Educational systems rely on evaluations to improve programs as an objective determination of the merit, worth, and significance of something or someone using criteria against a set of standards. However, as educators know, evaluations are often subjective and may not accurately reflect the truth. Further, since evaluations are used to characterize and appraise subjects of interest in a wide range of areas in an educational environment, it is not surprising that faculty, parents, and the community often question them. As an educator, it is essential that you organize the categories of your evaluations with facts and not broad statements, so that if one is suspected of not being a fair appraiser of a program or person, it doesn’t taint the other standards of measurement used. Here are some simple and basic areas for evaluating faculty that are used in schools for evaluative purposes.
Personnel of the student body
Physical needs of the school
Social needs of the school
Vocational needs of the school
Setting teacher goals
Measuring teacher performance
Measuring school effectiveness in various areas
Determining and providing intellectual endowment
Determining and providing for academic achievement
Understanding curriculum and assessment
Supervision of classroom teachers
Special types of school work
Understanding the daily program
Reporting of incidents required under one’s license
Professional behavior in and out of the classroom (as defined by the collective bargaining contract or agreement)
Training the student body
Dealing with nonconforming pupils
Problems with management
External relationships
Renewal of contracts
Committee work
Student evaluations of teacher performance
Supervisory work
As noted above, evaluations in school districts take on many forms. It is important that you keep your comments factual on observations. For example, a teacher who grieves an evaluation because the principal has written, “People complain that she is not a team player” could argue to have such a statement removed, clarified, or questioned for multiple reasons. Let’s look at some:
• What people? There are no names and no written complaints that have come to the teacher’s attention before the instructor received the evaluation. Citing anonymous people or the suggestion thereof is just begging for a potential lawsuit.
• Is complain the correct word? Consider if the person who allegedly said this would use the word complain if sworn to an affidavit or deposed. Maybe he or she would retract and claim the words were said in passing, general comment, or on an off day.
• What does it really mean to be a team player? This was a bone of contention during a whistle-blower lawsuit, when the teacher argued that she couldn’t play on the “team” of the administration because their actions were endangering the health, welfare, and safety of children. Moreover, the teacher claimed that the evaluator meant the team of teachers that the principal favored, who were willing to act in an unethical manner, which the educator felt could be a violation of her license.
Instead, evaluations should be written using tangible and objective statements. Below is an example of how the statement might have been reworded:
On March 3, 2008, the chairperson of extracurricular activities, Ms. May Wood, reported that the teacher had missed four practices (on February 19 and 28 and March 1 and 2), despite being paid by the district as the advisor. The teacher was given a verbal warning, as well as her due process rights, on March 4, 2008, by Principal Wilson and Assistant Superintendent Alexander. After she again missed practice on March 18, 2008, a written reprimand was sent to the teacher (see attachment 1). Instead of working with the administration, the teacher cornered Ms. Wood during a parent conference and began verbally accosting her for informing the administration of her actions (see attachment 2). As a result, we have filed a report for the teacher’s dismissal from her position as a school advisor (see attachment 3). It has come to our attention that the teacher has refused to take part in further school activities. Therefore, we feel she has not performed as a team player.
As an administrator, it is also important to remember that courts have ruled that supervisors generally have what is called “qualified privilege” to comment on matters concerning the operation of the school, provided they are working in good faith. This privilege can also extend to letters of recommendation. For example, if Mr. Doe is fired for child molestation charges and he applies to another district, the superintendent would not be held liable for stating a fact, such as “Mr. Doe’s actions with children were deemed criminal violations of state law.” Mr. Doe most likely could not sue the superintendent for the poor recommendation. However, school officials can lose qualified privilege if they act in bad faith or without regard for whether a statement is true.
In a recent case, an art teacher was deposed because a colleague had found out that the art teacher, upon request of the principal, had written a negative letter about her, even though she wasn’t in the same department, did not serve as her supervisor, and did not see anything that she reported personally. This action potentially opened the art teacher who had written the letter up to a third-party hearsay libel suit, as well as the district, since the principal added the letter to the teacher’s personnel file without informing the teacher or her union representatives. This letter further violated a collective bargaining agreement within the district. The teacher happened to exercise her right to request a copy of her personnel file from the central district without the administration’s knowledge. This proved hurtful to the teacher, damaging to union and administrative parties, and led to legal action against the parties responsible for instigating and writing the document.
To avoid slander or libel suits, it is recommended that you only write or comment on observable behavior and attempt to avoid derogatory remarks. Even if you write a letter and the person waives his or her right to see it, if the person obtains a copy, you can be sued and held liable for what you wrote. This book recommends that if you can’t write a positive letter of recommendation, then politely decline to write one at all. Here are some phrases to help you shy away from writing recommendations in which you may have reason to write something negative about the student, teacher, or fellow administrator. Sadly, because of the individual rights of employees on this issue, school districts often get sold a “bill of goods” with faulty administrators and teachers about whom former colleagues are unwilling to put negatives on paper.
I have some reservations about writing a letter. I think it better you ask someone else.
I am unable to judge your qualifications properly.
I don’t write letters of recommendation.
I haven’t observed you enough to comment.
I would be happy to speak to someone, but I will not be able to write a letter.
If you give me a copy of your résumé while working with us, I would be happy to verify facts from it.
I don’t feel comfortable writing your letter. You need to ask another person. I hope you understand.
At this time, I am unable to write a letter on your behalf.
If you must document or write a letter in which you must mention poor performance, here are some phrases to help you:
In February 2008, Ms. Smith was not renewed. Further questions can be answered by our district lawyer. [Then don’t comment any further.]
Due to an ongoing hearing involving Ms. Smith and the district, I am unable to discuss in depth the reasons behind contract nonrenewal.
Due to district policy, I can only confirm that Ms. Smith was not renewed for the 2010 academic year.
If you are evaluating a teacher who is not tenured for nonrenewal, it is advisable to write no comments at all. By writing comments you are opening your district up to grievances and appeals. Just bite your tongue and click the box that recommends a nonrenewal of the contract. Remember, no one owes a nontenured teacher an explanation. Don’t comment, and the nonrenewal will stand on its own without other statements that may elicit a rebuttal.
If the teacher is tenured, it is highly suggested that you work with your district’s lawyer to make sure that due process is afforded to the teacher. It is possible to remove tenured teachers; to do this, you just need to follow policy and procedures. Sometimes administrators think they can pressure a teacher to just leave, but their actions could be interpreted as retaliatory, vindictive, malicious, and not done in good faith. This again can open the district up to grievances and lawsuits.
