Performance Evaluation and Action Plan

Jama Dollar

College of Education, Grand Canyon University

EAD-533: Developing and Empowering Instructional Leaders

Scott Reisbord

February 15, 2023

 Performance Evaluation and Action Plan

Part 1 Analyze the Case

To complete is assignment, the Leadership Candidate reviewed the provided elementary

scenario. It is important for the grade level team lead to disseminate information, support

colleagues with instructional pacing and resources, share grade reporting practices and

expectations which includes supporting students with accommodations, and help team

members to engage in reflective practices to target goals for individual and team growth.

If a teacher is struggling with maintaining instructional pace and supporting adequate

academic growth with students, the principal should include additional stakeholders to support

the teacher. An academic coach will be able to provide specific data about how students

compare to other students in the grade level and district. This insight can help to pinpoint

instructional flaws. In addition, the assistant principal and administrative teachers on

assignments should be included in conversations. These individuals often walk-through

classrooms and can provide insight into their observations. Additionally, it will be important

to seek the support of a mentor outside of the teacher’s grade level team. This individual can

provide a more generalized support and help to support the teacher’s emotional well-being.

If a situation with a teacher is a matter of “won’t do” verses “can’t do”, additional

support is needed from administrators. Teachers in the category of “won’t do” understand

expectation but choose not to follow best practices. Teachers in the “can’t do” category have

not yet gained the necessary skills. These teachers are showing a willingness to engage in
professional development and are open to suggestions. A teacher in the “can’t do” category

will need support in setting realistic mini goals to hone and improve teaching skills.

Further analysis is needed of teachers in the “won’t do” category. For example, has a

“won’t do” teacher had outstanding evaluations in the past? Is there a specific life event

impacting the teacher’s professional practices? Is the teacher overwhelmed with a change of

grade levels? In the scenario provided, the teacher on the surface appears to be in the “won’t

do” category because she is avoiding support.

Part 2 Identify Larger Issues

As an administrator, one must consider district policies when making decisions. For

example, in Florida teachers that receive poor Value-Added Model (VAM) scores, policy may

dictate that the teacher be removed from a poor performing or Title I school. VAM scores are

generally determined by how students perform on state assessments. In previous year, students

in grades third and up are included in statewide testing. Beginning this school year, students in

kindergarten and up participate in statewide assessments. At this time, specific information

has not been provided on how VAM scores will be calculated since testing has changed.

Additional information may need to be considered when embarking on the decision-

making process. This includes being knowledgeable about bargaining contract. For example,

principals must be aware and follow specific steps when considering placing teachers on

success plans.

Often choosing to do nothing may seem like the path of least resistance. There may

even be positive outcomes from choosing this path. For example, the grade-level team may

unite to support one another. There is generally a sense pride and empowerment which comes
from a team that successfully works through a challenge. Of course, choosing to do nothing

might have negative outcomes as well. For example, if the teacher’s commitment to

instructional rigor continues to wane, students’ achievement will drop. This could not only

negatively impact students in the class, but the gravel-level and school scores will be impacted

as well. Principals that choose to do nothing risk appearing not to value the success of all

students. When staff members perceive the principal does not care, staff morale is negatively

impacted.

The principal must consider the potential positive and negative consequences of taking

action as well. Principals that act on situations too quickly, without giving the team the

opportunity to problem-solve, may appear to be micromanagers. School staff often resent

micromanagement leadership styles. This may inhibit innovative and creative thinking.

Acting may result in positive outcomes. These positive outcomes could include

supporting and building the struggling teacher’s skill level and professional growth. Taking

action also sends a clear expectation all staff members are expected to value and work toward

unified school goals and mission.

