Dr. Voltz's administrator academy presentation updated as of November 1, 2010.

1. Remediation & Evaluation
of
Tenured & Non-Tenured Teachers

3. If some of the slides
are too small you can
view online at

4. 4

5. Presented by
Dr. Richard Voltz, IASA Associate Director

6. Consensogram

7. Please write a question
on the post-it-note that
you would like addressed
today.

8. Goals for Workshop
To “Think of Students First”
To be able to know, describe and inform teachers
what is effective instruction
To learn how to demonstrate “fundamental
fairness” with teacher evaluation using “Classroom
Walkthroughs” and other techniques
To learn how to deal with unsatisfactory non-tenure
teachers
To learn how to successfully terminate poor
tenured teachers

9. We can’t keep doing
what we are doing...

10. $13B deficit

14. Do you need some
inspiration to act
courageously?

16. Change is coming!

21. Progress Illinois
• Gave $650,000 to nine General
Assembly candidates in October 2010
• Goal: “Alter teacher tenure” Use
demonstrated effectiveness according
to multiple measures
• 9 0f 10 Illinoisans surveyed said “ a
strike should only be used as a last
resort”
• 80% said it should be easier for
principals to let ineffective teachers go

24. The Widget Effect

27. Being an effective
evaluator is hard!

28. What makes a great
leader?
From Daniel Goleman, Harvard Business
Review
• Intelligence
• Toughness
• Determination
• Vision

33. Value added
• A growing number of school districts have adopted a system called value-
added modeling
• The system calculates the value teachers add to their students’ achievement,
based on changes in test scores from year to year and how the students
perform compared with others in their grade.
• William L. Sanders, a senior research manager for a North Carolina
company, SAS, that does value-added estimates for districts in North
Carolina, Tennessee and other states, said that “if you use rigorous, robust
methods and surround them with safeguards, you can reliably distinguish
highly effective teachers from average teachers and from ineffective
teachers.”

35. What do principals
actually do?
• Wallace Foundation Study
• 66.7% on management functions
• Student discipline, student supervision, employee
discipline, office work/prep, building management,
dealing with parents, attending management
meetings
• 29.7% on instruction
• Working with students, observing teachers,
conducting classroom visits, providing feedback to
teachers, talking to parents about student learning,
teaching/modeling, participating in professional
development, planning curriculum, assessment

36. Management
Functions
• Student discipline
• Student supervision
• Employee Discipline
• Office work/prep
• Building management
• Dealing with parents

37. Instruction
• Working with students
• Observing teachers
• Conducting classroom visits
• Providing feedback to teachers
• Talking to parents about student learning
• Teaching/modeling
• Participating in professional development
• Planning curriculum
• Assessment

38. http://bit.ly/IASAPodcasts

41. Research says...
• 1/2 students in school are not paying
attention
• Reading textbooks is very important to
academic success
• 83% of students like to discuss
controversial topics in school

42. Students think school
is boring...
Source: International Center for Leadership in Education

43. Do you ask students
what they think of
school?

44. Do you involve
students in school
improvement?

45. When you involve
student/learners you
become “future
focused.”
Source: International Center for Leadership in Education

46. School leadership is
second only to
classroom teaching
as an influence on
pupil learning.
Source: International Center for Leadership in Education

47. School leaders improve
teaching and learning
indirectly and most
powerfully through their
influence on staff
motivation and working
conditions.
Source: International Center for Leadership in Education

48. Effective Leadership
Traits
• Open minded
• Ready to learn from others
• Flexible rather than dogmatic
• Persistent in their pursuit of high
expectations
• Resilient
• Optimistic
Source: International Center for Leadership in Education

49. "It is our job to know what
is effective teaching
practices and to hold
teachers accountable."
Dr. Mike Schmoker

51. Success depends
on...
• “The Teacher Effect makes all other
differences pale in comparison.” William
Sanders
• “Five years of effective teaching can
completely close the gap between low-
income students and others.” Marzano:
Kain & Hanushek

52. Think-Pair-Share

54. Do all your teachers?•Check for understanding?
•Teach the adopted district curriculum?
•Utilize common assessments on a regular
basis?
•Provide remediation based on data?
•Engage students?
•Teach bell to bell?

56. Would you train teachers
to learn how to pass out
papers?

57. No Opt Out
Student does not know answer, teacher
goes to another student. First student is
called on again to state answer.

58. Do you believe teachers
can improve by watching
other excellent teachers?

59. Classroom Walkthroughs
Gather data points on teacher performance and discuss
with all teachers.
Look for active engaged student learning.
Look for teachers who require students to read, discuss,
and write about what they have read.
Checking for understanding is very important.
Have a common core curriculum and common quarterly
assessments.

