1 / 33

Teacher Performance Evaluation

Teacher Performance Evaluation. a workshop designed and presented by Margaret Banaszkiewicz TESL Ontario 2010 Conference Toronto, Ontario Sheraton Hotel, October 29 and 30, 2010 . Hello! Are there any great ESL Teachers out there…?. This workshop is dedicated to YOU!.

chidi
Download Presentation

Teacher Performance Evaluation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teacher Performance Evaluation a workshop designed and presented by Margaret Banaszkiewicz TESL Ontario 2010 Conference Toronto, Ontario Sheraton Hotel, October 29 and 30, 2010

  2. Hello! Are there any great ESL Teachers out there…? This workshop is dedicated to YOU! TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  3. Objectives • To discuss the purpose and the importance of evaluating teachers using classroom observation as evaluation tool • To discuss how a systematic process of evaluating performance can contribute to teacher’s professional growth, teacher effectiveness, and therefore, to more effective student learning TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  4. The reason for this workshop • In colleges, the results of student evaluations are not always discussed with faculty • In private schools, there may be sporadic classroom observations • In the ESL/LINC programs, teacher performance appraisals may be conducted by program administrators; external consultants may be called to conduct classroom observations TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  5. The reason for this workshop • In the private schools, the administrators may not always inform teachers about receiving the positive student feedback about their teaching • While the credentials of the experienced and highly qualified teachers may contribute to securing profitable contracts, the long-term teaching assignments may be offered first to the teachers charging lower rates. TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  6. Meet your group members… TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  7. Quality Teaching? • “Quality learning begins with quality teaching”. (Mary Lou McCloskey, B. Thornton, Nadia Touba) • “You haven’t taught unless they’ve learned” (?) • “Teacher performance evaluation as part of teacher’s professional responsibility” (Seeking the Standard, by Jill Burton in: Source: Evaluating Teacher Effectiveness in ESL/EFL Contexts) TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  8. Why Should Teacher Performance Be Evaluated? • “Accountability is a primary purpose in the teacher evaluation process. As recipients of public funds responsible for educating all students, universities and schools must ensure that each classroom is under the care of a competent teacher (Danielson, 2001) TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  9. Accountability and LINC Contractual Agreements • One of the most important factors contributing to receiving funding is effective teaching. • Meeting our student learning needs brings positive learning outcomes. • Meeting our student learning needs can be reflected inregular student attendance, increased number of new intakes, expected progress rate. TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  10. Accountability and LINC Contractual Agreements While class closure may be attributed to various factors, the most common is POOR ATTENDANCE TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  11. Poor attendance may be caused by: • Poorly conducted outreach activities • Poorly delivered language instruction • Poor access to language school/facility • All of the above Other factors may be related to: • Childcare • Health problems TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  12. The most common contributing factor to the success of a language school is high quality of instruction delivery It is reflected in: • Higher student progress rates • Regular attendance and higher student retention TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  13. What makes a competent teacher?What is good teaching? • Among the researchers there is a consensus that good teaching may be the single most important factor in improving student achievement (Darling-Hammond, 2000; Wright, Horn, &Sanders, 1997) TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  14. In your opinion, does quality teaching depend on.. …teacher’s qualifications, certificates and diplomas? …the number of years of teaching? … ?... TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  15. What is quality teaching? • “Effective teachers have high expectations for all students • Effective teachers contribute to positive academic, attitudinal, and social outcomes for students such as regular attendance, on-time promotion to the next grade/level, on-time graduation, self-efficacy, and cooperative behaviour.” (Approaches to Evaluating Teacher Effectiveness. Goe, Bell, Little, June 2008) TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  16. What Is Effective Teaching? • “Effective teachers use diverse resources to plan and structure engaging learning opportunities; monitor student progress formatively, adapting instruction as needed; and evaluate learning using multiple sources of evidence.” (Approaches to Evaluating Teacher Effectiveness. Goe, Bell, Little, June 2008) TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  