Part 3 Create an Action Plan

Once a concern has been identified, a principal must create an action plan. After

reviewing the scenario, the Leadership Candidate believes it is important to develop an action

plan that includes meeting with the teacher to gain insight into possible causation of slumping

student achievement. During this meeting, the candidate would ask guiding questions to better

understand the teacher’s knowledge and skill levels. The candidate would also discuss potential

targeted goals. In addition, it will be important to increase walkthroughs to gain insight but also
to assure the teacher is aware of the administration’s vigilance and expectation of maintaining

instructional rigor. It will also be important to set clear expectations for the grade-level team and

lead. This may include suggested PLC topics such as review of data and expectations of how

information is disseminated. The candidate would also establish a mentor or coach outside of the

teacher’s grade level to observe, provide feedback, establish targeted goals, help monitor

progress, and to assist with the process of determining next steps. It will be important for the

team lead to help support these action steps. The candidate would continue to share the

expectation that the team lead will act as a nonjudgmental resource to support the teacher. This

would be accomplished by reminding team leaders the “purpose of coaching is to raise the bar of

professionalism in teaching” (Ullman, 2009).

The candidate will ensure the action plan sustains a culture of collaboration, trust, learning,

and high expectations by using the strategies outlined below.

1. Don’t Do This Job in Isolation: Seek Support

2. Guide and Model What You Want to See
3. Provide Immediate and Frequent Feedback
4. Communicate: Early, Often, Directly, Honestly, and Clearly
5. Remember the Big Picture
6. Set Clear and High Expectations
7. Support Engagement in Self-Reflection
8. Reflect on the Teacher's Difficulties
9. Recognize Early Warning Signs and Don’t Ignore Them
10. Identify the Preservice Teacher’s Current Skill Level
11. Create Goals
(Burns, Eaton, Gereluk, & Mueller, 2019).

The Leadership Candidate would share expectations of the level of preparedness with

grade level chair to share with the team. For example, lesson plans and materials must be

prepared at least a day prior to presentation.

 It will be important to include stakeholders in the process of supporting a struggling

teacher. Stakeholders include the academic coach to support the review of data and progress

toward goals, the assistant principal to provide additional observations and anecdotal data, and

the other grade level team members to provide strategies and encouragement.

Any time an action plan is put in place, an administrator should consider possible

challenges. Challenges may include resistance for the teacher to accept suggestions or help. The

teacher may view the efforts of the grade-level chair as authoritative rather than supportive. It is

important to set achievable mini goals rather than addressing global issues. Principals are

expected to “recruit, hire, support, develop, and retain effective and caring teachers” (NPBEA,

2015). Many districts are facing critical teacher shortages. It is important for principals to fortify

instructional staff by setting high expectations and establishing practices to support teachers as

they develop skills.

Supporting teachers which are resist to suggestions can be challenging to for a

grade level chair. It is important for a principal to provide support, guidance, and

encouragement. This includes reviewing and celebrating small successes. It is important for all

team members to remember “all teachers need help to improve their skills” (Ullman, 2009).

It is important to have PLC team share the load with expectations and responsibilities. The grade

level chair may need support brainstorming new strategies from other grade chairs, district

curriculum support team members, and academic coach.

Every action plan should include how to evaluate success and next steps. This includes

establishing timelines and targeted goals. This may include goals tied to student achievement or
things such as creating and following lesson plans. As a teacher reaches a mini goal, progress

should be celebrated, and next goal should be targeted.

When developing an action plan, a timeline should be developed. Though student

success and achievement are the goal, smaller milestones must be established such as preparation

of lesson plans and materials prior to lessons established within three to four weeks, targeted

instructional goals of individualized small group instruction within six weeks, and review of

district pacing guides for at least one academic subject established with in eight weeks.
 Reference:

Burns, A., Eaton, S. E., Gereluk, D., & Mueller, K. (2019). Supporting Struggling Preservice

Teachers: A Guide for Mentor Teachers. In Online Submission. Online Submission.

Professional Standards for Educational Leaders. National Policy Board PSEL or Educational

Administration. (2015). Retrieved May 4, 2022, fromhttp://www.npbea.org/wp-

content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

Ullman, E. (2009). Supporting Struggling Teachers. Education Update, 51(4), 1–7.