Teacher Evaluation & Remediation


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Dr. Voltz's administrator academy presentation updated as of November 1, 2010.

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Teacher Evaluation & Remediation

  1. 1. Remediation & Evaluation of Tenured & Non-Tenured Teachers
  2. 2. If some of the slides are too small you can view online at
  3. 3. 4
  4. 4. Presented by Dr. Richard Voltz, IASA Associate Director
  5. 5. Consensogram
  6. 6. Please write a question on the post-it-note that you would like addressed today.
  7. 7. Goals for Workshop To “Think of Students First” To be able to know, describe and inform teachers what is effective instruction To learn how to demonstrate “fundamental fairness” with teacher evaluation using “Classroom Walkthroughs” and other techniques To learn how to deal with unsatisfactory non-tenure teachers To learn how to successfully terminate poor tenured teachers
  8. 8. We can’t keep doing what we are doing...
  9. 9. $13B deficit
  10. 10. Do you need some inspiration to act courageously?
  11. 11. Change is coming!
  12. 12. Progress Illinois • Gave $650,000 to nine General Assembly candidates in October 2010 • Goal: “Alter teacher tenure” Use demonstrated effectiveness according to multiple measures • 9 0f 10 Illinoisans surveyed said “ a strike should only be used as a last resort” • 80% said it should be easier for principals to let ineffective teachers go
  13. 13. The Widget Effect
  14. 14. Being an effective evaluator is hard!
  15. 15. What makes a great leader? From Daniel Goleman, Harvard Business Review • Intelligence • Toughness • Determination • Vision
  16. 16. 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.”
  17. 17. 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
  18. 18. Management Functions • Student discipline • Student supervision • Employee Discipline • Office work/prep • Building management • Dealing with parents
  19. 19. 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
  20. 20. http://bit.ly/IASAPodcasts
  21. 21. Research says... • 1/2 students in school are not paying attention • Reading textbooks is very important to academic success • 83% of students like to discuss controversial topics in school
  22. 22. Students think school is boring... Source: International Center for Leadership in Education
  23. 23. Do you ask students what they think of school?
  24. 24. Do you involve students in school improvement?
  25. 25. When you involve student/learners you become “future focused.” Source: International Center for Leadership in Education
  26. 26. School leadership is second only to classroom teaching as an influence on pupil learning. Source: International Center for Leadership in Education
  27. 27. School leaders improve teaching and learning indirectly and most powerfully through their influence on staff motivation and working conditions. Source: International Center for Leadership in Education
  28. 28. Effective Leadership Traits • Open minded • Ready to learn from others • Flexible rather than dogmatic • Persistent in their pursuit of high expectations • Resilient • Optimistic Source: International Center for Leadership in Education
  29. 29. "It is our job to know what is effective teaching practices and to hold teachers accountable." Dr. Mike Schmoker
  30. 30. Success depends on... • “The Teacher Effect makes all other differences pale in comparison.” William Sanders • “Five years of effective teaching can completely close the gap between low- income students and others.” Marzano: Kain & Hanushek
  31. 31. Think-Pair-Share
  32. 32. 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?
  33. 33. Would you train teachers to learn how to pass out papers?
  34. 34. No Opt Out Student does not know answer, teacher goes to another student. First student is called on again to state answer.
  35. 35. Do you believe teachers can improve by watching other excellent teachers?
  36. 36. 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.
  37. 37. It is our job to train teachers via professional development
  38. 38. Just Do It!
  39. 39. 66
  40. 40. ISBE New Plan for “Unsatisfactory” Teachers Two “unsatisfactory” ratings may result in ISBE certificate suspension or revocation? Superintendent Koch announced at the April 2010 IASA Conference that ISBE is working on a plan to suspend or revoke teacher certificate if a teacher receives “two” unsatisfactory evaluations.
  41. 41. IASA-ISBE Advisory Minutes
  42. 42. ISBE “Unsatisfactory” Plan Section 21-23 was changed and passed into law with the RTTT legislation. State superintendent can suspend a teacher’s certificate for “Incompetence” Effective for the 2010-11 school year Does this mean “U-R-S-U” or “U-R-U” This is a BIG DEAL!
