Plan of Assistance for Improvement
A formal Plan of Assistance for Improvement is developed to assist and guide teacher candidates who persist in areas of weakness or need for improvement related to the professional knowledge, skills, and dispositions required of teachers. The EECE program seeks to help teacher candidates become the very best professional educators possible. Plans of Assistance are designed to assist teacher candidates in achieving that goal. An example Plan of Assistance for Improvement is provided in this chapter.
Plans of Assistance include the following steps:
1. An objective description of the problem--The description is developed in collaboration with the teacher candidate, course instructors, mentor teachers or field supervisors, depending on the nature of the problem. Teacher candidates are informed in advance that a plan is being developed and have the opportunity for input into what they perceive to be areas of weakness.
2. A list of reasonable expectations for improvement on the part of the candidate— These expectations are a specific list of what the program will reasonably expect the candidate to change in terms of academic or professional behaviors.
3. A list of what the program will do to support the candidate's improvement efforts— This list includes support for the elements described in parts one and two. Faculty expertise, additional supervisory sessions, one-on-one instruction, retaking a course, and other genuine support strategies are included. All parties participate in generating the most helpful strategies. Nothing in section three should create an undue burden on any of those enlisted to help. The operative term is reasonable.
4. A timeline for when expectations should be met--The timeline must be reasonable and have a termination date by when the demonstrated change will be evident.
5. Next steps--Next steps are a part of due process notice and indicate what will happen when the Plan of Assistance timeline is completed.
6. Signatures—The Plan of Assistance is signed by all the people involved in the development of the plan and the Elementary Co-Director of ITE.
7. A sentence that reads, “I have read this plan and understand that my immediate attention to these areas of need is critical for successful completion of the teacher education program. I understand that I can respond in writing to this plan.” The candidate does not have to agree with the plan but must indicate that she or he has received the notice.
Another sentence states “The teacher candidate has chosen to respond in writing to this plan.” __________Yes __________No”
If Yes, the candidate’s response is attached to the plan.
8. Copies—Copies of the plan, without the candidate’s response, will be given to all the individuals who signed the plan. A copy is placed in the candidate’s file.
Plans of Assistance are confidential and shared only on a need to know basis. If the plan is successfully completed, it is removed from the candidate’s file and destroyed. No mention of a successfully completed plan is ever passed on to a potential employer.
EXAMPLE: Plan of Assistance for Improvement
(Filed with Department Chair)
Date: October 15, 2011
To: Teacher Candidate
From: Cohort Coordinator
Subject: Plan of Assistance for Improvement for Teacher Candidate
We recognize Candidate’s abilities and potential as a future teacher. This Plan of Assistance is designed to help her grow as a professional and reach her goal of becoming a licensed teacher in elementary education.
The Plan of Assistance includes a description of strengths and areas of concern, expectations for improvement, actions that Candidate will take, a timeline, and supports that we will provide to help her succeed. We will revisit the plan during the student teaching semester to determine any necessary next steps to help her meet the Hawai‘i Teacher Standards and EECE Professional Dispositions noted in this plan.
Strengths: Candidate has been a good student during her three semesters in the program. Her course instructors state that she is engaged with the course material and completes quality work. Her dedication to working with children is obvious to everyone.
Area of concern: Candidate’s field experience supervisors and mentor teachers have raised several concerns during semester three. There have been problems related to:
Late arrival to school.
Not signing in at the office as required for public schools and the cohort program.
Not getting lesson plans to mentor in time for review and feedback before teaching.
Not making time to plan with mentor after school.
Not taking advantage of time with mentor during lunch, despite having been invited.
Lack of clarity in scheduling observation appointments with field supervisors.
Lack of initiative in communicating with field supervisors and mentors.
Not notifying mentors and field supervisors in advance about being late or absent.
Candidate has been very busy with her cohort classes and a full-time job. Her field supervisors and mentors are concerned that she won’t have enough time to plan, prepare, and be fully engaged in student teaching. To assist, Candidate’s field supervisor and mentor teacher will talk with her weekly to ensure she is meeting expectations for attendance, planning, and engagement. In addition, her cohort coordinator will discuss options for obtaining financial support during student teaching. The attached chart contains expectations for improvement, teacher candidate actions, a timeline, and program supports.
Next steps: This plan will not remain in the Candidate’s permanent file if Candidate is able to meet specified expectations. If not, she will be required to repeat student teaching with a Plan of Assistance for Improvement in Place, or be dismissed from the program.
Documentation of Understanding
I have read this plan and understand that my immediate attention to these areas of need is critical for successful completion of the my teacher education program. I understand that I can respond in writing to this plan.
Signature of Teacher Candidate Date
The teacher candidate has chosen to respond in writing to this plan: ___Yes ___No
Assistance Team Signatures
Signature of Cohort Coordinator Date
Signature of EECE Field Supervisor Date
Signature of Mentor Teacher Date
Department Chair’s Signature
Elementary Director, ITE Date
Upon successful completion, this plan will not remain in the Candidate’s permanent file and will not become a part of the teacher candidate’s permanent record.
