How can a principal distinguish between a marginal teacher and an inexperienced new teacher? How will the administration’s response vary for each type of teacher? Indicate steps an administrator should take with marginal teachers that could lead to a solid dismissal.
Marginal Teacher: A marginal teacher, on the other hand, is a seasoned professional who consistently underperforms. Their issues are often deeper and more systemic. They may exhibit a lack of motivation, resistance to change, or an unwillingness to adapt their methods despite receiving feedback. Their problems are not due to a lack of experience but rather a lack of commitment to professional growth and student success.
The administration's response must be tailored to each teacher's unique needs and issues.
Response for Inexperienced New Teacher: The administration's response should be supportive and growth-oriented. This includes:
Providing a strong mentor: Pairing them with an experienced, effective teacher.
Offering targeted professional development: Training focused on specific weaknesses like classroom management or instructional strategies.
Conducting frequent, low-stakes check-ins: Regularly observing their classroom and providing immediate, constructive feedback.
Building a supportive community: Encouraging collaboration with other new teachers to share experiences and find solutions.
Response for Marginal Teacher: The response for a marginal teacher is more formal and documentation-heavy, focusing on remediation and, if necessary, dismissal. The goal is to create a clear record of both the performance issues and the support provided. This process is often a prerequisite for a dismissal.
For a marginal teacher, an administrator must follow a structured, multi-step process to build a solid case for dismissal.
Communicate Clearly and Formally: The administrator must first hold a formal meeting with the teacher to discuss specific performance deficiencies. These issues must be directly linked to the school’s or district's professional standards.
Develop a Performance Improvement Plan (PIP): A formal PIP must be created and signed by both the administrator and the teacher. This document should outline:
Specific, Measurable Goals: Clear, quantifiable objectives for improvement (e.g., "increase the use of differentiated instruction in lesson plans by 20%").
Support and Resources: The specific support the administration will provide, such as a coach, specific training, or peer observation.
A Clear Timeline: A defined period for the teacher to show improvement.
Provide Continuous Documentation: The administrator must meticulously document every interaction related to the PIP. This includes emails, meeting notes, observation logs, and evidence of the teacher's lack of improvement.
A principal can distinguish between a marginal teacher and an inexperienced new teacher by assessing their growth potential, attitude, and foundational skills. While both may exhibit deficiencies, their underlying issues and capacity for improvement are fundamentally different.
Inexperienced New Teacher: An inexperienced teacher often struggles with classroom management, pacing, and curriculum design. However, they typically demonstrate a strong desire to learn, a positive attitude toward feedback, and a willingness to implement new strategies. Their issues are rooted in a lack of practical experience, not a fundamental inability to teach.