A
Chi-square analysis revealed four distinct groups of sources of support. In alphabetical
order, the most desirable sources of support were Documentation System and Intervention
Team. Principals perceived Conferencing, Knowledge of Instruction, Legal Counsel,
Mentor and Organizational Direction as the next most desirable sources of support.
Two groups of sources of support that were deemed as having a lesser impact were
Definition and Group Dynamics and finally Stress Reduction and Time Management.
A well organized
district evaluation system and effective training in all aspects of its use was
seen as critical by principals. Additional discussions with principals demonstrated
the importance of a documentation system. This single source of support addressed
many needs. An evaluation document with clearly identifiable performance indicators
removes the need for arbitrary judgement on the part of the principal. Measuring
a teacher's performance against a set of standards as opposed to the principal's
personal view of what constitutes quality instruction helps to take the principal
out of the "bad guy" role. This addresses the faculty concerns inhibitor. The
inclusion of a specific definition of inadequacy of classroom performance was
also seen as reducing the need for arbitrary judgement. Evaluation procedures
that naturally result in the documentation required for a possible dismissal case
were found desirable as they reduce the time that the principal must devote to
the situation. An
intervention team composed of other appropriate evaluators who conduct independent
observations and offer recommendations was also considered to be highly desirable.
This source of support also addressed multiple concerns of the principals. The
most obvious impact is on the Support inhibitor. An intervention team and the
involvement of a district level administrator alleviated the feeling of having
to face a very difficult situation alone.
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A SUGGESTED
SYSTEM
To look upon teacher evaluation as a process that stands separate
from all other activities of the school operation is a fatal error. It cannot
be considered simply as an activity that occurs between an administrator and a
teacher. Considering what we know about systems and the feelings of principals
associated with inadequacy of classroom performance, the following is suggested.
Principals should
be supported by a system that includes the components of: - A
highly defined set of evaluation documents and procedures
- District
level administrative involvement and support
- An
intervention team to work with the principal
-
An assistance team to work with the teacher
If
an inadequacy case results in legal action by the teacher, the court will consider
both the factual contents of the case and the procedures followed. Research by
Drake and Roe (1986), concluded that legal actions were most often brought and
won by teachers because (1) the district's governing board had established poor
policies and procedures or (2) if effective policies and procedures existed, administrators
failed to follow them. THE
COOKBOOK It
is critical that any situation involving inadequacy of classroom performance be
addressed through a very methodical "cookbook" like procedure. Each person involved
must understand the process. Each activity must be carefully thought out, absolutely
fair to the teacher and legally defensible. STEP
1 Review
the current policies and ensure that a clear definition of inadequacy of classroom
performance exists. Often such definitions encompass both instructional and non-instructional
duties but do not supply the specific criteria necessary to determine the level
of performance. The practice of writing a dictionary type definition is common
in both state statutes and individual district policies. This is an open invitation
to the courtroom where lawyers will debate the fine points of such terms as ineffective,
grossly incompetent and inadequate. Consider instead a definition that is quantitative.
A definition of inadequacy of classroom performance based on a given number of
competencies that do not meet district standards leaves little to be argued. When
this approach is taken, the focus is squarely on the person's performance as it
is measured against an established set of standards.
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WHY
DO All THIS? There
are many reasons but the bottom line is - it will keep you out of a lot of
trouble! Remember
that courts consider content and process. There is nothing worse than arriving
at a critical juncture in a process and not knowing what to do next. The "cookbook"
approach is intended to remove the process concerns. When you know exactly what
to do, when to do it, what must be accomplished in each meeting and have every
document already prepared, you can focus completely on the content of the case
and the people involved. Beginning
the defense of a decision to dismiss with the assurance that no procedural errors
have been committed is a great comfort. Courts have traditionally been reluctant
to substitute their judgment for that of the educational administrator in matters
of teaching competence. If consistent testimony from multiple evaluators supports
the decision to dismiss for inadequacy of classroom performance, the chance of
the court overruling the decision is greatly reduced. Take
heed of the last statement. No matter how strong you believe your case is, there
are no guarantees once you hear the rap of the gavel. If you do things correctly,
hopefully, you will never see the inside of a courtroom. Drake,
T. L. and Roe, W., (1986), The Principalship, New York: Macmillan.
Halper,
J., (1989), Quiet Desperation: The Truth About Successful Men, San Francisco:
Warner.
Skoglund, F., (1993), Principal's Perceptions Of Factors Associated
With Addressing Inadequacy Of Classroom Performance, Tempe, Arizona State
University. | 
