While at the National Association of Elementary School Principals' convention in Seattle, I spent some time talking to Steve C., a retired principal who now contracts with districts to work with teachers on a plan of assistance. The teachers he works with are typically having some serious difficulties and are at the intervention stage of help. He's worked with teachers for many years, and talked about how using eCOVE and data-based observations has changed the entire playing field.
In many/most instances across the country, the plan of assistance is a combined process of making what is expected of the teacher very clear and specific, while gathering ancedotal notes to support a decision to fire/non-renew the teacher. The teacher is in a last ditch effort to demonstrate a satisfactory level of teaching or classroom management with the only thing different being the administrator in the classroom taking notes. This has got to rank among the highest stressful conditions anyone could ever work under.
When I think about these teachers, I put them into three categories: a teacher who is in a truly overwhelming situation with out of control students, lack of materials, lack of support, etc. This is the kind of environment where all but the very, very best would struggle and fail. Putting the teacher on a plan of assistance that is focused on the teacher changing is unfair, but commonly done. Data-based observations in this case can be useful if data is gathered not only on teacher behavior but also on student behavior, outside interruptions, and other systemic influences with an honest effort to determine what is going awry and what are the causes of the problems. It maybe that the teacher does need additional skills -- along with a change in the classroom conditions that are not within the power of the teacher to enact. The data will help determine the difference.
The second category is the teacher who is having difficulty with a reasonably normal class of students, but can't get a handle on what to do about it. These are often new teachers or teachers inexperienced with the particular group of students. They generally are making consistent, but ineffectual efforts to do a good job and are frequently a contributing factor in the non-productive classroom. Basically, this is a potentially good teacher who has gotten buried under the problems, and is at the burn-out, give-up, and quit stage. However, these are teachers that are worth the effort to support and data-based observations can really help.
By providing non-judgmental, objective data on the teacher's actions and the student's responses to those actions, the teacher, with guidance and support, can determine the cause and effects related to the issues, and design changes. The effectiveness of those changes can be tracked and the data will determine the value of the outcomes. Providing the data in a supportive atmosphere can empower the teacher to see ways to make changes and determine the efficacy of those changes. And at the same time that the specific issues are being attended to, the teacher is building a life-long skill of reflection and growth.
The third group are those teachers that, sad to say, do not have the skills, knowledge, or capacity to change their behaviors. It can be a lack of interest, a lack of effort, or a basic lack of the personality and skills of a teacher. In any case, these people, nice though they maybe, should not be functioning as teachers, and need to be counseled and/or forced out of the classroom.
The very best outcome of this plan of assistance is for the teacher to take a careful, reflective look at their own skills and values, and come to the conclusion that they are better suited for another career path. However, anyone approached by an evaluator who has the power to fire them and who is in the room taking notes and making judgments will bring up the stress level and engage every defense mechanism available. That can be shifting the blame, bringing in an attorney, building support among the staff and community regarding this 'unfair' treatment, etc -- in the end, this is a lose-lose situation for everyone, including the kids.
By approaching the issue through data-based observations, some significant things change. The teacher is provided with an objective picture of the actions in the classroom, which should be coupled with a clear description of the requirements for satisfactory performance. Subsequent efforts on the part of the teacher, if truly inept, will not show significant changes, and this non-judgmental picture is often the key to a person's level-headed decision to change professions - that best of all worlds decision.
But there will be conditions where the individual will continue to deflect responsibility that is appropriately theirs, and in spite of no data to show satisfactory performance, will continue to resist leaving the classroom. I feel for these folks as it's often a move that will cause embarrassment and economic hardships -- but for the sake of the children, it's necessary to remove this person from the classroom. If the process has included clear statements of expectations, and an ongoing record of objective data collection of relevant behaviors showing that they do not meet the expectations, the decision to remove that person is much, much more defensible. Judgments about a person's ability can easily be subject to bias; you will strengthen the entire structure when you add objective data collection.
Steve's experience, of the people he's been involved with on plans of assistance, is that approximately 60% either decide to change occupations or are removed by the district. However, a full forty percent turn from struggling teachers to competent professionals. And as it is with teachers - when you can step in a help a struggling individual overcome the obstacles, you get to experience the joy that's the special gift to educators - the joy of helping another human rise to their potential.
In many/most instances across the country, the plan of assistance is a combined process of making what is expected of the teacher very clear and specific, while gathering ancedotal notes to support a decision to fire/non-renew the teacher. The teacher is in a last ditch effort to demonstrate a satisfactory level of teaching or classroom management with the only thing different being the administrator in the classroom taking notes. This has got to rank among the highest stressful conditions anyone could ever work under.
When I think about these teachers, I put them into three categories: a teacher who is in a truly overwhelming situation with out of control students, lack of materials, lack of support, etc. This is the kind of environment where all but the very, very best would struggle and fail. Putting the teacher on a plan of assistance that is focused on the teacher changing is unfair, but commonly done. Data-based observations in this case can be useful if data is gathered not only on teacher behavior but also on student behavior, outside interruptions, and other systemic influences with an honest effort to determine what is going awry and what are the causes of the problems. It maybe that the teacher does need additional skills -- along with a change in the classroom conditions that are not within the power of the teacher to enact. The data will help determine the difference.
