With the support of a campus administrator (does not necessarily have to be the principal) develop an approach to addressing growth needs in a struggling teacher. The teacher should be imaginary or, at minimum, enough of the specifics from a real-life example should be changed in order to protect the teacher's privacy. In the absence of a district or campus defined structure for this effort, a great resource that can support your development of your approach is the secondary course textbook: The Documentation Handbook. See the rubric for grading standards. The plan should have the following aspects: Clear description of the deficit being addressed with directives that inform the teacher of the specific behaviors that must be addressed/corrected

• Relevant T-TESS domain that is in deficit (or other appraisal instrument as appropriate)
• Clear articulation of any interventions already attempted (i.e. informal conferences, directives, written documentation that has been delivered and signed, etc...)
• At least 2 clearly defined and measurable objectives or goals the teacher will be required to meet (development activities, compliance, instructional behaviors, etc...)
• Official offer of support with specific types of support articulated
• A clear statement of consequences for failure
• A clear statement of resolution upon completion
• Clearly defined, articulated, and reasonable timelines for successful completion
• Places for signatures, dates, and notification of who is going to be made aware of process and outcomes (cc line)