Performance Evaluation and Action Plan 1

Performance Evaluation and Action Plan

Anthony Medina

Grand Canyon University: EAD 533

September 13, 2022

Performance Evaluation and Action Plan 2

Part 1: Analyze the Case

The team leader is responsible for making sure that all teachers are collaborating during

grade level meetings. In this case the team leader is responsible for attempting to get Ms.

Monroe to engage with other colleagues during grade level meetings. The team leader is also

responsible for assisting other teachers that might need help. In this situation the team leader

can reach out to Ms. Monroe to discuss why she is not keeping up with the pacing guides, and

work together to determine a solution. The team leader can also have other teachers team up

with Ms. Monroe to assist in developing strategies to raise student scores. If the team leader

determines that Ms. Monroe is not putting the effort to work towards improvement it is the

responsibility of the team leader to reach out to the school principal for assistance in the

situation.

In this situation the following stakeholders should be included in the conversation relative

to the next step the school principal, team leader, and Ms. Monroe. It is important that the

principal is included so they are aware of the situation, and can determine how to move

forward. It is important that the team leader is included in the next step to assist the principal

with providing details of the situation, and providing recommendations for solutions. Ms.

Monroe is the main stakeholder in this situation, and it is important to work with her in the

next steps to make improvements to students’ scores, and efforts during grade level meetings. I

believe the best approach for conversations during the next steps would be conversations that

are both individual, and group conversations. I would first meet with Ms. Monroe in private so

that she is comfortable discussing the situation. I would then discuss solutions with the team

leader privately so we can have a plan prepared. I would then meet as a group with Ms.

Monroe, and the team leader so we can all work together to make improvements.
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The following questions should be considered when making a determination about the next

steps in this situation. How can we help Ms. Monroe keep up with the pacing guides? Why is

Ms. Monroe not putting efforts to collaborate with colleagues during grade level meetings?

Why are Ms. Monroe students not having the same success as other students in other classes?

What is Ms. Monroe history with student test scores, and collaboration during grade level

meetings in the past? How can we best support Ms. Monroe?

Part 2: Identify the Larger Issues

My decision in this case is to meet with Ms. Monroe to discuss ways we can make

improvements. If after meeting, and discussing a plan for improvement if Ms. Monroe

continues to not put any effort in I would have to follow district policies for the next step.

District policies could include teacher contracted responsibilities’ such as being an active

member during grade level meetings. The district also has a policy on teachers following the

pacing guide.

Additional information I would need as part of my decision making process would be Ms.

Monroe previous teacher summative evaluation history data. Ms. Monroe summative

evaluation history would provide information on her success in the classroom, and important

feedback notes from other school administrators who have evaluated her. I would also need

data on her previous history of student assessment achievement to determine if she has a

history of students under achieving on assessments. I would also need grade level meeting

agenda minutes to see how Ms. Monroe has contributed during grade level meetings.

Potential positive outcomes of not taking action in this situation would be that Ms. Monroe

realize on her own that she needs to put more effort in to make a greater impact on student

success. A potential negative impact of not doing anything is that Ms. Monroe students
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continue to demonstrate low scores and Ms. Monroe negative impacting the school culture by

her unwillingness to participate during grade level meetings. Potential positive outcomes of

taking action is that Ms. Monroe students scores improve, and she becomes an active member

during grade level meetings. A potential negative outcome of taking action could be Ms.

Monroe taking offense to feedback of making improvement and continue to demonstrate a low

teaching performance.

Part 3: Create an Action Plan

My plan moving forward will be to work with grade level leader, and Ms. Monroe to

develop a plan to make improvement to students’ scores and her participation during grade

level meetings. The plan will consist of meeting with Ms. Monroe weekly to discuss her

progress and continue to support her. The plan will consist of team teaching opportunities with

Ms. Monroe and grade level leader. The plan will also include professional development

provided to Ms. Monroe which will directly relate to improving student achievement and

pacing guides. The plan will also include strategies for improving Ms. Monroe participation

during grade level meetings such as assigning her responsibilities during meetings.

My plan sustains a culture of collaboration by teaming up with the grade level leader to work

directly with Ms. Monroe to collaborate in the classroom to make improvements for students

academically. My plan sustains a culture of trust by meeting with Ms. Monroe weekly on a one on

one basis to check in and support her efforts in achieving plan goals. My plan sustains a culture of

learning, and high expectations by providing Ms. Monroe with professional development

opportunities, and discussing clear expectations moving forward.

I will include critical stakeholders in the decision-making process by meeting with them prior

to making any decisions. During my meetings with stakeholders I will value their opinions and

suggestions. In this case study I would anticipate the challenge of Ms. Monroe not willing to meet
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plan goals. I would also anticipate the challenge of Ms. Monroe not willing to collaborate with

grade level leader in the classroom.

I will provide ongoing support to grade level leader by providing them with all the resources

and support they need to be successful. I will continue to meet with grade level leaders to discuss

strategies for improvement. I will provide grade level leaders with continued professional

development opportunities. I will evaluate the results of grade level leader efforts by the plan they

develop to work with Ms. Monroe, and the leadership characteristics, and ethical standards they

display.

The timeline for the plan implementation will be to begin immediately. I believe it is

important once the plan is developed to start immediately so that students success can improve

in the classroom. The plan duration will be the entire school year with check ins weekly to

determine progress. At the end of the school year a decision will be made on Ms. Monroe

placement for the following school year based on her success of accomplishing plan goals.
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References:

Schlechty, P. C. (2003). Inventing better schools: An action plan for educational reform. John
Wiley & Sons.

Ruggiero, J. (2004). Performance evaluation in education. In Handbook on data envelopment

analysis (pp. 323-346). Springer, Boston, MA.