Every principal knows that working with marginal or ineffective teachers takes an inordinate amount of time. Too often this time is obtained by sacrificing observation and supervision of excellent teachers. Even though principals may feel they are sending their superstars messages of personal and professional trust by not visiting their classrooms as often, ignoring strong teachers to work with weak ones is an extremely ineffective supervisory strategy.
Most districts have two types of evaluation plans.
The standard plan calls for several observations, conferences, and, if necessary, intensive assistance. The second type, a personal growth plan, empowers excellent teachers to design their own strategies for self-improvement. Personal growth plans are useful to indicate trust and to affirm teachers' excellence, but they should never be used to free up time for administrators to work with weaker teachers. Being ignored is not a payoff for excellence. Good teachers must be heralded and applauded, and principals must personally spend time in their classrooms.