  43. 43. RTTT Application “Local school district dismissal, however, is not the only means by which the State’s poorest educators can be removed from Illinois schools. Under Section 21-23 of the School Code, the State Superintendent has the authority to initiate the suspension or revocation of an educator certificate as a result of “incompetency”. Indeed, as early as the 2010-11 school year, the State Superintendent plans to use poor results by educators on performance evaluations as evidence of such “incompetency”. Specifically, the State Superintendent recommends that the assumption of “incompetency” be triggered by two years of an unsatisfactory evaluation rating or three years of a combination of an unsatisfactory/needs improvement evaluation rating. The State Superintendent will continue to collaborate with stakeholders to refine this triggering assumption.”
  44. 44. (105 ILCS 5/21-23) (from Ch. 122, par. 21- 23) Sec. 21-23. Suspension or revocation of certificate. (a) The State Superintendent of Education has the exclusive authority, in accordance with this Section and any rules adopted by the State Board of Education, to initiate the suspension of up to 5 calendar years or revocation of any certificate issued pursuant to this Article, including but not limited to any administrative certificate or endorsement, for abuse or neglect of a child, immorality, a condition of health detrimental to the welfare of pupils, incompetency, unprofessional conduct
  45. 45. 92.6% = Superior 7% = Satisfactory 0.4% = Unsatisfactory
  46. 46. Four Ratings Excellent Satisfactory Needs Improvement Unsatisfactory
  47. 47. Student performance data will be a significant factor in teacher or principal evaluations
  48. 48. What does this mean?
  49. 49. How would you do it?
  50. 50. Implementation Dates 9/2012 for bottom 5% schools and some CPS 9/2015 for lowest 20% 9/2016 for everybody else 9/2012 for all principals
  51. 51. State responsibility…
  52. 52. ISBE Requirements Define methods to measure student growth Define “significant factor” Control for Special education ESL Student attendance Student mobility Establish minimum requirements for teacher and principal evaluation instruments and procedures Establish model evaluations plans that include 50% student growth
  53. 53. Performance Evaluation Advisory Council Evaluation is a strong predictor of future performance. Salary schedule advancement is not. Specific training in an area is not.
  54. 54. Will teacher tenure as we know it today be around in the near future?
  55. 55. http://thehiddencostsoftenure.com/
  56. 56. Tenure frustrate drive for teacher accountability Scott Reeder -Of Illinois’ 876 school districts only 61, or 7 percent, have ever attempted to fire a tenured faculty member since the teacher evaluation reforms were imposed 18 years ago. Of those 61 school districts, only 38 were successful in actually firing a teacher.
  57. 57. Of an estimated 95,500 tenured educators now employed in the state an average of only seven have their dismissals approved each year by a state hearing officer. Of those seven, only two on average are fired for poor job performance. The remainder is dismissed for issues of misconduct.
  58. 58. Dismissal doesn’t have to be difficult Chet H. Elder
  59. 59. You’re fired
  60. 60. is it possible to dismiss a tenured teacher?
  61. 61. 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
  62. 62. say what you mean. mean what you say. but don’t say it mean.
  63. 63. keep in mind that you’re taking this action to improve the quality of education for kids.
  64. 64. 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.
  65. 65. 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”
  66. 66. insubordination • Administrators cannot tolerate insubordination. • Employees must follow orders. • Employees must follow school policy.
  67. 67. Is behavior teaching related? Is behavior work rule related? Remedial Non- Remedial Three Progressi ve Steps Possible Terminati on Teacher Evaluatio n Process
  68. 68. school reform • Student test scores • Principal is held accountable and will be fired under all four reform models. • Must have competent teachers.
  69. 69. 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?
  70. 70. “would i want my own son or daughter exposed to this teacher.”
  71. 71. 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
  72. 72. 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.
  73. 73. Consistency is critical • Union will “burn” you for inconsistencies. • When in doubt dismiss non-tenured teachers. • Make sure all administrators know the “game plan.”
  74. 74. Carroll R. daugherty’s Just 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?
  75. 75. • 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
  76. 76. • Do not miss these. • Know • Contract • School Board Policy • Administrative Procedures Manual • Teacher Handbook time limits & deadline dates
  77. 77. 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”
  78. 78. 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.
  79. 79. if a teacher offers to quit, say ok, get out a piece of paper right then and have them write a letter of resignation.
  80. 80. if you cannot predict the non- tenure teacher to be excellent, do not put that teacher on tenure.
  81. 81. It is hard to hide ineffective teachers because they come in contact with students on a daily basis.
  82. 82. Are the School Board & Superintendent willing to…
  83. 83. Are the School Board & Superintendent willing to… Hold teachers accountable? Give principals adequate time to properly evaluate teachers? Back administrators when the staff and community get upset? If you can answer “Yes” to all three questions you are ready to proceed.
