Irma Torres

Grand Canyon University

   EAD-533:Performance Evaluation and Action Plan

Dr. Michelle Otstot

                                                            March 22, 2023

 Performance Evaluation and Action Plan 1

Part 1: Analyze the Case

I have chosen the elementary case to review. In the case study, I am the principal at an

elementary school. I have just reviewed the third-grade data, there are five teachers that make up

the third grade team. Four of the five have been working collaboratively and have achieved

extraordinary results on their DIBELS assessment. I have noted that the fifth teacher on the team

named Ms. Monroe is not following the pacing guide which is negatively affecting her student

achievement. Also, she does not meet with her grade level to plan and work collaboratively.

Now, I am meeting with the team leader, Ms.Juarez to discuss next steps.

The role of a lead teacher is to guarantee that the grade level team fulfills challenging

student success objectives, grade level leads offer organizational leadership and support to all

teachers within their grade level. The stakeholders that should be included in the conversation to

determine next steps should be all third grade teachers, assistant principal, principal, and

instructional coach (if there is one). Some of the questions that should be part of the conversation

should include; How can we help make everyone feel more comfortable during grade level

meetings; How can we ensure all teachers are following pacing guides?; What extra support do

teachers need?; and What have teachers been planning and discussing during grade level

meetings, if you did not attend what did you do?

Part 2: Identify the Larger Issues

I must take in consideration the teacher contract in my district which under Article V,

section F, number three, states, “Classroom Teachers shall be scheduled for one (1) team

planning time each week. Each team will meet for forty-five (45) minutes during their planning

period” (Waukegan Community District No. 60, 2017). If the other team members are meeting
 Performance Evaluation and Action Plan 2

daily for their personal preference, to work collaboratively I cannot make Ms.Monroe also meet

with the team. However, the contract does state they must meet once a week. As I move forward

with my decision, I would like to see evidence of Ms.Monroe missing on team meetings. At my

school we use grade level planning sheets, where we document what was planned and discussed

and take attendance. The agenda will help me make valid decisions of the information

Ms.Monroe might have missed and be able to give exact dates of her absences. I would also like

to know if there is any written documentation asking Ms.Monroe of the reasons for her absence.

I should also look over her lesson plans to see what she has written that correlates with the

pacing guide.

The potential positive of doing nothing would be no confrontation and no stakeholder

will be put in an uncomfortable situation. However, if nothing is done a negative would be low

student achievement, and unconnected third grade team teachers. The potential positive of

addressing the situation would be to help create an effective teacher that can work

collaboratively with team members to enhance student achievement and performance. The

negative of addressing the situation, would be Ms.Monroe being defensive and not being able to

handle constructive feedback.

Part 3: Create an Action Plan

According to Qian Peng et al. (2022), teachers’ professional learning community is an

effective path to promote teachers’ professional development and elevate teaching quality, and

has been widely used in school contexts. Taking this into account, I would like to create PLC’s

(professional learning communities), not only in grade level meetings but also in staff meeting

once a week. Before we start the PLC’s we should create norms, such as teachers should be
 Performance Evaluation and Action Plan 3

active participants, teachers should not have side conversations, or teachers should be on time, to

name a few. The norms should be established as a team. I would also like to have target

objectives based on needs, review data, create interventions, and monitor progress and/or re-

evaluate. PLC’s will help work as a collaborate team to reach the our school improvement goals.

As I meet with the stakeholders affected, I would like to create a timeline together on

how we are going to implement PLC’s effectively. I would like be present for the first two-three

weeks, then have monthly check-in’s to see progress. I will also be checking the PLC agendas

that should be filled out. I will help facilitate the first PLC’s to establish our outcomes and

analyze student data. “Professional development sessions should be places where school leaders

share the work of planning those rich, engaging activities, contributing their expertise to

precisely the work teachers do every day” (Baum, 2017).

I anticipate Ms.Monore being defensive and not want to participate. I will have a talk

with for her to come up with other solutions. Also I would come prepared with research that

supports PLC’s and the teacher’s contract that shows she is required to meet weekly. I will also

have weekly check-in’s with the team leader.

 Performance Evaluation and Action Plan 4

References:

Bailey, K. (n.d.). 6 essential characteristics of a PLC. PLC Day 1 - Solution Tree.

Qian Peng, Lijia Liu, Limin Zhang, & Yaping Yue. (2022). Adaptation and Validation of a Scale

for Measuring the Curriculum-Based Professional Learning Community in Early Childhood

Education in China. Frontiers in Psychology, 13.

https://doi-org.lopes.idm.oclc.org/10.3389/fpsyg.2022.909842

Waukegan Community School District No. 60. (2017). Agreement Between The Board of

Education and Waukegan Council of Lake County Teachers.

https://p16cdn4static.sharpschool.com/UserFiles/Servers/Server_18635658/File/Our
%20District/Negotiated%20Contracts/TeachersContract2017-2021.pdf