Performance Evaluation and Action Plan

Bernard Williams

EDU-533-O500

October 20, 2021

Dr. Mary Arneson

Case Analysis:

Data analysis can provide insight into student progress and an instructor's efficacy in the classrooms. Data may be used to identify problems that need to be remedied, kids that need more help, along with identifying those who have cognitive impairments (Alber, 2011). When standardized test scores from a former secondary school were analyzed, the outcomes revealed that Mr. Blumenstock's pupils were lagging when matched to the other faculty members. Mr. Blumenstock doesn't always plan or coordinate with his team, according to the team leader's views.

The group leader oversees determining Mr. Blumenstock's requirements and delivering the first level of support. A teacher lead may help a troubled teacher by providing genuine feedback, determining what else to focus on, laying out targets, training, mentorship, and observation possibilities (Gill, 2015). Mr. Blumenstock's intentions on teamwork and practice guidelines should also be stated. The teaching lead, Mr. Blumenstock, and the supervising administrative personnel are initially involved in the first level of support.

Individualized talks concerning assistance should take place first between both the administration and the teacher lead, followed by individual interactions between the teacher lead and Mr. Blumenstock. If the problems continue to exist, a group conversation about objectives and possible next steps could be helpful. Some considerations should be explored when deciding on the next steps. Is Mr. Blumenstock ready to work with his colleagues? Is he taking the appropriate efforts to bridge the gap and assist his students? What training courses does Mr. Blumenstock have to take, to make up for the shortfall?

Identifying Larger Issues:

The duration the instructor has served this post is one school or district policy that may influence choices in this circumstance. Even if they are "chronically inept," experienced teachers may be a bit difficult to be fired (Chait, 2010). If an instructor is in their first year, their agreement may not be renewed without cause if they are not making progress. Mr. Blumenstock's lack of collaboration with his staff, what professional development he has had, and whether the test results are the consequence of another variable, such as lower leveled kids, are all questions that need to be answered before taking a bigger step.

In this situation, doing nothing might have varied results. If the instructor has developed best practices and has poor test scores due to student achievement level, imposing assistance solutions may lead to increased disagreement. Negative effects of doing nothing are more likely to be low-performing kids, bigger performance disparities between their classmates, difficulties for those children in later years, and ongoing team debate. Acting can have both good and bad consequences. Through introspection, Mr. Blumenstock could accept the learning and assistance and become a flourishing teacher. The team might get better, and each kid may receive the assistance they require. These attitudes, it might be argued, would further isolate the instructor and promote disagreement and dialogue within the team.

Action Plan:

There are several methods to show support for Mr. Blumenstock. Making a strategy enables that him to concentrate on the work at hand and how to optimize his possibilities is one of those methods.

The proper action plan to be followed is laid out below:

a. Meet with Mr. Blumenstock and the associate dean to provide comments and time

for contemplation.

b. Discuss problems and give recommendations and assistance, such as career

development, monitoring other instructors, department chair support, and other

resource options.

c. Establish reasonable goals for preparation, cooperation, and lesson planning.

d. Support and empower Mr. Blumenstock in setting personal objectives for himself

and his pupils.

e. Visit the department chair for comments on the following observation.

The proposed strategy encourages cooperation through collaborating with Mr. Blumenstock to allow more introspection, control over actions, and assistance for the teacher's progress. Through assistance and the instructor's intended achievement, this fosters trust between the teaching lead and Mr. Blumenstock. The action plan also promotes learning by providing a variety of tools to assist Mr. Blumenstock in accomplishing his objectives (McConnel, 2016). Finally, through outlining the teacher's objectives, preparation, and lessons, parameters for conduct and duties are established and expected to be followed.

Challenges:

There are potential problems in this circumstance, which differ based on Mr. Blumenstock's attitude towards the whole process. The process of helping the teacher will be more efficient and useful if one is open to development and review. If Mr.Blumenstock does not want to cooperate with the team or reflect on comments, he may face opposition. Pushback against professional growth or other teachable moments might potentially be a barrier to progress.

Team Lead/Department Chair:

When these scenarios happen, the team leader/department chair will require assistance. Attending to problems and using the input to develop solutions should be continuous. Offering numerous channels for career advancement, chances for organization and cooperation, and constantly defining and sticking to high standards for the personnel will provide continuous support as well (McConnel, 2016). Observing PLCs, participating in department meetings, and analyzing data will help the teacher lead to evaluate the success of her initiatives.

Timeline:

Mr. Blumenstock's training procedure will take a couple of months, maybe the remainder of the year, to provide the required assistance. The introductory discussion and material offer will take place on the same day. Vocational training, expanded learning, and observations will take place in the next months. The team lead should repeat data processing after a month, considering if Mr. Blumenstock has been participating in common planning, PLC, and other agreements, as well as a session between the department chair and admin to appraise the progress. This procedure will be repeated until the team is consistent, and all members exhibit the appropriate behaviors.

References

Alber, R.. (2011, December 6). 3 Ways Student Data Can Inform Your Teaching. Retrieved from: https://www.edutopia.org/blog/using-student-data-inform-teaching-rebecca-alber

Chait, R.. (2010, March 10). Removing Chronically Ineffective Teachers. Retrieved from: https://www.americanprogress.org/issues/education-k-

12/reports/2010/03/10/7525/removing-chronically-ineffective-teachers/

Gill, S.. (2015, September 30). Effective support for teaching staff who are struggling.

Retrieved from: https://www.sec-ed.co.uk/best-practice/effective-support-for-teaching-

staff-who-are-struggling/

McConnel, S.. (2016, May 10). Principals Helping Struggling Teachers. Retrieved from: http://www.principalprinciples.net/2016/05/principals-helping-struggling-

teachers.html#:~:text=ASSIGN%20A%20MENTOR%20AND%20SET,can%20learn

%20from%20each%20other.