TEACHER EVALUATION


Teacher Evaluation


Teacher Evaluation is usually a classroom observations conducted by principals or other school administrators, sometimes with the help of rubrics or checklists. Samples of students' work, teachers' records and lesson plans, and other relevant factors are also often taken into account.

Watching the video: preparing for formal observation from the teaching channel video, for my clinical observations I would want to have a pre-observation, the main observation and post observation. I like the concept cause in the pre-observation, I would be able to discuss my planned lesson and lesson objective with my mentor and my mentor will be able to tell me what she is expecting from me. She probably will be looking for:

  • Class participation
  • Materials 
  • Content
  • How to present the content


Approaches to teacher evaluation in schools
There are things a supervisor looks out for when evaluating a teacher, some of these are:
  • Lesson plan: The teacher is expected to express that he or she understands the lesson to be taught and has made an appropriate lesson plan. What is the objective of the lesson and what are students supposed to know at the end of the lesson. These are things that should be put into consideration.

  • Methodology: When a teacher is being evaluated, the supervisor or mentor is looking at the processes and strategies that the teacher uses to deliver lessons, the mentor also checks out for differentiated instruction.

  • Learning environment: Is the learning environment conducive? This is one thing that is considered. Do student feel happy to learn? What sitting arranging does the class have,, can student have access to material and hands-one materials.

  • Classroom management: How does the teacher manage behaviors and academic progress of the class? Here, the mentor is checking out for teacher’s effectiveness in classroom management.

  • Student participation: Is the lesson student centered or teacher centered, are the students participating in groups, team or individually doing assigned tasks? Is there student voice in the lesson, is there learning rather than just teaching?. Do students get the teaching point?
 
These and many more is expected when teachers are been evaluated.



Elements for which I feel I should be judge as a teacher

  • I would want to be evaluated based on the content of my lessons
  • Process of teaching the lesson
  • Materials and resources that I use
  • Classroom management
  • Classroom rules, procedures and routine
  • My back up plans
  • Student participation and engagement
  • Portfolio
  • Lesson objectives
  • Lesson strategies, activities and delivery
  • Diverse teaching strategies
  • Differentiated instruction

These are really major areas I feel I should be judges as a teacher. This notwithstanding I would also want to know the  observation criteria for which my mentor wants to evaluate me so that I know what is expected of me. I would also expect a feedback after each observation from my mentor to help me reflect on my teaching and know what to do better next time.



Comments

Post a Comment

Popular posts from this blog

GLOBALIZATION OF EDUCATION: International Schools

Image
International School I believe that international school is a school that promotes international educational in and international environment where students and educators from different countries see themselves as group of learners and teachers. I work in a school that has her mission statement as “Learning and Leading in a Collaborative culture. This mission state has really save a lot of misconceptions about international schools and what it should be. International schools  adopt a curriculum such as that of the International Baccalaureate, or Cambridge International Examinations, I will like to say that what makes a school international is  based on the criteria of  IASL. IASL Criteria for International Schools  1. Transfer ability of students’ education across international schools  2. A moving population (higher than in national public schools)  3. Multinational and multilingual student body  4. An international curriculum (i.e...
Read more

CROSS-CULTURAL TERMINOLOGY: International mindedness (IM), International literacy (IL), and Global competence (GC)

Image
CROSS-CULTURAL TERMINOLOGY International mindedness (IM), International literacy (IL), and Global competence (GC)   Let’s define these cross-cultural terminology:   International mindedness (IM): is a term that is strongly associated with the IB curriculum, its perceived as a skill which can be acquired through education, study and experience. Some of the its key attributes include, inclusiveness, open-mindedness, tolerance, world views, and a global consciousness. It is a view of the world in which people see themselves connected to the global community and assume a sense of responsibility to its members.  Intercultural literacy (IL): Intercultural  literacy outlines the way in which we ingratiate ourselves with new cultures and ideas. Thus enabling the formation of successful cross-cultural engagements. It works on the understanding that we, as people, have the potential to 'read' and learn new cultures. Global competence(GC) : Glo...
Read more

Special Education Referral Process (References)

Image
Kristin Stanberry (2014-2017),. ‘’Understanding Individualized Education Program’’ https://www.understood.org/en/school-learning/special-services/ieps/understanding-individualized-education-programs Project IDEA (2013),. ‘’Special Education Referral Process’’ http://www.projectidealonline.org/v/special-education-referral-process/ Cardiff School District,. IEP referral process flowchart. http://www.cardiffschools.com/Page/26 Cardiff School District,. Special Education Referral and IEP process http://www.cardiffschools.com/Page/25
Read more