successful remediation of the unsatisfactory teacher

Successful Remediation of the Unsatisfactory Teacher

Administrator Academy #1011

If some of the slide printing is too

small you can view online at

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Application/Dissemination

• Make a presentation to staff

• Summary of what you learned today

• An agenda of the meeting

• An attendee list

• Date and time of presentation

• Location of presentation

Goals for this academy

“Think of Students First”

To be able to know, describe and inform teachers what is effective instruction

Resources for Teacher Evaluation• Danielson, Charlotte. Enhancing Professional Practice, A

Framework for Teaching. Virginia, ASCD, 2007.

• Elder, Chet. Dismissal Doesn’t Have To Be Difficult. New York: Rowman & Littlefield Education, 2004.

• Esquith, Rafe. Teach Like Your Hair’s On Fire. New York: Penguin Group, 2007.

• Lemov, Doug. Teach Like A Champion. San Francisco: Jossey-Bass, 2010.

• Wise, Joseph, and David Sundstrom. Power of Teaching – The Science of the Art. Florida: Atlantic Research Partners, 2010.

Small Group Activity

• Break out into groups of 5

• Allow each person 2 minutes to tell about the best teacher lesson they every observed.

• As a group choose the best example

• Report out to the group the best example of teaching

“Fundamental Fairness”

What to do with Unsatisfactory

Teachers

Successfully terminate

poor teachers

NJ Governor message was as much to school leaders as to teachers.

"We have done a spectacularly lousy job

when it comes to teacher evaluation," he said

Learn how to use technology to

enhance classroom walkthroughs and teacher evaluation

What is your reaction to these

statements?

Teacher Evaluations

Typically Look Like This

Teacher evaluations should

look like this.

What ideas do you have to make

administrators more effective as teacher

evaluators?

Administrators will be far more effective when their classroom evaluation visits

are:

Unannounced, so they see everyday reality

Short, frequent, and systematic, so every teacher is visited at least 10 times a year and all aspects of instruction are sampled

Followed each time by a short, face-to-face conversations in

which the principal and teacher focus on curriculum,

methods, and results (struggling teachers would get more intensive supervision and support and an improvement

plan)

Summed up in end-of-year evaluations with two

dimensions: a rubric that gives detailed ratings at four levels — highly effective, effective, improvement necessary, and does not meet standards —

and a report on each teacher team’s September-to-May

student learning gains measured by high-quality

during-the-year assessments.

How can principals find the time to do

all of this?

Routine tasks need to be done routinely

What do principals actually do?

• Wallace Foundation Study

• 66.7% on management functions

• Student discipline, student supervision, employee discipline, office work/prep, building management, dealing with parents, attending management meetings

• 29.7% on instruction

• Working with students, observing teachers, conducting classroom visits, providing feedback to teachers, talking to parents about student learning, teaching/modeling, participating in professional development, planning curriculum, assessment

Management Functions

•Student discipline

•Student supervision

•Employee Discipline

•Office work/prep

•Building management

•Dealing with parents

•Attending management meetings

Instruction• Working with students

• Observing teachers

• Conducting classroom visits

• Providing feedback to teachers

• Talking to parents about student learning

• Teaching/modeling

• Participating in professional development

• Planning curriculum

• Assessment

Teachers Want• Specific feedback on the observation

and also what they need to do to improve

• A professional relationship with the coach/administrator that builds trust and confidence over time

Reference

Parini, J. (2005). The art of teaching. New York: Oxford University Press.

Discipline• Teachers need to learn to handle their

own discipline.

• Before a teacher sends a student to the office the teacher must prove they have tried at least three interventions.

• Teachers need to be able to send students to neighboring class with work to do to calm both down.

Parents

• Generally need to have an appointment, secretary schedules all appointments around principal visitation schedule.

• What gets scheduled gets done.

