Managing Underperformance

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Why it works

Addressing staff underperformance is one of the most difficult and commonly avoided leadership responsibilities, yet avoiding it harms students (who deserve effective teaching), overburdens colleagues, and damages morale (good staff resent unaddressed underperformance). Handling it well means first providing genuine support and clarity (clear expectations, feedback, resources, and help to improve, many struggling staff can grow with real support), then, if improvement does not come, moving through a fair, documented process (clear expectations, support, documentation, due process, and the courage to act when necessary). Throughout, it should be handled with respect, honesty, fairness, and discretion. Leaders who address underperformance with both support and resolve, rather than avoidance, protect students and staff while treating the individual fairly.

The research: Research and practice on managing staff underperformance.

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

The core activity: address underperformance with support and resolve

Leaders leave with a support-first, fair approach to underperformance.

Name the underperformance clearly and provide genuine support (clear expectations, feedback, resources, help to improve).
Give real opportunity and support to grow.
If improvement does not come, move through a fair, documented process with due process.
Handle it with respect, honesty, fairness, and discretion throughout.

Support first, then resolveAddress underperformance with genuine support and clarity (many improve), and, if needed, a fair, documented process. Avoidance harms students and staff; handle it with support and resolve.

Facilitator notes

Provide support and clarity first, and give real opportunity to improve.
Use a fair, documented process if needed.
Handle with respect and fairness.

Avoiding underperformance harms students and damages moraleUnaddressed underperformance hurts students, overburdens colleagues, and resentment grows. Address it, with support first, then a fair process if needed, not avoidance.

Adapt it

All leaders: the same.
All settings: support and clarity first, fair process if needed, respect throughout.

Participant handout

One page for every teacher. Print it, or save it as a PDF.

K12 Academics · Professional Learning

Managing Underperformance: support, then resolve

Not avoidance: genuine support and clarity first, then a fair, documented process, with respect throughout.

The underperformance named clearly:
The genuine support and clarity I provide (expectations, feedback, resources):
How I give real opportunity to improve:
The fair, documented process if improvement does not come:
How I handle it with respect and fairness:

Make it stick

Support, then resolve:

Address underperformance with support and resolve.
Don't avoid it.
Bring an underperformance situation to reflect on with a trusted mentor.

Common questions

Can't I just hope an underperforming staff member improves on their own?

Avoidance harms students, overburdens colleagues, and damages morale. Address it, first with genuine support and clarity (many can improve), and if needed, a fair, documented process. Do not avoid it.

How do I handle underperformance well?

Start with clear expectations, feedback, and real support to improve. If improvement does not come, move through a fair, documented process with due process, acting when necessary. Handle it with respect and honesty throughout.

Isn't this just about documentation and dismissal?

No. Many struggling staff improve with genuine support and clarity, which comes first. Documentation and process matter if improvement does not come, but support, fairness, and respect run throughout.