Published in EduLeader - August 2019
Teacher evaluation might lead to
counterproductive results if conducted in a manner that declines their status
as professionals. Therefore, it should focus on the growth of teachers’
knowledge, viewpoints and inquiries. For this, evaluation must be conceived as
a formative process aiming at the growth and improvement of teachers’
performance. Teachers, thus, need to be provided room to examine their
practices and those of others they work with. Reflection helps teachers do so
and develops their analytical skills of their practices and moves them closer
toward autonomy (Robbins & Alvy, 2014). In addition, peers can take part in
teachers’ evaluations which reduces the stress caused when the administration
or personnel in supervisory positions (Acheson & Gall, 2011) are the sole
evaluators of teachers’ performance. Learning walks that involve peers and peer
visits are excellent ways to collect data on teachers’ performance and to
provide them with formative feedback in low stress situations and in a
collegial manner, all of which are conducive to creating positive
interdependent communities at schools. At times, it might be helpful to invite
external observers to conduct learning walks or classroom observations to
provide teachers with data from an outside source.
Interdependent communities are enhanced
when teachers are active participants in developing their own evaluation
system, and the evaluation system will become more reflective of their concerns
(Sergiovanni & Starrot, 2006). In doing so, the evaluation criteria become
clear for the teachers, which is only fair in the process of helping them,
especially novice ones, grow and develop in their careers and to boost their
confidence and abilities.
Other formative methods for teacher
evaluation can include portfolio complication by teachers. Portfolios are of
special importance, for they allow teachers to document their growth in a
visible manner. Lesson plans, evidence on implementation of new or successful
practices, reflection reports, checklists and observation reports can be among
the components of teacher-compiled portfolios.
Students are a good source of data for
teachers’ formative evaluation. Students can provide their perceptions on how
they view the practices in their classrooms. This helps clarify to teachers the
impact of classroom happenings on students’ perceptions. Interviewing students
or having them complete questionnaires are ways to collect data that can be
shared with teachers, or better yet, teachers themselves can collect this data
from their students.
Teachers keeping a
checklist at hand can enhance self-monitoring. Such checklists might include
practices that the school considers essential. Newly introduced practices or
activities can be included in the checklists. Coaches or subject coordinators
can encourage teachers to refer to these checklists periodically. This will
remind teachers of these essential practices and will help them monitor how
often they are implementing them.
Although summative evaluation of teacher
performance is necessary for administrative purposes, it is only fair that it
be conducted after a long process of formative evaluation that aims at bringing
teachers as close as possible to the desired outcomes. This formative
evaluation must be collegial, respectful of teachers’ opinions and knowledge
and goal-oriented. All in all, it should allow teachers to grow as
professionals and become autonomous learners and problem solvers.
References
Acheson, K. A., & Gall,
M. D. (2011). Clinical Supervision and
Teacher Development: Preservice and Inservice Applications (6 ed.).
Hoboken, NJ: John Wiley & Sons.
Robbins, P., & Alvy, H.
B. (2014). The Principal's Companion:
Strategies and Hints to Make the Job Easier. Thousand Oaks: Corwin Press.
Sergiovanni, T., &
Starrot, R. (2006). Supervision: A
Redefinition (8 ed.). New York: Mc Graw Hill.