  84. 84. Does your teacher evaluation system actually help improve instruction? Peter Loehr, writing for the Illinois School Board Journal contends that “Too often, evaluation is an annual or semiannual administrative activity that has negligible positive effect for the school district and the vast majority of teachers and principals.” Why?
  85. 85. One Superintendent’s Expectations of Principals Visit 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 actively and collaboratively involved with the Illinois School Improvement Plan Process Be willing to pull the plug on questionable non- tenured teachers.
  86. 86. Great Teacher – Bad Employee Just because the teacher has good methodology does not mean they are good for the organization
  87. 87. 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.
  88. 88. Business card situation...
  89. 89. Is this hard to do? Of course it is. We all have feelings but who are you looking out for? Students or adults.
  90. 90. 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.
  91. 91. 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.
  92. 92. 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.
  93. 93. Does your school district consider teacher evaluation an important part of a principal’s responsibilities?
  94. 94. Think-Pair-Share
  95. 95. How can Principals do this? Principals have to learn to handle routine things routinely.  Discipline  Student attendance  Parent concerns  Supervision duty  Attending extracurricular events  Scheduling “I can evaluate teaching performance by just walking down the school hallway and listening and looking in at what is going on in the classroom.” (Anonymous Principal)
  96. 96. Remember you are the boss not the buddy.
  97. 97. Reflective Questions Why does it seem everybody in the community knows who the bad teachers are except for the administrators?  Not really true but… Why does the community have these perceptions?  Teacher tenure law  They never hear of tenure teacher dismissals IASA Podcasts
  98. 98. Helping Struggling Teachers The first stage of teacher remediation is to try to help the teacher improve. In times of teacher shortage administrators need to be proactive in helping struggling teachers.  Teacher induction programs  Mentor programs  Teacher assistance programs prior to formal teacher remediation programs.
  99. 99. Educators are criticized because…
  100. 100. Traditional Teacher Evaluation Is Perceived To Be Ineffective Principals need the time to conduct an evaluation cycle like the one outlined in this presentation. Principals need to know when the superintendent and board of education will support his/her commitment to make difficult decisions on poor and marginal teachers. Principals need to hear from board members about comments they hear in the community about teachers not doing a good job.
  101. 101. Principals need to establish credibility Principals need to be careful of socializing with teachers because it will be hard to later discipline teachers. Principals need to make detailed notes of conferences with parents, students, etc… about teacher behaviors. Principals need to share all information with identified teacher in writing. Principals need to include union representation when teacher is in any kind of trouble.
  102. 102. Principal Perceived Problems With Teacher Evaluation Recent research indicates that principals identify several problems with evaluating low-performing teachers in their school districts. The barriers they identify are largely interconnected:  lack of time to work with the teacher  unduly burdensome evaluation procedures  lack of support from the central office or school board  the psychological discomfort of confronting a teacher and  the inevitable disruption of the social fabric of the building when the teacher begins to seek support.
  103. 103. How Boards and Superintendents Can Help Principals Communicate your values  Leaders must "express and extend" what they value in order to effect change Protect principals' time Help principals gain confidence Provide training Remove contract handcuffs Provide social and emotional support  Remember that principals will receive little observable support from their own school staffs if they take on the task of intensive supervision of a teacher.
  104. 104. How could you improve your teacher evaluations?
  105. 105. Snowball Process- Pair group members and ask them to record ideas on a particular topic. Then have the pairs find another pair to continue the collaboration. Ask each combined group to make a record of their shared dialogue. Continue until there are large enough groups then share out the information.
  106. 106. Communication from principal to superintendent and school board is critical in the teacher remediation process.
  107. 107. 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.
  108. 108. 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.
  109. 109. Proper Evaluation Process Job Description Evaluation Steps Evaluation Instrument Induction & Mentoring Staff Development Remediation Strategies
  110. 110. Faculty Evaluation Plan Each school district needs to determine its own standards. Possible important standards: 1. Ensure that instruction and student learning extends from opening bell to ending bell. 2. Ensure that his or her curriculum links with state standards with instruction. 3. Teach to all students and have high expectations for behavior and learning for all students. 4. Actively write and implement strategies in the school improvement plan to demonstrate accountability in improving his or her students’ test results.
  111. 111. Classroom observation form… beginning of lesson What is actually observed. This half of the paper is what the evaluator actually observes. Analysis and Suggestions Beginning 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.