64. It is our job to train
teachers via
professional
development

65. Just Do It!

66. 66

68. ISBE New Plan for “Unsatisfactory”
Teachers
Two “unsatisfactory” ratings may result in ISBE
certificate suspension or revocation?
Superintendent Koch announced at the April 2010
IASA Conference that ISBE is working on a plan to
suspend or revoke teacher certificate if a teacher
receives “two” unsatisfactory evaluations.

69. IASA-ISBE Advisory
Minutes

71. ISBE “Unsatisfactory”
Plan
Section 21-23 was changed and passed into law
with the RTTT legislation.
State superintendent can suspend a teacher’s
certificate for “Incompetence”
Effective for the 2010-11 school year
Does this mean “U-R-S-U” or “U-R-U”
This is a BIG DEAL!

72. RTTT Application
“Local school district dismissal, however, is not the only means
by which the State’s poorest educators can be removed from
Illinois schools. Under Section 21-23 of the School Code, the
State Superintendent has the authority to initiate the
suspension or revocation of an educator certificate as a
result of “incompetency”. Indeed, as early as the 2010-11
school year, the State Superintendent plans to use poor
results by educators on performance evaluations as
evidence of such “incompetency”. Specifically, the State
Superintendent recommends that the assumption of
“incompetency” be triggered by two years of an unsatisfactory
evaluation rating or three years of a combination of an
unsatisfactory/needs improvement evaluation rating. The State
Superintendent will continue to collaborate with stakeholders to
refine this triggering assumption.”

73. (105 ILCS 5/21-23) (from Ch. 122, par. 21-
23)
Sec. 21-23. Suspension or revocation of certificate.
(a) The State Superintendent of Education has
the exclusive authority, in accordance with this
Section and any rules adopted by the State Board
of Education, to initiate the suspension of up to 5
calendar years or revocation of any certificate
issued pursuant to this Article, including but not
limited to any administrative certificate or
endorsement, for abuse or neglect of a child,
immorality, a condition of health detrimental to the
welfare of pupils, incompetency, unprofessional
conduct

75. 92.6% = Superior
7% = Satisfactory
0.4% = Unsatisfactory

77. Four Ratings
Excellent
Satisfactory
Needs Improvement
Unsatisfactory

78. Student performance
data will be a significant
factor in teacher or
principal evaluations

79. What does this mean?

80. How would you do it?

82. Implementation Dates
9/2012 for bottom 5% schools
and some CPS
9/2015 for lowest 20%
9/2016 for everybody else
9/2012 for all principals

83. State responsibility…

85. ISBE Requirements
Define methods to measure student growth
Define “significant factor”
Control for
Special education
ESL
Student attendance
Student mobility
Establish minimum requirements for teacher and principal evaluation
instruments and procedures
Establish model evaluations plans that include 50% student growth

86. Performance Evaluation
Advisory Council
Evaluation is a strong predictor of future
performance.
Salary schedule advancement is not.
Specific training in an area is not.

87. Will teacher tenure as we
know it today be around
in the near future?

93. http://thehiddencostsoftenure.com/

96. Tenure frustrate drive for
teacher accountability Scott
Reeder
-Of Illinois’ 876 school districts only 61, or 7
percent, have ever attempted to fire a tenured
faculty member since the teacher evaluation
reforms were imposed 18 years ago.
Of those 61 school districts, only 38 were
successful in actually firing a teacher.

97. Of an estimated 95,500 tenured educators now
employed in the state an average of only seven
have their dismissals approved each year by a
state hearing officer. Of those seven, only two on
average are fired for poor job performance. The
remainder is dismissed for issues of misconduct.

98. Dismissal doesn’t have to be
difficult
Chet H. Elder

99. You’re fired

100. is it possible to dismiss a
tenured teacher?

101. dismissed employees
• Leave with a feeling of relief
• They end up with better paying jobs elsewhere
• A more satisfying career
• New sense of enthusiasm and contentment

102. say what you mean. mean
what you say. but don’t say it
mean.

103. keep in mind that you’re
taking this action to improve
the quality of education for
kids.

104. important rules
• Keep the union informed
• Communicate, communicate, communicate
• Straightforward observation and evaluation reporting will
guarantee that no teacher is ever shocked and
surprised when he or she receive the final word.

105. actual evaluation
• Keep words to a minimum so they are easy to translate
and defend.
• Do not confuse the teacher when you are at the
“summative” position, be direct and easy to understand.
• Have a “Plan”
• Execute the “Plan”

106. insubordination
• Administrators cannot tolerate insubordination.
• Employees must follow orders.
• Employees must follow school policy.

