Supervising the Marginal Supervising the Marginal Teacher (SMT)Teacher (SMT)

SMT is properly viewed as a SMT is properly viewed as a minor (but valuable)minor (but valuable)

subsystem of a school subsystem of a school organization’s organization’s mutual benefitmutual benefit

evaluation system.evaluation system.

YOU DON’T BELIEVE IN YOU DON’T BELIEVE IN MUTUAL BENEFITMUTUAL BENEFIT

EVALUATION?EVALUATION?OK—but plan on spending OK—but plan on spending many more dollars in many more dollars in

litigation than you would in litigation than you would in creating a good system for creating a good system for due processdue process supervision. supervision.

WE JUST WANT TO FIRE WE JUST WANT TO FIRE TEACHERS (or better yet, TEACHERS (or better yet,

ignore them), NOT ignore them), NOT CHANGE ANYTHING!CHANGE ANYTHING!

You won’t. The no hassle You won’t. The no hassle conspiracy will continue in conspiracy will continue in your school organization.your school organization.

Let’s review the benefits of a Let’s review the benefits of a teacher evaluation system.teacher evaluation system.

MAJOR EFFECTS OF TEACHER MAJOR EFFECTS OF TEACHER EVALUATION:EVALUATION:

1. A powerful improvement strategy.1. A powerful improvement strategy.2.  Improved teacher/administrator communication.2.  Improved teacher/administrator communication.3.  Increased teacher awareness of instructional 3.  Increased teacher awareness of instructional goals and their classroom practices. goals and their classroom practices.4.  Teachers report an increased sense of 4.  Teachers report an increased sense of professionalism and motivation to improve professionalism and motivation to improve classroom practices. classroom practices.5.   Overcomes traditional classroom isolation.5.   Overcomes traditional classroom isolation.6.    Pride in teacher support for evaluation and the 6.    Pride in teacher support for evaluation and the professionalism that implies. professionalism that implies. 7.    Personnel actions do result (people do get 7.    Personnel actions do result (people do get dropped, counseled out). dropped, counseled out).

What are the goals for teacher What are the goals for teacher evaluation?evaluation?

BROAD GOALS FOR TEACHER EVALUATIONBROAD GOALS FOR TEACHER EVALUATION

1.1. Personnel decisions—informed Personnel decisions—informed decisions about placement and decisions about placement and tenure. tenure.2.2.    Staff development—practices to Staff development—practices to identify areas for inservice. identify areas for inservice. 3. School improvement—practices to 3. School improvement—practices to upgrade quality of instruction. upgrade quality of instruction.4.4.    Accountability—provides evidence Accountability—provides evidence the teaching standards are being set the teaching standards are being set and met. and met.  

When it comes to supervising the When it comes to supervising the marginal teacher, what are some marginal teacher, what are some

major concerns or problems?major concerns or problems?

MAJOR PROBLEMS WITH SMT:MAJOR PROBLEMS WITH SMT:

1.1. Principals’ attitude, competence, Principals’ attitude, competence, and ability to assume the role. Role and ability to assume the role. Role conflict—collegial, yet judge? conflict—collegial, yet judge?2.2.    Added chore—nothing taken away.Added chore—nothing taken away.3.3.    Teacher resistance or apathy.Teacher resistance or apathy.4.4.      Lack of uniformity and consistency Lack of uniformity and consistency among school buildings.  among school buildings. 

THE COST OF IGNORING THE COST OF IGNORING INCOMPETENT TEACHERS:INCOMPETENT TEACHERS:

1.1. Undermines political support of Undermines political support of parents and taxpayers. parents and taxpayers.2.2.    Lowers morale of competent Lowers morale of competent teachers. teachers.3. Diminishes the educational 3. Diminishes the educational opportunity of some students. opportunity of some students.