  112. 112. 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 promptly Yes – reviews No – gave no student objectives Yes – measures student knowledge Yes – 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
  113. 113. Classroom observation form… middle of lesson What is actually observed. This half of the paper is what the evaluator actually observes. Analysis and Suggestions Middle 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.
  114. 114. Actual Classroom Observation Simple machine has no or few moving parts Amanda – 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
  115. 115. Classroom observation form… end of lesson What is actually observed. This half of the paper is what the evaluator actually observes. Analysis and Suggestions End 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.
  116. 116. 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.
  117. 117. Fist to Five – Do you like the T-Square Scripting Technique?
  118. 118. 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
  119. 119. 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?
  120. 120. Veteran Teachers Proceed to a “goal orientated” process if teacher has had two consecutive “excellent” evaluations from same administrator. Allows new principal to develop own rating with all teachers.
  121. 121. 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 methods Require teacher to read references or view videotapes Require teacher to submit lesson plans, grade book, homework assignments, tests or other materials
  122. 122. 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.
  123. 123. 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?
  124. 124. If the administration decides to evaluate the teacher as unsatisfactory then the district needs legal advice…
  125. 125. Rx For Success Six 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 Evaluator Consult 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
  126. 126. THE SPANGLER DECISION MARCH 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.
  127. 127. 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.
  128. 128. 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.”
  129. 129. POINTS TO PONDER LACK 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.
  130. 130. 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.
  131. 131. 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.
  132. 132. Fundamental Fairness Doctrine Concept of 90 school days Have to prove to hearing officer that you have given teacher “fundamental fairness” Puts administration under the gun to demonstrate “fairness” in 90 days
  133. 133. 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
  134. 134. 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.
  135. 135. Costs of Winning 1. Administrator Time ? 2. Expert Witness Fees $10,000-$15,000 3. Attorney Fees $75,000-$135,000
  136. 136. 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 $110,000 5. Reinstatement to teaching position for remainder of career $300,000+
  137. 137. Costs of Settlement 1. Administrator Time Minimal 2. Settlement Amount $55,000 3. Attorney Fees $13,000
  138. 138. After listening to the attorney, is the process worth the effort?
  139. 139. What happens after termination?
  140. 140. 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.
  141. 141. Dealing with the aftermath Community and press reaction Burden of protecting the teacher’s confidentiality rests entirely with the employer.
  142. 142. Documentation Required Evaluations Remediation Plan Written notes of classroom observations Written summaries of pre-observation and post-observation conferences Evidence of participation in prescribed remediation activities Copy of completed consulting teacher log Copies of completed required observations
  143. 143. The Bad News!
  144. 144. The Rest of the “Story” Evaluate all teachers on a regular basis with daily observations by administrators. Dismiss “questionable” non-tenure teachers. Keep the “heat” on teachers who fail to improve. Instead of going through the State of Illinois “Teacher Dismissal Process” make life “tough” on poor teachers.  Force the poor teacher into resigning with or without a buyout.
  145. 145. Teacher Evaluation Instrument  Overview of Revision Process  Lengthy process  Teacher’s Union and Administration working together  Survey Results
  146. 146. Teacher Evaluation Instrument • Survey Results • 67% of the BCSD teachers felt the teacher evaluation instrument helped teachers grow professionally.
  147. 147. Teacher Evaluation Instrument  Teacher identified the following problems with the tool: 1. Too subjective 2. Professional development is not associated with my evaluation. 3. Not enough praise is provided. 4. Not enough specific feedback is provided. 5. Goals not associated with evaluation.
  148. 148. Teacher Evaluation Instrument (continued) 6. Student assessment data is not included. 7. Feedback provided is unclear.
  149. 149. Teacher Evaluation Instrument The staff listed the following criteria as being the most important:  Consistency from year to year  Clarity in ratings  A tool that can be used for professional development  Input from the teacher about the lesson  Optional alternative process for veteran teachers  Specific focus on professional growth  Specific support for areas of weakness
  150. 150. Teacher Evaluation Revision Process Beginning: Established group norms for meetings Established common definition of “good teaching” that is research-based and understood by local staff. Required reading: “Enhancing Professional Practice – A Framework for Teaching” by Charlotte Danielson (2nd ed.)
