IMPROVING PROFESSIONAL PERFORMANCE Supporting teachers is essential to the success of schools. Many resources are needed to assist teachers in growing professionally. Sometimes additional support is required to help teachers develop so that they can meet the performance standards. Two are provided in the Teacher Performance Evaluation System that may be used at the discretion of the evaluator. The first is the Support Dialogue, a school-level discussion between the administrator and the teacher. It is a conversation about performance needs in order to address the needs. The second is the , which has a more formal structure and is used for notifying a teacher of performance. Both “unacceptable” tools may be used for all teachers, regardless of contract status. The tools may be used independently of each other. Figure 15 shows the differences between the two processes. Figure 15: to Increase Professional Performance Support Dialogue Performance Improvement Plan Purpose For teachers who are in For teachers whose work is need of additional support. unacceptable. These teachers attempt to fulfill the standard, but are often ineffective. Initiates Process Evaluator, administrator, or Evaluator* teacher Documentation Form provided: None Form required: Performance Improvement Memo or record of the Plan discussion/other record of Building/Worksite Level the discussion/other forms of documentation at the Human Resource building/worksite level Department is notified Outcomes Performance improves to Sufficient improvement - proficient - no more recommendation to support continue employment Some progress - continued Inadequate improvement- support recommendation to or dismiss the Little or no progress - the employee
IMPROVING PROFESSIONAL PERFORMANCE Supporting teachers is essential to the success of schools. Many resources are needed to assist teachers in growing professionally. Sometimes additional support is required to help teachers develop so that they can meet the performance standards. Two are provided in the Teacher Performance Evaluation System that may be used at the discretion of the evaluator. The first is the Support Dialogue, a school-level discussion between the administrator and the teacher. It is a conversation about performance needs in order to address the needs. The second is the , which has a more formal structure and is used for notifying a teacher of “unacceptable” performance. Both tools may be used for all teachers, regardless of contract status. The tools may be used independently of each other. Figure 15 shows the differences between the two processes. Figure 15: to Increase Professional Performance Support Dialogue Performance Improvement Plan Purpose For teachers who are in need of additional support. These teachers attempt to fulfill the standard, but are often ineffective. For teachers whose work is unacceptable. Initiates Process Evaluator, administrator, or teacher Evaluator* Documentation Form provided: None Memo or record of the discussion/other record of the discussion/other forms of documentation at the building/worksite level Form required: Performance Improvement Plan Building/Worksite Level Human Resource Department is notified Outcomes Performance improves to proficient - no more support Some progress - continued support Little or no progress - the Sufficient improvement - recommendation to continue employment Inadequate improvement- recommendation to or dismiss the employee
1A%20September%20'[Final%20Teacher%20Performance%20Evaluation%20System%20Handbook%20June%202017.docx