107. Is
behavior
teaching
related?
Is
behavior
work rule
related?
Remedial
Non-
Remedial
Three
Progressi
ve Steps
Possible
Terminati
on
Teacher
Evaluatio
n
Process

108. school reform
• Student test scores
• Principal is held accountable and will be fired under all
four reform models.
• Must have competent teachers.

109. teacher tenure
• It takes the recommendation of the superintendent, via
a recommendation by the building principal to place a
teacher on tenure after 4 years of “successful” teaching
experience.
• ...and whose fault is it we have incompetent tenured
teachers?

111. “would i want my own son or
daughter exposed to this
teacher.”

112. five easy calls
• Lateness
• Failure or refusal to report child abuse
• Violation of confidentiality
• Sexual harassment in the workplace
• Ethnic slurs, lying, stealing, cheating, and illegal acts

113. documentation
• “If it ain’t in writing, it don’t exist.”
• Document as soon as possible.
• Be clear, be concise, use simple language, use simple
sentences.
• Communicate the problem in the first paragraph, then
support with other information.
• Share file with teacher and union.

114. Consistency is critical
• Union will “burn” you for inconsistencies.
• When in doubt dismiss non-tenured teachers.
• Make sure all administrators know the “game plan.”

115. Carroll R. daugherty’s
Just cause test
• Did the employer give the employee forewarning or
foreknowledge of the possible or probably disciplinary
consequences of the employee’s conduct?
• Was the employer’s rule or managerial order reasonably
related to the orderly, efficient, and safe operation of the
employer’s business?
• Did the employer, before administering discipline to an
employee, make an effort to discover whether the
employee did in fact violate or disobey a rule or rule of
management?

116. • At the investigation, did the “judge” obtain
substantial evidence or proof that the
employee was guilty as charged?
• Has the employer applied its rules, orders,
and penalties to all employees in an even-
handed manner and without discrimination?
• Was the degree of discipline administered by
the employer in a particular case reasonably
related to (1) the seriousness of the
employee’s proven offense and (2) the record

117. • Do not miss these.
• Know
• Contract
• School Board Policy
• Administrative Procedures Manual
• Teacher Handbook
time limits & deadline dates

118. you are the expert!
• You have earned the Type 75 Certificate
• You have successfully completed the teacher evaluation
required state workshop
• You have an advanced degree in Educational
Leadership
• You are the school administrator
• “ Just Do it”

120. teaching function
• If you expect teachers to put the daily objective(s) on
the board in student-centered language, look for it,
measure it, note it, hold the teacher accountable for it.
• If you expect teachers to consistently and often to check
for understanding then look for it, measure it, note it,
hold the teacher accountable for it.
• If you expect student engagement then look for it,
measure it, note it, hold the teacher accountable for it.

121. if a teacher offers to quit, say
ok, get out a piece of paper
right then and have them write
a letter of resignation.

122. if you cannot predict the non-
tenure teacher to be excellent,
do not put that teacher on
tenure.

123. It is hard to hide ineffective
teachers because they come
in contact with students on a
daily basis.

124. Are the School
Board &
Superintendent
willing to…

125. Are the School Board &
Superintendent willing to…
Hold teachers accountable?
Give principals adequate time to properly evaluate
teachers?
Back administrators when the staff and community
get upset?
If you can answer “Yes” to all three questions you
are ready to proceed.

126. Does your teacher evaluation
system actually help improve
instruction?
Peter Loehr, writing for the Illinois School Board
Journal contends that “Too often, evaluation is an
annual or semiannual administrative activity that
has negligible positive effect for the school district
and the vast majority of teachers and principals.”
Why?

127. One Superintendent’s
Expectations of Principals
Visit one classroom at least 80% of the days school
is in session
 Formal evaluation
 Drop ins
 Visit student work
 Ask for invitations to see special presentations in
classrooms
Be actively and collaboratively involved with the
Illinois School Improvement Plan Process
Be willing to pull the plug on questionable non-
tenured teachers.

128. Great Teacher – Bad
Employee
Just because the teacher has good methodology
does not mean they are good for the organization

129. Non-Tenure Decisions
When in doubt dismiss…
“If you cannot predict that the teacher will rate
excellent, do not put the teacher on tenure.”
Do you want your own child having this teacher? If
not dismiss…
Get rid of the poor or questionable non-tenured
teacher in first year if possible.

130. Business card situation...

131. Is this hard to do? Of
course it is. We all have
feelings but who are you
looking out for?
Students or adults.

132. Teacher Evaluation Process
Principal evaluates whole unit of instruction.
 At all grade levels
Evaluation normally lasts five to seven days
Some principals meet with the teacher daily
following each observation.
Teachers receive daily feedback from
principal.
Feedback contains suggestions for
improvement.