Not all schools are the right match for every teacher or administrator. It is better to leave a difficult district for a better position when one becomes available. This is why you must keep self-performance evaluations and updated licensure. With each experience, you need to update your skills, and you need to remember that as an educator you will wear many hats. There are a number of different positions that you may want parents and administrators to know that you have held while serving as a teaching professional. In order for someone else to evaluate your performance, you must evaluate yourself. First sit down with a paper and pencil and figure out where you have been, where you are, and where you plan to go. Then start to write a résumé biography that can help you evaluate your performance as a teacher or administrator in the field of education. Here are some examples to get you started:
I have served during my tenure as an educator as a/an [choose the terms that apply to your status: adjunct, advocate, aide, assistant principal, vice principal, dean of discipline, assistant superintendent, business manager, secretary to____________, coach, assistant coach, helper, chaperone, licensed teacher, long-term substitute teacher, paraprofessional, principal, headmaster, headmistress, retired teacher, substitute teacher, superintendent, union____________, ____________official, volunteer, PTA member, ESL teacher, SPED professional] . . .
I have held different positions in my teaching career. These have included . . .
Currently I am serving as the interim . . .
In the past, I have worked as a____________, and currently I am employed to . . .
My roles in education have consisted of wearing the following hats: . . .
To give you a little background about myself, I am/was [list your roles in education].
I have worked as a teacher/administrator/supervisor for____________years.
For people to know and to evaluate you, you must show that you have a good education, have earned licensure, and have had relevant experience. In a competitive workplace, you must phrase your wording to show yourself to be the best potential employee during the evaluation process. These next phrases can help you to word your experiences:
During my tenure as an educator, I have been actively involved with . . .
During my university training, I was involved with . . .
I am a graduate of____________program. I was awarded . . .
I am licensed in____________areas with____________status.
I’ve completed a successful student teaching experience with____________.
I have____________years of experience and expertise.
I have been the recipient of [list the awards, honors, grants, or scholarships].
I have presented talks at prestigious local/national/international conferences such as . . .
I have published works in academic refereed publications such as . . .
I served on the following committees: . . .
I was elected to serve on the____________executive board for . . .
In [year], I served as one of the____________for the____________conference.
My internship was with____________on____________street in [city, state] in the [season] of [year ].
While at [school name], I taught . . . and served as . . .
My work was recognized by . . .
I published and presented at the____________conference.
As an educator, districts and schools will want to evaluate the type of license you have. Reciprocity is a term that indicates a mutual or cooperative interchange between states to recognize each other’s licenses. So if you want to teach outside of the state that licensed you, you must apply to that district or state for reciprocity. In order for the district to consider your application or evaluate your teaching credentials, you would need to inform the district whether your license can transfer and under what conditions. Here are some phrases to use to ask for reciprocity to change your license to another state:
I would like to request license reciprocity.
Currently, I am certified in the state of____________. It is my understanding that my state education licensure department has a reciprocal program with yours.
I am seeking reciprocity.
Revocation is a term that indicates that a teacher’s license is suspended or terminated based on specific charges. Here are some phrases you can use if you face revocation but want to continue in a classroom so that districts can evaluate your ability to continue teaching:
My license was threatened for revocation after an alleged incident involving . . .
My license has been revoked, but I am currently in the process of applying for its renewal.
Revocation proceedings have not affected my license, so I would like you to evaluate my credentials.
I would like to appeal the decision of revocation.
I would like the documentation of charges leading to my revocation forwarded to you, as I believe that I was wrongly accused, as these documents will show. I am currently in the appeals process.
How you are evaluated as a teacher or administrator depends on the certification or license that you possess from a governing body, such as a board of education. For example, if you graduated from a teacher training program in Boston or Amherst, you would most likely be licensed by the Commonwealth of Massachusetts Department of Elementary and Secondary Education. Licensure is a serious process through which an educator is issued a professional license by the state. This license is based on educational training that meets the requirements of a governing board. Teachers in private and parochial schools aren’t necessarily licensed, but teachers in public schools must be licensed unless they are given a special waiver for very specific reasons. If you are a teacher and you want to become a licensed educator in your state or one with reciprocity, here are some phrases to use to begin the process:
I would like to apply for licensure in [state].
I am seeking to be licensed in [state] in the areas of____________.
I have completed the requirements needed for licensure. Please accept this paperwork for my application to be licensed in the areas of . . .
Technically, certification is different from licensure, as it is the educational process teachers undergo in order to get their teaching credential, or license to teach in a state. However, in practice the terms certificate and license and the terms certification and licensure are used interchangeably.
Here are some phrases that you can use during the certification process:
I am seeking certification in the areas of . . .
I am enrolled in the following certification program:____________for____________.
I am certifiable. Currently, I request certification from____________for____________.
License renewal is when teachers reapply to keep their license active. Here are some phrases to use if you need to renew your certification or license:
I need to renew my license.
I have completed the requirements for license renewal.
Lapsed certification occurs when teachers don’t reapply to keep their license active. For example, after retirement, many teachers don’t renew their licenses with the state. However, after a few months of retirement they miss the classroom. Sometimes these teachers may be called back as long-term substitutes and run into the problem that their licenses have lapsed. These teachers need to work with the district to apply for waivers from the state board of education. Here are some phrases to use if you need to teach after your license has lapsed:
After retirement, I let my certification lapse. I would like to apply for a waiver to teach____________.
Due to an oversight, I allowed my certification to lapse. I need to reapply for my certification.
My certification has lapsed. Therefore, I am requesting . . .
A situation such as a suspended license can come up with both teachers and administrators. Suspension of a license suggests a period of time during which a person cannot use his or her professional license until a review board has investigated a claim and made a decision on whether to revoke or reissue the license. Here are some phrases you can use to explain why your license is suspended in an interview:
Due to an unforeseen circumstance, my teaching license has been suspended until____________.
Although my license is suspended, it will be reissued____________.
My license was temporarily suspended, but is expected to be active again____________.
Nonrenewal is a term that simply lets teachers know that a contract for the next year will not be forthcoming. This doesn’t mean they were fired, but rather not issued a new contract for the following year. Here is a simple phrase to use when you were not renewed:
I did not have tenure in the department, so I had to be the colleague that was not renewed.
The principal was unable to renew my contract due to financial constraints [or other reason].