The second category is the teacher who is having difficulty with a reasonably normal class of students, but can't get a handle on what to do about it. These are often new teachers or teachers inexperienced with the particular group of students. They generally are making consistent, but ineffectual efforts to do a good job and are frequently a contributing factor in the non-productive classroom. Basically, this is a potentially good teacher who has gotten buried under the problems, and is at the burn-out, give-up, and quit stage. However, these are teachers that are worth the effort to support and data-based observations can really help.
By providing non-judgmental, objective data on the teacher's actions and the student's responses to those actions, the teacher, with guidance and support, can determine the cause and effects related to the issues, and design changes. The effectiveness of those changes can be tracked and the data will determine the value of the outcomes. Providing the data in a supportive atmosphere can empower the teacher to see ways to make changes and determine the efficacy of those changes. And at the same time that the specific issues are being attended to, the teacher is building a life-long skill of reflection and growth.
The third group are those teachers that, sad to say, do not have the skills, knowledge, or capacity to change their behaviors. It can be a lack of interest, a lack of effort, or a basic lack of the personality and skills of a teacher. In any case, these people, nice though they maybe, should not be functioning as teachers, and need to be counseled and/or forced out of the classroom.
The very best outcome of this plan of assistance is for the teacher to take a careful, reflective look at their own skills and values, and come to the conclusion that they are better suited for another career path. However, anyone approached by an evaluator who has the power to fire them and who is in the room taking notes and making judgments will bring up the stress level and engage every defense mechanism available. That can be shifting the blame, bringing in an attorney, building support among the staff and community regarding this 'unfair' treatment, etc -- in the end, this is a lose-lose situation for everyone, including the kids.
By approaching the issue through data-based observations, some significant things change. The teacher is provided with an objective picture of the actions in the classroom, which should be coupled with a clear description of the requirements for satisfactory performance. Subsequent efforts on the part of the teacher, if truly inept, will not show significant changes, and this non-judgmental picture is often the key to a person's level-headed decision to change professions - that best of all worlds decision.
But there will be conditions where the individual will continue to deflect responsibility that is appropriately theirs, and in spite of no data to show satisfactory performance, will continue to resist leaving the classroom. I feel for these folks as it's often a move that will cause embarrassment and economic hardships -- but for the sake of the children, it's necessary to remove this person from the classroom. If the process has included clear statements of expectations, and an ongoing record of objective data collection of relevant behaviors showing that they do not meet the expectations, the decision to remove that person is much, much more defensible. Judgments about a person's ability can easily be subject to bias; you will strengthen the entire structure when you add objective data collection.
Steve's experience, of the people he's been involved with on plans of assistance, is that approximately 60% either decide to change occupations or are removed by the district. However, a full forty percent turn from struggling teachers to competent professionals. And as it is with teachers - when you can step in a help a struggling individual overcome the obstacles, you get to experience the joy that's the special gift to educators - the joy of helping another human rise to their potential.
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2 comments:
John,
Hello my name is Shawn and I am a 2nd year teacher. I was reading your post about plans of assistance because I have been told I am being put on one. I had an observation done by our district's HR director. She saw me teach a writing lesson that did not go well and from that observation, I will be put on a plan. I do not have a history of poor observations in fact it is quite the opposite. I am wondering if there is a professional norm for observations needed to warrant a plan of assistance? Is one bad observation really enough? Does one observation give a clear picture of the teacher's abilities?
Mr. Hardy -
It's hard to respond specifically as I don't know the actual details. However, broadly speaking, a person can be put on a Plan of Assistance at any time. It's really the first step is providing specific help, at least by identifying the areas that need improvement.
The history of observation reports, if they were general comment/evaluation notes, isn't really a basis for a counter argument. They are generally in relation to one's level of experience - first year teachers are expected to struggle with management, for example, and if you show progress in the first year that's generally accepted.
Now, as a second year teacher, they look for a step up in teaching quality. The expectations have risen (along with increased pressure from outside sources) for you to meet the district standards.
A suggestion: download the trial version of eCOVE and either have someone use it to gather Class Learning Time data while you teach or video tape your teaching and you can watch it to gather your own data. That's a keystone data tool and can tell you a lot about your teaching. Highly accomplished teachers are generally above 80% Learning Time.
If there were specific areas of improvement identified, look for a tool that will objectively track those teaching practices or student behaviors. You can use the data to confirm that you are improving. Having a discussion with the HR director to identify the level of expectations is very useful.
If you'd like to email me with the specifics, I'd be happy to recommend specific tools (john@ecove.net).
The real key is finding out exactly what's expected and having those expectation stated in observable terms. Then both you and the district can be clear about documented progress and meeting the standards. Please contact me. Glad to help.
- John
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