133. Advantages of Whole Unit
Principal is present from beginning to end.
 Principal must make this a priority
Principal is not a factor for classroom
climate (student discipline).
Principal sees all aspects of instruction with
assessment being very important.
Principal develops an on-going
communication system with teachers about
instructional strategies and curriculum
improvement.

134. Disadvantages of One Observation
Anybody should be able to teach one class
if he/she knows the principal is coming.
The public, parents and students know that
the teacher can “con” the principal in this
process.
It is very important to make the correct
decision for non-tenure teachers and two
thirty-minute observations is not enough.

135. Does your school
district consider
teacher evaluation an
important part of a
principal’s
responsibilities?

136. Think-Pair-Share

137. How can Principals do this?
Principals have to learn to handle routine things routinely.
 Discipline
 Student attendance
 Parent concerns
 Supervision duty
 Attending extracurricular events
 Scheduling
“I can evaluate teaching performance by just walking down
the school hallway and listening and looking in at what is
going on in the classroom.” (Anonymous Principal)

138. Remember you are the
boss not the buddy.

139. Reflective Questions
Why does it seem everybody in the
community knows who the bad teachers
are except for the administrators?
 Not really true but…
Why does the community have these
perceptions?
 Teacher tenure law
 They never hear of tenure teacher dismissals
IASA Podcasts

140. Helping Struggling
Teachers
The first stage of teacher remediation is to try
to help the teacher improve.
In times of teacher shortage administrators
need to be proactive in helping struggling
teachers.
 Teacher induction programs
 Mentor programs
 Teacher assistance programs prior to formal
teacher remediation programs.

141. Educators
are criticized
because…

142. Traditional Teacher Evaluation
Is Perceived To Be Ineffective
Principals need the time to conduct an
evaluation cycle like the one outlined in this
presentation.
Principals need to know when the
superintendent and board of education will
support his/her commitment to make difficult
decisions on poor and marginal teachers.
Principals need to hear from board members
about comments they hear in the community
about teachers not doing a good job.

143. Principals need to establish credibility
Principals need to be careful of socializing with
teachers because it will be hard to later
discipline teachers.
Principals need to make detailed notes of
conferences with parents, students, etc… about
teacher behaviors.
Principals need to share all information with
identified teacher in writing.
Principals need to include union representation
when teacher is in any kind of trouble.

144. Principal Perceived Problems
With Teacher Evaluation
Recent research indicates that principals identify
several problems with evaluating low-performing
teachers in their school districts. The barriers they
identify are largely interconnected:
 lack of time to work with the teacher
 unduly burdensome evaluation procedures
 lack of support from the central office or school board
 the psychological discomfort of confronting a teacher and
 the inevitable disruption of the social fabric of the building
when the teacher begins to seek support.

145. How Boards and Superintendents
Can Help Principals
Communicate your values
 Leaders must "express and extend" what they value in order to effect change
Protect principals' time
Help principals gain confidence
Provide training
Remove contract handcuffs
Provide social and emotional support
 Remember that principals will receive little observable support from their own
school staffs if they take on the task of intensive supervision of a teacher.

146. How could you
improve your teacher
evaluations?

147. Snowball Process-
Pair group members and ask them to record
ideas on a particular topic. Then have the pairs
find another pair to continue the collaboration.
Ask each combined group to make a record of
their shared dialogue. Continue until there are
large enough groups then share out the
information.

148. Communication from principal to
superintendent and school board
is critical in the teacher
remediation process.

149. When should principals
communicate to their supervisor?
When behavior will result in discipline action against the
teacher.
Principal should share with the superintendent copies of
all formal documentation regarding a poor teaching
performance or other unacceptable teacher behavior.
Principal should involve the teachers’ union if formal
discipline is taken against the teacher.
The school board must be kept up-to-date on all teacher
discipline and possible “unsatisfactory” rating.

150. The principal must be
able to do the following:
Know and recognize effective
teaching strategies.
Know and recognize effective teacher
evaluation instruments.
Be able to make an “educated” final
decision on a tenured teacher’s
employment.

151. Proper Evaluation
Process
Job
Description
Evaluation
Steps
Evaluation
Instrument
Induction &
Mentoring
Staff
Development
Remediation
Strategies

152. Faculty Evaluation Plan
Each school district needs to determine its own
standards.
Possible important standards:
1. Ensure that instruction and student learning extends
from opening bell to ending bell.
2. Ensure that his or her curriculum links with state
standards with instruction.
3. Teach to all students and have high expectations for
behavior and learning for all students.
4. Actively write and implement strategies in the school
improvement plan to demonstrate accountability in
improving his or her students’ test results.

