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There are three levels of support available for a teacher who is not meeting the Professional Qualities and Responsibilities. For all levels of formal support the administrator will document the need for improvement with the PQR Evaluation Form. If the teacher can address the need for improvement with little support, the PQR Evaluation form may suffice. If a more structured approach is needed, the PQR Evaluation form may be paired with a Structured Growth Plan. If the deficit in meeting the PQR is severe, the PQR Evaluation form may be paired with an intensive support plan. If support begins at level 1 and there is no improvement in performance, support may progress to level two and three.

On the chart below, click on the green boxes to download the corresponding form. Click on the links (in the red box) for additional information on the Structured Growth Plan, Intensive Support Plan, and Levels of Support.

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STRUCTURED GROWTH PLAN
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Target Staff:

Teachers (probationary and continuing) who are not meeting or exceeding the Professional Qualities and Responsibilities (PQR) AND their need for improvement has been documented on the Professional Qualities and Responsibilities Evaluation Form.  

Description:

The Structured Growth Plan is designed to provide more focus and additional administrative support for a teacher who has been unable to correct an identified deficit in their performance of a specific Professional Quality and Responsibility indicator.  The development of the Structured Growth Plan is part of, or follow-up to, an evaluation conference with the teacher.  The Structured Growth Plan is  designed to ensure that improvement is demonstrated over a period of time not to exceed a twelve-week period.  During this time the supervisor meets with the teacher to discuss evidence of improvement.  It is suggested that these evidence meetings between the teacher and supervisor should occur no less than once a month. The Structured Growth Plan will include the following components:
  1. The section of the Professional Qualities and Responsibilities (PQR) to be addressed by the plan followed by the specific indicator(s) under that section needing improvement.
  2. Specific objectives to be met based on the PQR indicators specified. These should be stated as measurable objectives.
  3. Activities in which the teacher will engage in order to meet the stated objective for improved performance.
  4. A time frame when each activity should be completed.
  5. A plan for evidence to be collected and discussed with the supervisor that shows implementation of the plan and improved performance.  
  6. Support provided by the supervising administrator.

Procedures:

The structured growth plan may be used after a teacher has received (in conference) a PQR Evaluation Form indicating the need for improvement and that required improvement has not occurred.  In these cases a second PQR Evaluation Form will be given to the teacher in conference and the Structured Growth Plan developed.

However, a supervising administrator may determine that the need for improvement is such that it cannot be left to the discretion of the teacher.  In these cases, the Structured Growth Plan should be developed and included with the first PQR Evaluation Form noting the need for improvement in performance. 

In either case, the following procedures will be followed:

The supervising administrator will:

  1. Complete a Professional Qualities and Responsibilities (PQR) Evaluation Form indicating that the teacher does not meet the PQR and that a Structured Growth Plan will be developed.  
  2. Meet with the teacher for the required PQR Evaluation conference and provide him/her with the PQR Evaluation Form indicating that a Structured Growth Plan will be developed.
  3. Work with the teacher in the development of the Structured Growth Plan.
  4. Have the teacher sign the PQR Evaluation Form noting the date of the required conference.
  5. Have the teacher sign the Structured Growth Plan.
  6. Attach the plan to the PQR Evaluation Form and provide the teacher with a copy.
  7. Send a copy of the PQR Evaluation Form to your Director.  He/She will review the form and the plan and forward it to Human Resources for review and filing.
  8. Monitor implementation of the Structured Growth Plan and evidence of improvement.  It is suggested that the supervising administrator observe and/or meet with the teacher monthly to review evidence of improvement.
  9. Close the Structured Growth Plan if improvement is made and the teacher now meets of exceeds to target PQR.
  10.  Move the teacher to an Intensive Support Plan if improvement is not noted with the Structured Growth Plan.

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INTENSIVE SUPPORT PLAN
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Target Staff:

Teachers (probationary and continuing) who continue to not meet or exceed the Professional Qualities and Responsibilities AND

  1. Their need for improvement has been documented on the Professional Qualities and Responsibilities (PQR) Evaluation Form.
  2. They have been working under a Structured Growth Plan and have not made adequate improvement.
  3. Their demonstrated need for improvement is so great that it demands intensive support.

Description:

The Intensive Support Plan represents the highest level of focus and support a supervising administrator is expected to provide for a teacher who has been unable to correct an identified deficit in their performance of a specific Professional Quality and Responsibility indicator.  A teacher being placed on an Intensive Support Plan has either severe performance deficits based on the PQR, or has not shown adequate progress on the Structured Growth Plan. The Intensive Support Plan is designed to ensure that improvement is demonstrated over no more than a twelve-week periodIt is suggested that the supervising administrator will observe and/or meet with the teacher to discuss evidence of improvement weekly for the first four weeks of the plan and every-other week there after if improvement is noted. The Intensive Support Plan will include the following components:

  1. The section of the Professional Qualities and Responsibilities (PQR) to be addressed by the plan followed by the specific indicator(s) under that section needing improvement.
  2. Specific short-term objectives to be met based on the PQR indicators specified. These should be stated as measurable objectives.
  3. Activities in which the teacher will engage in order to meet the stated objective toward improved performance.
  4. A time frame when each activity should be completed with weekly benchmarks.
  5. A plan for evidence to be collected and discussed with the supervisor to show implementation of the plan and improved performance.  
  6. Support to be provided by the supervising administrator.

