|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.
You are a school principal in an elementary school. In preparation for
One teacher, Ms. Monroe, has been identified as detached from the third-grade
In 825-words, analyze your chosen case using the three-part guiding questions
· What do you consider the responsibility of the team lead/department chair
· What stakeholders should be included in the conversation relative to next
· What questions should be considered when making a determination about next
1. How can I kindly talk with this teacher and have an amiable discussion
2. Does Ms. Monroe feel concerned about her classroom statistics in comparison
3. Does Ms. Monroe feel that she can make the needed changes in order to keep
4. Will Ms. Juarez and the team still be willing include Ms. Monroe in order
· What school or district policies might affect your decisions?
· What additional information do you need as part of your decision-making
· What are the potentially positive and negative outcomes of doing
· What are the potentially positive and negative outcomes of taking
· What is your plan moving forward?
· How does your plan sustain a culture of collaboration, trust, learning, and
· How will you include the critical stakeholders in the decision-making
· 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.
APA Style Guide. RUBRIC:
Performance Evaluation And Action Plan
This case study involves the issue of an outlier teacher in an elementary school setting. Most notably, the teacher is detached from the practices of the third-grade PLC team. Based on an analysis of the case scenario, it is likely that the identified problem can be solved through an instructional specialist, holding an amicable discussion with the outlier, involving key stakeholders in the decision-making process, and offering emotional and physical support to the team lead.
Part 1: Analyze the Case
Based on an analysis of the underlying issues in the selected case study, I opine that the team leader should assume the responsibility of an instructional specialist to help the outlier teacher. As the literature suggests, instructional coaches are an arsenal of professional development (Desimone & Pak, 2016). Ms. Juarez can assume the responsibility of an instructional specialist by talking to the teammate, Ms. Monroe, about her practice and its adversities to students’ performance. Ms. Juarez’s role as an instructional specialist in this scenario may likely assist the outlier teacher in improving her teaching approach based on the evidence-based practices highlighted by the team lead.
In scenarios where the matter is not fixed at the individual level, it might be imperative to involve other stakeholders in both individual and group conversations to ensure that all views are considered relative to the next step. The essential stakeholders that should be involved in the discussion are the outlier teacher and her third-grade students, the other three third-grade-level teachers, administrators, and the team lead. Involving the identified stakeholders in the conversation would help in making an informed decision regarding the next step that the administrator should take.
Besides soliciting stakeholders’ views, the administrator should consider some questions when deciding the next steps. These questions include the manner in which the administrator can have an amicable discussion about the required changes. Arguably, the approach of debate utilized by the administrator may have a ripple effect on student’s learning. Therefore, the principal needs to consider a friendly and pleasant conversation with the outlier about the required changes in practice.
Part 2: Identify the Larger Issues
As a school leader responsible for shaping the institution’s culture, my decisions might be affected by the district policies. Most notably, the district’s policy requires teachers to adhere to a standardized practice. This policy might affect my decision on whether or not to take action against the outlier teacher.
In making the ultimate decision, I may require additional information besides the anecdotal data. Most notably, I would require scholarly information about outlier teachers. This information would facilitate my understanding of why a teacher might choose to be an outlier and evidence-based steps that should be taken in such scenarios.
The response to this case may be two-fold, with both positive and negative outcomes. First, doing nothing about the issue might promote the outlier teacher’s autonomy and satisfaction, as suggested by literature (Anderson, 2014). However, this decision might also compromise students’ performance in the outlier teacher’s class because the latter fails to follow the orthodox guide. Conversely, taking action might positively affect the students’ learning outcome by helping them keep pace with the institutional guide. Nevertheless, it may adversely affect the teacher’s morale due to the associated pressure of covering the curriculum as established by outside influences (Crocco & Costigan, 2007). Fundamentally, each decision made by the administrator may have positive and negative outcomes on the outlier teacher and her students.
Part 3: Create an Action Plan
Part of my plan to move forward in this scenario is to take three action steps relative to the outlier teacher. First, it is vital to negotiate the tensions between the orthodox teaching approach utilized by others and that used by the outlier teacher. Second, a neutral practice that is considerate of the outlier teacher’s norm will be developed to help maintain her desired level of satisfaction. Thirdly, a frequent evaluation will be done to assess the effectiveness of the formulated approach in meeting the school’s goals.
Overall, the established plan will help sustain a culture of collaboration, trust, learning, and high expectations. Most notably, negotiating the tensions will help foster cooperation between the teachers as they seek a solution that is favorable to both students and their tutors. Also, the plan will help sustain trust by allowing the outlier teacher to suggest an approach that she believes to be sufficient for her class. Besides, with trust and collaboration in play, the institution will be able to record better learning outcomes and meet the high expectations of the district.
The decision-making process will involve multiple stakeholders through meetings. Most notably, frequent meetings will be held to discuss the current issue and its associated adversities. Follow-up meetings will also be conducted to examine the outcome of the agreed-upon decision by stakeholders.
Although I believe that the selected plan will yield positive outcomes, some challenges may be inevitable. One of the anticipated challenges is resistance from the outlier teacher. Likely, this teacher may not be willing to adhere to a teaching guide that conflicts with her norm and beliefs.
To help overcome the highlighted challenge and support my team lead, I will ensure that all the required resources are available during the meetings. These resources may include training materials for the adoption of a neutral teaching guide. Also, my physical presence during the meetings may help provide the emotional support required by the team lead to overcome the anticipated challenges.
Fundamentally, the suggested plan will take approximately three months of implementation and analysis against key metrics to help evaluate the results of the teacher leader’s efforts. Most notably, the primary metrics for evaluation will include the ability to facilitate the adoption of a neutral guide within a minimum of two weeks. Also, the efforts will be evaluated against the teacher’s ability to influence the practice of her colleagues.
Anderson, D. (2014). Outliers: Elementary teachers who actually teach social studies. The Social Studies, 105(2), 91-100. https://doi.org/10.1080/00377996.2013.850055
Crocco, M., & Costigan, A.T. (2007). The narrowing of curriculum and pedagogy in the age of accountability urban educators speak out. Urban Education, 42(6), 512-535. https://www.researchgate.net/deref/http%3A%2F%2Fdx.doi.org%2F10.1177%2F0042085907304964
Desimone, L.M., & Pak, K. (2016). Instructional coaching as high-quality professional development. Theory into Practice, 56(1), 3-12. https://doi.org/10.1080/00405841.2016.1241947