153. Classroom observation form…
beginning of lesson
What is actually
observed.
This half of the paper is
what the evaluator
actually observes.
Analysis and Suggestions
Beginning of lesson
 Begins lesson promptly
 Review
 Statement of student centered
objectives
 Measures student knowledge
 Prepares appropriate materials
Actual suggestions for
improvement will be
stated here for
observations.

154. Actual Classroom Observation
2:10 p.m. Students are talking
What is a force?
 Push and pull
What is work?
 Use force, energy is needed
When you apply force to an object, what happens?
 Force is used to move an object
Next unit is machines
What machines have you used this morning?
 Toaster, stove, microwave, car, bus, alarm, fan, clock,
bike, TV, computer, toilet, light, super-nintendo
Simple machines have none or one working part
Yes – begins lesson promptly
Yes – reviews
No – gave no student objectives
Yes – measures student knowledge
Yes – prepares appropriate materials
Teacher calls on
students who have
hands raised
Calls on Natalie but she offers no answer
and teacher goes to another student, next
time use the “wait” concept and stay with
student and give clues until student
answers.
Anecdotal Notes Analysis & Suggestions

155. Classroom observation form…
middle of lesson
What is actually
observed.
This half of the paper is
what the evaluator
actually observes.
Analysis and Suggestions
Middle of lesson
 Teaches to objectives
 Uses guided practice
 Re-teaches when appropriate
 Uses independent practice
 Varies teaching technique
 Actively engages all students
 Involves students equitably
 Demonstrates appropriate proximity
 Demonstrates knowledge of subject matter
 Uses proper transition between activities
Actual suggestions for
improvement will be
stated here for
observations.

156. Actual Classroom Observation
Simple machine has no or few moving
parts
Amanda – can I write all items that are
simple machines in my home for extra
credit.
Teacher asks students to get out supplies
for assignment in class.
Several students do not have supplies.
Teacher becomes aggravated at students
for not having materials and goes up to one
girl’s box of crayons and dumps the
crayons on the floor and tells the girl that
she had previously been told to better
organize her box and to start over now to
organize.
 Yes - Teaches to objectives
 No - Uses guided practice
 No - Re-teaches when appropriate
 No - Uses independent practice
 No - Varies teaching technique
 Yes - Actively engages all students
 Yes - Involves students equitably
 No - Demonstrates appropriate proximity
 No - Demonstrates knowledge of subject matter
 No - Uses proper transition between activities
Student makes comment and teacher
ignores. Teacher could have offered to all
class or could have re-directed student to
task on hand.
You should never embarrass a student in
front of all the other students. This was
not the only student with an unorganized
crayon box. You should have taught
organizational skills earlier
Anecdotal Notes Analysis & Suggestions

157. Classroom observation form…
end of lesson
What is actually
observed.
This half of the paper is
what the evaluator
actually observes.
Analysis and Suggestions
End of lesson
 Assesses student progress
 Summarizes main points
 Provides appropriate homework
 Utilizes full period for instruction
 Uses consistent and equitable praise
 Maintains rapport and respect with
students
Actual suggestions for
improvement will be
stated here for
observations.

158. Actual Classroom Observation
 No - Assesses student progress
 Yes - Summarizes main points
 No - Provides appropriate homework
 Yes - Utilizes full period for instruction
 No - Uses consistent and equitable praise
 No - Maintains rapport and respect with students
This student consistently interrupts you,
corrects your teaching and you cannot
control her behavior. You need to have a
personal conference with her and explain
your expectations and hold her
accountable and apply consisted
discipline for infractions.
You could have made this unit much
more interesting by bringing in simple
machines, by demonstrating the use of a
lever, pull nail from wood, etc…
Anecdotal Notes Analysis & Suggestions
•What is a machine?
•What is a simple machine?
•What is a moving part?
•Tess – I didn’t know you had a screwdriver in
your kitchen.
•What did you learn today?
•Simple machine
•3 parts to a lever
•Asks several different students what they
learned in calls.
•For extra credit you need to make a lever
from this handout.
•This will not work with paper, you will have to
use cardboard.
•Reminds students to take science papers
home tonight.

160. Fist to Five –
Do you like the T-Square
Scripting Technique?

161. Tips
You can place tenure teachers on yearly or
more frequent evaluation cycles
If assessment is the problem then collect
all tests and evaluate the materials
If discipline is the problem then document
problems
If lesson plan development is a problem
review lesson plans on a weekly basis

162. When considering how far
to go with a teacher…
 Does the principal have enough time available to participate in
process?
 What input will the school attorney have?
 Should you use the services of a consultant?
 What about timing in the school year?
 What will be the role of the union?
 Will the consulting teacher come from inside the school district
or outside?
 Do you feel the teacher can remediate his/her deficiencies?
 In the end, will all this make a difference?