Managerial Tasks

• Assign to others

• Digitize

• Podcast

• Develop PLC’s

SAMS Research• Schedule instructional work ahead of

time to meet/exceed goal.

• Print calendar for principal, secretary, staff each morning.

• Justify or reconcile the calendar for the day prior at TimeTrack daily meeting.

• Discuss the impact on teacher practice and student/parent engagement each day.

Do mini-observations

• Get into classrooms daily, record observations for future use

• Give teachers meaningful feedback

• Make the school a culture for continuous improvement of teaching and learning (PLC)

• Synthesize and analyze data for year end review

Mini-observations

• Short visits

• Unannounced

• At least 10 for each teacher

• Provide some feedback every time

• Concentrate on ineffective teachers

• These become “random sample” of teaching

What would your teachers think of

these mini-observations?

Factors for success• Common definition of “good teaching”

• Stay long enough to get key information

• Make enough visits

• Know what to look for

• Capture “info” and provide feedback teachers respect

• Willing to point out criticisms

• Make the “call” for unsatisfactory teachers

• Making sure everybody understands mini-observations are “evaluative”

Classroom Walkthroughs

Gather data points on teacher performance and discuss with all teachers.

Look for active engaged student learning.

Look for teachers who require students to read, discuss, and write about what they have read.

Checking for understanding is very important.

Have a common core curriculum and common quarterly assessments.

Choose Documents from the drop down “more” menu.

Choose “Form” from the

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Name the form, whatever you name the form that is what it will

be saved as.

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the question?

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Enter email addresses here

Smartphones

iPads or Tablets

Feedback

• Face to face is best

• Time may not allow, thus send some written but try to follow up with face to face

• Form

• Email

Important teaching attributes

Common Curriculum

Sound LessonsAuthentic Literacy

(Schmoker, Mike. Focus. 2010)

Schools need a coherent curriculum, with topics and

standards collectively selected by a team of teachers that is

actually taught.

(Ainsworth, 2003)

The pivotal feature of effective lessons is the conscientious effort,

throughout the lesson, to ensure that all students are learning each segment of

the lesson before moving to the next one.(Schmoker, Mike. Focus. 2010)

Teachers need to work in teams, in a true “professional learning community” where curriculum and lessons are

continuously developed, tested and refined on the basis of

assessment results.(DuFour, DeFour, Eaker, & Many, 2006; Schmoker,

2006)

Authentic Literacy, purposeful reading,

writing and discussion as the primary modes

of learning both content and thinking skills.

(Schmoker, Mike. Focus. 2010)

What do students want?

Students’ Perspective of

Effective Teaching

Do all your teachers?

Check for understanding?

•Teach the adopted district curriculum?

•Utilize common assessments on a regular basis?

•Provide remediation based on data?

•Engage students?

•Teach bell to bell?

•Have students read, write, and discuss?

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Teacher self rating using video

Tim Daly: In schools it's almost the opposite. [Video] is almost never used for making adjustments in the near term. There are not many conversations in general between administrators and teachers about what's happening in the classroom and how to adjust quickly. When we did the "Widget Effect" [report in 2009], we found that most teachers got zero, one, or two periods of observation over the year. In some districts, we found that veterans were not even observed every year. It's not a priority in policy, and many collective bargaining agreements limit evaluation.

Conversely, in high-performing schools we see that administrators and other teachers are frequent visitors to classrooms. Instead of zero, one or two [observations], it's 30 to 40 per year in those schools.

Education Reform Law mandates

teacher and principal

evaluation include 50% for student

academic achievement

Education Reform• Hire teachers based on performance

instead of seniority being the primary factor

• Change in RIF to keep the highest rated teachers

• Grant tenure based on performance

• Dismiss unsatisfactory teachers, final decision to school board

• Publicly release final offer after sides reach impasse and before strike

Tenure• Requires two “Proficient” or

“Excellent” performance evaluations during the last 3 years

• Accelerated tenure for 3 “excellent”

• Tenure portability for those who have earned tenure in previous district with two “excellent”

• Certificate action, state superintendent can revoke or suspend if 2 “unsatisfactory” in 7-year period

Data Systems for Using Student Achievement

Value added

• A growing number of school districts have adopted a system called value-added modeling

• The system calculates the value teachers add to their students’ achievement, based on changes in test scores from year to year and how the students perform compared with others in their grade.

