Phase II

  • Phase ll of professional assistance is characterized by the involvement of an assistance team.  The team’s primary role is to provide the teacher and building administrator with support and assistance.  The team shall be composed of two or more people.    The teacher may choose a building level peer with appropriate background and experience to participate in this process.  Others that may be utilized will be the following:

    • Building Level Administrators  (Primary Evaluators)
    • Director of Schools
    • PANT Coordinator


    •  Central Office Supervisors
    •  Academic Coaches
    •  Curriculum Coaches
    •  Graduation Coaches

     The following steps shall be observed as this phase is initiated:

    1. Meeting with Teacher:  The principal meets with the teacher to provide the support of the professional assistance team. 
    2. Meeting of Principal and PANT Team Coordinator:  The principal reviews the professional assistance procedures. Data and discussion points are utilized to provide background information to the PANT Coordinator. Assignments are determined by the specific areas identified during the team meeting process.
    3. Team Members are assigned:  Notification of team assignments are made by the PANT Coordinator. An initial meeting with facilitators is scheduled to discuss participant’s areas of need and to gain familiarity with their role in the PANT process.
    4. Written Notice Sent:  Notification will be sent of the initial meeting with the educator, PANT Coordinator and Primary Evaluator. The first meeting will be held before school starts. Progress meetings will be held each nine- week period and may be scheduled after school hours.
    5. Formation of a Development Improvement Plan:  All information gathered will assist in the formation of the teacher’s plan of improvement.  The plan will include statement(s) of the deficiency with appropriate expectations for improvement.  A basic timeline will be developed that includes observations, feedback, and progress monitoring expectations. At each progress meeting the team will share data, assess progress and refine plans. The meeting will also provide an opportunity to discuss ways the facilitators will provide help throughout the process.
    6. Implementation of Professional Assistance Plan:  PANT facilitators will be expected to visit the classroom and provide feedback a minimum of two times per nine- week period.   In addition, participation in progress meetings, informal consultations, and other activities may be required as determined by the teacher’s needs.
    7. Progress Monitoring:  The PANT Coordinator will maintain two- way communications with each participant and facilitator during the assistance process. Appropriate documentation at each stage of the process will be maintained with copies made accessible to all involved parties.  Progress monitoring sessions will be held at the end of each nine-week period.
    8. Summative Conference Held:  A summative conference will be held between the PANT Facilitators, PANT Coordinator, the Primary Evaluators, and Director of Schools. All data and progress notes will be reviewed and discussed.  A final evaluation of satisfactory or unsatisfactory achievement of performance pertaining to the deficiencies stated in the Development Improvement Plan will be determined by the team.
    9. Survey:  Educator will be expected to provide feedback on the assistance program before the final summative conference.
    10. Recommendations:  The three possible outcomes of the Professional Assistance Network for Teachers are: 
      • Development of a Maintenance Plan with limited PANT assistance
      • Change in assignment
      • Consider dismissal

    Failure to follow through completely and successfully with every component of the Development Plan in the time requested will result in termination of the PANT process.  Dismissal could also be a possibility.



Last Modified on March 27, 2018