DUE PROCESS SUPERVISION:DUE PROCESS SUPERVISION:

1.1. ValidValid2.2.    ReliableReliable3. Legally discriminating 3. Legally discriminating

* Provides due process long before * Provides due process long before any individual is in trouble. any individual is in trouble.

SMT:SMT: -10% of teachers-10% of teachers

-Remove (2-3%)-Remove (2-3%)-Improve (8-10%)-Improve (8-10%)-Dedicated to improving rather -Dedicated to improving rather

than removing. than removing.-The deciding factor—is the -The deciding factor—is the

teacher coachable? teacher coachable?

WITH MORE SMT EXPERIENCE, WITH MORE SMT EXPERIENCE, APPRAISERS WILL DEAL WITH:APPRAISERS WILL DEAL WITH:

1.1. Teachers who do not provide Teachers who do not provide curriculum alignment. curriculum alignment.2.2.    Teachers whose instruction Teachers whose instruction lacks lacks curriculum density. curriculum density.3. Teachers who need a wellness 3. Teachers who need a wellness program. program.

SUPERVISING THE MARGINAL SUPERVISING THE MARGINAL TEACHER OPTIONS:TEACHER OPTIONS:

1.1. Intensive assistanceIntensive assistance2.2. Progressive discipline.Progressive discipline.3. Dismissal 3. Dismissal

Intensive Assistance:Intensive Assistance:

1.1. Intensive assistance for teachers Intensive assistance for teachers who are subpar. who are subpar.

2.2.    Administrative assistance for Administrative assistance for administrators who are subpar. administrators who are subpar.

3. For those who are not performing 3. For those who are not performing according to standards according to standards (can’t do the job). (can’t do the job).  

NEED TO TERMINATE AN EXPERIENCED, NEED TO TERMINATE AN EXPERIENCED, CERTIFIED, TENURED TEACHER WHO CERTIFIED, TENURED TEACHER WHO DOES NOT MEET YOUR STANDARDS OF DOES NOT MEET YOUR STANDARDS OF PERFORMANCE?PERFORMANCE?

HOW?HOW?

-Tenure: not a shield for incompetency.-Tenure: not a shield for incompetency.-Due process supervision is good faith -Due process supervision is good faith supervision.   supervision.  

DUE PROCESS RIGHTS (Judicial):DUE PROCESS RIGHTS (Judicial):

1. 1. NoticeNotice2. 2. A fair hearingA fair hearing3. 3. Personal presence at the hearingPersonal presence at the hearing4.4.            Legal counselLegal counsel5.5.            Confront the accuser(s)Confront the accuser(s)6.6.            Cross examine witnessesCross examine witnesses7.7.            Introduce evidenceIntroduce evidence8.8.            Freedom from arbitrary rulingsFreedom from arbitrary rulings9.9.            Fairness and impartialityFairness and impartiality10.10.        Proof of damageProof of damage11.11.        Appeal to a higher tribunalAppeal to a higher tribunal

HARASSMENT!HARASSMENT!  No one ever told me my teaching wasn’t No one ever told me my teaching wasn’t satisfactory -- Hot Notice!satisfactory -- Hot Notice!

-If you could reduce my class size.-If you could reduce my class size.-If you could transfer those bad kids.-If you could transfer those bad kids.-If you could excuse me from that study -If you could excuse me from that study hall.hall.-If you could just get rid of that principal . . .-If you could just get rid of that principal . . .

Focusing all of your Focusing all of your attention on just one attention on just one

or two subpar or two subpar teachers is grounds teachers is grounds

for harassment!for harassment!

WE MUST BE WE MUST BE NEATNEAT!!

NNotice: What are the rules, standards, policies otice: What are the rules, standards, policies for all teachers for orderly, proper district for all teachers for orderly, proper district operation?operation?

EExplanation: Feedback; what am I doing xplanation: Feedback; what am I doing wrong?wrong?

AAssistance: Caring, deliberate help to get ssistance: Caring, deliberate help to get better.better.