• William L. Sanders, a senior research manager for a North Carolina company, SAS, that does value-added estimates for districts in North Carolina, Tennessee and other states, said that “if you use rigorous, robust methods and surround them with safeguards, you can reliably distinguish highly effective teachers from average teachers and from ineffective teachers.”

Teachers cannot teach the same

way with high class sizes.

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Do you need some inspiration to act courageously?

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Full Lesson Observations

The “Voltz” Way

One Superintendent’s Expectations of

PrincipalsVisit one classroom at least 80% of the days school is in session Formal evaluation

Drop ins

Visit student work

Ask for invitations to see special presentations in classrooms

Be willing to pull the plug on questionable non-tenured teachers.

Great Teacher – Bad Employee

Just because the teacher has good methodology does not mean they are good for the organization

Non-Tenure Decisions

When in doubt dismiss…

“If you cannot predict that the teacher will rate excellent, do not put the teacher on tenure.”

Do you want your own child having this teacher? If not dismiss…

Get rid of the poor or questionable non-tenured teacher in first year if possible.

Teacher Evaluation Process

Principal evaluates whole unit of instruction. At all grade levels

Evaluation normally lasts five to seven days

Some principals meet with the teacher daily following each observation.

Teachers receive daily feedback from principal.

Feedback contains suggestions for improvement.

Advantages of Whole Unit

Principal is present from beginning to end. Principal must make this a priority

Principal is not a factor for classroom climate (student discipline).

Principal sees all aspects of instruction with assessment being very important.

Principal develops an on-going communication system with teachers about instructional strategies and curriculum improvement.

Disadvantages of One Observation

Anybody should be able to teach one class if he/she knows the principal is coming.

The public, parents and students know that the teacher can “con” the principal in this process.

It is very important to make the correct decision for non-tenure teachers and two thirty-minute observations is not enough.

Look at the graded assessment and ask teacher how they will address those that did not

learn.

When visiting classrooms ask

students what the objective is for the

class.

Do teachers give common

assessments?

Does your school district consider

teacher evaluation an important part of

a principal’s responsibilities?

Remember you are the boss not the

buddy.

Other strategies for school

improvement• Peer Coaching

• Mentoring

• Action Research

• Data-driven Decision Making

• Group Analysis of Student Work

Difference between “Walkthroughs for

PD” and“Walkthroughs for

Evaluation”

Doug Reeves• Classroom walkthroughs can be valuable

if they

• Are not judgmental

• Have the fingerprints of local teachers and administrators all over them

• Provide timely and effective feedback to teachers

• Are used primarily for improving teaching and learning

Meet with your teachers to

determine what works in your

schools.

Observe Classrooms

Debrief and present objective evidence to staff

Brainstorm the next level of work

Student motivation and engagement

are important

Feedback by students is important

Professional Development must

have “deep implementation”

Leave naysayers behind.

Coaches who monitor and measure get

results.

Direct modeling by teachers is best way to improve

teaching.

It is our job to train teachers via professional development

Just Do It!

Danielson Framework For

Teaching

Dismissal doesn’t have to be difficult

Chet H. Elder

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You’re fired

is it possible to dismiss a tenured teacher?

dismissed employees

• Leave with a feeling of relief

• They end up with better paying jobs elsewhere

• A more satisfying career

• New sense of enthusiasm and contentment

say what you mean. mean what you say. but don’t

say it mean.

keep in mind that you’re taking this action to

improve the quality of education for kids.

important rules

• Keep the union informed

• Communicate, communicate, communicate

• Straightforward observation and evaluation reporting will guarantee that no teacher is ever shocked and surprised when he or she receive the final word.

actual evaluation

• Keep words to a minimum so they are easy to translate and defend.

