Remediation Plan For A Difficult Teacher
It is not a matter of debate that all the communities in the world are in need of quality schools, teacher and the general school systems for the children. It is therefore universal to desire for high quality teachers but the support and definition of that demand and desire for the quality of teachers is very much subjective. The aspect which is not subjective is that, in the whole community of education, it is agreed that the school system quality entirely rests in the teacher’s quality (McKinsey & Company, 2007, p 16).
The basic premise about the outcomes of quality according to a study carried out by McKinsey & Company, indicates that for any school system , its quality is basically measured through the kind of quality which teachers use to deliver instructions to learners. The American society demands more as far as the quality of teachers is concerned because since the historical times the schools major goal is to form citizenship and to instill good character on the students (Fleming, 1978, p 423).
The main problem comes in however, in the definition of quality for educators. What is agreed on with no consensus is that teachers should master the essential knowledge or skills and have the ability to train good students (Hess, 2001, p 169). Research, however shows a strong connection between the academic performance of students and the classroom practices. This clearly supports the idea that quality teachers are important to every classroom (Trimble, Davis & Clanton, 20003, p 36). Despite this vital role of teachers, it is disappointing to note that it is not a new aspect to find incompetent and marginal teachers in various schools today.
For years now, several attempts have been made to define who an incompetent or a marginal teacher is. No correct legal definition has been found. A marginal teachers according to Bridges(1984) is one who has recurring and persistent difficulties in either one or more of these aspects: instruction competencies, clear mastery of the subject matter, rapport with staff, parents and students, production of the desired results and emotional or physical stability in teaching (p. 66). Other definitions have added that a marginal teacher is one who butchers a lesson, inappropriate use of teaching models, does not understand student’s needs and does not motivate students. Generally terms related to inability, insufficient and inefficiency describes what an incompetent teacher is.
As for the case of Mr. Smith, he is an example of an incompetent teacher based on the various instructional deficiencies seen in all dimensions. In the case of his classes, he has no hands on the lab time as required in the framework of science curriculum based on District #10 prescription. Numerous complaints have also been given persistently by the parents and students concerning his grading practices on the science subject. He also has no any documentation on the homework he has assigned to his students. For the first three months he has been in Anytown community school, Mr. Smith has missed his classes 10 times and he has not even written a lesson plan on what his substitute teachers have taught his classes.
Further based on his previous evaluation, Mr. Smith has been given suggestions to adhere to the weekly lab time schedules and also to follow the requirements of the district science curriculum. He also has a history unavailability of teaching plans when subsume teachers are assigned his class or lesson plans which are poorly written. Finally his five-year employment record gives an indication that he misses classes at an average of 15-20 times each year.
Task of the School principle
The school principle has the main task of assisting teachers considered incompetent for not supporting the learning process of students. They have the reasonability the performance of these teachers or even terminating them from work. The main characteristics which a teacher should examine in a marginal teacher include lack of motivation; have personal crises, and generally burnout. The principles will also note a mismatch in competencies of the subject matter and grade level among students. He will also note a change in the demographics of students. The common characteristics we see which Mr. Jones has noted about Mr. Smith are the negative attitude about how he teaches his students.
This the students and parents have given complains concerning how he awards marks. Mr. Smith is also faced with the persistent problems regarding classroom control as well as instructional deficiencies. As a school administer, MR Jones must be a person who is an expert in supervision and must also have specific resources and plans to assist teachers like Mr. Smith . It is rare to terminate a teacher. In fact the termination rate in aspects likes a tenured teacher dismissal, nonrenewable of teachers in probation and resignation is very much less than one percent (Tucker, 2001, p 52).
