrected Activities to be Completed by the
Number Employee

Standard 1: 1.8 Demonstrates an understanding of appropriate -Attends PLC meetings to plan with Ongoing
Professional accommodations for diverse learners and students teacher team and specialists
Knowledge learning in unique contexts (e.g., English learners,
gifted learners, students with special needs, etc.).

Standard 5: Learning 5.6 Promotes respectful interactions and an - DEI Coordinator meetings Monthly until
Environment understanding of students’ diversity, such as - PD course on equity plan is reviewed
language, culture, race, gender, and special needs.

Standard 6: 6.1-6.7 - DEI Coordinator meetings Monthly until

Culturally Responsive The teacher demonstrates a commitment to equity and - PD course on equity plan is reviewed
Teaching and provides instruction and classroom strategies that result - Visit to an English classroom
Equitable Practices in culturally inclusive and responsive learning - Reflection on new strategies
environments and achievement for all students. learned and how they will
implement them

Standard 8: Student 8.3 Provides evidence that achievement goals -PLC meetings Ongoing
Academic Progress have been met, including the state-provided -Participates in a coaching cycle to
progress data when available as well as other improve student achievement
multiple measures of student academic progress. through goal setting, planning,
observation, and reflection with
coach
 Timeline of Observations & Feedback
Months 1-3 Months 4-6 Month 7-EOY

● Monthly observation with ● If progress is being ● Plan is reviewed for

supervisor with a made, continue with evidence of progress
planning meeting, supervisor observations ● Decide on the outcome
observation, and and another coaching of the improvement plan
reflecting conversation cycle. If progress is not
● 1 unplanned walkthrough made, consider different
● A coaching cycle has been supports for these
completed with Coach months
● Plan is reviewed for ● Continue implementing
evidence of progress the plan
Outcome of the Improvement Plan
❏ The performance deficiencies
have been satisfactorily
corrected: The teacher is no
longer on a Performance
Improvement Plan.
❏ The deficiencies were not
corrected: teacher is
recommended for
non-renewal/dismissal.
Address Student Voice
● What procedures are in place to receive and incorporate student voice when it
comes to issues of equity?
● Is the school an open and safe space for students to engage in discussions about
race & ethnicity, and brainstorm ideas to improve classroom interactions?
● Do students have a trusted adult and/or diverse staff members they can reach out
to?
We need to hear students’ perspectives and experiences to understand what
practices are not supporting academic growth.
"Equity can never become a
reality in education if it's
viewed as charity instead of
professional obligation."
- Dr. Anthony Muhammad,
Educator and Author
 References
Baeder, J. (2017). Now We're Talking!: 21 Days to High-Performance Instructional
Leadership. Bloomington, IN: Solution Tree.

Sullivan, S., & Glanz, J. (2013). Supervision That Improves Teaching and Learning:
Strategies and Techniques (4th ed.). Thousand Oaks, CA: Corwin Press.

Virginia Department of Education. (n.d.). Navigating EdEquityVA: Virginia’s Roadmap to

Equity. Retrieved from: https://www.doe.virginia.gov/edequityva/navigating-equity-book.pdf

Virginia Department of Education. (2021). Teacher Performance and Evaluation. Retrieved

April 23, 2022, from https://www.doe.virginia.gov/teaching/performance_evaluation/teacher/