INTENSIVE ASSISTANCE PLAN THE INTENT OF THE INTENSIVE ASSISTANCE

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Intensive Assistance Plan

Intensive Assistance Plan

The intent of the Intensive Assistance Plan is to provide the tenured teacher with support and guidance to enable the teacher performance in the three domains as measured in the district’s evaluation process. The Intensive Assistance Plan, however, does not preclude the Board of Education from taking disciplinary action against a teacher (including termination) if the teacher has violated any policy of the Board of Education or if the teacher is not performing satisfactorily after being placed on Intensive Assistance. A teacher will be placed on the Intensive Assistance Plan if he/she does not meet Hamden’s Performance Standards in the three domains as measured by the district’s evaluation process.

The Intensive Assistance Plan consists of the following components:

Phase 1

When an evaluator has observed that a teacher is demonstrating a pattern of unsatisfactory performance, the evaluator must conference with the teacher to communicate this information and notify the superintendent or the superintendent’s designee of the concern. A collaborative plan for additional supervision and support will be developed by the evaluator and teacher.

During the conference with the teacher, the evaluator provides:

Details about the teacher’s unsatisfactory performance as documented through classroom observations and other sources of evidence that identify specific areas of concern.
The areas of concern must be specifically outlined during this conference.
The evaluator’s expectations for improvement are made known to the teacher through a supervision plan including:

a. Formal and informal observations

b. Conferences focused on remediation of the evaluator’s concerns

c. Additional support, if deemed necessary.

The evaluator must inform the teacher that failure to remedy the areas that are unsatisfactory within a period of 45 school days will result in the placement of the teacher in Phase 2 of the Intensive Assistance Plan. Complete documentation of all classroom observations, recommendations for improvement and conferences with the teacher are essential, and all parties involved including the teacher, the evaluator and other support personnel must have copies of all documentation. The evaluator will submit a summary report of teacher performance within 5 school days after the completion of Phase I with a statement of successful completion of the plan or a recommendation to move to Phase 2 (forms are found in the Appendix).

Phase 2

If a teacher does not correct the unsatisfactory areas of concern within the 45 school day period, the teacher will be moved to Phase 2 of the Intensive Assistance Plan. A different evaluator will be assigned by the Superintendent or designee to this phase and will again outline with the teacher the areas of concern and develop a plan for remediation which will include:

1) A minimum of two formal observations and informal observations as needed

2) Conferences focused on remediation of the evaluator’s concerns

3) Additional support, if deemed necessary

The time limit for this phase is 30 school days. The evaluator in Phase 2 will complete a summary report within five days of the completion of Phase 2 detailing teacher performance with specific recommendations. If the teacher fails to correct unsatisfactory areas, the teacher and union representative will meet with the superintendent or designee to discuss next steps.

Upon satisfactory completion of the Intensive Assistance Plan after Phase 1 and/ or Phase 2, the teacher will return to the Summative Evaluation Plan for the remainder of the school year.

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