Teachers are all different, and they go through different training programs and licensure. When describing your particular program or licensure, here are some phrases that you may want to use when you first graduate:
Currently, I am enrolled in____________teacher training program.
My anticipated graduation from____________teacher training program will be on [date].
I have recently completed my student teaching and am starting my initial licensure.
I was recently awarded initial licensure by the____________and have completed the teacher training program at____________.
I am seeking licensure in the area(s) of . . . in [state/county/ministry].
My new teacher’s license allows me to . . . under the direction of . . .
Once you have started teaching, you will want to phrase your licensing differently. Here are some phrases that can be used to show you as a more midlevel professional:
I am licensed in the area(s) of: ESL (Pre-K–9), ESL (5–12), English (5–9), and English (9–12).
I am a certified teacher in [place].
The [state or country] Department of Education has issued me a/an [initial/primary/professional] license to teach [subject/area/grade].
I was a graduate of the____________teacher training program at____________.
I have been licensed for____________years and have____________years’ teaching experience.
During my tenure as a teacher, I have been awarded [name award] under my license.
I am licensed to . . .
I am a certified teacher and have reciprocity with the following states/areas: . . .
I am a licensed educator who has [list accomplishments].
As a certified teacher, I have met the state requirements for renewal and have passed all tests and requirements for licensure.
If your certification has lapsed because you forgot to renew it or because you have retired, you may wish to use the following phrases:
I am a retired teacher with____________years’ experience. My license has lapsed, but I am still eligible for a state waiver.
I am currently in the renewal process for my license, which has lapsed due to . . .
Please note that I was licensed to teach . . . before my license lapsed.
My license needs to be reactivated in the area(s) of . . .
During life, things will happen. For example, teachers get arrested and/or have other difficulties while applying for their licenses. Others have issues that may occur while teaching, such as driving under the influence of alcohol or drugs, morality issues, revocation complaints, or lawsuits that can suspend or hold up licensure. While applying for jobs, here are some key phrases that you may want to use to explain your situation:
I have spent the last____________years of my life training to be a teacher in the____________program. Unfortunately, and I deeply regret, I was involved in . . . that led to. . . . I am currently asking the state to reissue/issue/consider my application to teach____________.
I was a victim of a false allegation, which my lawyers have fought and won. Currently the state department of education is reissuing my license. As I have been exonerated, I would like to move on and begin a new teaching job in a new school. As court records show that I was not at fault, I ask that I be given a chance to interview with your district.
I was a teacher in the state of____________. I have now relocated to____________. I am seeking a teaching job with your district. [In this case, do not mention the issue unless asked.]
I am currently reapplying for my license. I expect that the state board will reissue it soon. [Don’t list the reason—go for the interview and turn the negative into a positive.]
I deeply regret the pain and suffering I caused, but this was an accident. I have been through a treatment program and wish to go back to the classroom. I hope you will afford me a chance to teach with your school district as I was recognized as a superior classroom teacher.
Due to a personal matter, I took a period off from teaching. As the matter has passed, I wish to return to the classroom as a full-time/part-time teacher.
Private and parochial schools are not required to have licensed teachers. Oddly, many have more qualified teachers who, although they haven’t gone through training programs, are highly educated and/or have work experience in the field in which they are teaching. Often retired public school teachers work in these types of schools without current licenses because it doesn’t conflict with their retirement packages. If you are not licensed but you have had some teaching experience, here are some phrases that you may want to use:
I am not certified in [state/area/ministry], but I am certifiable.
I am not currently certified to teach in this state, but I believe that I could gain a waiver or become certifiable with the district’s help.
I have taught____________for____________years. My certification has lapsed, but I am eligible for a waiver, if necessary.
My teaching experience has included [list—but don’t mention that you are not certified].
Currently, I am seeking certification and am awaiting my [name state test] scores. I am seeking an entry-level teaching position in the area of____________.
I have always been a natural born teacher. I have taught____________for____________. I don’t hold a state certification, but I am looking into programs that offer licensure. I would like the opportunity to teach for your institution a course in my field of expertise,____________.
It happens in certain economies that people are laid off and think about entering the field of teaching. Sometimes college graduates come out of school and decide they want to teach for a year. Other times, people want to change careers. Here are some phrases that can help you get teaching jobs:
During my career, I have served as. . . . I am looking to take my years of expertise and experience to help students in the classroom.
Although I have little/no classroom experience, I do have the expertise your district/school is looking for, as I have been [describe teaching-related experience].
As a recent graduate of____________, I am seeking a teaching job with your school in the area(s) of . . .
After years of working in the____________industry, I have decided to change careers and go into education. I am interested in teaching courses in the area(s) of . . .
I have taught in private/parochial schools for____________years. I am seeking certification with the state currently in the____________program. I would like to apply for the vacant position of____________.
I am seeking a teaching position that would allow me to . . .
I have completed a successful student teaching apprenticeship at____________.
It is important that you learn to comment on the facts in order to establish your authority as an educator in your assigned field. For example, it is important to describe what the students are learning from you. Here are some phrases that can help:
In my classes I make a conscience effort to . . . in order to help the children learn how to . . .
By the end of this course, your child should be able to . . .
During my____________years of teaching, I have learned that it is essential for students to master the concept of . . .
I require students taking my class to . . .
This quarter/semester our class has covered the following material in the curriculum: . . .
We have been further practicing . . ., and I have seen satisfactory/unsatisfactory improvement by your child.
Your child has been studying . . . in my course. I have personally observed her . . ., and he or she has [excelled/needs improvement] in the areas of . . .
The students have been exposed to . . . because I have used my expertise in the area of . . . to introduce them to the concepts of . . .
Please take a moment to glance over the curriculum I have been using with your child.
A teacher is a helper. You help your students in so many ways, and often you are not credited as an unsung hero. But in today’s market, you must be able to stand out from the rest of the population when trying to find, maintain, or look for new opportunities of employment. Here are some phrases that you can use when you are an educator to explain how you have helped the students as a teacher, either alone or in collaboration with a peer:
. . . was instrumental in helping the students to . . .
. . . was both useful and helpful to our students trying to accomplish . . .
Aiding students by . . .
Assisted by . . .
Built in order to help a student . . .
Contributing to students’ success were . . . and . . .
Demonstrated in the following practices, students were aided in . . .
Facilitated by . . ., the learners were assisted in . . .
Familiarized with . . ., the following individuals helped to . . .
Favoring, if not promoting, . . .
