Thisletter expresses the continued concerns about your teachingperformance and is a follow up to our previous meeting where theprinciple assessed your performance based on the outline provided forthe events behind your poor performance since September 24, 2012, inthe scheduled classroom observation. Though there were manyexpectations that you should have met to assist the students in theirlearning activities, you failed to demonstrate the quality in yourteaching, and there were regular assumptions on your part. Youractions prompt the institution the right kind of remedy whichincludes your dismissal from the school.
Forinstance, in the first observation, you were assessed on your abilityto create a conducive and disciplined classroom environment byfollowing the established procedures such as warming up beforecommencing the lessons. A lot of indiscipline was observed in theclassroom, raising the question of whether you had any establishedclassroom expectations. Based on the assessment of the plans,designs, and instruction review, it was clear that there were nohands-on activities in the lessons plans which were necessary forsome of the students to understand the taught content. You did notoffer the students a chance to share the methods they applied whenmaking their calculations and only provided the answers. Thesupervisor was concerned with your approach of basing the lessons oncompleting the worksheets than the use of other engaging techniquesto assess the pupils’ knowledge. Your class seemed to be controlledby the students than the instructor.
Therewere not many improvements during the second observation where thestudents seemed to be confused by the instructions though the lessonbegan in time and the students settled quickly. You provided minimalfeedback to the queries made and expressed frustration with thestudents, and there was no planned class schedule. It revealed aplanning weakness because you did not have a clear idea of themethods you can apply to assess knowledge acquisition among thestudents. Your teaching instructions did not provide the rightprocedures for the students to tackle the problems. You ignored theinstances the students failed to understand a concept, and the pupilshad difficulty in understanding the content.
Duringthe third observation, many issues noted in the previous sessionspersisted. Though you made efforts to assist the students to learn,you should have considered using a visual cue to indicate the timefor a transition of class activities. You still did not apply anefficient planning technique, and the students seemed to be confusedand in some occasions, did not comprehend the lessons yet you ignoredthis and proceeded with the teaching. Still, the students did notexpress the comprehension of the skills that you taught them at theend of the lesson. As an instructor, you need to develop the rightmethods of building relationships with your students and assess theirunderstanding of the concepts taught.
Youstill seem to be encountering many challenges in your practice andlow levels of improvements. For instance, on October 22, 2013, inyour third and sixth grade advanced pre-algebra class visit, you didnot take your time to evaluate the level of knowledge among thestudents about the particular skills you taught. After interactingwith the students, it was evident that they already understood theconcept. Therefore the lesson was more of time wastage, and you didnot assist the kids to relate the idea with what they were studying.
Theteacher improvement plans are designed to assist the tutors inworking to their fullest potential while identifying the specificareas that need improvement. The methods are useful for theevaluators, as they help to create some efficient techniques thatwould aid in effective collaboration with the teachers.
Basedon Ms. Chang’s observations and evaluations, the following areasneed urgent improvement: organizing the class and its activities in amanner that is consistent with the instructional results, assistingthe students to comprehend the learning activities as well asdesigning adequate sharing and assessment procedures between thestudents. The instructor needs to ensure that the students observeclass discipline and are engaged in learning activities. The tutorneeds to conduct a regular assessment of the students and makepreparations before the commencing the lessons. Lack of improvementin the performance would render the instructor unsuitable to continueserving in the institution.
Thefirst step of the plan involves aligning the class activities withthe instructional results under an organized class progression. Herethe instructor needs to self-evaluate on the conceptual or contextualknowledge that they would like to equip the students with before thebeginning of the lesson. Ms. Chang needs to determine the best waysof making the learning activities supportive of the students in thelearning process. The instructor should use her lesson plan on adaily basis to ensure that this objective is met. Ms. Chang needs tomake sure that her units and classes reflect the fundamental ideas ofthe discipline.
Itis necessary for Ms. Chang to ensure that she can make the learningactivities representative of the inherent cognitive challenge. Beforecommencing with a lesson, the tutor needs to examine the learningactivities, and how the assignments would influence how the studentsunderstand and think about the concepts. It is necessary for theteacher to make a continuous observation of the cognition patterns ofthe students so that she can make a definitive assessment about theway the lessons promoted the student’s thinking. Making acontinuous observation would serve as the evidence for whateverconclusions the tutor makes.
Ms.Chang should design a program that provides the students with thenecessary opportunities for advanced thinking as well as conductingrevision activities to assist the students to get to the depth of theknowledge on a weekly basis. The instructor should design some classactivities that include multiple correct answers and responses whenpossible and assist the students in understanding the usefultechniques of arriving at those answers on a daily basis.
Itis important that Ms. Chang addresses her weakness in ensuring thatthere are sharing and assessment criteria with the students. Beforebeginning the lesson, the instructor should determine the criteriafor analyzing the work of the students and the level of knowledge ofthe students about the assessment methods. These standards should becommunicated to the class both verbally and visually. It is importantto ask the students to explain how much they understand of thecriteria several times a week before they begin the lesson.
Ms.Chang needs to plan and enforce learning programs that engage thestudents and foster their knowledge of the content. It was evidentthat she had a weakness of failing to use more engaging techniques toassist the students to learn. Therefore, Ms. Chang should identifythe way the learning activities will influence the student’sdifferentiation, choice, and coordination with the others on a dailybasis.
Itis important for the teacher to conduct self-assessment regularly tomonitor individual strengths and weaknesses in the teaching practice.The school has many resources for practice improvement. Ms. Chang cantake advantage of these opportunities to ensure success in theself-improvement process and the teaching practice. All theinstitutions need to have enough facilities to ensure that theteaching staff get adequate opportunities for improving theirpractice.
Anotherarea for improvement is that of monitoring the students’ behaviorand being aware of the activities of the students in the classroom.Ms. Chang needs to know how to assist the students and when it isnecessary to restructure the lesson. Before the beginning of thelesson, the instructor needs to determine the most efficient strategyto monitor the student behavior during the lessons. To effectivelydo this, it is important to observe an orderly sitting arrangementamong the students so that the instructor can access any student atany time. The instructor can verbally recommend or reprimand thestudents by their behavior.
Theutilization of visual assistance such as the four corners paper canbe an adequate teaching design. The tutor should access the classlevel of knowledge about different concepts to decide the optimaltime to allocate for teaching each concept and avoid concentrating onthe skills that the students already understand.
Ms.Chang can take advantage of observing other model teachers so thatshe can derive some of the desirable qualities possessed by acompetent tutor. Observing other role models is a good basis forself-reflection about individual teaching practices.
Startingfrom the 24th of September of the year 2012, it came to theinstitution’s attention that the teacher named in the abovereference has been exhibiting inferior qualities in job performance.Due to that reason, I recommend immediate action, which involves adismissal. From the first to the second assessment on December 3,2013, the performance of the teacher was reduced with low levels ofimprovement, and it was evident that the instructor was not observinga curriculum model in planning her lessons. Her students exhibited alot of difficulties in engaging and understanding the content of herteachings, which is a threat to the students’ performance.
Athird lesson observation was conducted on December 3, 2013, and itwas disappointing to realize that most of the performance issues hadnot been resolved and the instructor still underperformed, whichraised a lot of questions about the competence of the teacher. It is,therefore, evident that the tutor has failed to meet requiredteaching standards and it is necessary to replace her with anothermore competent and qualified teacher. Please consider taking actionas quickly as possible while still weighing additional advice thatmay be availed.