How Do we Propose to Help Teachers?

Dear Supervisor:

After reviewing my files and realizing how much discrepancy went under silence to

justify the Developing Rating,

I am addressing this letter which will show that despite malicious machination,

the evidence won't let you keep in my files the unfair Developing Rating.  

After X years of perpetual and consistent battle, I know that I would end up

being rated developing if not ineffective this year.  However, I decided to

stand for   justice rather than the acceptance of being used as a puppet

into administrative hands. Therefore…

After a post observation,  you told me that some components could have been

rated effective but instead, I ended up with a formal observation where

I was rated developing…

​I cannot stop wondering if the instruction was still the same in my case:

'When you go to Teacher X's class you see something good,

do not write your observation…'.

The verdict is unambiguous: Anything to rate this teacher developing if not ineffective..

While my only crime was to foresee the outcome of this school's future

and decided not to partake in any action that would lead to today’s

consequence, I knew I would not be forgiven for standing up against unethical

and unprofessional …

Danielson admonishes administrators against such practice in her book:

The Handbook for Enhancing Professional Practice when she writes: “…The evaluation

process must be done in a spirit of respect and professionalism.

It can’t be, or appear to teachers to be, punitive or contributing to a “gotcha” environment.” …

Why do I believe that I was set up for failure since the beginning of the school year?

The facts are as follow.....​

Response and analysis like these we offer You.