Helped to . . .
Performed under the guidance of . . .
Representing . . .
Solved and designed . . . to help students . . .
Students were aided . . .
Students were assisted through . . .
Students were the beneficiaries because . . .
Supplemental help was offered to . . . by . . .
Supporting and backing up . . . helped students who . . .
Supporting students through . . .
The students reaped the benefits of . . .
This enabled students to be assisted by . . . for . . .
Trained to . . ., the students can now . . .
Upholding our commitment to students, we aided them in . . .
Volunteers worked to help students . . .
We found . . . facilitative.
We found . . . to be helpful for students.
We found the supportive and comforting reassurance that students . . .
Working in conjunction with . . .
While interviewing, keep a positive attitude and never ask about money. Teachers are paid on a scale negotiated by unions. Everything should be about how much you love teaching children and how much learning means to you. Here are phrases you can use:
I went into the teaching profession because I love working with kids.
I had a fantastic teacher,____________, who inspired me, and I hope to inspire others by . . .
I love my field. My goal is to help kids be enamored with it as well.
In school I was actively involved in . . . because I was mentored by____________. Now I hope I can take my skills and mentor students in . . .
I want children to have chances like I was given. If it weren’t for____________, I might not be here today. But here I am. I am here to give another child that same opportunity.
Accreditation for schools began in response to serious concerns about the quality of childhood programs, the lack of uniform standards across the nation, and the lack of consensual definition of quality. Accreditation was initially proposed as a consistent strategy to help program personnel become involved in a process that would facilitate real and lasting improvements in the quality of the program. It was also intended to evaluate the quality of the program for the purpose of rating programs that demonstrated substantial compliance with criteria for a higher quality learning environment. To build consensus for the criteria and system to ensure validity, the process provided numerous systematic reviews and input from educators.
Now accreditation has been widely accepted, and parents often ask if their child is in a recognized accredited school system. Remember, just because a school received its accreditation in one review period doesn’t guarantee its automatic renewal. The effect of the accreditation process is program quality. Issues that should be discussed and documented before an evaluation for accreditation to avoid problems during the preparation period include the following:
Collegiality of staff
Professional growth opportunities
Supervisor support and facilitative leadership
Clarity of policies and procedures
Reward systems for pay, job opportunity, advancement
Decision-making structures
Goal consensus in course programs and across the district
Task orientation regarding planning and efficiency
Innovativeness regarding adaptive change
Organizational climate
Current accreditation status
Ability to meet frameworks or standards set by the state or federal government
Sufficient faculty-to-student ratio
Staff turnover and qualifications
Programs available to students
Advisory councils and community resources
Relationship of parents, community, and students to program administration
Degree of parent altruism
Perception of the program by the state
By completing this process you will be able to better judge staff morale, the working condition of mission statements and goals, and the quality of current programs, and will show approval or disapproval of current programs in relationship to student retention and learning. Accreditation invests in public accountability, encourages transparency, and serves the public interest in meeting standards, policy, and practice. As an administrator or teacher overseeing the process, especially in a private institution, you might want to use the following phrases when working on a school accreditation team:
Our schools will be up for accreditation on____________.
Most ministries of education have a very active committee on accreditation. These committees monitor the development of educational standards. I would like to take a moment to explain to the faculty how this affects our school.
Serving on these committees or answering to these groups requires you to carefully word your arguments for your mission statement, curriculum, and graduation standards.
We will be audited for academic credibility. It is necessary that we be exact with our . . .
The accreditation process should be explained to faculty and staff so that no one is excluded. It is essential that districts be able to justify their programs and curriculum to national boards that accredit schools. Here are phrases to meet a variety of situations that arise during accreditation periods:
We have convened a roundtable discussion among administrators, the accreditation team, and faculty on ways to preserve quality in our changing educational environment. We have concluded the following: . . .
As our institution has recognized . . . and . . ., we note that these policies and procedures, which address the responsibilities of the commission and its member institutions, are . . .
We welcome and wish to work with the recommendations made by the accreditation committee to improve the working standards of our institution. We ask faculty and staff to comply with this initiative by . . .
. . . are those documents and programs that refer specifically to the peer review process.
Note: The programs and services offered by member institutions, and administrative procedures of the commission, will subject us to . . .
We feel that this working document will help our school to . . .
As our faculty members know, our institution’s handbooks, manuals, and other publications and its current policies provide . . .
____________is a comprehensive set of documents describing all aspects of our accreditation protocol and related activities.
We ask for you to review these materials and to become more familiar with them during the accreditation process.
____________describes the procedural requirements . . .
____________will be used for our institutions and for the commission.
The guidelines provided for faculty are based on . . .
. . . are best practices as they provide advice to committee members.
. . . should be used for implementing the accreditation standards for our institution.
Faculty feedback is essential during the coming period leading up to the renewal of our accreditation.
Your feedback will help to improve our current academic practices and keep the commission in touch with . . .
Note: Constituent views on important issues affect policy development and our institution. Therefore we are asking faculty to . . .
The staff is responsible for . . .
Assigning chairs to teams that visit institutions and selecting the team members results in . . .
We are responsible to . . ., and, on that same note, we are responsible for . . .
At the current time, we do not know which individuals were drawn from a database of educators that the commission maintains . . .
We need your flexibility and cooperation to make our accreditation a success.
Faculties, departments, and grade levels are required to comply with the team during their visits. Please make yourself available to the team during their time with us.
Those who have not been a part of the accreditation process may have questions about the accreditation process. We wish to make the process transparent to all.
The team that will evaluate our programs will include individuals who have been recommended by the heads of institutions, colleagues who have themselves participated in the evaluation process, commission members, volunteers, and staff from the accreditation commission’s committee. As a result our teams and committees will consist of . . .
The goal of this accreditation process is to ensure that the education provided by our institution meets acceptable levels of quality.
Accrediting agencies, which are private educational associations of regional or national scope, develop evaluation criteria and conduct peer evaluations to assess whether those criteria are met.
We are currently undergoing this process and . . .
Spearheading our accreditation teams will be . . . and . . .
As you know, accreditation involves nongovernmental entities as well as governmental agencies, therefore . . .
It is necessary for us to develop evaluation criteria and conduct peer evaluations to assess whether or not those criteria are met.
As higher education faculty members, you know that institutions and/or programs that request an agency’s evaluation are required to . . .
To meet an agency’s criteria, . . . must occur.
. . . are then accredited by that agency.