163. Veteran Teachers
Proceed to a “goal orientated” process if teacher
has had two consecutive “excellent” evaluations
from same administrator.
Allows new principal to develop own rating with all
teachers.

164. Potential Activities To Improve
Teacher Performance
Could require observation of master teachers in or out
of the district
Have “Excellent” teacher observe poor or average
teachers and offer suggestions for improvement
Require poor teacher to enroll in courses, workshops
or seminars
Require teacher performance to be videotaped
 Self appraisal
 Appraisal by other ‘Excellent” teacher
Require practice of specific teaching methods
Require teacher to read references or view videotapes
Require teacher to submit lesson plans, grade book,
homework assignments, tests or other materials

166. Questions you might hear
This teacher has been evaluated for years as
excellent.
This teacher has taught for “X” number of years,
why are you just discovering his/her unsatisfactory
status now?
This will destroy the teacher.
This will upset the teachers’ union.

167. Is the school board willing to...
Support the administrative
recommendation to dismiss a tenured
teacher?
Spend substantial sums of money on
attorney fees, consultant fees, and
eventually “buy out” for the teacher?
Put the tenured teacher through an
extremely emotional situation?
Do what is best for STUDENTS?

168. If the administration
decides to evaluate the
teacher as unsatisfactory
then the district needs legal
advice…

169. Rx For Success
Six months prior to issuance of UNSATISFACTORY RATING
CAREFUL REVIEW AND ANALYSIS
Collective Bargaining
Agreement
Board Policies & Practices
Four weeks prior to issuance of
UNSATISFACTORY RATING
Consulting Teacher
Outside
Evaluator
Consult with Union
Board Attorney
Evaluation Plan
Board Approval Amend Plan
Within 30 calendar days after
UNSATISFACTORY RATING is
reduced to writing
Development and Initiation of
Remediation Plan
Board Approval
Consulting Teacher
Qualified Administrator
Teacher
STOP
Get House
in Order

170. THE SPANGLER DECISION
MARCH 19, 2002
1st Dist. App. Ct–2nd Div., specifically held:
1. A school board possesses ONLY an
investigatory/charging function in tenure
dismissal case.
2. The hearing officer possesses the
authority to decide all issues with respect to a
dismissal decision, including the gravity and
seriousness of the charges.

171. POINTS TO PONDER
QUALIFICATIONS OF HEARING
OFFICERS
Most Hearing Officers are practicing arbitrators.
As such, they may have little if any legal training.
Tenure dismissal cases are a combination of
factual as well as legal issues. Consequently,
Hearing Officers will be called upon to make
many interpretations of court decisions as well as
statutory interpretations - a task unfamiliar to
most Hearing Officers.

172. POINTS TO PONDER
BIAS OF HEARING OFFICERS
Because Hearing Officers are by trade mainly
private sector arbitrators, they seldom decide
dismissal cases. Typically arbitrators are called
upon to decide discipline issues which are far
less complicated. Dismissal in the private sector
is viewed by arbitrators as “industrial capital
punishment.”

173. POINTS TO PONDER
LACK OF UNDERSTANDING OF
EDUCATIONAL THEORY, TEACHING
METHODOLOGY AND EVALUATION
PHILOSOPHY AND TECHNIQUES
Hearing Officers will have to be educated during
the hearing process on these very important
concepts.

174. POINTS TO PONDER
EVIDENCE PROBLEMS
The State Board Rules and Regulations do not
require Hearing Officers to follow the rules of
evidence as would be the case in a courtroom.
Consequently, there is no way to predict what
evidence will be allowed or disallowed.
Generally, arbitrators let everything remotely
related to the issues into the record.

175. POINTS TO PONDER
IMPORTANCE OF FUNDAMENTAL
FAIRNESS AND DOCUMENTATION
Experience tells us that demonstrating
fundamental fairness towards the effected
teacher is an absolute must. Proper
documentation is essential to this end.

176. Fundamental Fairness Doctrine
Concept of 90 school days
Have to prove to hearing officer that you
have given teacher “fundamental
fairness”
Puts administration under the gun to
demonstrate “fairness” in 90 days

177. Procedure for actual dismissal
 After 90 day remediation process if evaluator
decides on “unsatisfactory” rating then the
teacher is suspended without pay by the
school board
 Hearing is scheduled with hearing officer to
make final decision
 May take as long as two years
 If district is not successful then teacher gets
back pay with interest and position back

178. TO SETTLE OR NOT TO SETTLE?
Teacher is 48 years old and the
teacher’s classroom is out of control with
no education going on for the students.
The Union is somewhat supportive of the
teacher because of its duty of fair
representation.

