Chapter+8+Case+Study

Chapter 8 Case Study
 * Instructional Supervision **

You are a newly appointed assistant principal at the high school. You have been on the job for a semester. You have been able to make a number of classroom observations. The principal has now assigned you twelve teachers to complete a full annual evaluation of their classroom performance. One of the teachers (teacher X) assigned to you is the wife of a Board of Supervisors' member. Your early observations of teacher X were less than positive. Teacher X teaches in a core area which is tested by Virginia’s SOL testing program. You had visited teacher X’s classroom earlier and had concerns. You had taken your earlier unofficial concerns to the principal. S/he didn’t take your concerns seriously and just commented, “O//h, you know teacher X; she’s a good person and just doesn’t like teaching to the test//." Your response to this case should indicate your actions steps and which ISLLC MUST guide your work.

OKAY...lets try and throw at least 2 steps each out there! (Even the off the wall ones, we can delete them later if needed!)
 * 1) DOCUMENT everything! (Including conversations with the principal and any possible refusals for assistance by teacher X.)
 * 2) Set up a time for her, and others in the department to observe a strong teacher in her subject, possibly from outside the school (workshop teaching strategies in the content area).
 * 3) Suggest workshop opportunities and staff development that can strengthen her instructional practices.
 * 4) Re-approach the principal and cite your specific concerns about possible ineffectiveness, reaffirming our belief that we should provide the very best instructional methods we can to make all students successful.
 * 5) Allow for collaboration with effective teachers who can help teacher X improve her teaching.
 * 6) Applaud her efforts for reaching beyond the test, but reaffirm the importance of the SOL curriculum.
 * 7) Look for differentiation instructional methods such as technology usage that she uses in instruction.
 * 8) Praise her for what she does well first. Then review the evaluation being as honest and sensitive as possible.
 * 9) If you offer her suggestions while observing her for evaluation, then allow her time to implement the proposed changes/strategies, etc. (This time should also allow her the opportunity to research ways to address her areas of need in ways that appeal to her and suit her teaching style/personality, etc.) Return to re-evaluate her at a set date/tiime to see if she has made progress. (You may want to visit at an unscheduled time as well to ensure that she is truly attempting to change things and not just 'teaching to the evaluation' as opposed to just 'teaching to the test.')
 * 10) Drop in for unscheduled visits in which you assist her with 'teachable moments,' etc. Let her know that these are informal visits to just see how she is doing and to offer assistance if she needs it. (Make it clear to her that these visits are not part of her evaluation.)
 * 11) Chat with Teacher X informally to let her know that you are not just a domineering figure 'out to get her.' Allow her the opportunity to feel comfortable with you rather than just solely viewing you as an intimidating authority figure.
 * 12) Ask for lesson plans, from all 12 teachers under evaluation. Review plans with pacing/curriculum guides. Discuss ways to differentiate instruction, and make sure plans are aligned with SOLs.
 * 13) Approach the principal after you have documentation that shows the concerns that you have.
 * 14) Encourage the principal to make a "drop-in" observation of this particular teacher and compare notes.
 * 15) Encourage her to become involved in grants or special programs that are related to her subject.

In regard to which ISLLC Standard guides the assistant principal's work, Standard 2 probably is the one that is most prominent. This Standard requires an administrator to //advocate, nurture, and sustain a school culture and **instructional program conducive to student learning**//. In this instance, these things are not occurring. Standard 5 would dictate that the administrator perform his/her duties in an **//ethical//** manner that shows //integrity// and //fairness//, so in implementing Standard 2 for the teacher, Standard 5 should come into play for the administrator.