We have started this process and will be undergoing it for the period from____________to____________.
The review process for accreditation is never easy; however, it is required by law if we wish to keep our . . .
If you foresee your inability to participate, you must contact us in writing with the details of your perceived exemption.
It is the accreditation team’s duty to determine whether the standards used by our institution are comparable to the standards used to accredit equivalent institutions.
If you have further questions about the process we are about to undergo, please contact us for details.
This section offers educational administrators phrases to suggest best practices on behalf of the school or district to be used with evaluators. The phrases can be used with feedback groups, parent groups, evaluators, faculty subgroups, and for a wide audience of players who partake in the accreditation process. The phrases below serve as guidelines to help you phrase materials, programs, and meetings appropriately.
Verifying that an institution or program meets established standards is determined by . . .
____________will be one of our set goals during the accreditation process.
To assist prospective students in identifying acceptable institutions, we have . . .
Assisting institutions in determining the acceptability of transfer credits will be judged on the following criteria: . . .
Helping to identify institutions and programs for the investment of public and private funds would be helpful if we are asked to explain future funding for . . .
We need to guard our institution against harmful internal and external pressure that may be expected in an audit. If you have ideas you wish to share with us on this topic, please contact____________.
By creating goals for self-improvement of weaker programs, we have . . .
Involving the faculty and staff comprehensively in institutional evaluation and planning means that we must . . .
Establishing criteria for professional certification and licensure requires us to . . .
To upgrade courses offering such preparation, we must . . .
Providing one of several considerations used as a basis for determining eligibility for federal____________, we must consider . . .
The accrediting agency, in collaboration with educational institutions, establishes standards that . . .
The institution or program seeking accreditation prepares . . .
An in-depth self-evaluation study will . . .
____________measures its performance against the standards established by the accrediting agency.
On-site evaluation means that . . .
A team selected by the accrediting agency visits the institution or program to determine firsthand if . . .
Upon being satisfied that the applicant meets its standards, the accrediting agency grants . . .
Accreditation or preaccreditation status states that . . .
Monitoring____________results in . . .
The accrediting agency monitors will . . .
____________is granted to verify that it continues to meet the agency’s standards.
Reevaluation is needed.
The accrediting agency periodically reevaluates each institution or program that it lists to ascertain whether . . .
There are two basic types of educational accreditation: specialized, or programmatic, and institutional. Institutional accreditation normally applies to an entire institution. It normally will indicate that each of an institution’s parts is contributing to the achievement of the institution’s objectives. Here are some phrases that can be used to discuss the types of accreditation:
Although not necessarily all at the same level of quality, we . . .
The various commissions of the regional accrediting associations . . .
Specialized or programmatic accreditation normally applies to . . .
Programs, departments, or schools that are part of an institution are required to . . .
The accredited unit may be . . .
As large as a college or school within a university or as small as a curriculum within a discipline, the auditing accreditation board will . . .
Most of the specialized or programmatic accrediting agencies review . . .
____________is an institution of educators that is accredited by one of the regional accrediting commissions.
However, certain accrediting agencies also accredit professional schools such as . . .
____________and other specialized or vocational institutions of higher education are freestanding in their operations; this applies/does not apply to our school because . . .
Thus, an accrediting agency may also function in the capacity of . . .
We would like you to note that an institutional accrediting agency can . . ., but it cannot . . .
In addition, a number of specialized accrediting agencies have noted we’ve . . .
Note: The U.S. Department of Education does not have the authority to accredit . . .
Accrediting bodies for private or public elementary and secondary schools . . .
If an accrediting body that is recognized by the____________also accredits elementary and secondary schools, the____________recognition applies only to . . .
The agency’s accreditation of____________institutions means that . . .
Please understand that accreditation does not provide . . .
____________is automatic acceptance by an institution of credit earned at another institution.
Acceptance of students or graduates is always the prerogative of the . . .
For these reasons, besides ascertaining the accredited status of a school or program, . . .
Students should take additional measures to determine, prior to enrollment, whether their educational goals will be met through attendance at a particular institution.
These measures should include inquiries to institutions to which transfer might be desired.
Many of you have questions about accreditation. For more than fifty years, there has been some type of nongovernmental coordinating agency for accreditation.
Whether or not you agree with the upcoming accreditation process, this body has existed primarily for the purpose of coordinating and improving the practice of accreditation.
____________, whose purpose is to foster and facilitate the role of accrediting agencies in promoting and ensuring the quality and diversity of American education, will . . .
____________recognized, coordinated, and periodically reviewed the work of . . .
Until such time, we will be . . .
When writing teacher performance evaluations, you may want to describe a teacher’s classroom management style. It is important to document observations of the teacher in order to accurately report what is happening in the classroom. It is better to be objective and to look for areas of strength and weakness. Here are some phrases that can be used in teacher evaluation reports:
Teacher takes prompt action.
Teacher manages time well.
Teacher brings out the best in learners.
Teacher effectively manages.. . .
Teacher knows how to stimulate learners.
Teacher strives to make work more meaningful.
Teacher challenges students to contribute more to their own learning.
Teacher fosters student autonomy.
Teacher maximizes learning instruction.
Teacher establishes realistic work demands.
Teacher effectively balances work flow.
Teacher offers peers professional development workshops.
Teacher uses consistent . . .
Teacher complies with state and federal regulations set forth for ELL/SPED.
Teacher effectively controls student behavior.
Teacher effectively deals with resistance.
Teacher copes with misunderstandings.
Teacher is a team player and contributes to the department.
Teacher is well informed in the subject area.
Teacher maintains strict compliance with . . .
As an educational administrator, you need to carefully balance your statements about those who serve under you. This type of evaluation should be honest, but very diplomatic. If you are asked to write evaluations for people who have acted in supervisory roles or as team leaders, you may want to put the title of the position first using a statement such as the following:
Supervisor monitors absenteeism.
Team leader is skilled in supervising difficult people.
Department head deals effectively with resistance.
Lead teacher reports all incidents promptly.
Here are some objective phrases for evaluating people who work in administrative roles that can accurately describe their ability to function as leaders in the school:
Follows all operating procedures closely.
Is an accurate evaluator.
Follows policies and procedures.
Understands and complies with local, state, and federal laws.
Applies rules and regulations fairly.
Maintains strict compliance with . . .
Manages the marginal performer.
Effectively deals with mistakes and errors.
Counsels faculty in best practices.
Has worked toward task-oriented team development.