The school administrator also has to be careful in avoiding grade infraction concerning a teacher’s performance because through direct and factual information the incompetent teacher will realize that he must confront his or he performance problems immediate. Simplistic evaluations and the indirect ones always prevent such teachers to understand the nature of the problems they face and how they will harm their jobs. In cases of serious problems as seen in the case of Mr. Smith, Mr. Jones has to write to the two audiences who are a neural fact finder, in this case to me and to the teacher Mr. Smith. I have to pass genuine judgment on the case of Mr. Smith even when any decision of termination should be considered. This means that I have to effectively evaluate the teacher’s problems through clearly identifying them and pointing out each of the problem.
The given information I have to provide has to be factual and concrete. Each of the problems is well described. The ratings have t o be honestly made while at the same time avoiding all the educational jargons. In cases of unsatisfactory performance, to be well labeled through the appropriate terms. Finally there should be expectations given to the teacher to improve his performance. Write a remediation plan that addresses the state code and works to improve instructional practices in Mr. Smith’s performance.
Write a remediation plan that addresses the state code and works to improve instructional practices in Mr. Smith’s performance.
The Mandatory remediation plan
Based on the requirements of Illinois legislature, article 24-12 passed in 1975. This is the Illinois School code will well set process and procedure needed to be followed when dismissing a teacher under tenure. The article was amended in 1985 clearly addressing the relationship between remediation, evaluation and dismissal. It also clearly states the remediation requirements which have to be given to a tenured teacher as well as the period of remediation. The issues in these articles greatly help school districts and administrators to deal with incompetent teachers and their process of dismissal.
Dismissal of teachers mainly comes in the cases of unethical, illegal and immoral behavior. Articles 105 ILCS 5/24-12 on Complied Status and 24- 12 are the school code which govern the process of demising a tenured teacher. Dismissal according to 24-12 can be consisted when there is need for reducing of them teaching force within the district. Other factors are cruelty, immorality, negligence and incompetence among other sufficient causes. A teacher only can be dismissed after failing to adhere to the remediation plan of one year. The incompetence could be not meeting with the school’s education standards.
For the sake of Mr. Smith, dismissal is not the first option as required by the 1985 Illinois General Assembly which covers teachers, remediation, evaluation and dismal. The remediation issue is a mandatory requirement for the teacher’s performance in the case when they are provided with support and time to improve their performance before finally being dismissed.The remediation plan provided the unsatisfactory teachers a period of one year to improve their performance. The exclusive bargaining individual of the teacher as well as the teacher himself fill in the joint district evaluation plan.
The valuators should be given mandatory training of two years provided the academy of Illinois administrators. Each of the tenured teachers in the school has to be evaluated once for two years. During evolutions, it is important to consider the criteria established. The length of time required for the unsatisfactory teacher to improve is well recommended in Article 24 A and when teachers do not take the appropriate steps needed to improve according to the satisfactory ratings, then school educators still have the rights based on the terms to dismiss the teacher.
The intent of the formal remediation plan should focus on the development and growth of the teacher. The principle and the teacher should work together to remove the deficiencies. The principles have to work closely with the teachers each day. This close monitoring can helpfully help the principles to scan the learning environment effectively through examining the ways to assist teachers in their growth and development. The principles should therefore know the skills of monitoring the school pulse at all times.
This essay has managed to out line aspects needed t protect the tenure and other rights enjoyed by the teachers, for this case dismissing a teacher is always one of the last thing to be done. The fact finder and the adminstore have to base their decisions on well documented facts of information concerning a tenured teacher. The whole process of dismissal and suspensions of a non- tenured is applicable to all the teachers. The 2 article 2=14-24 clearly outlines the suspension and termination under the Law era.
Bridges, N (1986) the incompetent teacher, Philadelphia, falmar Press.
Fleming T (1978) teacher dismissal for cause. The private and public morality journal of law, p 423-430
McKinney & Company (2007) how the world’s best performing school come out op. Retrieved from
On August 15th 2010
Trimble S Davis, E and Clanton M (2003) working with ineffective teachers, p 36-41
Hess, M (2002) tear down this way; thecae of radical overhaul of teacher certification. Education horizons, pp 167-183