Plans of Assistance include the following steps:
1. An objective description of the problem--The description is developed in collaboration with the teacher candidate, course instructors, mentor teachers or field supervisors, depending on the nature of the problem. Teacher candidates are informed in advance that a plan is being developed and have the opportunity for input into what they perceive to be areas of weakness.
2. A list of reasonable expectations for improvement on the part of the candidate— These expectations are a specific list of what the program will reasonably expect the candidate to change in terms of academic or professional behaviors.
3. A list of what the program will do to support the candidate's improvement efforts— This list includes support for the elements described in parts one and two. Faculty expertise, additional supervisory sessions, one-on-one instruction, retaking a course, and other genuine support strategies are included. All parties participate in generating the most helpful strategies. Nothing in section three should create an undue burden on any of those enlisted to help. The operative term is reasonable.
4. A timeline for when expectations should be met--The timeline must be reasonable and have a termination date by when the demonstrated change will be evident.
5. Next steps--Next steps are a part of due process notice and indicate what will happen when the Plan of Assistance timeline is completed.
6. Signatures—The Plan of Assistance is signed by all the people involved in the development of the plan and the Elementary Co-Director of ITE.
7. A sentence that reads, “I have read this plan and understand that my immediate attention to these areas of need is critical for successful completion of the teacher education program. I understand that I can respond in writing to this plan.” The candidate does not have to agree with the plan but must indicate that she or he has received the notice.
Another sentence states “The teacher candidate has chosen to respond in writing to this plan.” __________Yes __________No”
If Yes, the candidate’s response is attached to the plan.
8. Copies—Copies of the plan, without the candidate’s response, will be given to all the individuals who signed the plan. A copy is placed in the candidate’s file.
Plans of Assistance are confidential and shared only on a need to know basis. If the plan is successfully completed, it is removed from the candidate’s file and destroyed. No mention of a successfully completed plan is ever passed on to a potential employer.
EXAMPLE: Plan of Assistance for Improvement
(Filed with Department Chair)
Date: October 15, 2011
To: Teacher Candidate
From: Cohort Coordinator
Subject: Plan of Assistance for Improvement for Teacher Candidate
We recognize Candidate’s abilities and potential as a future teacher. This Plan of Assistance is designed to help her grow as a professional and reach her goal of becoming a licensed teacher in elementary education.
The Plan of Assistance includes a description of strengths and areas of concern, expectations for improvement, actions that Candidate will take, a timeline, and supports that we will provide to help her succeed. We will revisit the plan during the student teaching semester to determine any necessary next steps to help her meet the Hawai‘i Teacher Standards and EECE Professional Dispositions noted in this plan.
Strengths: Candidate has been a good student during her three semesters in the program. Her course instructors state that she is engaged with the course material and completes quality work. Her dedication to working with children is obvious to everyone.
Area of concern: Candidate’s field experience supervisors and mentor teachers have raised several concerns during semester three. There have been problems related to:
Late arrival to school.
Not signing in at the office as required for public schools and the cohort program.
Not getting lesson plans to mentor in time for review and feedback before teaching.
Not making time to plan with mentor after school.
Not taking advantage of time with mentor during lunch, despite having been invited.
Lack of clarity in scheduling observation appointments with field supervisors.
Lack of initiative in communicating with field supervisors and mentors.
Not notifying mentors and field supervisors in advance about being late or absent.
Candidate has been very busy with her cohort classes and a full-time job. Her field supervisors and mentors are concerned that she won’t have enough time to plan, prepare, and be fully engaged in student teaching. To assist, Candidate’s field supervisor and mentor teacher will talk with her weekly to ensure she is meeting expectations for attendance, planning, and engagement. In addition, her cohort coordinator will discuss options for obtaining financial support during student teaching. The attached chart contains expectations for improvement, teacher candidate actions, a timeline, and program supports.
Next steps: This plan will not remain in the Candidate’s permanent file if Candidate is able to meet specified expectations. If not, she will be required to repeat student teaching with a Plan of Assistance for Improvement in Place, or be dismissed from the program.
Documentation of Understanding
I have read this plan and understand that my immediate attention to these areas of need is critical for successful completion of the my teacher education program. I understand that I can respond in writing to this plan.
Signature of Teacher Candidate Date
The teacher candidate has chosen to respond in writing to this plan: ___Yes ___No
Assistance Team Signatures
Signature of Cohort Coordinator Date
Signature of EECE Field Supervisor Date
Signature of Mentor Teacher Date
Department Chair’s Signature
Elementary Director, ITE Date
Upon successful completion, this plan will not remain in the Candidate’s permanent file and will not become a part of the teacher candidate’s permanent record.