Online Course: Ed. Eval. 2 - Eliminating Low Performance: Supervising, Evaluating, and Developing the Unsatisfactory, Needs Improvement, and Low Proficient Teacher and School Clinician

All online and self-paced. Beginning August 1, 2019 and ending July 31, 2020.
ENROLLMENT IS OPEN UNTIL MAY 1, 2020.

Districts paying for registrations via PO# Click Here

College Credit Option: There is an additional cost for obtaining 3 college credits. College credits are offered through Fitchburg State University for $295. This payment must be paid directly to the University. Payment procedures for the college credits will be available when you log into the course on the Moodle website. Participants that do not apply for College Credits will receive PDP certificate.

Materials included in the Eliminating Low Performance: Supervising, Evaluating, and Developing the Unsatisfactory, Needs Improvement, and Low Proficient Teacher and School Clinician Course:

1. William Ribas, Ph.D. and Carol Ann Gregory, M.Ed. Low Performing Educators, (2019): Essential Skills for Teacher, School Clinician, and Administrator Supervision
2. William Ribas, Ph.D. and Carol Ann Gregory, M.Ed., Supervision and Evaluation of Teachers, School Clinicians, and Administrators, (2019)
3. William Ribas, Ph.D., Deborah A. Brady, Ph.D., Jalene Tamerat, M.A.T., Ed.M., Jennifer Antos Deane Ph.D., Colleen Billings M.A.T., and Victoria Greer Ph.D.: Instructional Practices That Maximize Student Achievement: For Teachers by Teachers, (2017)
4. Free online access to the Ribas Associates paragraph bank, models improvement and directed growth plans, connection document, and conference question bank.

Course Overveiw:

The research indicates that few administrators address low performance among tenured/PTS educators because they lack the training and coaching needed to perform this difficult task.This program is structured to provide the specific skills needed to work effectively with these educators and show districts how to provide ongoing coaching for these administrators. As a result of the program, evaluators will be able to provide effective support and feedback and conduct a procedural correct evaluation of an unsatisfactory, needs improvement, or low proficient educator by:

1. following the district’s contracted procedures, rubrics, and forms
2. obeying pertinent state laws and regulations
3. writing an effective improvement plan for an unsatisfactory educator, a directed growth plan plan for a needs improvement educator, or an enhance goals plan for a low proficient educator.
4. observe, verify, document, and record direct and indirect data accumulated both within and outside (e.g. student assessment data, parent and student complaints, student failure rates, student work, discipline referral rates) of the classroom and clinical work setting. Use this data to measure the educator’s level of success in meeting the requirements of the improvement, directed growth, or enhance goals plan
5. effectively triangulate the data collected to insure accurate judgments
6. effectively documenting the progress (or lack thereof) of the educator in meeting the requirements of the improvement, directed growth, or enhanced goals plan.
7. effectively and consistently implement the procedures and appropriate rubrics in your district’s supervision and evaluation system, teacher’s contract, and state regulations
8. explain the impact of the law and how to work within the law during low-performing teacher or school clinical staff evaluations, including the concepts of due process, just cause, duty of fair representation, harassment, Americans With Disabilities Act, Weingarten Right, rules of evidence, insubordination, conduct unbecoming a teacher, incompetency, and incapacity, and failure to meet the district performance standards
9. implement and document the steps of progressive discipline, if needed, including:
   • conducting and documenting investigations
   • writing reprimands
   • writing expectation clarification memos
10. work effectively with the local educators union/association as it represents the teacher or clinician throughout the process
11. conference with a teacher or school clinical staff member about low performance and/or misconduct using strategies designed to maximize the level of educator change