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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
