Uploaded bySAZiegler
Performance Improvement Plans
The document summarizes that P.D. Tucker stated in 2001 that every administrator committed to excellence in their school should provide assistance to struggling teachers. It then provides guidance on developing performance improvement plans for teachers, including identifying deficiencies, rating teachers, addressing performance standards and deficiencies, setting expectations for improvement, providing resources and activities, and monitoring progress through follow-ups.
More Related Content
Similar to Performance Improvement Plans
Performance Improvement Plans
- 1. “Every administrator committedto taking his or her school to the next level of excellence should provide assistance to struggling teachers.” - P.D. Tucker (2001)
- 3. 5% 2.63% Tucker, P.D. (1997)”Lake Wobegon: Where are all…” VDOE Survey of Principals Journal of Personnel Evaluation in Education
- 9. “Every administrator committed totaking his or her school to the next level of excellence should provide assistance to struggling teachers.” - P.D. Tucker (2001)
- 10. Purpose Performance Improvement Plansare 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.
- 11. When? A Performance ImprovementPlan will be developed when: • A teacher receives a rating of Developing/Needs Improvement on 3 or more Standards or, • A teacher receives a rating of Unacceptable in 1 or more Standards
- 12. Develop a Plan APerformance Improvement Plan covers one or more performance areas in need of improvement. The Plan includes information regarding how the administrator will monitor the teacher’s progress, how the administrator will provide feedback, activities for the teacher to complete, and a timeline for completion.
- 13. Performance Improvement Plan Process • Identify Deficiencies • Rate on Evaluation Instrument as Developing/Needs Improvement or Observation Unacceptable • Performance Standard(s) to be Addressed • Performance Deficiencies Within the Standard to be Corrected (be specific) • Expectation(s) for Acceptable Performance PIP • Resources/Assistance Provided; Activities to be Completed by the Employee • Target Date for Completion • Monitor Progress Through Continued Observations • Document Progress via web-based Performance Improvement Plan Meetings Follow-up • Complete, Modify, or Recommend for Dismissal
- 14.
- 15.
- 16. Date started From Drop Down Menu Be Specific … Focus on Observable Behavior Hook
- 17. Assistance / TeacherActivities
- 19.
- 20.
- 21.
- 22. Thank you forattending. If you need additional information on developing, implementing, or monitoring a Performance Improvement Plan please contact your Employee Relations Specialist.
Editor's Notes
- #2 This video will serve as an introduction to process of developing and implementing a Performance Improvement Plan for instructional staff.
- #4 In a VDOE survey Principals reported that 5% of the teachers in there schools were incompetent But, only 2.63% were formally documented as such and …
- #6 Average number of teachers principal’s placed on a PIP each year ..… Encourages 0.37 teachers to resign or retire… Reassigns 0.29 teachers and … Recommends 0.10 teachers for dismissal
- #7 Hanushek (2008) Found that removing the bottom 6-10% of teachers would increase achievement by ½ standard deviation – Gordon et al (2006) estimated that removing the bottom quartile of teachers would raise student achievement in LA County by 14 percentile points over several years.
- #11 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.
- #14 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.
- #15 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.”
- #16 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.
- #18 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.
- #20 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