• Do not confuse the teacher when you are at the “summative” position, be direct and easy to understand.

• Have a “Plan”

• Execute the “Plan”

insubordination

• Administrators cannot tolerate insubordination.

• Employees must follow orders.

• Employees must follow school policy.

Is behavior teaching related?

Is behavior

work rule

related?

Remedial

Non-Remedia

l

Three Progressive Steps

Possible Terminat

ion

Teacher Evaluati

onProcess

school reform

• Student test scores

• Principal is held accountable and will be fired under all four reform models.

• Must have competent teachers.

teacher tenure

• It takes the recommendation of the superintendent, via a recommendation by the building principal to place a teacher on tenure after 4 years of “successful” teaching experience.

• ...and whose fault is it we have incompetent tenured teachers?

“would i want my own son or daughter exposed to

this teacher.”

five easy calls

• Lateness

• Failure or refusal to report child abuse

• Violation of confidentiality

• Sexual harassment in the workplace

• Ethnic slurs, lying, stealing, cheating, and illegal acts

documentation

• “If it ain’t in writing, it don’t exist.”

• Document as soon as possible.

• Be clear, be concise, use simple language, use simple sentences.

• Communicate the problem in the first paragraph, then support with other information.

• Share file with teacher and union.

Consistency is critical

• Union will “burn” you for inconsistencies.

• When in doubt dismiss non-tenured teachers.

• Make sure all administrators know the “game plan.”

Carroll R. daugherty’sJust cause test

• Did the employer give the employee forewarning or foreknowledge of the possible or probably disciplinary consequences of the employee’s conduct?

• Was the employer’s rule or managerial order reasonably related to the orderly, efficient, and safe operation of the employer’s business?

• Did the employer, before administering discipline to an employee, make an effort to discover whether the employee did in fact violate or disobey a rule or rule of management?

• Was the employer’s investigation conducted fairly and objectively?

• At the investigation, did the “judge” obtain substantial evidence or proof that the employee was guilty as charged?

• Has the employer applied its rules, orders, and penalties to all employees in an even-handed manner and without discrimination?

• Was the degree of discipline administered by the employer in a particular case reasonably related to (1) the seriousness of the employee’s proven offense and (2) the record of the employee in his or her service with the employer?

• Do not miss these.

• Know

• Contract

• School Board Policy

• Administrative Procedures Manual

• Teacher Handbook

time limits & deadline dates

you are the expert!

• You have earned the Type 75 Certificate

• You have successfully completed the teacher evaluation required state workshop

• You have an advanced degree in Educational Leadership

• You are the school administrator

• “ Just Do it”

teaching function• If you expect teachers to put the daily objective(s)

on the board in student-centered language, look for it, measure it, note it, hold the teacher accountable for it.

• If you expect teachers to consistently and often to check for understanding then look for it, measure it, note it, hold the teacher accountable for it.

• If you expect student engagement then look for it, measure it, note it, hold the teacher accountable for it.

if a teacher offers to quit, say ok, get out a piece of paper right then and have

them write a letter of resignation.

if you cannot predict the non-tenure teacher to be excellent, do not put that

teacher on tenure.

It is hard to hide ineffective teachers

because they come in contact with students on a

daily basis.

When should principals communicate to their

supervisor?When behavior will result in discipline action against the teacher.

Principal should share with the superintendent copies of all formal documentation regarding a poor teaching performance or other unacceptable teacher behavior.

Principal should involve the teachers’ union if formal discipline is taken against the teacher.

The school board must be kept up-to-date on all teacher discipline and possible “unsatisfactory” rating.

The principal must be able to do the

following:Know and recognize effective teaching strategies.

Know and recognize effective teacher evaluation instruments.

