VB CPS Department of Human Resources Performance Improvement Plans
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VB CPS Department of Human Resources Performance Improvement Plans
- 1. E RELATION S SPRINT vbcps department of human resources
- 2. WHO WE ARE … V B C P S D E P A R T ME N T O F H U MA N RESOUCES 11/13/2012 2
- 3. Poor Misconduct Performance V B C P S D E P A R T ME N T O F H U MA N RESOUCES 11/13/2012 3
- 4. Gets Evaluatio Provides Memory Shows It’s FUN! Attention n Evidence Fades Action Reminde r V B C P S D E P A R T ME N T O F H U MA N RESOUCES 11/13/2012 4
- 5. V B C P S D E P A R T ME N T O F H U MA N RESOUCES 11/13/2012 5
- 6. Focus on the Observable Set Clear Expectations Be Specific Share Evidence Use Directives Offer Assistance Listen Document Meetings “Failure to correct the aforementioned deficiencies may result in disciplinary action up to and including dismissal.” V B C P S D E P A R T ME N T O F H U MA N RESOUCES 11/13/2012 6
- 7. Comments regarding health or mental conditions of the employee Comparisons to other employees Undefinable Descriptions Comments related to a protected class V B C P S D E P A R T ME N T O F H U MA N RESOUCES 11/13/2012 7
- 8. Rule Breakers Policy 4-2, 4-56, and 4-75 Progressive Discipline - Informal - Conversations, Email - Formal - Conference Summary Letter - Documenting Letter - Most Serious - Written Reprimand - Probation - Suspension - Termination - Other - Employee Assistance Program V B C P S D E P A R T ME N T O F H U MA N RESOUCES 11/13/2012 8
- 9. Deficiencies Directly Related to One’s Job Description Policy 4-56, 4-57.1 and others Not Discipline but follows a process - Articulate the Issue and address concerns with the teacher - Implement interventions & assess progress - Decide on next course of action - Prepare documentation packet V B C P S D E P A R T ME N T O F H U MA N RESOUCES 11/13/2012 9
- 10. PIP Performance Improvement Plans are developed … To give a teacher written notice of his/her performance areas in need of improvement, To give a teacher or other licensed instructional personnel an appropriate amount of time within which to improve performance, and To offer a teacher guidance and/or assistance with improving his/her performance. V B C P S D E P A R T ME N T O F H U MA N RESOUCES 11/13/2012 10
- 11. PERFORMANCE IMPROVEMENT PLAN PROCESS Observation Identify Deficiencies Rate on Evaluation Instrument as Developing/Needs Improvement or Unacceptable PIP Performance Standard(s) to be Addressed Performance Deficiencies Within the Standard to be Corrected (be specific) Expectation(s) for Acceptable Performance Resources/Assistance Provided; Activities to be Completed by the Employee Target Date for Completion Follow-up Monitor Progress Through Continued Observations Document Progress via web-based Performance Improvement Plan Meetings Complete, Modify, or Recommend for Dismissal V B C P S D E P A R T ME N T O F H U MA N RESOUCES 11/13/2012 11
- 12. EXAMPLE 1 1 / 1 3 / 2 0 1 2 V B C P S D E P A R T ME N T O F H U MA N R E S O U C E S 12
- 13. AREA(S) OF DEFICIENCY 1 1 / 1 3 / 2 0 1 2 V B C P S D E P A R T ME N T O F H U MA N R E S O U C E S 13
- 14. Date started From Drop Down Menu Be Specific … Focus on Observable Behavior Hook 1 1 / 1 3 / 2 0 1 2 V B C P S D E P A R T ME N T O F H U MA N R E S O U C E S 14
- 15. ASSISTANCE / TEACHER ACTIVITIES 1 1 / 1 3 / 2 0 1 2 V B C P S D E P A R T ME N T O F H U MA N R E S O U C E S 15
- 16. 1 1 / 1 3 / 2 0 1 2 V B C P S D E P A R T ME N T O F H U MA N R E S O U C E S 16
- 17. FOLLOW-UP 1 1 / 1 3 / 2 0 1 2 V B C P S D E P A R T ME N T O F H U MA N R E S O U C E S 17
- 18. Auto-Populate Progress toward improvement 1 1 / 1 3 / 2 0 1 2 V B C P S D E P A R T ME N T O F H U MA N R E S O U C E S 18
- 19. DOCUMENTATION 1 1 / 1 3 / 2 0 1 2 V B C P S D E P A R T ME N T O F H U MA N R E S O U C E S 19
- 20. V B C P S D E P A R T ME N T O F H U MA N RESOUCES 11/13/2012 20
Editor's Notes
- I would like to take a moment to introduce the Employee Relations Office and tell you a bit about what we do. This office is a part of the Human Resources Department. John Mirra is the Assistant Superintendent of Human Resources and he has two directors, Ed Jones handles Employment Services and Brenda Harris handles Employee Relations. The ER office oversees licensure, different types of leave issues, service and retirement recognition banquets, and personnel matters such as misconduct , poor performance, and grievances. Now, I would like to introduce the ER Specialists, Dr. Carol Summers, Dr. Val Williams, and Mr. Scott Ziegler.
