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We have previously discussed several steps and considerations for beginning and implementing a teacher performance improvement plan (PIP):

• When is it Time to Write a Teacher Performance Improvement Plan?
• How to Introduce a Teacher Performance Improvement Plan
• Best Practices for Writing and Implementing Teacher Performance Improvement Plans
• Three Phases of the PIP Action Plan

The next step in the PIP process is to collect evidence. Evidence is used to ensure the teacher adheres to the action plan and to measure progress toward meeting the goal of the PIP. Without the review of documented evidence, teachers receive no formative feedback or coaching in their growth journey. Sometimes recognizing the type of evidence to be collected is obvious, and sometimes it requires a little head-scratching and creativity. The type of documentation that should be collected varies based on the type of PIP that is being developed.

Four Types of Teacher Performance Improvement Plans

A teacher’s PIP will typically fall into four general categories:

1. The first category is a PIP that attempts to improve a teacher’s instructional skills and strategies. This type of PIP could address a wide scope of instructional concerns, including concerns about a specific skill and concerns about implementation of an instructional program. 
2. Another category of PIP deals with the communication skills of a teacher. These issues could include the inability to provide appropriate written communication, offensive or abusive verbal communication, the lack of communication, or issues with a teacher’s grading policy and instructional feedback.
3. Student management is the third category of PIP. This type of PIP deals with teachers struggling to manage students and will focus on management plans and strategies.
4. The final category of PIP is reserved for organizational expectations and adherence to BOE policies. These are often concerns that must be addressed and corrected in immediate fashion, and the PIP is often more direct in style. This type of PIP would address concerns such as a teacher consistently arriving late to work, a teacher who does not fill out reports or turn in paperwork, or a teacher who demonstrates severe disregard of board policy.

Evidence Collection for Each Type of Teacher Performance Improvement Plan

Each category of PIP lends itself to the collection of some common evidence. The following examples of general evidence might be used when developing each type of PIP. The evidence is organized for all three phases of the PIP action plan (training and support, implementation, and monitoring). By no means is this an exhaustive list. Knowing the teacher and the exact activities in the plan will allow you to be much more detailed and specific in the evidence you request.

Evidence Examples for PIP Designed to Improve Instructional Skills and Strategies

Phase 1: Training and Support

• Reflection paper of book read, webinar or conference attended
• Reflection from peer observation and subsequent action plan developed by teacher

Phase 2: Implementation

• Lesson plan samples highlighting the targeted skill/strategy
• Video of teacher implementing the skill/strategy
• Student work samples as outcomes of the teacher’s skill/strategy use
• Teacher’s own written or verbal reflection of progress being made
• Feedback from principal or peer observation of skill/strategy being implemented

Phase 3: Monitoring and Follow-Up

• Feedback of classroom lesson plans utilizing the skill/strategy
• Direct observation by the principal of the skill/strategy being used through informal walkthroughs
• Adjust action plan as needed in terms of actions and timelines
• Provide specific written praise and acknowledgement of progress on the plan
• Conduct two or three face-to-face meetings with teacher to monitor progress and document the outcomes on the plan

Evidence Examples for PIP Designed to Improve Communication

Phase 1: Training and Support

• Teacher analyzes the data that caused the concern about verbal communication (notes or comments from parents, peers, or students) to increase self-awareness. Teacher presents findings.
• Teacher gains knowledge from an identified communications expert in the area of concern and identifies those strategies they will utilize.
• Teacher reviews their own written communication with the focus concern in mind (tone, clarity, grammar, bias) to increase their self-awareness of the issue.
• Teacher compares their own written communication with that of their peers or other professionals and submits practice samples.
• Teacher compares their own grading practices to those of selected peers. A list of impactful differences is established.

Phase 2: Implementation

• Teacher implements the positive verbal communication strategies identified after the self-analysis. A calendar of dates and a self-reflection of the success of the strategies used will be collected.
• Teacher responds to the self-analysis of written communication by having a peer or principal review and revise written documents.
• Teacher provides specific examples of the new verbal communication strategies being used through the use of video.
• Teacher develops a new or modified grading and feedback system for approval by principal.
• Teacher surveys students and parents for satisfaction of new grading/feedback system. Survey requires prior approval and results presented to the principal.

Phase 3: Monitoring and Follow-Up

• Principal monitors any feedback from students, peers, or parents throughout the PIP process concerning communication issues.
• Principal conducts direct observations to monitor verbal communication and gives feedback.
• Principal spot-checks written communication throughout the PIP process and gives feedback.
• Principal conducts formal or informal survey of students and parents concerning the communication issues.
• Principal evaluates the implementation of the new or modified grading/feedback schedule by reviewing a sampling of students’ grades and supporting documentation.
• Principal reviews survey findings of new or modified grading/feedback system and gives feedback.
• Conduct two or three face-to-face meetings with teacher to monitor progress and document the outcomes on the plan.

Evidence Examples for PIP Designed to Improve Student Management

Phase 1: Training and Support

• Teacher has peer or principal complete a student time-on-task chart for three class periods for written self-analysis.
• Teacher has peer or principal complete a positive feedback chart for three class periods for written self-analysis.
• Teacher has peer or principal observe transition times and give feedback.
• Teacher observes another classroom teacher and provides written reflection to include effective management strategies noted.
• Teacher reviews researched student management plans through books, articles, or webinars and presents the key principles of their chosen plan to implement.
• Teacher reviews the school-prescribed student management plan and selects areas of focus in which to implement or improve.

Phase 2: Implementation

• Teacher submits a written plan for implementation of new student management plan or the improved implementation of the school’s prescribed plan to students and parents.
• Teacher video-records three class periods for peer feedback or self-analysis of the new or improved plan. Findings will be emailed to the principal.
• Time-on-task and/or positive feedback charting will be conducted again at the PIP’s midway point.
• Teacher completes the Reflection section of the EdHub Learning Organizer and submits to the principal.

Phase 3: Monitoring and Follow-Up

• Direct observation and informal walkthroughs of the classroom by the principal will be conducted to document fidelity of implementation of the management plan.
• Review any principal/parent communication regarding classroom management.
• Office referrals will be tracked and analyzed for quantity, frequency, behavior type, gender, and race. Feedback analysis will be given.
• Principal reviews completed EdHub Learning Organizer.
• Conduct two or three face-to-face meetings with teacher to monitor progress and document the outcomes on the plan.

Evidence Examples for PIP Designed to Address Adherence to Board Policy

Phase 1: Training and Support

• Teacher will be given a copy of the appropriate employee handbook or board policy in question. A written statement of understanding of the policy will be collected from the teacher.

Phase 2: Implementation

• Principal will develop a plan to correct and monitor the behavior in question to ensure immediate compliance.
• Teacher will submit any relevant information and/or evidence related to compliance with the developed plan.

Phase 3: Monitoring and Follow-Up

• Principal will immediately monitor the plan and behavior in question for compliance.
• Teacher will be notified that noncompliance could result in termination of employment.
• Conduct two or three face-to-face meetings with teacher to monitor compliance and progress and document the outcomes on the plan.

Cheri Patterson is a trainer and field support representative for the Network for Educator Effectiveness. She joined NEE in 2013 after an extensive career in K-12 education as a teacher, principal, and associate superintendent.

The Network for Educator Effectiveness (NEE) is a simple yet powerful comprehensive system for educator evaluation that helps educators grow, students learn, and schools improve. Developed by preK-12 practitioners and experts at the University of Missouri, NEE brings together classroom observation, student feedback, teacher curriculum planning, and professional development as measures of effectiveness in a secure online portal designed to promote educator growth and development.