Leadership Matters - January 2013

Legally Speaking ———————–————————————

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Although the law is silent on what exactly must be included in a professional development plan, these are the elements that should be included based on best practice and what the statute does provide: • Date the plan was developed • Description of each identified area that needs improvement • Explanation of the behavior and/or outcomes that must be observed for the identified area to be considered improved • Deadline for improving the identified area • Description of the supports that will be provided by the district to assist the teacher with addressing each area that needs improvement • Deadline for completion of entire professional development plan • Description for how the plan’s completion and the teacher’s improvement in the identified areas will be assessed (e.g. summative evaluation) The length of the plan should match the deficiency being addressed by the plan. For example, if the plan is focused on classroom management deficiencies, a teacher may only need 30 days to demonstrate improvement. If the plan addresses a teacher’s deficiency in knowledge of the content area being taught, however, a teacher may require 60 days to complete professional development and demonstrate improvement in content knowledge. At the designated deadline for the plan’s completion, a summative evaluation of the teacher should occur to assess whether the identified areas have sufficiently improved. The description of the deficiencies being addressed by the plan should be specific enough to provide the teacher with sufficient notice of the areas that need improvement. For example, if the teacher must improve his or her delivery of instruction, the plan should specify what specifically within the area of instruction must be improved, such as providing differentiated instruction during math lessons. Supports provided by the district will vary depending on the areas being addressed by the plan, and may include professional development, observations of “master teachers,” mentor teachers, required reading and trainings, and review of lesson plans. For example, if a teacher needs improvement in his or her classroom management skills, the components of the plan might include the following:

Area that needs improvement

Description of deficiency

Behavior/ outcomes to be observed Students consist- ently on-task dur- ing class instruc- tion, group and independent work Consistent articu- lation and imple- mentation of classroom expec- tations and con- sequences.

Districts supports

Deadline for completion

Classroom Management

Students frequently off- task during class in- struction, group and independent work Consequences for vio- lations of classroom expectations not con- sistently applied Expectations for group activities not articulated

Opportunity to observe master teacher Book: “Mastering the Art of Effec- tive Classroom Management”

30 days from the date the plan was developed Summative evaluation to take place within 2 weeks after the deadline for the plan’s completion

In addition to these components, the plan should include the performance standards the teacher must meet to successfully complete the plan move back to a “proficient” rating. A teacher who does not complete the professional development plan successfully may be moved to an unsatisfactory rating at the next summative evaluation. As with all teacher evaluation issues that could lead to dismissal, it is advisable to consult with the District’s attorney regarding the development and implementation of a professional development plan.

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