  151. 151. Reflective Conference
  152. 152. Teacher Evaluation Revision Process • Charlotte Danielson Instrument: • Divided into 4 Domains • Each domain contains components • Components are divided into essential elements • Divided into 4 level of performances
  153. 153. Teacher Evaluation Revision Process Customizing the Framework • Take section by section • Discussions held on each element • Ensured district goals aligned to the elements
  154. 154. Teacher Evaluation Revision Process Evidence Let evidence -not opinion- anchor the process. Dr. Paula Bevan, 2007
  155. 155. Teacher Evaluation Revision Process Evidence is… • A factual reporting of events • Includes artifacts prepared by the teacher, students and others • Selected using professional judgment Evidence is NOT… • Personal opinion or biases
  156. 156. Teacher Evaluation Revision Process Evidence-Based Teacher Evaluation The key to rigorous, evidence-based teacher evaluation if adequate training of evaluators and teachers. Dr. Paula Bevan, 2007 http://www.danielsongroup.org/PaulaBevan.html
  157. 157. Teacher Evaluation Revision Process Year 1: • Developed 2 Domains • Addition of a “Reflection Conference” • Developed Pre-Conference Questions • Timeline Modification • Developed “Drop-In Slips” • PPT’s Developed to Train Teachers • Evaluator Training - ongoing
  158. 158. Teacher Evaluation Revision Process
  159. 159. Teacher Evaluation Revision Process Handouts:  Pre-Conference Form  Reflection Questions  Drop-in Slip
  160. 160. Teacher Evaluation Revision Process • Purpose of Drop-In Slips • Important to develop a schedule • Recommend a minimum of 20 minutes
  161. 161. Teacher Evaluation Revision Process • Gleaning data from the teacher evaluation instrument
  162. 162. Teacher Evaluation Revision Process • In-servicing teachers on the new domains
  163. 163. Teacher Evaluation Revision Process Year 2: • Developed last 2 domains • Discussed how to report attendance • Discussed overall rating • Evaluated progress • Continued training and articulation – improved inter-rater reliability • Differentiated the process based on experience
  164. 164. Teacher Evaluation Revision Process Year 3: • Reviewed teacher job description and how it correlated to the teacher evaluation instrument
  165. 165. Teacher Evaluation • Discussion of scripting methods • Details are critical - • Beginning of the lesson • Middle of the lesson • End of the lesson • Ideas on documentation
  166. 166. Teacher Evaluation • Review and include the following: 1. Lesson Plans 2. Grade books 3. Student portfolios 4. Student assessments 5. Classroom Management Plan (done yearly at beginning of year) 6. Discipline Stats 7. Parent communication logs 8. Disciplinary documentation
  167. 167. Teacher Evaluation • Importance of inter-rater reliability
  168. 168. Teacher Evaluation • Communicate it yearly with all staff • Part of the New Teacher Orientation • Lead Mentor Role • Mentor-Novice Teacher Relationship
  169. 169. Teacher Evaluation There is only one way to improve student achievement and the research is very specific. It is the teacher and what the teacher knows and can do that is the determining factor with student achievement. Harry K. Wong, 1999
  170. 170. Unsatisfactory Rating • Critical that you have established a professional working relationship with the teacher • How many times have you been in their classroom? Did you share your feedback with him/her? • Have you shared feedback that you have received from parents or students?
  171. 171. Unsatisfactory Rating (continued) • What have you done as the administrator to assist him/her in improving? • How are you documenting?
  172. 172. Unsatisfactory Rating Is difficult for all parties because of the human element Follow the contract and law. Try always to work with the teachers’ union.
  173. 173. Unsatisfactory Rating Document, document, document! Use language that is directive!
  174. 174. Unsatisfactory Rating Recommend writing comments in three (3) sections: Improvements made since the last evaluation, Commendations, and Recommendations Required by law to include strengths
  175. 175. Unsatisfactory Rating  Strong Data Support:  Teaching to objective(s)  Implementation of lesson plans  Bell to bell teaching  Time on Task  Questioning Skills  Multiple Methods  Transitions  Classroom Management
  176. 176. Post Conference Notify teacher of the need to bring union representation Document what is stated How to handle a refusal to sign evaluation
  177. 177. Teacher Evaluation Documents http://www.chathamschools.org/curriculuminstruction.htm
  178. 178. Remediation Plan http://bit.ly/IPAremediate
  179. 179. Teacher Remediation Plan
  180. 180. Dismissal • A teacher can be dismissed for failure to complete a remediation plan with a “satisfactory” or better rating...
  181. 181. “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.
  182. 182. 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
  183. 183. 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
  184. 184. 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
  185. 185. Dismissal • Dismissal in accordance with the School Code of any teacher who fails to complete the remediation plan with a “satisfactory” or better rating.
  186. 186. 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.
  187. 187. 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.
  188. 188. Actual Remediation Plan