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These conversations are very difficult. We were wondering who supports the Principal? What is in the principal's (and by extension the students) best interest concerning mental health and wellbeing after a meeting like this?

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In certain situations -- do non disclosure agreements come into play?

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In certain situations -- do non disclosure agreements come into play?

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What would the third party on Monday resolve? Was it just to ease the tension? What was the duration of the improvement plan? To what extent was support offered and relevant? What teaming had already ocurred? What documentation would have been important to have? What did the process look like for the assistance plan?

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Have a plan ahead of time. (Otherwise it's too easy to stumble.) The witness was good.

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- We need agreed standards or teacher conduct policies to enable dismissals.

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How will he be supported and monitored throughout the year?
What extent does the teacher have input on the communication plan?

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Be aware of labor law in your country, e.g. In China, after 2 contract cycle, it is almost impossible to fire teachers
In Canada, teacher association publish teachers who have been dismissed in the monthly newsletter

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Even keeled; never added any negative energy to the scenario. Positive intentions. Deliberate building in a cool-off period: we can discuss on Monday. Teacher can bring in a third party to support him... None of this was a surprise, she reminded him of the pervious conversations about the lack of growth and the results of that. Good with the silences

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How to work with that teacher the rest of the year?
How do you recommend them? What if you can't recommend them?
What does the communication plan look like?

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- What about the timing of this conversation - if it happens early in the year, how to ensure the teacher doesn't "check out".

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- Kelly reiterated the statement that the decision had been made - there was no going back on it.
- She was neutral throughout, including when offering the water.

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What if they bring up a solid point? Something you did not think about.
What if they do not let you talk?
What happens to the family? Do the children stay?

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Conversations that we have had before
What can we do next time to ensure dignity

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Who you have with you is important to show a united front - Director alongside principal is a clear message
How even in this situation you need to be empathetic
Build in processing time and anticipate the teachers reaction
The director was calm and did not react to comments directed at her or her reasoning/justification - thought about ahead of time
You need to have gone through a process to get to this point

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Teaching experience being used as effective teaching evidence.
Hiring processes based on experience vs. growth.

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Done from a place of respect
Goal-oriented
Clear expectations
Leader kept emotionally controlled
Right to the point, using silence
Redirected to the decision
Reiterated that meetings have been held before
Spoke in plural
Referred to data & the importance of student learning
Done on a Friday so teacher can process it
Involve teacher in communication plan

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She did not cave to the emotions.
She kept her voice monotone and unemotional.
She stayed strong with her evidence to support.

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- Clear firm tone and go straight to the point
- Formal set up: Table in the middle, file on hand (student data, assistance plan)
- Timing: friday afternoon so teachers have the weekend to process
- Refocus back on student learning
- Affirm that the school want the teacher to leave well with communication plan and support to process the news

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Got to the pint quickly - very little fluff
Very specific and clear reasons based on evidence - student focussed
Gave the teacher room to share their feelings/perspective
Clear that there was no room for negotiations
Support offered to maintain the relationship moving forward - preplanned