The difference between the Structured Growth and the Intensive Support Plans is the intensity of the activities, and the Intensive Support timeline requiring weekly implementation and improvement benchmarks.  Additionally, the teacher has an option of requesting a support team made up of one professional selected by the teacher, and one selected by the supervising administrator.  The team will not evaluate the teacher, but provide support for his/her improved performance through the Intensive Support Plan.

Procedures:

The supervising administrator will:

  1. Notify his/her Director and the Director of Human Resources before putting a teacher on the Intensive Support Plan.
  2. Hold a PQR Evaluation Conference with the teacher, providing a copy of the evaluation noting that an Intensive Support Plan will be developed.
  3. Provide the teacher with an opportunity to respond in writing to the PQR Evaluation Form within two (2) administrative working days. Send the PQR Evaluation Form and any teacher response to your Director and the Director of Human Resources.
  4. Meet with the teacher within ten (10) administrative working days to complete the development of the Intensive Support Plan. 
  5. Support the teacher in implementing the plan.  It is suggested that teacher and administrator meet to review evidence of improvement weekly for the first four weeks of the plan and every-other week thereafter.  The teacher may also request help of a support team consisting of one professional selected by the teacher and one selected by the supervising administrator.

If improvement toward the objective is noted, the supervising administrator may choose to move the teacher from Intensive Support back to a Structured Growth Plan.  The Director and Director of Human Resources should be notified if this occurs.

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LEVELS OF SUPPORT FOR
STRUCTURED GROWTH AND INTENSIVE SUPPORT PLANS
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LEVEL I

Level I support brings awareness and focus to the performance issue identified by the supervising administrator.  This level of support relies on providing information and material resources to the teacher.  At this level, teachers make the decision about the resources they will use for improvement. Following are some suggested resources:

  • Hold a discussion with teacher about the need for improvement as documented on the Professional Qualities and Responsibilities (PQR) Evaluation Form (required).
  • Provide articles and other written resources for the teacher to refer to and consider.  The web is a good resource.  The Staff Development Department may also advise on resources that may provide support.
  • Provide teachers with video clips and other “just in time” staff development resources such as: PD 360, staff development institutes, online courses and other resources found on the staff development website.
  • Direct teachers to specific master teachers or other staff who may be models for the particular area of improvement.
  • Remind teachers of support staff available to help them develop skills in the specific areas.  These may include the Central Office Specialist, Instructional Technology Resource Teacher, School Counselors, Department or Grade Level Chairs, Elementary Reading and Math Coaches, Secondary Level CARS, Secondary Level Coaches (in selected high schools).

   

LEVEL 2
STRUCTURED GROWTH

Level 2 support is beyond providing information for a teacher to consider.  It includes applying the support resources with some type of follow-up activity with the supervising administrator or designee. Following are suggested resources in Level 2:

  • Collect and review lesson plans, parent communication, directions for assignments, classroom assessments or other documents that may serve as evidence of effort toward improvement.  Use these artifacts as a springboard for discussion with the teacher in ongoing meetings about improving performance.
  • Require the review of video clips, articles, websites, or other “just in time resources (self-paced online courses or PD 360). Meet with the teacher to discuss new learning and implementation for improved classroom performance.  This support strategy may be paired with a review of documents (lesson plans, parent communication, etc) to continue discussion of new learning toward improved performance.
  • Strongly encourage participation in staff development institutes, online courses, or other staff development offerings related to the identified area of deficit.  Follow-up the new learning with reflection sessions with the teacher to determine how the new learning will be implemented for improved performance.
  • Have the teacher visit or observe another teacher who is a model for the specific Professional Qualities and Responsibilities (PQR) identified for this teacher’s improvement.  Work with the teacher to create a specific protocol for the visit.  Debrief immediately after the visit to reflect on learning and next steps for implementation for improvement.
  • Require the teacher to work with specific support staff who can support the teacher in his/her development.  These staff may include Central Office Specialist, Instructional Technology Resource Teacher, School Counselors, Department or Grade Level Chairs, Elementary Reading and Math Coaches, Secondary Level CARS, Secondary Level Coaches (in selected high schools) and Staff Development Instructional Coaches.  The supervising administrator or designee should meet with the teacher to schedule their meetings with the support staff as well as for the collection of artifacts related to showing implementation of the work done with the support staff.

 

LEVEL 3
INTENSIVE SUPPORT

Level 3 support is the most intensive and includes close supervision and opportunities for modeling. Following are suggested resources in Level 3:

  • Create opportunities for team teaching with an exemplary teacher.
  • Provide a Staff Development Instructional Coach for the teacher to help develop and implement a plan for improvement.
  • Provide opportunity for the teacher to jointly observe exemplary teachers with the supervisor or coach and reflect on the learning.  The visit is followed-up with practice implementation with feedback from the administrator or coach.
  • The supervising administrator, assigned Staff Development Coach, or other support staff work directly with the teacher on  “just in time” staff development materials such as self-paced online courses, video clips, and PD 360.  These sessions should result in a concrete implementation activity directly tied to the area of required improvement.

 

* The Department of Staff Development and the Central Office Content Specialists should be prime contacts for more specific resources in these three levels of support.  

 

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