- Generally, we assist administrators dealing w/ Misconduct and Poor Performance and the documentation thereof. “Assist, advise, assert, administer, and advocate.”Recommend actionEnsure employment actions are consistent across the DivisionEnsure employment actions are legally soundOne of our highest priorities is to assist front line employees with documenting misconduct and poor performance.
- Written records are better than memory; written documentation has a stronger effect on employee and let’s the employee know this is serious; evidence of past communication; principal’s action may be scrutinized in the future by school board, government agency, judge, or a jury.A wise lawyer once said, “it it’s not in writing it doesn’t exist.” In Writing –ObservationsEmailsCalendar entriesJournal entriesLettersEvaluationsNotes
- Basics of Documentation - Who WhatWhenWhereSometimes whyEffect on student, class, learning, staff, or schoolFocus on the observable – avoid nebulous descriptions and rhetorical questionsEXAMPLE – ‘Bad attitude’Always have the employee acknowledge receipt of a document – use read receipts for emails
- Pinpoint the specific problem and articulate that to the teacher. For example, Mr. Doe, I observed your class last Tuesday and noticed several problems with classroom management. Students were not engaged in your instruction; three boys in the second row were whispering to each other; two girls in the back were passing notes; two other students were actually sleeping! Additionally, your lesson plans did not reflect the lesson being taught. I want to help you improve these areas of your teaching performance; beginning this Monday, submit your lesson plans a week in advance so I can give you feedback and you can adjust those plans accordingly. To improve your classroom management, I am arranging a peer observation for you this week with Ms. Jones so you can gather ideas for effective classroom management. I am conducting another observation for your classroom within two weeks. I will be looking for improvements in these areas addressed today. “In short, focus on the performance, be clear and specific.” Explain the expectations. Place the teacher on notice of future consequences if performance does not improve.
- Examples –Dr. Smith’s fibromyalgia seems to be negatively effecting her ability to interact with students during carpet time.Dr. Smith should be more like Mr. Ziegler.Dr. Smith needs to be a team player.Dr. Smith’s heavy Philippine accent makes it difficult for students to understand her in the classroom; because she is nearing 55 she should consider retiring early.
- Types of documentation for Misconduct
- Articulate specific deficienciesUse observation/evaluation instrument as guideUse dates, situations, details Determine interventions for improvementRemediation/TrainingIncreased observationOff-cycle evaluationsCurriculum and Instruction involvementAdministration’s roleAction PlanMeet with teacher to review deficits, expectations, and action for improvement
- Performance Improvement Plans are developed to:To give the teacher notice of performance areas in need of improvement,To give the teacher an appropriate, but not unlimited, amount of time to improve performance,To offer the teacher guidance, assistance, and coaching with improving his/her performance.