179. Costs of Winning
1. Administrator Time ?
2. Expert Witness Fees $10,000-$15,000
3. Attorney Fees $75,000-$135,000

180. Costs of Losing
1. Administrator Time ?
2. Expert Witness Fees $10,000-$15,000
3. Attorney Fees $75,000-$135,000
4. Back Pay with Interest $110,000
5. Reinstatement to teaching position for
remainder of career $300,000+

181. Costs of Settlement
1. Administrator Time Minimal
2. Settlement Amount $55,000
3. Attorney Fees $13,000

182. After listening to the attorney, is
the process worth the effort?

183. What happens after
termination?

184. Weathering a termination
Maintain a good relationship with the teachers’
union.
Give the teacher every opportunity to fix the
problem.
Keep good records.
Appoint a coordinator.
Work with your insurance carrier.
Don’t hesitate to act if children are
endangered.

185. Dealing with the aftermath
Community and press reaction
Burden of protecting the teacher’s
confidentiality rests entirely with the
employer.

186. Documentation Required
Evaluations
Remediation Plan
Written notes of classroom observations
Written summaries of pre-observation and
post-observation conferences
Evidence of participation in prescribed
remediation activities
Copy of completed consulting teacher log
Copies of completed required observations

187. The Bad News!

188. The Rest of the “Story”
Evaluate all teachers on a regular basis
with daily observations by administrators.
Dismiss “questionable” non-tenure
teachers.
Keep the “heat” on teachers who fail to
improve.
Instead of going through the State of Illinois
“Teacher Dismissal Process” make life
“tough” on poor teachers.
 Force the poor teacher into resigning with or
without a buyout.

189. Teacher Evaluation
Instrument
 Overview of Revision Process
 Lengthy process
 Teacher’s Union and Administration working
together
 Survey Results

190. Teacher Evaluation
Instrument
• Survey Results
• 67% of the BCSD teachers felt the teacher
evaluation instrument helped teachers grow
professionally.

191. Teacher Evaluation
Instrument
 Teacher identified the following problems with
the tool:
1. Too subjective
2. Professional development is not
associated with my evaluation.
3. Not enough praise is provided.
4. Not enough specific feedback is
provided.
5. Goals not associated with evaluation.

192. Teacher Evaluation
Instrument
(continued)
6. Student assessment data is not
included.
7. Feedback provided is unclear.

193. Teacher Evaluation Instrument
The staff listed the following criteria as being the most
important:
 Consistency from year to year
 Clarity in ratings
 A tool that can be used for professional development
 Input from the teacher about the lesson
 Optional alternative process for veteran teachers
 Specific focus on professional growth
 Specific support for areas of weakness

194. Teacher Evaluation
Revision Process
Beginning:
Established group norms for meetings
Established common definition of “good teaching”
that is research-based and understood by local
staff.
Required reading: “Enhancing Professional
Practice – A Framework for Teaching” by Charlotte
Danielson (2nd ed.)

195. Reflective Conference

196. Teacher Evaluation
Revision Process
• Charlotte Danielson Instrument:
• Divided into 4 Domains
• Each domain contains components
• Components are divided into essential elements
• Divided into 4 level of performances

197. Teacher Evaluation
Revision Process
Customizing the Framework
• Take section by section
• Discussions held on each element
• Ensured district goals aligned to the elements

198. Teacher Evaluation
Revision Process
Evidence
Let evidence
-not opinion-
anchor the process.
Dr. Paula Bevan, 2007

199. Teacher Evaluation
Revision Process
Evidence is…
• A factual reporting of events
• Includes artifacts prepared by the teacher,
students and others
• Selected using professional judgment
Evidence is NOT…
• Personal opinion or biases

200. Teacher Evaluation
Revision Process
Evidence-Based Teacher Evaluation
The key to rigorous, evidence-based teacher
evaluation if adequate training of evaluators and
teachers.
Dr. Paula Bevan, 2007
http://www.danielsongroup.org/PaulaBevan.html

201. Teacher Evaluation
Revision Process
Year 1:
• Developed 2 Domains
• Addition of a “Reflection Conference”
• Developed Pre-Conference Questions
• Timeline Modification
• Developed “Drop-In Slips”
• PPT’s Developed to Train Teachers
• Evaluator Training - ongoing

