Areas of Concern
The faculty has noted, with great concern, a tenured teacher who is no longer meeting performance expectations. The employee used to align with the standards that have been put in place by the faculty throughout the years.
Timeline for performance improvement
The faculty appreciates the complexity of the performance improvement process and is inclined to facilitating a practical and progressive strategy. It involves the articulation of any genuine struggles faced by the teachers such that she will require adequate time to adjust to the new demands (Tichnor-Wagner et al., 2017). It also appreciates any inconsistencies that may be triggered by the students or the parents as they discover a change in the approaches used by the teachers. The proposed timeline is based on the four areas identified while contextualizing the areas of concern.
Consequences for failure to improve
The faculty will come up with certain measures to be put in place should the teacher failure to attain the thresholds prescribed in the performance improvement plan. The authenticity and capacity of the management to undertake punitive measures is based on the willingness of the teacher to improve and the fact that the institution must align with certain predefined standards of excellence (Hallinger & Heck, 2010). The employee will come to terms with the following implications should they fail to adjust accordingly following the engaging and comprehensive resolution to enhance their input as the teacher.
Strategies for including union representation
The faculty will support the request of the teacher to have a union representative during the series of performance-based meetings. However, the school must be involved in the selection of the professional from the union to encourage objectivity. The education system provides measures for securing the audience of the union (Budd, Gollan & Wilkinson, 2010). It will ensure that the teacher in question has participated in the process. The school will also provide necessary information regarding the rationale for coming up with the performance management plan as provided the existing education policy. It will avail records that justify that the employee in question has indeed failed to provide their critical input adequately. The move will be centered on the expectations of the teaching profession. It will also be in line with the formal commitment of the teacher to work alongside the philosophy and guidelines of the institution. The union representative will be involved in the structuring of the performance improvement objectives, timeline and implications. They will have an important role to play in defining the universal standards for a professional and fair performance improvement plan.
Budd, J. W., Gollan, P. J., & Wilkinson, A. (2010). New approaches to employee voice and participation in organizations. Human relations, 63(3), 303-310.
Hallinger, P., & Heck, R. H. (2010). Leadership for learning: does collaborative leadership make a difference in school improvement?. Educational Management Administration & Leadership, 38(6), 654-678.
Tichnor-Wagner, A., Wachen, J., Cannata, M., & Cohen-Vogel, L. (2017). Continuous improvement in the public school context: Understanding how educators respond to plan–do–study–act cycles. Journal of Educational Change, 18(4), 465-494.