Faculty Formation: Types of Classroom Observations and Teacher Evaluation
Last issue we considered some practical techniques in the conducting of classroom observations of faculty. This time we will look at the evaluation of teachers work more closely.
Above all, the information collected during the observation should be evaluated in the light of the schools curricular, pedagogical, discipline and professional policies. Comparisons with the NAPCIS Standards of Excellence for Teachers, as well as the cardinal and theological virtues may also aid in the assessment of the classroom experience. An appeal to common sense is always refreshing in the field of academics, too. In short, the key to a truly beneficial and effective evaluation is the interpretation of the observed data with defined criteria, standards and rules.Static classroom environment (tidiness, organization, safety, and relatedness to
We mentioned last time that a pre-conference ought be held with the teacher to discuss any objectives that will be looked for in the observation and evaluation process. During that meeting the criteria and rubrics that will be employed in the evaluation may be discussed with the teacher as well. Just as a good teacher will tell the students what he is going to teach them, then teach that to them, then have the students work with those points in their assignments, then review those same points, and finally test the students on them, so too will the good administrator tell the teacher what is expected of him, review those points with him in meetings and in services, observe for those same points, and finally evaluate him in the light of his implementation of the same during his professional review. This sort of careful attention will help insure the intended result at each stage of the whole process: the professional improvement of the teacher.
Once your evaluation of the observation is formed, keep the original data to support your conclusions. Include it with the evaluation and share it with the teacher in a post-conference. Be sure to schedule plenty of time for this meeting. Instead of fitting it into the teachers prep period, consider arranging for a substitute to take the teachers class for a period while the meeting is held. During this meeting, point out the particulars in your explanation of the evaluation. Though you will want to insist on school policies and best practices, whenever possible give the teacher the benefit of the doubt. Allow him to respond to your evaluation, and consider accepting his comments into your final daft of the professional review.
Where there are areas for professional growth, diagnose any deficiency through the manifest symptoms and offer an assessment of their cause, present the teacher with the desired goal and solicit his help in formulating the steps necessary to attain the desired outcome. For instance, if a teachers classroom observation reveals much unfocused student activity at the beginning of the period such as talking, sharing of items not pertinent to the forthcoming class, cluttered class materials and personal effects, followed by repeated calls from the teacher for order, quiet, and the handing in of assignments, you may conclude that there is lacking an effective start-of-class routine. Through your discussion with the teacher you will learn if there is a good routine on the books that is simply not being followed, a poorly designed routine in place that only leads to confusion, or no routine at all. Once this is discovered, the goal of establishing a good routine that is consistently followed by all students at every beginning of class will be laid out, and the steps necessary to attain the routine may become evident. Allow the teacher to suggest what that routine should be and how to begin to implement it.
Once the observation, evaluation, commendations, goals and steps for improvement are noted, present them in writing and have the teacher sign and date them along with you. Give the teacher an opportunity to attach a written response if he so desires, and place these items in his professional file.
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