202. Teacher Evaluation
Revision Process

203. Teacher Evaluation
Revision Process
Handouts:
 Pre-Conference Form
 Reflection Questions
 Drop-in Slip

204. Teacher Evaluation
Revision Process
• Purpose of Drop-In Slips
• Important to develop a schedule
• Recommend a minimum of 20 minutes

205. Teacher Evaluation
Revision Process
• Gleaning data from the teacher evaluation
instrument

206. Teacher Evaluation
Revision Process
• In-servicing teachers on the new domains

207. Teacher Evaluation
Revision Process
Year 2:
• Developed last 2 domains
• Discussed how to report attendance
• Discussed overall rating
• Evaluated progress
• Continued training and articulation –
improved inter-rater reliability
• Differentiated the process based on
experience

208. Teacher Evaluation
Revision Process
Year 3:
• Reviewed teacher job description and
how it correlated to the teacher evaluation
instrument

209. Teacher Evaluation
• Discussion of scripting methods
• Details are critical -
• Beginning of the lesson
• Middle of the lesson
• End of the lesson
• Ideas on documentation

210. Teacher Evaluation
• Review and include the following:
1. Lesson Plans
2. Grade books
3. Student portfolios
4. Student assessments
5. Classroom Management Plan (done yearly at beginning
of year)
6. Discipline Stats
7. Parent communication logs
8. Disciplinary documentation

211. Teacher Evaluation
• Importance of inter-rater reliability

212. Teacher Evaluation
• Communicate it yearly with all staff
• Part of the New Teacher Orientation
• Lead Mentor Role
• Mentor-Novice Teacher Relationship

213. Teacher Evaluation
There is only one way to improve student
achievement and the research is very specific. It is
the teacher and what the teacher knows and can
do that is the determining factor with student
achievement.
Harry K. Wong, 1999

214. Unsatisfactory Rating
• Critical that you have established a professional
working relationship with the teacher
• How many times have you been in their
classroom? Did you share your feedback with
him/her?
• Have you shared feedback that you have
received from parents or students?

215. Unsatisfactory Rating
(continued)
• What have you done as the administrator to
assist him/her in improving?
• How are you documenting?

216. Unsatisfactory Rating
Is difficult for all parties because of the human
element
Follow the contract and law.
Try always to work with the teachers’ union.

217. Unsatisfactory Rating
Document, document, document!
Use language that is directive!

218. Unsatisfactory Rating
Recommend writing comments in three (3)
sections: Improvements made since the last
evaluation, Commendations, and
Recommendations
Required by law to include strengths

219. Unsatisfactory Rating
 Strong Data Support:
 Teaching to objective(s)
 Implementation of lesson plans
 Bell to bell teaching
 Time on Task
 Questioning Skills
 Multiple Methods
 Transitions
 Classroom Management

220. Post Conference
Notify teacher of the need to bring union
representation
Document what is stated
How to handle a refusal to sign evaluation

221. Teacher Evaluation
Documents
http://www.chathamschools.org/curriculuminstruction.htm

222. Remediation Plan
http://bit.ly/IPAremediate

223. Teacher Remediation
Plan

224. Dismissal
• A teacher can be dismissed for failure to
complete a remediation plan with a
“satisfactory” or better rating...

225. “Unsatisfactory”
Evaluation
• Within 30 days after completion of an
evaluation rating a teacher as
“unsatisfactory,” development and
commencement by the district of a
remediation plan designed to correct
deficiencies cited, provided the
deficiencies are deemed remediable.

226. Participants
• Qualified district administrator
• Consulting teacher selected by the
participating administrator who rated
the teacher “unsatisfactory.”
• 5 years teacher experience
• reasonable familiarity with the
assignment of the teacher being
evaluated
• “Excellent rating on last evaluation

227. Process
• Evaluations and ratings once every 30
school days for the 90-school-day
remediation plan.
• Done by participating administrator
• Must provide advice on “unsatisfactory”
ratings
• Consulting teacher must participate
• Final decision by administrator

228. Reinstatement
• Reinstatement of a schedule of biennial
evaluation for any teacher who
completes the 90-school-day
remediation plan with a “satisfactory” or
better rating

229. Dismissal
• Dismissal in accordance with the School
Code of any teacher who fails to
complete the remediation plan with a
“satisfactory” or better rating.

230. Incompetency is
remediable
• Incompetency is a remediable offense.
• A school board is required to attempt to
cure incompetency by evaluation and
the adoption of a remediation plan prior
to dismissal.

231. What is irremediable
conduct?
• Conduct is irremediable when the
damage that has been done to
students, faculty, or the school is
irreparable.
• Consideration is also given to whether
or not the conduct could have been
corrected had the employee been
warned.

232. Actual Remediation
Plan