Performance Evaluation And Action Plan

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533 Performance Evaluation and Action Plan: School administrators are responsible for evaluating the performances of various employee groups. Being able to identify the strengths and weaknesses of employees and provide them with quality feedback is essential to the success of the entire school. As the school leader, you will need to evaluate the instructional leadership capacity of your entire staff.

Read the following case study: The Elementary to inform the assignment.

Elementary

You are a school principal in an elementary school. In preparation for meeting with your third-grade team lead, Ms. Juarez, you have been analyzing the students’ reading performance data. You have identified that the students in four of the five teachers’ classes exhibit good to exceptional outcomes on their DIBELS benchmark data. Additionally, three of the teachers have historically yielded student scores with above average state standardized test results in comparison to schools in your district with similar demographics. In previous discussions with Ms. Juarez, she has cited the teachers’ efforts to plan together utilizing the pacing guide, core program, and assessment results as the primary reasons for their students’ positive outcomes.

One teacher, Ms. Monroe, has been identified as detached from the third-grade PLC team (an outlier) by the district’s assessment coordinator, relative to the results of her students, compared to the other four teachers. Additionally, you have observed evidence that suggests Ms. Monroe is behind on the pacing guide, compared to her colleagues. You also have received anecdotal information that she does not engage with her teammates during scheduled grade-level meetings, which leads you to believe that she is not making an effort to plan with them outside the scheduled meetings.

In 825-words, analyze your chosen case using the three-part guiding questions below.

Part 1: Analyze the Case. Consider the following questions to begin analyzing the situation:

· What do you consider the responsibility of the team lead/department chair in assisting the outlier teacher? (Two-fold: talk with the teammate first, if problem not fixed, then talk with the principal so administrator can talk with teacher, possibly put on probation).

· What stakeholders should be included in the conversation relative to next steps? Are these individual conversations or a group discussion or both? (Individual conversations are more personal and allow to keep a healthy relationship, even when talking about needed changes. Stakeholders: Administrators: Principal & district assessment coordinator, team lead- Ms. Juarez and her third-grade students; outlier teacher- Ms. Monroe and her third-grade students; the other 3 third-grade-level teachers and their third-grade students)

· What questions should be considered when making a determination about next steps?

1. How can I kindly talk with this teacher and have an amiable discussion about the changes that need to happen?

2. Does Ms. Monroe feel concerned about her classroom statistics in comparison with the school and state averages?

3. Does Ms. Monroe feel that she can make the needed changes in order to keep student-centered learning a number one focus?

4. Will Ms. Juarez and the team still be willing include Ms. Monroe in order to improve school data and student-learning?

Part 2: Identify the Larger Issues. Consider the following questions to analyze the contextual issues present in the situation:

· What school or district policies might affect your decisions?

· What additional information do you need as part of your decision-making process?

· What are the potentially positive and negative outcomes of doing nothing?

· What are the potentially positive and negative outcomes of taking action?

Part 3: Create an Action Plan. Use the following questions to guide you in describing what approach you will take to assist the team lead/department chair to help the outlier teacher, including 3-5 specific action steps:

· What is your plan moving forward?

· How does your plan sustain a culture of collaboration, trust, learning, and high expectations?

· How will you include the critical stakeholders in the decision-making process?

· What challenges do you anticipate?

· How will you provide ongoing support to your team lead/department chair?

· How will you evaluate the results of your teacher leader’s efforts?

· What does the timeline look like?

Support your analysis and plan with 2-3 scholarly resources.

APA Style Guide. RUBRIC:

Music And Movement

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TITLE: Music and Movement

Introduction: Assignment related to chapter reading

The Assignment

Develop a music and movement activity for toddler aged children that they can access in their classroom Music and Movement Area.  The children will need to be able to use the materials with minimal assistance from the teacher.  Use the infant/Toddler Environmental Rating Scale (ITERS) to determine the categories of materials you will need to include in the Music and Movement Area of the classroom for thme to learn about the selected topic.  The plan must include the following:

Grading Criteria 

-List of materials and tools needed- 5 points

-The developmental Domain(s) and Sub Domain(s) from NC Infant/Toddler Foundations http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf  EX: Domain: Approaches to Play and Learning (APL) and Sub Domain:Curiosity, Information-Seeking, and Eagerness – 10 points

-ITERS standard numbers used as reference (give the subscale (ex: Music and Movement) and the rating area your activity falls in (ex: 7.1-Many ( at least 10) pleasant sounding musical toys and/ or instruments accessible daily, for much of the day) – 10 points

-Number of children who are to participate at one time – 5 points

-Identification of child skills and abilities necessary for success. This should relate back to the domain(s) and sub domain(s) selected from the NC Infant/Toddler Foundations – 10 points

-A statement that introduces the activity to children. This is where you will tell the children what is available for this activity during your large group gathering time – 20 points

-A description of how the activity will proceed (detailed description of how this activity will proceed).- 25 points

-Two open ended questions you could ask children to extend their critical thinking about the activity – 10 points

-Spelling and Grammar – 5 points

Resources:

https://www.naeyc.org/our-work/families/playing-music-home

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★Notes for Clarification 3.1. ‘Some” means more than one example of music materials are accessible for at least

1 hour per day in an 8-hour program, prorated appropriately for shorter programs (see “Explanation of Terms Used Throughout the Scale” on p. 7 for time required in shorter program). The materials need not be accessible at the same time.