- This slide illustrates the Performance Improvement Plan development process. As you can see the process begins with an observation in which the administrator notes one or more areas of deficiency. Once noted , the administrator will complete either an interim, summative, or off-cycle evaluation. For interim and summative evaluations you will score the teacher on all standards, including the area of deficiency; for off-cycle evaluations the administrator will have the option to rate teachers only in the area of deficiency, marking other areas as NO/NE. Remember, for teachers who score Developing/Needs Improvement in three or more areas or Unacceptable in one or more areas, the development of a Performance Improvement Plan is mandatory. However, administrators will also have the option to begin the Performance Improvement Plan process at any time during the evaluation cycle.In developing the PIP, administrators will log in the TalentEd dashboard, select the teacher and either begin or continue the Performance Improvement Plan Process. On the site the process consists of the administrator completing a combination of drop-down and text boxes. It is important in completing the plan that the administrator be as specific as possible especially when noting the Performance Deficiencies Within the Standard to be Correct and the Resources / Assistance Provided; Activities to be Completed by the Employee sections within each standard. We want the employee to have a clear picture of deficient performance, what they must do in order to correct performance and how we are going to assist them in achieving acceptable performance … these sections of the PIP are where those ideas are codified. Here you will also assign a target date for completion. As a matter of practice, Performance Improvement Plans should have a target date ranging from 6 weeks to 1 semester from the date of implementation.For the duration of the PIP it is essential that the administrative team follow through with providing the employee assistance and to actively monitor performance and progress. Follow-up meetings will be scheduled and documented through the TalentEd system on the Performance Improvement Plan Review. Here again, it is essential for the feedback to be as specific as possible.
- Let’s look at an example …In September, you do a walk through observation of Ms. Jones’ classroom and note that it appears she is not working from learning plans. You do a full observation two weeks later at which time you ask to review Ms. Jones’ learning plan book. Ms. Jones tells you that she does not have one saying, “I prefer my classes to progress organically. I find that developing learning plans stifles the creative process and therefore I don’t write any.” She taps her temple and continues, “Its all right here.”
- You return to your office to complete an evaluation on Ms. Jones. Because Ms. Jones is a continuing contract teacher, you choose the off-cycle evaluation option. Under Standard 2, The teacher plans using the Virginia Standards of Learning, the school division’s curriculum, effective strategies, resources, and data to meet the needs of all students – you rate Ms. Jones as Unacceptable because The teacher does not plan, or plans without adequately using the school division's curriculum, effective strategies, resources, and data. If Ms. Jones occasionally developed learning plans a rating of Developing/Needs Improvement maybe warranted, but since she told you, “I don’t write any.” A rating of Unacceptable is appropriate.You then select Performance Improvement Plan from the process menu and Select Standard 2 – Instructional Planning as the area needing improvement. In the Performance Deficiencies Within the Standard to be Correct you type, “Ms. Jones was observed on September 15th and again on October 2 during both of these observations it was noted that she did not have learning plans. When asked by her supervising administrator about the plans Ms. Jones stated, ‘I prefer my classes to progress organically. I find that developing learning plans stifles the creative process and therefore I don’t write any.’ Effective immediately, Ms. Jones will develop learning plans that use the VA standards of learning, the school division’s curriculum, effective strategies, resources, and data to meet the needs of all students.
- Administration will provide written examples of learning plans that meet this standard. Plans will be submitted by the Monday prior to implementation. For instance, plans to be implemented the week of October 22nd must be submitted by October 15th. Ms. Jones is responsible for submitting plans by the deadline. Administration will review the plans and provide feedback by Thursday each week. Feedback may be given in person or in writing at the administrator’s discretion. Any modifications will be made by Ms. --- prior to implementation. If additional support is needed in developing Learning Plans, Ms. Jones will seek assistance; assistance may be sought from members of administration, the grade level chair, the special education department chair, or the instructional specialist. Ms. Jones will log her attempts to seek assistance. An instructional specialist has been assigned to assist Ms. Jones during the duration of this plan; Ms. Jones will consult frequently with the instructional specialist and maintain a log of her interactions. Interactions should occur no less than twice per month and may be held via in-person meetings, phone consultations, or emails. Ms. Jones will maintain a binder containing Learning Plans, anecdotal records, and student IEPs which will be available to members of administration, the special education department chair, and the instructional specialist. Administrators will observe Ms. Jones at least once each month for the duration of the action plan. Feedback will be provided after each observation. Though face to face conferences are preferred, feedback may also be provided via phone consultation or email.Key is rigidity for the teacher and flexibility for the administrator.
- Ultimately, it is the teacher’s responsibility to improve his/her performance based on evaluative feedback. However, the Division must provide assistance to the extent feasible to demonstrate a good faith effort on their part. If a teacher fails to meet the expected performance objectives despite assistance, the PIP can be used to demonstrate that the decision to dismiss was not capricious or arbitrary. Documentation is the key to proving your efforts. Keep all doucmentation.Upload all documents to TalendED at PIP Review Meeting