Running head: Performance Evaluation and Action Plan 1

Performance Evaluation and Action Plan

Shirley Moliga

Grand Canyon University-EAD 533

Professor Barbara Erwin

02/14/2024
PERFORMANCE EVALUATION AND ACTION PLAN 2

Case Analysis:
To address Ms. Monroe, an anomaly in the third grade DIBELS benchmark data,

a principal of an elementary school is meeting with Ms. Juarez, the team lead. According

to the principle, it is the team leader's duty to provide Ms. Monroe with additional

assistance and support so that she may enhance her instruction. The whole third grade

team, administration, instructional coaches, and the district curriculum coach for her

grade level should all be included in the discussion about the next steps.

Schools need advocates from outside their immediate organization who are aware

of their purpose, believe in the same goals as the champions, and are personally invested

in the school's success in order to foster support for further success. To make sure

everyone is aware of the whole situation and has the information they need, the process

should begin with private discussions. After that, tactics and future actions may be

discussed in groups (Engaging Stakeholder, 2009).

During their discussion, the principal needed to be transparent and inquire about

Ms. Monroe's existing support, the reasons behind the low involvement of teachers in

grade-level planning meetings, and the tactics used to guarantee their attendance. Support

and caring are shown at this trying period via open communication. The learning chances

Mr. Blumenstock is using to make up for the shortfall and narrow the divide between his

pupils should be taken into account in the performance review and action plan.

Methods and Resources for the Meeting with Ms. Monroe

PERFORMANCE EVALUATION AND ACTION PLAN 3

• The first one-on-one discussions to ascertain the circumstances.

• Talking tactics and next steps in groups.

• Taking into account the existing resources for Ms. Monroe's test results.

• Examining the reason for the poor turnout for grade-level planning sessions.

• Determining the best ways to guarantee teacher involvement.

• Honest communication to comprehend interpersonal and group dynamics.

• Being aware of the reasons for Ms. Monroe's absence from meetings.

• Helpful actions to assist her in following the pace advice.

• Offering assistance and concern at a difficult period.

Identifying Larger Issues

To guarantee cooperation during a Monday 1:30 release, the Level-6 team

convenes once a month for two hours. It may take different amounts of time for

cooperation since not all schools provide this. Any personal or professional barriers, as

well as the teacher's teaching experience, should be taken into account throughout the

decision-making process. A teacher quitting their job and students falling behind are

examples of negative consequences. Injuries to kids, the teacher's development, and

overcoming challenges with pacing guidelines and poor DIBELS scores are examples of

positive results. Inaction might have unfavorable effects, such teachers quitting their jobs

and pupils falling behind.

PERFORMANCE EVALUATION AND ACTION PLAN 4

Action Plan

The objective is to assist the sixth-grade team by offering professional

development in time management, PLCs, and backwards design, along with

responsibility. This will support the upkeep of a high-standard, collaborative, trusting,

and learning culture. Biweekly check-ins and growth-oriented support sessions with Ms.

Monroe is also part of the plan.

Notwithstanding, obstacles can emerge as a result of Ms. Monroe's strain or

anxiety, as well as the team's reluctance to consult with the author throughout the

planning phase. By giving resources and working with the team lead/department chair to

create cooperation methods, the author will continue to provide continuous assistance

(Public Impact, 2021).

Data analysis, pacing guide, and team involvement meetings will all be used to

assess the outcomes. This procedure has a steady timeframe; it begins right away and is

anticipated to increase at the end of each quarter. Establishing a culture of cooperation,

trust, education, and high standards is the aim.

For example, According to our data analysis for English,

Analysis of Student Performance in English Language Arts SBA

PERFORMANCE EVALUATION AND ACTION PLAN 5

• Poor comprehension of what they read: Students have trouble understanding vocabulary

terms and writing patterns found in reading materials.

• Limited exposure to the English language: A linguistic barrier arises when pupils who

speak Samoan at home often speak English solely in school.

• Limited exposure to the English language and linguistic hurdles are further significant

factors (TES, 2024).

PERFORMANCE EVALUATION AND ACTION PLAN 6

Reference

Public Impact, L. L. C. (2021). Opportunity culture overview. Opportunity Culture.

Retrieved November 18, 2021, from https://www.opportunityculture.org/teacher-led-
professional-learning/defining-teacher-leader-roles/.

US Department of , E. (2009). Engaging Stakeholders. Engaging Stakeholders . Retrieved

November 17, 2021, from
https://www2.ed.gov/programs/readingfirst/support/stakeholderlores.pdf.

Tafuna Elementary, Analysis of Student Performance in English Language Arts SBA.

(February 14, 2024).