5.1. To give credit for “many,” there must be enough musical instruments for at least half of the children to use at once plus some music to listen to, such as a tape player with tapes or a computer program that has extensive musical content (e.g., complete songs, and/or passages of music). Do not give credit for very short musical sound patterns on the computer, as found in many computer games. Dance props must be accompanied by something that makes music such as recorded music, child-created music, or adult created music. For a tape player to be considered accessible in a group of older children (majority of children are 4 years and older), children should be able to use the tapes independently, but in younger groups help may be needed from the teacher.

5.1. (cont.) To give credit, the “many” music materials must be accessible for at least 1 hour daily in programs operating 8 hours or more a day. Less time is required for programs operating less than 8 hours a day, with the amount of time calculated proportionally, based on the ratio of 1 hour for programs of 8 hours or more (see “Explanation of Terms Used Throughout the Scale” on p. 7 for time required for shorter programs).

5.2. “Various types of music” means at least three different types. (See All About the ECERS-R, p. 216 for a list of types of music.)

7.2. For this indicator, “occasionally” means at least 3-4 times per year.

Questions How do you handle music with the children? 3.2. How often do you do music activities with the children? 3.3. Do children ever do movement or dance activities? About how often is this done? 5.2. What kinds of music do you use with the children? 7.2. Do you ever do special music activities? 7.3. Are there any opportunities for children to do music activities in their own way?

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Inadequate 1 2

Minimal 3

21. Music/movement

1.1 No music/movement experiences for children.

1.2 Loud background music is on much of the day and interferes with ongoing activities (Ex. constant background music makes conversation in normal tones difficult; music raises noise level).

3.1 Some music materials accessible for children’s use (Ex. simple instruments; music toys; tape player with tapes). *

3.2 Staff initiate at least one music activity daily (Ex. sing songs with children; soft music put on at naptime, play music for dancing).

3.3 Some movement/dance activity done at least weekly (Ex. marching or moving to music; acting out movements to songs or rhymes; children given scarves and encouraged to dance to music).

(See Notes for Clarification and Questions on next page)

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Good 5 6

Excellent 7

5.1 Many music materials accessible for children’s use (Ex. music center with instruments, tape player, dance props; adaptations made for children with disabilities). *

5.2 Various types of music are used with the children (Ex. classical and popular music; music characteristic of different cultures; some songs sung in different languages). *

7.1 Music available as both a free choice and group activity daily.

7.2 Music activities that extend children’s understanding of music are offered occasionally (Ex. guest invited to play instrument; children make musical instruments; staff set up activity to help children hear different tones). *

7.3 Creativity is encouraged with music activities (Ex. children asked to make up new words to songs; individual dance encouraged).

Using behaviorism, cognitivism, or constructivism

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DISCUSSION 1- Think back to your college education. Identify the characteristics of effective instructors that you have had. What made them effective? What strategies did the instructor employ that maintained your interest in the content of the course?

DISCUSSION 2-

Using behaviorism, cognitivism, or constructivism, discuss the advantages and disadvantages of communication instruction with the different modes of delivery. Be sure to examine face-to-face, hybrid instruction, and online instruction.

Mean Making Forum 3

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Meaning-Making Forums 1-4 are this course’s unique final project. Be fully engaged in Phase Three! After reviewing the readings, presentations, lecture notes, articles, and web-engagements, and previous assignments, artificially move your predetermined careseeker (i.e., Crossroads’ Careseekers: Bruce, Josh

PACO 500

Meaning-Making Forums 1-4 Rubric (Based on 125 Point Total)

Criteria Levels of Achievement    
Criteria Advanced 92-100 (A- to A):

Satisfies criteria w/ excellence

 Proficient 84-91 (B- to B+) :

Satisfies Criteria

 Developing (C- to C+):

Satisfies most criteria

 Below Expectations (F to D+):

Does not satisfy criteria

 Not Present Points

Earned
Content 70% (87.5 pts.)          
Thread

 

 65-70 pts.

· All key components of the Meaning-Making Forum prompt are answered in the thread.

· The thread has a clear, logical flow. All major points are stated clearly.

· All major points are supported by required evidence-based sources/readings-to-date and good examples or thoughtful analysis.

 

 59-64 pts.

· All key components of the Meaning-Making Forum prompt are answered in the thread.

· The thread has a logical flow. Most major points are stated.

· Most major points are supported by required evidence-based sources/readings-to-date and examples or analysis.

 

 53-58 pts.

· The Meaning-Making Forum prompt is addressed.

· The thread lacks flow and content. Major points are unclear or confusing.

· Major points include minimal examples or analysis.

 1-52 pts.

· The Meaning-Making Forum prompt is addressed minimally or not at all.

· The thread lacks content. Major points are unclear, confusing or not discussed at all.

· Major points are not supported by examples or analysis.

 

 0 points  
Reply

 

 16.5-17.5 pts.