Be able to make an “educated” final decision on a tenured teacher’s employment.

Proper Evaluation Process

Job

Description

Evaluation

Steps

Evaluation

Instrument

Induction &

MentoringStaff

Development

Remediation Strategies

Classroom observation form…

beginning of lesson

What is actually observed.

This half of the paper is what the evaluator actually observes.

Analysis and SuggestionsBeginning of lesson

Begins lesson promptly Review Statement of student

centered objectives Measures student knowledge Prepares appropriate

materials

Actual suggestions for improvement will be stated here for observations.

Actual Classroom Observation

2:10 p.m. Students are talking

What is a force?

Push and pull

What is work?

Use force, energy is needed

When you apply force to an object, what happens?

Force is used to move an object

Next unit is machines

What machines have you used this morning?

Toaster, stove, microwave, car, bus, alarm, fan, clock, bike, TV, computer, toilet, light, super-nintendo

• Simple machines have none or one working part

Yes – begins lesson promptlyYes – reviewsNo – gave no student objectivesYes – measures student knowledgeYes – prepares appropriate materials

Teacher calls on students who have hands raised

Calls on Natalie but she offers no answer and teacher goes to another student, next time use the “wait” concept and stay with student and give clues until student answers.

Anecdotal Notes Analysis & Suggestions

Classroom observation form…

middle of lesson

What is actually observed.

This half of the paper is what the evaluator actually observes.

Analysis and SuggestionsMiddle of lesson

Teaches to objectives Uses guided practice Re-teaches when appropriate Uses independent practice Varies teaching technique Actively engages all students Involves students equitably Demonstrates appropriate proximity Demonstrates knowledge of subject matter Uses proper transition between activities

Actual suggestions for improvement will be

stated here for observations.

Actual Classroom Observation

Simple machine has no or few moving partsAmanda – can I write all items that are simple machines in my home for extra credit.Teacher asks students to get out supplies for assignment in class.Several students do not have supplies.Teacher becomes aggravated at students for not having materials and goes up to one girl’s box of crayons and dumps the crayons on the floor and tells the girl that she had previously been told to better organize her box and to start over now to organize.

Yes - Teaches to objectives No - Uses guided practice No - Re-teaches when appropriate No - Uses independent practice No - Varies teaching technique Yes - Actively engages all students Yes - Involves students equitably No - Demonstrates appropriate proximity No - Demonstrates knowledge of subject

matter No - Uses proper transition between

activities

Student makes comment and teacher ignores. Teacher could have offered to all class or could have re-directed student to task on hand.

You should never embarrass a student in front of all the other students. This was not the only student with an unorganized crayon box. You should have taught organizational skills earlier

Anecdotal Notes Analysis & Suggestions

Classroom observation form…

end of lesson

What is actually observed.

This half of the paper is what the evaluator actually observes.

Analysis and SuggestionsEnd of lesson

Assesses student progress Summarizes main points Provides appropriate homework Utilizes full period for instruction Uses consistent and equitable

praise Maintains rapport and respect

with students

Actual suggestions for improvement will be stated here for observations.

Actual Classroom Observation

No - Assesses student progress Yes - Summarizes main points No - Provides appropriate homework Yes - Utilizes full period for instruction No - Uses consistent and equitable praise No - Maintains rapport and respect with

students

This student consistently interrupts you, corrects your teaching and you cannot control her behavior. You need to have a personal conference with her and explain your expectations and hold her accountable and apply consisted discipline for infractions.

You could have made this unit much more interesting by bringing in simple machines, by demonstrating the use of a lever, pull nail from wood, etc…

Anecdotal Notes Analysis & Suggestions

•What is a machine?

•What is a simple machine?

•What is a moving part?

•Tess – I didn’t know you had a screwdriver in your kitchen.

•What did you learn today?

•Simple machine

•3 parts to a lever

•Asks several different students what they learned in calls.

