RUNNING HEADER: PERFORMANCE EVALUATION AND ACTION PLAN

Performance Evaluation and Action Plan

Kirby T. Shepherd

EAD-533

Grand Canyon University

 PERFORMANCE EVALUATION AND ACTION PLAN

Performance Evaluation and Action Plan

Analyze the Case

The field of education deals with the most complex of assets, humans, in order to achieve

the desired outcome from one of the most challenging and unpredictable systems on the planet,

the adolescent mind. To obtain acceptable levels of achievement education institutions are

constantly pursuing new and better methods. It is the principals’ role to identify leaders within

the faculty, leaders that can help facilitate these new processes so that all staff members are up to

speed and engaged in a consorted effort to raise the level of effectiveness of the entire teaching

staff.

Team Lead. In this scenario, a teacher has, either through negligence, lack of effort, or inability

to adapt, fallen behind the rest of their team and will now require additional attention to bring

them back into the fold. This attention and direction should come primarily from the team lead as

they are designated as the next level of supervision. To promote leadership and initiative, it is

vital to allow lower-level leaders the ability and freedom to address issues like this when they

arise. Mr. Wong will need to formulate an initial plan of action to help Mr. Blumenstock get back

on track with the rest of his team.

Stakeholders. Before placing the action plan in place, he will present it to me and other team

leaders for feedback and identification of any flaws or concerns that need addressing. This

portion of the session will require the team lead to be open to critiquing, but this will allow

multiple eyes with a plethora of experience to evaluate what they have had success with and

what has not worked for them in the past in similar situations.
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Questions. A major area of concern that needs to be addressed is why Mr. Blumenstock is not

participating in the group planning meetings. Finding the root cause of this will shed a significant

amount of light on where the main issue lies. If Mr. Blumenstock is having trouble understanding

the systems and data, then his team lead will be able to give him more specific and

individualized instruction. If he does not believe in the system, then he will be shown the results

of his teaching counterparts who are outperforming him using the system as it was intended.

After this issue has been addressed, the next problem that will have to be tackled is the issue of

his classes falling behind on the pacing calendar. This will involve some in-depth planning and

an accurate account of exactly how far his classes are behind. Once the plan is successfully

refined and is acceptable to me and the team lead, Mr. Wong will present it to Mr. Blumenstock

and answer any questions about the plan that he might have. After all his questions are answered,

a timetable will be laid out with specific expectations to show that implementation is being

performed appropriately.

Identifying Larger Issues

Policies and More Information. It will need to be clarified if Mr. Blumenstock has violated any

district policies by his perceived lack of effort and deficient performance. Along with that, the

situation must be addressed in the faculty handbook should any disciplinary action be taken. It

would also be important to note whether this behavior is out of character for Mr. Blumenstock. If

it is unlike him to go rogue or separate himself from the team, then there will be underlying

issues going on that must be addressed to help him get back to his true form.

Result of In-action.
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Positive Outcome. If no steps are taken to correct the course of Mr. Blumenstock there are no

positive outcomes that present themselves. No action in this matter, while theoretically an option,

is no option at all.

Negative Outcome. While there are no visible positive outcomes should no action be taken, there

are plenty of negative outcomes. Primarily that his classes will continue to fall behind and will

eventually fall well below their classmates in state testing. At its’ core, teaching is about student

success and if our students are not achieving their highest levels of success based on our best

efforts then we have failed them. In this case, Mr. Blumenstock is not giving his best effort and it

must be addressed.

Another negative outcome might be that the team dynamic is disrupted. A culture of

collaboration and trust has been built by the team members working together. With Mr.

Blumenstock not participating, that culture piece might take a hit if others see him not

participating and feel that they should not have to participate either.

Result of Action.

Positive. A potentially positive outcome for intervening in the case of Mr. Blumenstock is that

his classes get back on track and start to perform at the same levels as other classes. Another

positive outcome is that Mr. Blumenstock sees the benefit of working with his peers on planning

and staying on pace with the rest of the teachers.

Negative. A potentially negative outcome of taking corrective action with Mr. Blumenstock

would be that he reacts negatively to the corrective measures. Change is a scary thing sometimes

and causes people to react out of character. If Mr. Blumenstock's behavior is associated with this
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type of reaction, his behavior may worsen, or it may force him into a situation where he is so

uncomfortable that he may choose to quit.

It is quite clear that inaction is not a possibility and will only lead to more issues down

the road. Any positive or negative outcomes related to action are acceptable in the face of student

failure.

Action Plan.

Moving Forward. The plan that Mr. Wong and I would formulate for Mr. Blumenstock’s future

would include, firstly, much more oversight and direct observation of him working with his

teaching team on pacing and planning. This period will be the most uncomfortable portion of the

plan as it requires everyone to acknowledge and face the problem head-on. The goal is to show

Mr. Blumenstock the advantages and benefits of effective collaboration among teachers for

significant student improvement. (Kolleck, N. Et. Al, 2021)

The second part of the action plan would include one-on-one mentor sessions with the

team lead to ensure that Mr. Blumenstock understands the expectations set forth and how they

should be met. If the problem is that Mr. Blumenstock was not clear on what his expectations

were up to this point, he will now know with certainty what is required and expected of him.

(Abdulahi, 2020 pg. 154) This is also a terrific opportunity to model the type of leadership that I

want my team leaders to emulate. When principals and team leaders model the desired behaviors,

it puts feet to their words.

The third part will include side-by-side planning sessions with the team and the team

leader. This portion will require accountability on the part of the team leader to ensure that Mr.
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Blumenstock is taking an active role in the planning sessions and not sitting back as before. This

can be uncomfortable, but it is necessary for Mr. Blumenstock to feel accountability and for the

other team members to witness the accountability taking place to reinforce the expectations.

Problems

Problems that may arise were discussed in the potential negative outcomes listed in the

corrective action section. Mr. Blumenstock might try to push back against the corrective actions,

but with my backing and the data to show why we are taking the action, he will have no legs to

stand on as to why he feels we should not take corrective action.

Team Leader Evaluation and Timeline

This plan of action would need to be implemented immediately to prevent Mr.

Blumenstock's classes from falling farther off the pace. His classes' progress must be assessed

more frequently than the other teachers' classes to help them catch up with them. If the plan is

executed properly, results should be seen within weeks with Mr. Blumenstock’s class getting

back onto the pacing schedule within one six-weeks period.

The team leader will be observed and evaluated during this time for their effectiveness in

problem resolution. This problem developed under their supervision so they hold some

responsibility for the matter and must demonstrate a willingness and resolve to correct the issue.

If the issue does not show considerable progress, then it may be necessary for a new team leader

to be identified as well.

Conclusion
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Deep-set problems do not form overnight and therefore cannot be resolved overnight. A

problem like this must be owned by the individual and their immediate supervisor. This is a

prime example of the importance of developing leadership skills and expectations at the lowest

levels. Had the team leader been more observant and more willing to address issues that were

present this situation might have been avoided entirely. However, not all problems are

preventable and when they are identified they must be addressed immediately.
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References

Abdulahi, B. A. (2020). Determinants of teachers' job satisfaction: school culture perspective.

Humaniora 32, 151–162. doi: 10.22146/jh.52685 accessed on 11/24/2022 from

https://core.ac.uk/download/pdf/324201288.pdf

Kolleck, N., Schuster, J., Hartmann, U., & Gräsel, C. (2021). Teachers’ professional

collaboration and trust relationships: An inferential social network analysis of teacher

teams. Research in Education, 111(1), 89–107.

https://doi.org/10.1177/00345237211031585