TTime: I’ve had tenure for years; my teaching isime: I’ve had tenure for years; my teaching issubpar; it will take time to improve.subpar; it will take time to improve.

MUST WORK WITH UNIONS AND MUST WORK WITH UNIONS AND BARGAINING UNITS IN SETTING UP A BARGAINING UNITS IN SETTING UP A

MUTUAL BENEFIT MUTUAL BENEFIT EVALUATION SYSTEM TO ENSURE EVALUATION SYSTEM TO ENSURE PROCESSES AND PROCEDURES PROCESSES AND PROCEDURES

ALIGN WITH THE MASTER CONTRACT ALIGN WITH THE MASTER CONTRACT AND MEET STATE LAW AND MEET STATE LAW

REQUIREMENTS.REQUIREMENTS.  

ONCE YOU HAVE GOOD STANDARDS OF ONCE YOU HAVE GOOD STANDARDS OF PERFORMANCE YOU CAN:PERFORMANCE YOU CAN:  Orient to standards.Orient to standards.

Coach to standards.Coach to standards.

Use standards to guide staff development.Use standards to guide staff development.

Hold people accountable to those standards. Hold people accountable to those standards.

I GOT MAD; I CHEWED THE TEACHER OUT!I GOT MAD; I CHEWED THE TEACHER OUT!(I’m in trouble?) NO!(I’m in trouble?) NO!  

-Notice is notice-Notice is notice

-Feedback is feedback-Feedback is feedback

-Admit to teacher, “I got so upset about -Admit to teacher, “I got so upset about what you’re doing to kids, I yelled at you!” what you’re doing to kids, I yelled at you!”

TRY A TRANSFER—TRY A TRANSFER—

TRY A NEW SEPTEMBER—TRY A NEW SEPTEMBER—

NO CHANGE? DISMISSALNO CHANGE? DISMISSAL

ONE MORE TIME—BE NEAT ONE MORE TIME—BE NEAT

INTENSIVE ASSISTANCE—PHASE IINTENSIVE ASSISTANCE—PHASE I  Steps:Steps:

1. 1.        Level with the teacher.Level with the teacher.* 2. * 2. Increase frequency of formal observation.Increase frequency of formal observation. 3. 3. Provide help to improve. Provide help to improve. 4. 4.        Allow time to improve.Allow time to improve. 5. 5. Provide written and oral progress reports. Provide written and oral progress reports.

*Optional: Confirm with other evaluators. *Optional: Confirm with other evaluators.

IMPLEMENTING THE PLANIMPLEMENTING THE PLAN  First Year:First Year:  1.1.            Evaluate less than “meets”Evaluate less than “meets”2.2.            Develop improvement planDevelop improvement plan3.3.            Offer Offer oneone transfer transfer4.4.            Request assistance teamRequest assistance team5.5.            Appoint assistance teamAppoint assistance team6.6.            Team meets with teacherTeam meets with teacher7.7.            Assistance beginsAssistance begins8.8.            Monitor performance monthlyMonitor performance monthly9.9.            Evaluate performance in MayEvaluate performance in May  

ASSISTANCE TEAMASSISTANCE TEAM  The assistance team is designed to provide The assistance team is designed to provide optimum support for a teacher when a principal optimum support for a teacher when a principal has determined a teacher’s performance is less has determined a teacher’s performance is less than satisfactory. than satisfactory.

    curriculum specialistcurriculum specialist    principal (outside)principal (outside)    supervisor (central office)supervisor (central office)  

  

THE TEACHER IS PROVIDED THE THE TEACHER IS PROVIDED THE OPPORTUNITY TO VOLUNTEER FOR OPPORTUNITY TO VOLUNTEER FOR ASSISTANCE ASSISTANCE   Performance evaluation continues during Performance evaluation continues during intensive assistance. intensive assistance.    The team—intensive assistanceThe team—intensive assistance    The principal—teacher performance The principal—teacher performance evaluation. evaluation.   

