PERFORMANCE EVALUATION & ACTION PLAN 1

Performance Evaluation and Action Plan

Toni Crawford

Grand Canyon University

EAD 533: Developing and Empowering Instructional Leaders

Dr. Hudson

April 26, 2023

PERFORMANCE EVALUATION & ACTION PLAN 2

Case Analysis

Based on the data, four out of five teachers are meeting or exceeding the DIBELS data

goals while one teacher is an outlier (Ms. Monroe). When discussing with the lead teacher,

collaboration takes place with the team using the pacing guides and curriculum. However,

Monroe does not seem to be engaged during the process, and according to the pacing guide she is

behind, and the effects are now seen in the data. As the team lead, Juarez should take the time to

discuss issues and concerns with Monroe to give suggestions and strategies for implementation

and determine what ways to further assist her. Juarez can also recommend she meet with the

instructional coaches to determine future pacing for her lessons.

In addition to the team lead, stakeholders that are involved are instructional coaches and

administrators. As the principal, I hope that my instructional coaches will be aware of the issues

and concerns as data meetings would be the norm of the school; therefore, she would receive

help from them. However, it is important that I step in and have a conversation with her to

determine how we can meet her where she is to ensure student achievement. Upon meeting with

the teacher and coaches individually, we would then come together to create a plan for Monroe

to implement over the course of two weeks with collaboration meetings and informal

observations in place to provide effective feedback for guidance moving forward.

Often teachers are told there is a problem and left alone to figure out how to solve it;

hence, the importance of feedback stating what needs to be done (Fisher & Frey, 2015). To

determine the teacher’s needs, we would discuss what supports are currently in place. What she

needs to be successful. What are the challenges during grade-level team collaboration meetings,

and how can we best assist the teacher and team while holding everyone accountable?
PERFORMANCE EVALUATION & ACTION PLAN 3

Larger Issues

School and district policies that are a factor to include in the decision-making process are

teacher contracts and district instructional framework for evaluations. When overseeing any

issues or concerns with a teacher’s performance, you must be certain that all steps are in

alignment with their contract. There must be substantial evidence to show that she is not

completing her job duties and has received multiple tiers of support before any decisions are

made. Along with that, Monroe would have to be placed on a performance improvement plan

(PIP) and her formal observations using the district-provided instructional framework must

reflect the need for a PIP. However, the above steps would only need to be utilized as the result

of any further actions that may need to take place after all the steps above have been exhausted

and there is no improvement.

If no action is taken, then the teacher will not improve her skills and the students will

continue to decline making it a negative climate and culture for both students and the teacher;

therefore, there are no positives for not acting. Nevertheless, there are a plethora of positives for

addressing issues such as developing the teacher’s capacity, increasing student achievement, and

improving conflict resolution skills. The inability to manage conflict is one of the chief reasons

teacher collaborations may not lead to instructional improvement (Horn & Little, 2010). When

teams cannot manage conflict, it results in avoidance (Datnow & Park, 2015), which leads to no

collaboration, support, growth, or development, and trust is broken.

Action Plan

To support Juarez with Monroe, a collaborative data chat will help teachers reach

competencies in data comprehension, interpretation, and use (Piro, 2016); therefore, it is

PERFORMANCE EVALUATION & ACTION PLAN 4

important to discuss data so that everyone understands how to use it. Next, I would discuss with

Juarez to determine what steps have been taken during grade-level meetings. Then, we would

meet with the instructional coaches to determine strategies and methods and assist with creating

a schedule for implementation, observations, reflection, and follow-up steps. Juarez, Monroe,

and instructional coaches will meet each week to track progress and data based on strategies in

place along with the weekly grade-level meetings to effectively plan and collaborate with

colleagues. By overseeing the situation with support, transparency, and collaboration, it

maintains a culture of trust and positivity while giving new opportunities for learning and growth

and maintaining the expectations of the mission and vision of the school.

Critical stakeholders such as the administration, teachers, coaches, and students are

included in the decision-making progress because all decisions will be made based on the needs

of the students and teachers for both to be successful in learning and knowledge that will also

improve student data. As stated above in the plan, each stakeholder plays a critical role in

supporting the teacher with strategies, resources, methods, planning, implementation, and

reflection to meet the needs of the teacher and students. Challenges that I may be met with are

negative attitudes, accountability, and time for feedback, tracking, and progress because change

may not always come easily. To provide ongoing support for my team lead, I will attend weekly

data meetings with the coaches and teachers, along with weekly collaboration meetings, informal

observations, feedback, and reflection to stay current with the action plan to give valuable

support. Throughout the process, evaluations will be completed through notes, discussion,

observations, implementation, and reflection each week until the completion of the school year

to ensure teacher and student learning progress continues and expected outcomes are met.

References
PERFORMANCE EVALUATION & ACTION PLAN 5

Datnow, A., & Park, V. (2015). 5 (Good) Ways to Talk About DATA. Educational

Leadership, 73(3), 10–15.

Fisher, D., & Frey, N. (2015). Feedback for Teacher Growth. Principal Leadership, 15(9), 52–

56.

Horn, I. S., & Little, J. W. (2010). Attending to the problems of practice: Routines and resources

for professional learning in teachers’ workplace interactions. American Educational

Research Journal, 47(1), 181–217.

Piro, J. (2016). 7 Steps for a Collaborative Data Chat. New Teacher Advocate, 24(1), 2–3.