Keeps members on task.
Works well with school district’s administration.
Makes effective use of resources.
Maximizes the use of diverse talents of team members.
Establishes realistic schedules.
Meets timelines and deadlines.
Fosters school culture and meets district mission statements.
Handles special assignments and is open toward change.
Evaluating committee members can be awkward. In many cases, the members under contract are doing work on a voluntary basis because the hours expected are never covered. As the team leader of committees, you often have to rely on people’s goodwill. But you must also make sure that everyone is pulling his or her weight on the project. When evaluating committee work, you want to create a rubric that addresses the following areas, depending on the task assigned:
• Ability to break down work into phases
• Ability to follow safety procedures
• Ability to communicate to team members clear goals and deadlines
• Ability to meet expectations
• Ability to meet and set goals
• Ability to handle personal problems with professional life
• Ability to meet and set goals
• Ability to meet deadlines
• Professional appearance, self-esteem, and confidence
• Attitude toward the work and the team and commitment to the project
• Communication skills (oral and/or written)
• Conflict resolution and ability to de-escalate issues
• Contribution to the team
• Creativity and innovation
• Efficient use of time
• Empowerment of committee members
• Individual contribution and team contribution
• Instruments used to measure improvement and ability to follow directions
• Leadership skills and ability to work with the committee chairperson
• Loyalty to the school or institution in terms of effort offered toward the committee
• Motivation of others or self-motivation
• Negotiation skills and ability to compromise during the process
• Openness to change
• Overall production
• People skills and the use of diplomacy and tact
• Problem solving within given time constraints
• Project management style
• Punctuality
• Teamwork
• Technical skill development and ability to use different forms of creative media
• Use of common sense and good judgment
By contract, all districts perform classroom observations. It is an area that people don’t always feel comfortable addressing because teachers feel the administrator’s visit may be biased, not a realistic reflection of what happens in their classroom every day, or intrusive. It is not the observation itself that upsets teachers. It is the meeting afterward that stresses educators out because they feel they are at the mercy of one person’s opinion. When this is coupled with the fact the educators often find it difficult to accept feedback or criticism, it can cause tension. What teachers forget is that people around the world in the workplace are all judged and evaluated based on performance. The difference between educators and the average worker is that we have a little more protection than our colleagues in the business world.
Over the years, when observing veteran teachers, I have used self-evaluation methods that ask the teacher to meet with me in advance of the observed lesson to discuss what they want to do in the classroom. Next, I let them teach the lesson without me in the room. After the class, I meet with them and ask, “If you could do it again before I come in to watch, what might you change about the lesson? Where did it work or fail?” I have found that the teachers are more critical of themselves than I would be. They also were forced to think about their teaching strategies and to self-reflect on their own lesson. It also promotes a very good working relationship between the teachers and me because it fosters professional communication. However, by contract administrators may have to go into the classroom and observe teachers. If so, the administrator should follow these simple rules:
• Always be frequent and sincere with your feedback.
• Make feedback fast, helpful, and corrective.
• Be empathetic and sensitive to the teachers’ feelings.
• Be empathetic to any nervousness of the person being observed.
Phrases that you might want to use to ease a teacher into constructive feedback sessions after observing a lesson include the following:
Before we begin, do you have any thoughts on how you would like to proceed?
Can you share with me areas where you might be having difficulty?
Feedback can be presented in a multitude of ways, and as your supervisor it is my responsibility to help establish a more productive learning environment.
How would you like to receive helpful and constructive feedback from me?
I feel as if we are getting off on the wrong foot. I do not intend this as a personal attack, but you aren’t currently compliant with all of the educational guidelines.
I do not want you to feel criticized, but I need to find a way to give you feedback. What suggestions can you offer me on the best way to do this?
I understand that this might be difficult for you, but I care about your learning how to . . . correctly.
I want to document performance achievements, but I also have to note areas for future improvement.
I want to give you feedback in a timely manner. Can you set up an appointment with me?
Let’s meet as soon as possible to discuss a more proactive approach to the performance problem of . . .
May I suggest the option of . . .?
Perhaps we can discuss your observation tomorrow morning.
This may not apply to you, but I am going to share it with you anyway.
What makes you the most comfortable when receiving feedback?
Some administrators have no backbone and try to find the positive where it doesn’t exist, while others can lack tact and be offensive with their comments and feedback. Let’s look at some real sample situations that I have seen happen in schools.
Case One: You sit in the back of the room to do an observation, and the teacher points you out to the class. The teacher insists you participate in the lesson, gives you praise, and keeps involving you instead of letting you simply observe. What do you say or do?
You could think, “Cut it out,” but you dare not say it. Instead, in this case it is best to politely excuse yourself and meet with the teacher later. During the conference, explain that involving you in the lesson prevents you from observing the teacher’s usual interaction with the students and that another observation will need to be done in place of the one that went askew.
Case Two: You are part of an old-boy network who likes to cover up incidents so they don’t go public. You notice something inappropriate with a teacher who is well connected. As the administrator, you may try to explain it away, but the community and others will know. It won’t remain secret for long, and if the issue is pushed, you may be wrapped up in a legal case or worse if you knew and didn’t act.
Case Three: You enter the room to do the observation, and it is obvious that the teacher is repeating a lesson he or she has already done with the students, so that it looks like the students are putting on a production for your benefit. You may be tempted to offer the teacher an Oscar for the best performance in a staged classroom, but again you cannot do this. You may instead want to ask the students if they have studied this material previously, because they will tell on the teacher. It may be necessary to curtail the observation and return to perform a new observation on another date, within the guidelines of the contract or collective bargaining agreement.
While performing observations, you must think about what you are saying and how honest you want to be. Also remember that observations become a part of the teacher’s personnel file, which makes what you say and how you say it very important! Sometimes a simple word will haunt a person, and performance will deteriorate. Instead of seeing the one hundred times it went right, we can sometimes document the one time it didn’t. This can upset the person receiving the evaluation, so it is important to put things into perspective.