Assistance Team Procedures:Assistance Team Procedures:

Steps:– Principals must evaluate performance less than

satisfactory– Principal formally requests appointment of

assistant team– Assistance team is appointed– Teacher meets with team for assistance

Components of improvement plan:Components of improvement plan:

Diagnosis of problemObjectives for improvementProcedures and/or resources for achieving

objectivesAppraisal method and target date for

achievementSignatures of principal and teacher

Implementing the plan:Implementing the plan:

Second year:– Review improvement plan– Monitor performance monthly– Evaluate performance– Prepare recommendations

Profile of the marginal teacher:Profile of the marginal teacher:

Inadequate planningPoor classroom controlDifferentiation of instruction (all get the

same)Poor interpersonal relations (the screamers

and shouters)

Profile of the marginal teacher:Profile of the marginal teacher:

Elementary marginal teachers are older, single women

Secondary marginal teachers are older, married men with unhappy marriages and life

When a teacher can’t or When a teacher can’t or won’t improve (that is, won’t improve (that is,

he or she is not he or she is not coachable), the next coachable), the next

step is dismissal.step is dismissal.

Members of the dismissal team:Members of the dismissal team:

BoardSuperintendentAttorneyPersonnel officerRange of those who have supervisory

contactThe supervisor “at arm’s length”

The team is always overly concerned The team is always overly concerned with documentation:with documentation:

Don’t confuse documents with documentation– Description of evaluations for all teachers and

administrators– A record of checked performance of individual

involved– Need dates of observations and eventual confrontation– Need dates and prose of the warning you gave

Court will ask:Court will ask:

1. Are your reasons supported by credible evidence?

2. When weighed by an unbiased mind?

3. Guided by common sense?

– Due process supervision will take care of this!

Superintendent’s Role:Superintendent’s Role:

More than just sic’ em!– Decides when subpar performance can no longer be

tolerated– Must have in place a systematic way of diagnosing

teacher weakness– Direct access to school’s legal counsel– Must be the one to recommend dismissal– In fact, should be observing principals in much the

same way

The Board’s Role (if they mean it The Board’s Role (if they mean it when they say, “We’re behind you!”):when they say, “We’re behind you!”):

Make the shift to quasijudicial body in the hearing Must hear and decide upon the weight of evidence Has to agree to a future date for a hearing (often

set at 30 working days – six actual weeks.) Gives teacher time – again careful due process.

The judicial role is a tough new The judicial role is a tough new experience:experience:

Tough because:– Boards may not have judicial experience – May incur the wrath of the community

Worries:– What if the principal is wrong?– What if we lose?– What will become of the teacher?– What if he/she counter sues?– Could our CEO have avoided this?

Alternatives to Board Ruling:Alternatives to Board Ruling:

Peer review External panel Do nothing! Board hearings may need to improve, but they’re

here to stay!

The Hearing:The Hearing:

Start with a statement of charge (issues on which dismissal will hinge)

Charges must fit state law (must key into one or more state recognized reasons)– Inefficiency– Incapacity– Conduct unbecoming– Insubordination– Other good cause

Language must focus on issues Language must focus on issues raised:raised:

“Failure to resolve conflict with students resulted in low morale and lack of achievement in class and bitterness on the part of students and their parents.”– Move to evidence showing support for each of these

charges– Board president or chair presides– Board must ask hard questions to get the truth– Deliberation stage– The vote (often need 2/3 agreement. Can’t vote unless

attended hearing.)

Ground rules for hearing– Have these in place prior and communicated to all

Manage the Hearing:– Appoint someone to serve in this role– Plan the presentation– Present one charge at a time– Testimony should bring out time, date, and location– Anticipate teacher’s defense– Calm your witness– Cross examination training– Prepare back-up documentation

Remember:

–Tell the truth, tell the truth, tell the truth!