| Mission Purpose Timeline How to use the PDF's Open up the form by clicking on the link. The form should open in Adobe Reader. You can then type in the spaces on the form. When you are done you can print the form with the text you typed in by hitting the print button. YOU CAN NOT SAVE THE FORM WITH THE TEXT YOU TYPE IN. You can save the form without the text you typed in by opening the form the clicking on file then clicking on save.
|
Plan III Forms
OUTLINE
OF PLAN III – TEACHER ASSISTANCE PROGRAM Plan III is intended to provide the best possible likelihood
for professional improvement. The
decision to implement Plan III should be collaborative, but may be
directive. This process may
begin at any time. Confidentiality
is expected of all participants. Purpose The Teacher Assistance Program Plan will provide a good faith effort to support and guide the teacher in meeting the expectations set forth in the Bay City Public Schools Domains for Effective Teaching. The Teacher Assistance Program has three purposes: 1.
To enable a tenured teacher the opportunity to seek assistance in
any of
the BCPS Domains for Effective Teaching. 2. To provide a more structured process for a tenured teacher who by the determination of the administrative supervisor may benefit from additional
support. 3.
To provide due process for disciplinary action Three
Phases of Plan III Awareness Phase 1. The
concern is identified in writing by the administrator with copies to Human
Resources and BCEA. 2. The
administrator and teacher attempt to resolve the concern through a
progressive plan
of action
in writing with a timeline (copies to Human Resources and BCEA). 3. The
administrator reviews the progress and makes one of the following recommendations (copies to Human Resources
and BCEA):
* The
teacher returns to Plan II
* The
teacher is placed in the Assistance Phase Assistance Phase 1. The
administrator reviews the recommendations from the Awareness Phase 2. A
specific plan with
a timeline is developed
by the administrator with copies to Human
Resources and BCEA. 3. One of
the following recommendations is made (copies to Human Resources
and BCEA):
* The
concern is resolved, and the teacher is returned to Plan II
* The
teacher remains in the Assistance Phase with revised goals and timelines
* The
concern is not resolved and the teacher is moved into the Disciplinary
Phase Disciplinary Phase 1. The
administrator, teacher and BCEA representative meet 2. The
specific Domains, rule, policy, action or event is identified in writing
by the
administrator, and the teacher is given an opportunity to respond. After discussion,
the administrator indicates the next steps to be taken PLAN
III TEACHER
ASSISTANCE PROGRAM PURPOSE
The Teacher Assistance Program Plan will provide a good faith effort to support and guide the teacher in meeting the expectations set forth in the Bay City Public Schools Domains for Effective Teaching. The Teacher Assistance Program has three purposes: 1. To enable a tenured teacher the
opportunity to seek assistance in any of the BCPS
Domains for Effective Teaching. 2.
To provide a more structured process for a tenured teacher who by
the determination
of the administrative supervisor may benefit from additional
support. 3.
To provide due process for disciplinary action. The
Teacher Assistance Program is a process where a teacher in need of help
can receive assistance with one or more of the Bay City Public School
Standards for Effective Teaching. This
process may begin at any time. The decision regarding implementation can be collaborative or directive.
The Teacher Assistance Program is intended to provide the best
possible likelihood for professional improvement.
Because of the personal nature of this Plan, confidentiality is
expected of all participants. Plan
III consists of three phases: 1.
Awareness phase 2.
Assistance phase 3.
Disciplinary phase The
distinct differences between the Awareness Phase and the Assistance Phase
are the length of time and the intensity of each phase.
PLAN
III DISCIPLINARY
PHASE 1.
The teacher may be placed in the Disciplinary Phase because of, but
not limited to:
* Not meeting the BCPS
Domains for Effective Teaching after being in the
Assistance Phase
*
Insubordination
*
Specific policy or rule violation(s) 2.
The Disciplinary Phase begins with a meeting between the
administrator, teacher and a BCEA representative of the teacher’s
choosing. Other resource people may be involved, i.e., central office
administrator(s) and/or MEA representative. 3.
The administrator will identify in writing the specific BCPS
domain(s), rule, policy, action, or event in violation (Discipline, Form
F). The teacher will be given
an opportunity to respond. Following
the discussion, the administrator will indicate the next steps to be
taken. 4. This Disciplinary Phase only addresses ongoing performance concerns not corrected by the teacher under either the Awareness Phase or the Assistance Phase. The Disciplinary Phase is not intended as a restriction on the district’s right to take appropriate disciplinary action for teacher misconduct without prior resort to either the Awareness Phase or an Assistance Phase. |