9.1. Plans to
Support Improvement. A plan to support improvement shall be developed by the
evaluator and the educator when an educator's performance indicates an area of
concern and/or the educator is rated Unsatisfactory in any area of the
educator's responsibilities. There are two types of plans:
9.1.a. Focused Support Plan (FSP). A
proactive measure that supports individual improvement and professional growth.
The FSP, and its implementation, is an improvement process between the educator
and the evaluator. The FSP may commence only after a purposeful conversation
between the educator and the evaluator, and when there is documented evidence
indicating an area of concern based on one or more of the performance
standards, and after at least one observation and conference is complete for
the educator. The FSP, and its implementation, is an improvement process
between the educator and the evaluator. The FSP spans at minimum nine weeks and
may commence at any time during the school year and may be repeated once per
plan.
9.1.a.1. The FSP must include the
following essential components:
a) identified
area of concern with reference to the standards to be addressed,
b) expectations for change,
c) nine week timeline for implementation,
and
d) resources for
support.
9.1.a.2. The
following supports may be considered to meet individual needs:
a) professional development,
b) coaching/instructional support,
c) mentoring,
d) peer observation,
e) programs of study, and
f) other supports and
resources.
9.1.a.3. The
FSP enacted for an educator may address an area of concern involving student
learning goals when in conjunction with one or more of the performance
standards. School-wide student growth performance levels cannot be considered
in a FSP.
9.1.a.4. At the
conclusion of the nine week FSP, if evidence demonstrates that the standard has
been met, then the plan is successfully completed. If evidence demonstrates
that adequate progress has been made but the standard has not been met, the FSP
will continue for a second nine week period. In the event of inadequate
progress on the standard related to the area of concern, an evaluation will be
completed and a CAP will be initiated.
9.1.b. Corrective Action Plan (CAP). The CAP
is initiated when a FSP results in inadequate progress and when an evaluation
is completed that shows unsatisfactory performance based on one or more of the
standards or when certain instances of misconduct as specified in W. Va. Code
§
18A-2-8 may require immediate
action and/or a CAP. The CAP may address unsatisfactory performance involving
student learning goals when in conjunction with one or more of the standards. A
minimum of one observation must be complete for the educator prior to the
beginning of a CAP. The CAP spans 18 weeks and may commence at any time during
the school year.
9.1.b.1. The CAP must
include the following essential components:
a) identified area of unsatisfactory
performance with reference to the standard(s) to be addressed;
b) timeline for implementation; and
c) resources for support, including
referral to other educators.
9.1.b.2. The CAP is determinative and may not
be repeated. Evidence of adequate progress must be demonstrated by the
conclusion of the 18 week CAP. If evidence does not demonstrate that adequate
progress has been made at the conclusion of the 18 week period, termination for
unsatisfactory performance shall ensue. The area of unsatisfactory performance,
with reference to the standards, guides the choice of evidence within a CAP.
This evidence may include observation, if appropriate.
9.1.b.3. Unsatisfactory performance related
to a single element is addressed through quality sustained job-embedded
professional development and support. Two consecutive Unsatisfactory
performance-level summative ratings related to the same element are addressed
through evaluation based on the rubrics associated with the standard that
addresses the educator's professional responsibilities for self-renewal that
stipulate professional self-renewal as a requirement. Unsatisfactory
performance related to a single element cannot initiate a
CAP.