•For extra credit you need to make a lever from this handout.

•This will not work with paper, you will have to use cardboard.

•Reminds students to take science papers home tonight.

Fist to Five –

Do you like the T-Square Scripting Technique?

Tips

You can place tenure teachers on yearly or more frequent evaluation cycles

If assessment is the problem then collect all tests and evaluate the materials

If discipline is the problem then document problems

If lesson plan development is a problem review lesson plans on a weekly basis

When considering how far to go with a

teacher… Does the principal have enough time available to

participate in process?

What input will the school attorney have?

Should you use the services of a consultant?

What about timing in the school year?

What will be the role of the union?

Will the consulting teacher come from inside the school district or outside?

Do you feel the teacher can remediate his/her deficiencies?

In the end, will all this make a difference?

Potential Activities To Improve Teacher Performance

Could require observation of master teachers in or out of the district

Have “Excellent” teacher observe poor or average teachers and offer suggestions for improvement

Require poor teacher to enroll in courses, workshops or seminars

Require teacher performance to be videotaped Self appraisal Appraisal by other ‘Excellent” teacher

Require practice of specific teaching methodsRequire teacher to read references or view

videotapesRequire teacher to submit lesson plans, grade

book, homework assignments, tests or other materials

Questions you might hear

This teacher has been evaluated for years as excellent.

This teacher has taught for “X” number of years, why are you just discovering his/her unsatisfactory status now?

This will destroy the teacher.

This will upset the teachers’ union.

Is the school board willing to...

Support the administrative recommendation to dismiss a tenured teacher?

Spend substantial sums of money on attorney fees, consultant fees, and eventually “buy out” for the teacher?

Put the tenured teacher through an extremely emotional situation?

Do what is best for STUDENTS?

If the administration decides to evaluate the

teacher as unsatisfactory then the

district needs legal advice…

Rx For SuccessSix months prior to issuance of UNSATISFACTORY

RATING

CAREFUL REVIEW AND ANALYSIS

Collective Bargaining Agreement

Board Policies & Practices

Four weeks prior to issuance of UNSATISFACTORY RATING

Consulting Teacher

Outside

EvaluatorConsult with Union

Board Attorney

Evaluation Plan

Board Approval Amend Plan

Within 30 calendar days after UNSATISFACTORY RATING is

reduced to writing

Development and Initiation of Remediation Plan

Board Approval

Consulting Teacher

Qualified Administrator

Teacher

STOP

Get House

in Order

THE SPANGLER DECISIONMARCH 19, 2002

1st Dist. App. Ct–2nd Div., specifically held:

1. A school board possesses ONLY an investigatory/charging function in tenure dismissal case.

2. The hearing officer possesses the authority to decide all issues with respect to a dismissal decision, including the gravity and seriousness of the charges.

POINTS TO PONDER QUALIFICATIONS OF HEARING

OFFICERS Most Hearing Officers are practicing arbitrators. As such, they may have little if any legal training. Tenure dismissal cases are a combination of factual as well as legal issues. Consequently, Hearing Officers will be called upon to make many interpretations of court decisions as well as statutory interpretations - a task unfamiliar to most Hearing Officers.

POINTS TO PONDER

BIAS OF HEARING OFFICERS Because Hearing Officers are by trade mainly private sector arbitrators, they seldom decide dismissal cases. Typically arbitrators are called upon to decide discipline issues which are far less complicated. Dismissal in the private sector is viewed by arbitrators as “industrial capital punishment.”

POINTS TO PONDERLACK OF UNDERSTANDING OF

EDUCATIONAL THEORY, TEACHING METHODOLOGY AND EVALUATION PHILOSOPHY AND

TECHNIQUES Hearing Officers will have to be educated during the hearing process on these very important concepts.