During the process of evaluation you should preempt problems by identifying obstacles to an employee’s performance. For example, if a teacher is being observed and the learners don’t bring materials to class, is it the teacher’s fault? Should the learners’ behaviors affect the teacher’s evaluation? I have often thought of this as the “student goes lame” principle. You choose a certain class for an observation, and on the day of the observation that class has for whatever reason a high rate of absences, missing work, or forgotten materials and lacks a true reflection of participation. The students either overcompen-sate or sit like zombies behind their desks until the bell rings, and of course there will always be the one student who has “comments” to make because he or she thinks the evaluation process is a game. This is why observations can be ineffective measures of a teacher’s ability. As a matter of fact, observations can be the least reliable of all the measurement tools, if done incorrectly. There are many elements to the observation process. For example, when an administrator, department head, or team leader first observes the class, the person should check for the following:
• A lesson plan
• A board space divided into three areas for information to be learned, information that will come up in class, and/or homework assignments
• Teacher techniques when students enter or leave the classroom
• Teacher’s ability to work with disruptions
• Student background
• Level, student ability, and time of the class
• Student-to-teacher ratio
• Student-to-teacher and student-to-student interaction patterns
• Modeling of materials
• Accuracy of information provided to students
• Number of times the teacher stops or doesn’t have contingencies if something goes awry
• Techniques the teacher uses to make the materials easier to learn
• The tension level in the room
• How the teacher overcomes obstacles presented by students
• The teacher’s perspective on the class he or she is teaching
Next, look at the teacher’s ability to communicate information to the learners in the classroom. Note whether or not the teacher does the following:
• Demonstrates an appropriate attention span
• Uses good verbal skills
• Uses good grammar
• Uses good written communication
• Speaks clearly
• Gives clear directions and instructions
• Is able to answer student questions
• Understands subject materials
• Avoids coming across as defensive or threatened
• Demonstrates good classroom management
• Stays on topic during a class
• Uses appropriate humor
• Avoids being too casual with students
• Repeats points appropriately
• Makes enough accommodations to meet the needs of special education learners
• Commits to a decisive plan of action in the lesson
• Has good classroom control without raising voice
• Is punctual in starting and stopping activities
• Makes appropriate decisions
• Avoids micromanaging students
• Is not intimidated by students
• Shows delegation skills
• Is consistent in his or her methods
• Refrains from sarcasm
• Has positive interactions with learners
• Is helpful to students
• Displays nonprejudicial behavior
• Maintains a nonstressful classroom environment
• Treats students fairly
• Presents professional lessons
• Welcomes student feedback
• Shows enthusiasm toward the subject
• Provides accurate information
• Suggests ideas to further facilitate learning
• Is sensitive to students’ needs
When the teacher is evaluating students, watch for how the instructor words his or her praise. Sometimes teachers can be condescending and use remarks that are offensive to students and impede learning. As the administrative leader, it is your job to train the teachers to avoid derogatory comments and use phrases that are more objective and neutral. Some teachers have not learned how to put comments in writing and will write the way they talk. Here are some example phrases you can use with teachers to help them:
Accepts responsibility
Accurately spells weekly lists
Adjusts to differences in materials
Applies language mechanics
Applies spelling skills to everyday work
Applies writing process
Beginning to learn how to . . .
Can answer questions appropriately
Can complete with adult supervision
Can complete with modifications
Completes classwork on time
Completes homework on time
Completes work most of the time
Controls talking
Courteous and respectful to others
Creates original work and projects that reflect the materials being learned
Demonstrates an interest in independent reading
Demonstrates an understanding of what is read
Demonstrates and organizes skills
Demonstrates effort
Edits and revises work
Exhibits self-control
Focuses and sustains attention
Follows directions
Forms letters correctly
Grade reflects specialized instruction
Interprets written questions
Knows division facts
Knows multiplication facts
Knows subtraction facts
Listen to learn and learn to listen
Listens with understanding
Makes good use of self-directed time
Needs more practice copying . . .
Needs penmanship improvement
Needs to finish assignments
Needs to further practice printing/cursive letters
Needs to practice focusing on the teacher without being distracted
Needs to turn in assignments in a timely manner
Observes school rules
Oral reading and fluency
Raises hand when seeking an answer to a question
Shows promise in the area of . . .
Stays on task for appropriate periods of time
Takes care of property and materials
Is consistent in . . .
Understands concepts
Uses meaning in context
Uses problem-solving strategies
Uses whole language
Works cooperatively in groups
Works well independently
Works well with help from an aide
Works without disturbing others
Writes neatly
Lesson plan evaluation is essential because it is the method that the teacher uses to convey the curriculum. Lessons should be organized and consistent with district and state goals. When a lesson plan is to be evaluated by a third party, it should justify the materials being taught. For example, teachers might say the following:
I will justify the grading process by . . .
I will relate to the students the grading criteria.
In order to evaluate their work, students will describe . . .
In order to validate students’ progress, I will offer a pretest and posttest to the lesson.
It will be important to contrast student work by . . .
The biggest question that will then be asked is how the teacher will get students to meet the aims and objectives set forth in the lesson plan. For evaluative purposes you may want to suggest different methods that a student might use to meet the aim or objective. Here are some sample phrases:
Playing devil’s advocate, groups will argue . . .
Students will be asked to self-critique . . .
Students will be evaluated on . . .
Students will decide whether or not . . .
Students will explain . . .
Students will interpret their evaluations . . .
Students will use a chart to discriminate . . .
The grade will be concluded by . . .
Students will be graded in a summarized form based upon . . .
Students will be required to standardize their work to MLA or APA formats.
The work will be assessed by a rubric, which will be devised by . . .
In the evaluation of the lesson plan, if you are critiquing the teacher’s aims and objectives, you might want to look for the following items and use these phrases:
Clearly identifies the target audience
Effectively elicits students’ prior knowledge
Effectively supports students’ efforts to learn new . . .
Establishes a specific purpose/focus for . . . that is appropriate and is explicitly stated to students
Uses at least one instructional . . . strategy
Uses proper materials and follows appropriate procedures
Incorporates instructional theories and/or models
Uses a wide range of age-appropriate activities to increase student interaction
Incorporates a time frame of presentation
Lesson and materials used are age and ability appropriate for learners
Often administrators and teachers have to evaluate departments within a school. They have to look at how the department functions as a team, because dissent from just one member can bring destruction and prevent progress. Department members can work against their supervisor in deceitful ways, or they can work with their supervisor to create a more positive environment on behalf of children. Here are some phrases to consider using when thinking about the role the team has played in creating a working department:
[Name] has contributed to the team by . . .
The team created . . ., and the project was successful.
The team worked together for the greater good of the school and its students.
The team prepared timely and excellent quality reports.
The team demonstrated competing priorities.
The team used/didn’t use analytical methods.
The team needs to consider broader implications.
The team welcomed challenges as opportunities to overcome problems or issues.
