SUPERVISING THE MARGINAL TEACHER Paul M. Healey, Ph.D. Camp Hill School District...

SUPERVISING THE

MARGINAL TEACHER

Paul M. Healey, Ph.D.

Camp Hill School District

phealey@camphillsd.k12.pa.us

Characteristics of the

Marginal Teacher

MARGINAL TEACHER CATEGORIES

Distinction Between Supervision/Evaluation

DIMENSION EVALUATION SUPERVISION

purpose Insure satisfactoryperformance

Promote growth beyondcurrent level of performance

scope Broad Narrow

rationale State obligation Complexity of teaching

process Instrument driven Individualized

expertise Evaluator as expert Shared expertise

THE FIRST STEP IS PREVENTION

* SCREENING PROCESS

* INTERVIEW PROCESS

* REFERENCE CHECKS

* INDUCTION PROGRAM

* FREQUENT OBSERVATIONS DURING

FIRST FEW YEARS IN THE DISTRICT

POSITION

STATEMENT

Every profession has marginal employees. However, education is different in that they do not police their own ranks and weed out these employees on an ongoing basis. The result is that thousands of kids each year are subjected to individuals who are just going through the motions.

Marginal Teacher Flowchart

Do

nothing

Refer to Intensive Mode

Create a Remediation Team

Move to another Supervision

Mode

Continue in Intensive Mode

Move for Dismissal

Select members

Outline priorities

Develop action plans

Construct timeline

DIFFERENTIATED MODES OF SUPERVISION

Clinical Supervision

Systematic ClassroomObservation

Peer Coaching

ColleagueConsultation

AdministrativeMonitoring

Maintenance

Drop In Visits

InstructionalLeadership Roles

Trainer of Trainers

Portfolios

ReflectiveJournals

Videotapes

ProfessionalColloquium

Book Talks

Study Groups

Directed Supervision

Focused Assistance

Intensive Assistance

Self-Directed

Individual Contracts

Action Research

National TeacherCertification Process

THE CASE OF

MR. MATTHEWS

REMEDIATE TERMINATE

THE CASE OF

MR. MATTHEWSNew Principal -

All previous ratings were satisfactory

November 1998 - observation - classroom management, student expectations, transitions

- Mr. Matthews thought the lesson went well

- Principal made some suggestions for improvement

January 1999 and April 1999 - observations - time management, organizations, student behavior

- Principal recommended reading articles, observing other teachers, detailed lesson planning

September 1999 - second year as principal - observation by principal and assistant principal

- no improvement whatsoever - unsatisfactory rating issued October 1

- principal provides detailed list of concerns and corrective actions (observations, workshops)

February 2000 - observation - no improvement

STEPS OF INTENSIVE ASSISTANCE

Frequent

observations

Time to improve

Remediation Team

Documentation

11 REASONS TO DISCIPLINE/DISMISS

PROFESSIONAL EMPLOYEES

The Original Eight:

Immorality Incompetency

Intemperance Cruelty

Persistent negligence

Willful neglect of duties

Participating in un-American or subversive doctrines

Failure to comply with school laws of PA

In 1996, the School Code was amended and expanded the number of reasons from 8 to 11:

* Unsatisfactory teaching performance based on two consecutive ratings of the employee’s teaching

performance - at least 4 months apart

* Physical or mental disability as documented by competent medical evidence, which after

accommodations, the employee has the inability to perform the essential functions of his/her

employment

* Conviction of a felony or acceptance of a guilty plea or no contest

THE FOUR

D’s

MODEL CONFERENCE

Issue the 1st

Unsatisfactory Rating