· One Reply via Quote tool directly addresses a specific point of reference within a related thread.

· The reply is a significant contribution supported by at least 1 required evidence-based source/reading-to-date, reflects thoughtful analysis of subject matter and thread.

 15.5 pts.

· One Reply via Quote tool addresses a point of reference within a related thread.

· The reply is a contribution supported by at least 1 required evidence-based source/reading-to-date, reflects analysis of subject matter and thread.

 13.5-14.5 pts.

· One Reply without Quote tool addresses a related thread.

· The reply lacks flow and content. Reply is unclear or confusing.

 1-12.5 pts.

· One Reply without Quote tool marginally addresses a related thread.

· The reply lacks relevancy or clarity.

 0 points  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Structure 30% (37.5 pts.)          
Organization / Style/Sources

 

 23-25 pts.

· The thread is presented with appropriate headings in bold, annotated outline with concise sentences, and organizational clarity.

· Thread’s minimum word count exceeds 450 words.

· The reply contains a salutation and exceeds 150 word count.

· Required number of sources/readings-to-date are employed; follows current APA standards or Turabian Form without format errors.

 21-22 pts.

· The thread is presented with most headings in bold, annotated outline with sentences, but slightly lacking organizational clarity.

· Thread’s minimum word count of 450 words is met.

· The reply contains a salutation and meets or exceeds 150 word count.

· All but two of the required number of sources/readings-to-date are employed; follows current APA standards or Turabian Form with minimal format errors.

 19-20 pts.

· The thread is presented with partial headings, without annotated outline and/or clear sentences, and/or lacks organizational clarity.

· Thread’s minimum word count of 450 words is met.

· The reply does not contain a salutation and/or meet 150 word count.

· All but three of the required number of sources/readings-to-date are employed; reflects several errors related to current APA standards or Turabian Form.

 1-18 pts.

· The thread is presented without headings and/or clear sentences, and lacks organizational clarity.

· Thread’s minimum word count of 450 words is not met or exceeded.

· The reply does not contain a salutation and does not meet 150 word count.

· All but four of the required number of sources/readings-to-date are employed; reflects many errors related to current APA standards or Turabian Form.

 0 points  
 

Grammar/

Spelling

 

 11.5-12.5 pts.

· Spelling, grammar are correct. Sentences are complete, clear, and concise.

· Paragraphs contain appropriately varied sentence structures.

 

 9.5-10.5 pts.

· Sentences are reasonably complete, clear, and concise. Minor issues with proofreading/editing are noted.

· Paragraphs contain appropriately varied sentence structures.

 

 8.5 pts.

· Sentences are less complete, clear, and concise. More pervasive / significant issues with proofreading / editing are noted.

· Paragraphs marginally contain appropriately varied sentence structures.

 

 1-7.5 pts.

· Writing is not at the graduate level. It was clear that the work had not been edited or proofread. Multiple issues are noted.

· Run-on paragraphs are observed. Sentence structure is not varied.

 0 points  
Total / 125

ua, Brody, Justin, or Melissa) through Phase Three.

NOTE: These research-based forums require that you draw upon ALL of the required course readings and learning activities to date, in order to substantively develop each phase in our Solution-based, Short-term, Pastoral Counseling (SbStPC) process.  Make every effort to be attentive to our Solution-Based Short-term Pastoral Counseling handout. Be noticeably attentive to our Overarching Directive as you support each core assertion.

  • Rapport and Relational Alignment. Briefly explain how you will maintain rapport and check your relational alignment (i.e., use DISC language) in order to support forward progress.
  • Phase Three Distinctive Features. Narrate movement of careseeker through Phase Three’s distinctive features (i.e., purpose, goal, chief aim, role/responsibility, use of guiding assumptions) and apply pertinent insights and techniques from ALL the readings, previous assignments, and the Bible.
  • Supportive Feedback Break. When resistance and/or relapse are experienced or expressed, what particular question(s), wise counsel, action step(s), and/or biblical insight(s) from Solution-focused Pastoral Counseling and the Quick Reference Guide might be utilized to consolidate forward progress?
  • Phase Three Marker. Describe a marker that indicates the careseeker is ready to move into Phase Four. In light of your careseeker’s particular need, how might the Common Sense Test support forward progress?
  • FOOD for Thought? In the event blaming presents, what question(s) and/or technique(s) might be used to help your careseeker gain perspective and forward progress?

TIPS:

  • Carefully Follow Meaning-Making Forum Guidelines & Tips!
  • Make sure to use headings (5) so that the most inattentive reader may easily follow your thoughts.
  • Use the annotated outline approach. Bullets should have concise, complete, well-developed sentences or paragraphs.
  • Foster a “noble-minded” climate for investigating claims through well-supported core assertions (i.e., consider the validation pattern of the Bereans; Acts 17:11).  Noticeably support assertions to facilitate further investigation and to avoid the appearance of plagiarism. Noticeably support assertions to facilitate reader’s further investigation and to avoid the appearance of plagiarism. Follow current APA standards or Turabian form.
  • Make every effort to prove that you care about the subject matter by proofreading to eliminate grammar and spelling distractions.