Order 2620017: Performance Evaluation and Action Plan

GCU533OWLPerformanceEvaluationandActionPlan x
 

• Type of paperEssay (Any Type)
• SubjectEducation
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533 Performance Evaluation and Action Plan: School administrators are responsible for evaluating the performances of various employee groups. Being able to identify the strengths and weaknesses of employees and provide them with quality feedback is essential to the success of the entire school. As the school leader, you will need to evaluate the instructional leadership capacity of your entire staff.

Read the following case study: The Elementary to inform the assignment.

Elementary

You are a school principal in an elementary school. In preparation for meeting with your third-grade team lead, Ms. Juarez, you have been analyzing the students’ reading performance data. You have identified that the students in four of the five teachers’ classes exhibit good to exceptional outcomes on their DIBELS benchmark data. Additionally, three of the teachers have historically yielded student scores with above average state standardized test results in comparison to schools in your district with similar demographics. In previous discussions with Ms. Juarez, she has cited the teachers’ efforts to plan together utilizing the pacing guide, core program, and assessment results as the primary reasons for their students’ positive outcomes.

One teacher, Ms. Monroe, has been identified as detached from the third-grade PLC team (an outlier) by the district’s assessment coordinator, relative to the results of her students, compared to the other four teachers. Additionally, you have observed evidence that suggests Ms. Monroe is behind on the pacing guide, compared to her colleagues. You also have received anecdotal information that she does not engage with her teammates during scheduled grade-level meetings, which leads you to believe that she is not making an effort to plan with them outside the scheduled meetings.

In 825-words, analyze your chosen case using the three-part guiding questions below.

Part 1: Analyze the Case. Consider the following questions to begin analyzing the situation:

· What do you consider the responsibility of the team lead/department chair in assisting the outlier teacher? (Two-fold: talk with the teammate first, if problem not fixed, then talk with the principal so administrator can talk with teacher, possibly put on probation).

· What stakeholders should be included in the conversation relative to next steps? Are these individual conversations or a group discussion or both? (Individual conversations are more personal and allow to keep a healthy relationship, even when talking about needed changes. Stakeholders: Administrators: Principal & district assessment coordinator, team lead- Ms. Juarez and her third-grade students; outlier teacher- Ms. Monroe and her third-grade students; the other 3 third-grade-level teachers and their third-grade students)

· What questions should be considered when making a determination about next steps?

1. How can I kindly talk with this teacher and have an amiable discussion about the changes that need to happen?

2. Does Ms. Monroe feel concerned about her classroom statistics in comparison with the school and state averages?

3. Does Ms. Monroe feel that she can make the needed changes in order to keep student-centered learning a number one focus?

4. Will Ms. Juarez and the team still be willing include Ms. Monroe in order to improve school data and student-learning?

Part 2: Identify the Larger Issues. Consider the following questions to analyze the contextual issues present in the situation:

· What school or district policies might affect your decisions?

· What additional information do you need as part of your decision-making process?

· What are the potentially positive and negative outcomes of doing nothing? 

· What are the potentially positive and negative outcomes of taking action? 

Part 3: Create an Action Plan. Use the following questions to guide you in describing what approach you will take to assist the team lead/department chair to help the outlier teacher, including 3-5 specific action steps:

· What is your plan moving forward?

· How does your plan sustain a culture of collaboration, trust, learning, and high expectations?

· How will you include the critical stakeholders in the decision-making process?

· What challenges do you anticipate?

· How will you provide ongoing support to your team lead/department chair?

· How will you evaluate the results of your teacher leader’s efforts?

· What does the timeline look like?

Support your analysis and plan with 2-3 scholarly resources.

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