Re: Plans of Assistance

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"Kids in class will not show mishbehavior." Of any kind; Ever? If so, you
are doomed!

"Kids will show respect to the teacher?" So if they don't beat the hell out
of you, would that show enough respect?

Keeping in mind the SMART approach, when I write goals for teachers, they
are much like an IEP goal. Than have a baseline, are measurable, specify
the expected results to be achieved, how they will be measured, and time
frame. Your POA sounds like a POS.

On 3/26/12, OP wrote:
> So I met with my principal, Uniserv rep, and the HR rep regarding this
> plan of assistance. I'm not sure if it is "specific" or "measurable".
> It is very general about "kids on class will not show misbehavior"
> and "kids will show respect to teacher". It didn't give the terms on
> what he felt was reasonable.
> Another area of concern I have is that I have an instructional assistant
> who passed his Plan of Assistance 2 months ago. However, I am still
> having problems with the way he treats kids. I have had to report him 3
> times since he was off of HIS plan of assistance to the principal, and
> the principal did talk to him, but accepted his excuses of "there was a
> sub in there for 2 weeks (for the other IA), his "health" wasn't good.
> Even after the principal talked to him for the 3rd time AFTER he passed
> his plan of assistance, this IA is still not doing as told, yelling at
> kids, etc.
> Also, I was told in the fall that I would be a part of this IA's plan of
> assistance, and I was NEVER asked for input. This guy screwed up several
> times during his POA, including chasing a student down the hallway
> because he was tardy into his next class.
>
> I looked up the law for my state on appealing for your job back if your
> contract is not renewed, and it states that if your performance during
> your Plan of Assistance, or the PLan of Assistance was made under unfair
> conditions, that that would be taken into account at the hearing to get
> your job back. As it is, this guy is SERIOUSLY impeding my ability to
> pass this plan. I have kids who refuse to work with this IA, I have
> parents who have called to get their child AWAY from this IA. Yet my
> input was NOT used by my principal for the Plan of Assistance. He is
> negatively affecting the atmosphere of my room, and that is a main part
> of the goal, having a positive atmosphere for learning.
>
> I don't want to go through the process, but if he does go ahead and not
> pass me, I will have to appeal the dismissal, which is what I can legally
> do in this state. I'll do what I can to get through this plan, but it is
> not looking good right now.
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> On 3/11/12, MacQ wrote:
>> Again, all you can do is wait to see what the Plan says. When you do
>> get the plan, be sure that it is Specific, Measurable, Attainable,
>
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>> Relevant, and Time-Bound (SMART).
>>
>> Specific - This means your goals to improvement are clear and
>> unambiguous; without vagaries and platitudes. To make goals specific,
>> they must tell an individual exactly what is expected, why is it
>> important, who’s involved, where is it going to happen and which
>> attributes are important.
>>
>> Measurable - If it is not measurable, it is not possible to know
>> whether a person met the plan.
>>
>> Attainable - It must be realistic and attainable. "Every kid in your
>> class will enjoy being in the class," is not realistic.
>>
>> Relevant - A relevant goal can answer yes to these questions:
>> Does this seem worthwhile?
>> Is this the right time?
>> Does this match the school's needs?
>>
>> Time-bound - A completion within a time frame, giving a target
>> date.
>>
>>
>> If your plan does not meet the above criteria, you may be doomed to
>> failure.
>>
>>
>>

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