POINTS TO PONDER

EVIDENCE PROBLEMS The State Board Rules and Regulations do not require Hearing Officers to follow the rules of evidence as would be the case in a courtroom. Consequently, there is no way to predict what evidence will be allowed or disallowed. Generally, arbitrators let everything remotely related to the issues into the record.

POINTS TO PONDER

IMPORTANCE OF FUNDAMENTAL FAIRNESS AND DOCUMENTATION Experience tells us that demonstrating fundamental fairness towards the effected teacher is an absolute must. Proper documentation is essential to this end.

Fundamental Fairness Doctrine

Concept of 90 school daysHave to prove to hearing officer

that you have given teacher “fundamental fairness”

Puts administration under the gun to demonstrate “fairness” in 90 days

Procedure for actual dismissal

After 90 day remediation process if evaluator decides on “unsatisfactory” rating then the teacher is suspended without pay by the school board

Hearing is scheduled with hearing officer to make final decision

May take as long as two years If district is not successful then teacher

gets back pay with interest and position back

TO SETTLE OR NOT TO SETTLE?

Teacher is 48 years old and the teacher’s classroom is out of control with no education going on for the students. The Union is somewhat supportive of the teacher because of its duty of fair representation.

Costs of Winning 1. Administrator Time ?2. Expert Witness Fees $10,000-

$15,0003. Attorney Fees $75,000-

$135,000

Costs of Losing

1.    Administrator Time ?

2.    Expert Witness Fees $10,000-$15,000

3.    Attorney Fees $75,000-$135,000

4.    Back Pay with Interest $110,0005. Reinstatement to teaching position for

remainder of career $300,000+

Costs of Settlement 1.    Administrator Time Minimal2.    Settlement Amount $55,0003. Attorney Fees $13,000

After listening to the attorney, is the process

worth the effort?

What happens after termination?

Weathering a termination

Maintain a good relationship with the teachers’ union.

Give the teacher every opportunity to fix the problem.

Keep good records.Appoint a coordinator.Work with your insurance carrier.Don’t hesitate to act if children are

endangered.

Dealing with the aftermath

Community and press reactionBurden of protecting the teacher’s

confidentiality rests entirely with the employer.

Documentation RequiredEvaluationsRemediation PlanWritten notes of classroom observationsWritten summaries of pre-observation

and post-observation conferencesEvidence of participation in prescribed

remediation activitiesCopy of completed consulting teacher

logCopies of completed required

observations

Remediation Plan

http://bit.ly/IPAremediate

Teacher Remediation Plan

Dismissal

• A teacher can be dismissed for failure to complete a remediation plan with a “satisfactory” or better rating...

“Unsatisfactory” Evaluation

• Within 30 days after completion of an evaluation rating a teacher as “unsatisfactory,” development and commencement by the district of a remediation plan designed to correct deficiencies cited, provided the deficiencies are deemed remediable.

Participants• Qualified district administrator

• Consulting teacher selected by the participating administrator who rated the teacher “unsatisfactory.”

• 5 years teacher experience

• reasonable familiarity with the assignment of the teacher being evaluated

• “Excellent rating on last evaluation

Process

• Evaluations and ratings once every 30 school days for the 90-school-day remediation plan.

• Done by participating administrator

• Must provide advice on “unsatisfactory” ratings

• Consulting teacher must participate

• Final decision by administrator

Reinstatement

• Reinstatement of a schedule of biennial evaluation for any teacher who completes the 90-school-day remediation plan with a “satisfactory” or better rating

Dismissal

• Dismissal in accordance with the School Code of any teacher who fails to complete the remediation plan with a “satisfactory” or better rating.

Incompetency is remediable

• Incompetency is a remediable offense.

• A school board is required to attempt to cure incompetency by evaluation and the adoption of a remediation plan prior to dismissal.

What is irremediable

conduct?• Conduct is irremediable when the damage that has been done to students, faculty, or the school is irreparable.

• Consideration is also given to whether or not the conduct could have been corrected had the employee been warned.

Actual Remediation Plan