The team incorporated technology-based education.
The team used its competitive edge to . . .
The team worked/did not work within budgetary constraints.
The team found cost reductions that saved the district money.
The team gave an effective presentation.
The team was persuasive in its arguments.
The team was productive.
The team maintained an unusually high output.
The team developed creative and cost-effective solutions.
The team accepted the project with enthusiasm.
The team kept the project on target and met deadlines.
The team sought input from multiple sources.
The team encouraged the maximum contribution from each member.
The team helped teachers to excel.
The team members showed leadership qualities.
The team has strong communication skills and presented the school in a positive light.
The team demonstrated tact and diplomacy.
The team welcomed new members.
The team set clear goals and objectives.
The team established realistic timelines.
The team showed a spirited effort.
The team maximized its diverse talent.
The team resolved conflicts.
The team encouraged full participation from all of its members.
The team worked together with the committee chairperson to produce . . .
The team remained task-oriented.
The team provided management with periodic reports.
The team drew on the strengths of its members.
The team worked to develop an organizational culture that fosters a more productive environment.
First it is important to recognize any problem areas. If you are evaluating a teacher and you want to show areas for improvement, here are some phrases you can use in your reports:
The teacher needs to work on creating a more language-rich classroom to engage students’ interest and imagination.
Teacher must improve upon his or her teaching methods to make students more proficient readers.
The instructor needs to focus on making students more independent learners.
The teacher could incorporate research into each week’s lessons.
The teacher should consider reading to the class.
In order to pace instructions so that learning is achieved and skills are practiced, it is suggested that the teacher . . .
To help students demonstrate a desired learning behavior, it is recommended that the teacher . . .
Instructor should increase emphasis on attitude as well as knowledge.
Instructor should observe and monitor groups more frequently.
Teacher should maximize students’ time on task by simplifying and creating standardized procedures so that time is spent on the learning activity rather than on directions.
It is suggested that the teacher give examples of related words and their spellings after the key word is learned.
Teacher needs improvement in modeling information.
Teacher needs to emphasize mental independence rather than mental acceptance.
Teacher should increase use of direct instruction.
In order to allow for freedom in thinking, teacher needs to . . .
Teacher should choose activities that practice reading high-frequency words.
Teacher should increase focus on accuracy.
Teacher might want to consider computer-based programs for more individualized practice and reinforcement.
Teacher needs to correct answers to reinforce the use of . . .
Teacher should encourage guessing as a way to help students connect with materials.
Teacher needs to give both oral and written directions.
Teacher needs to help students track success using different strategies to accomplish a frequent task or assignment.
Teacher needs to implement . . .
Teacher needs to improve pacing of materials.
Teacher needs to improve the environment to maximize student engagement in the lesson.
Teacher needs to keep the language simple, number the steps, and use flowcharts to show . . .
Teacher needs to permit students to draw . . .
Teacher needs to post the directions on the board in order to keep students on track.
Teacher needs to provide more informative feedback.
Teacher needs to remind students of key words and their spellings.
Teacher needs to scan response more often.
Teacher needs to track individual students’ learning.
Teacher needs to use more group response methods.
Teacher should incorporate more graphic organizers to show similarities and differences.
Teacher should encourage students to underline or color code the key elements.
Teacher should use a visual thesaurus to show word relations.
Teacher needs to present information at a slower pace.
Teacher needs to match the modality of instruction to the students by using . . .
Teacher should encourage creativity rather than conformity.
Teacher should emphasize the role of self-determination rather than authority in teaching respect for others.
Teacher should relate instruction to the lifestyle of the students to make it less academic.
The classroom teacher should decrease the emphasis on the textbook.
The classroom teacher should emphasize active rather than passive learning.
The course’s instructor should place more emphasis on original thought.
The instructor needs to keep the active learning level high for all students.
The instructor needs to work on teaching more decoding skills, high-frequency words, and other aspects of the language, such as . . .
The lesson needs more advanced organizers.
The teacher needs to encourage students’ individuality.
The teacher needs to review the IEP plans of students and tailor lessons accordingly.
The teacher needs to use more cues or prompts to guide students’ work.
The teacher needs to work on giving feedback in a more neutral tone.
The teacher should make more connections between the materials to help students learn the information.
The teacher should decrease use of routine to promote student initiative.
The teaching objectives need to be made more utilitarian.
The use of concept mapping to help students organize what they know about a concept is recommended for this instructor.
To provide immediate and clear feedback, it is suggested that the teacher . . .
Using error analysis as a basis for planning instruction and practice activities, the district suggests that the teacher . . .
We recommend that the teacher use structured or guided practice to gradually move the students from fully supported to fully independent work.
Great teachers need little guidance, but for the rest feedback is essential. Many schools are underperforming because teachers are not teaching or holding students accountable. Teachers are not correcting homework or giving feedback promptly. Time is wasted in the classroom. When teachers underperform, students underperform, and as a result your school as a whole underperforms. If you want to make sure you are offering teachers due process, chances for improvement, or a contract the following year based on improvement, you need to let them know what they need to improve upon in the classroom. Here are phrases for documenting underperforming teachers:
The teacher has little classroom control.
The teacher uses only the textbook in presenting lessons.
The teacher does not participate in after-school activities.
The teacher does not follow policies and procedures.
The teacher is not willing to work with continuous improvement methods.
Teacher has not shown a plan of improvement.
Teacher has violated the contract by . . .
Teacher’s class disturbs the learning environment in other classrooms.
Teacher makes paperwork errors.
Teacher is late with paperwork.
Teacher doesn’t keep up-to-date records.
Teacher does not reply to requests for information.
Teacher’s grading policies are not consistent.
Teacher is not recommended for contract renewal.
Teacher is insubordinate and refused to . . . when requested.
Teacher is unwilling to . . .
Teacher needs constant direction. For example, . . .
Teacher does not attend team meetings.
Teacher does not keep information confidential.
Teacher refuses to take on new assignments.
Parents have registered complaints about the teacher.
Teacher doesn’t check his or her mail.
Teacher doesn’t take daily attendance.
Teacher speaks ill of students in public places like the faculty room.
Teacher expresses constant negative views during staff meetings.
Teacher does union business on teaching time.
Teacher’s grading practices have been called into question by . . .
Teacher undermines the administration or students by . . .
Teacher is repeatedly late for school.
Teacher’s actions are in violation of . . .
The teacher has endangered the health, welfare, or safety of students by . . .