Teacher
Mandatory Action Plan
April 2014 – June 2015
The Core Propositions below indicate the areas of concern and the specific goals
that need addressing along with a timeline for further meeting dates and
resources for support.
Core Proposition #1 – Teachers are committed to students and their learning.
Standard Indicators:
1a – Understanding of Students
1b – Application of Learning Theory
1c – Classroom Climate
1d – View of the Whole Child
Specific Goal(s):
The teacher will demonstrate an ability to:
 Consistently adjust teaching practice according to the abilities and interests of
the students.
 Understand how students develop and learn.
 Treat students equitably and foster a safe, stimulating, supportive, and
collaborative climate where all students feel respected and are encouraged to
participate.
 Support the development of the whole child, modeling dispositions and
employing approaches that develop students’ non-cognitive competencies.
Completion of Goal: Yes/No
Core Proposition #2 – Teachers know the subjects they teach and how to teach
those subjects to students.
Standard Indicators:
2a – Subject Knowledge
2b – Pedagogical Content Knowledge
2c – Goal-Focused Planning
Specific Goal(s):
The teacher will demonstrate:
 An understanding of how knowledge and skills in the subject domain are
created, organized, and linked to those of other disciplines, as appropriate.
 A knowledge of subject domain (e.g., concepts, constructs, content) and his
ability to convey this knowledge clearly to students using specialized
instructional skills.
 An ability and willingness to plan instruction that is rich in higher order thinking
skills to meet clearly identified goals and objectives for student learning.
Completion of Goal: Yes/No
Core Proposition #3: Teachers are responsible for managing and monitoring
student learning.
Standard Indicators:
3a – Instructional Approaches
3b – Classroom Management and Grouping
3c – Student Engagement
3d – Assessment of Student Progress
Specific Goal(s):
The teacher will:
 Utilize a variety of instructional approaches to generate multiple pathways for
students as they work to meet identified goals and objectives.
 Create a well-managed learning environment that involves and engages all
students, maximizes learning time, and enhances student learning in a variety of
individual and group settings.
 Encourage and clearly communicate expectations for student involvement in the
learning process that results in a high level of student engagement.
 Employ multiple methods to regularly measure student growth and progress
and uses this information to inform instruction.
Completion of Goal: Yes/No
Core Proposition #4: Teachers think systematically about their practice and
learn from experience.
Standard Indicators:
4a – Adjustment to Instructional Plans
4b – Continuous Professional Growth
Specific Goal(s):
The teacher:
 Continually reflects on his instructional decision making and modifies
instructional approaches and interactions, making decisions based on student
learning needs and best practices.
 Uses educational research and feedback from others to identify and pursue
professional development opportunities that facilitate relevant and appropriate
professional growth.
Completion of Goal: Yes/No
Resources for Support - Teacher will take responsibility to access and use the
following resources:
 The use of PD 360 videos and reflection questions.

The implementation/use of previous observation and evaluation documents that
have identified specific recommendations. This includes reports from 2012 to
present. Copies are available upon request.

Develop and utilize weekly detailed lesson plans. Lesson plans must be aligned
to the Maine Learning Results and identify the goals and objectives of each
lesson.

The use of feedback from unannounced observations completed by Assistant
Principal, Director of Curriculum and Instruction, and Superintendent of Schools.

Weekly meetings with Assistant Principal, to review the content of lesson plans
and graded assignments/assessments. Weekly lesson plans and any graded
assignments/assessments that will be issued to students during each week are
due to Assistant Principal every Monday by 7:30am. Weekly meetings will be
scheduled for the first period 2-B of each week. This will be either on Monday or
Tuesday depending on the weekly O/B schedule.

Research area high school X programs to generate ideas for improving lesson
activities, instructional approaches, and assessment practices. Visits to area
high schools during the 2014-15 school year may be approved when deemed
appropriate by administration. A maximum of 3 professional days may be
approved.

Read the book, “Seven Strategies of Assessment for Learning” by Jan Chappuis.
o Starting the week of April 14, teacher will be expected to read one
chapter per week until this book is completed.
o Teacher will be expected to provide Principal with a written summary of
the content of each chapter, highlight his learning, and identify
applications to his classroom/teaching.
o It is the responsibility of teacher to schedule each monthly meeting.
 The May, 2014 meeting must be scheduled during the week of
May 5-9.
 The June, 2014 meeting must be scheduled during the week of
June 10-14.
 It is teacher’s responsibility to schedule a meeting with Principal
during the week of September 3-6, 2014 to review the contents
and expectations outlined in this mandatory action plan.

Read the book, “The 12 Touchstones of Good Teaching” by Bryan Goodwin and
Elizabeth Ross Hubbell.
o
o
o

Starting the week of September 2, teacher will be expected to read one
chapter per week until this book is completed.
Teacher will be expected to provide Principal with a written summary of
the content of each chapter, highlight his learning, and identify
applications to his classroom/teaching.
It is the responsibility of teacher to schedule each monthly meeting
during the 2014-15 school year. Meetings are to be scheduled during the
first week of every month that school is in session.
Read the book, “What Great Teachers Do Differently” by Todd Whittaker.
o This book will be read during the 2014-15 school year, starting the week
after the book, “The 12 Touchstones of Good Teaching” is completed.
o Teacher will be expected to read one chapter per week until this book is
completed.
o Teacher will be expected to provide Principal with a written summary of
the content of each chapter, highlight his learning, and identify
applications to his classroom/teaching.
o It is the responsibility of teacher to schedule each monthly meeting
during the 2014-15 school year. Meetings are to be scheduled during the
first week of every month that school is in session.
Deadline for Completion:
 Teacher will be expected to begin work on this mandatory action plan
immediately following his meeting with Teacher on April 9, 2014. Evidence of
improvement must be observed/demonstrated on a monthly basis as outlined in
the goals of this document.
Teacher Signature: __________________________________________
Teacher
Date: _____/_____/_____
Administrator Signature: ___________________________________
Principal
Date: _____/_____/_____