17. What Is Effective Teaching? • “Effective teachers contribute to the development of classroom and schools that value diversity and civic-mindedness. • Effective teachers collaborate with other teachers, administrators, and educational professionals to ensure student success[..], (Approaches to Evaluating Teacher Effectiveness. Goe, Bell, Little, June 2008) TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  18. Systematic process of evaluating performance can contribute to: • teacher’s professional growth • teacher effectiveness • and therefore, to more effective student learning TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  19. Some benefits of being observed and evaluated are: • Opportunity to have own teaching strengths recognized and validated by an external party • Opportunity to use the constructive feedback for improvement • Gain more control over own performance by identifying and eliminating bad habits (for example, self-monitoring teacher talk) TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  20. Some benefits of being observed and evaluated are: • Having the Performance Evaluation outcomes documented by an external party should help teachers in gaining recognition leading to promotion, better pay, bonuses, etc. TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  21. Classroom Observations • Process • Observation Tools • Rating • Frequency • Mentoring Support TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  22. Factors Contributing or Hindering Performance • “Not everything that counts can be counted and not everything that can be counted counts.” (reported to have been posted in Albert Einstein’s office) TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  23. Teacher’s Behaviour • Eye contact with students? • Oral delivery - too loud/too low. • Is the language understandable to students? • Is the instructor dull/tired/boring/active/too intense/hyper? Reflective Faculty Evaluation, Enhancing Teaching and Determining Faculty Effectiveness. J.A. Centra,993 TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  24. Instructor-Student Rapport • Does the instructor demonstrate fair and equitable concern for all students? • Are the students receptive to what’s being taught? • Is the instructor sarcastic/patronizing/ disrespectful/tough/harsh/biased/ discriminating? Reflective Faculty Evaluation, Enhancing Teaching and Determining Faculty Effectiveness. J.A. Centra,993 TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  25. Instructor-Student Rapport Teachers are expected to provide timely and constructive feedback • Dry testing score or general comments, such as: Great Job! Good Effort! Excellent! are not enough • Effective teachers provide detailed feedback (use rubrics/frequent reviews/use specific terms/words to help students focus to what needs to be improved and what has been acquired) • Positive objective comments should precede negative ones. TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  26. External Evaluator vs. • Peer evaluators • Principals as evaluators • Student feedback • Electronic course evaluation tools • Self-evaluation/Teacher’s Portfolio TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  27. External Evaluator.. ..should be experienced in teaching/mentoring in a context relevant to the context in which the observation is to be conducted (LINC; academic; workplace; etc.) • Understands the specifics of a language program and its students • Is able to focus equally on teacher’s strengths and weaknesses • Is tactful and trained in offering feedback TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  28. Why some teachers fear or resent classroom observations? ? TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  29. Why some teachers may fear or resent classroom observations? • Teacher doesn’t know the observer because there was not enough time for the pre-observation interactions • Teacher doesn’t know how much the observer knows about teacher’s working context, students, etc. • …. TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  30. Teachers’ comments about regular classroom observations: • Feedback useful • Increased awareness • Improved overall performance • Some improvements can be made immediately • Motivated and more at ease when trying new or more effective methodologies TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  31. In Your Opinion • In your opinion, what are the most effective ways to evaluate teacher performance? • Should teachers be awarded for their quality teaching? TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  32. Thank You for Your Participation in this Workshop Margaret Banaszkiewicz Quantum Education Inc. Tel. (613) 296-7036 quantumeducation@sympatico.ca TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

  33. Laura Goe, Courtney Bell, Olivia Little. (2008). Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. Coombe, Al-Hamly, Davidson, Troudi. (2010). Evaluating Teacher Effectiveness in ESL/EFL Contexts Friedenberg, Kennedy, Lomperis, Martin, Westerfield.(2003). Effective Practices in Workplace Language Training Ontario Teacher Appraisal Danielson, C. (2001). New trends in teacher evaluation. Educational Leadership, 58(5) Routledge Flamer (2004). Assessing teacher effectiveness. Lorin W. Anderson. Paris : Unesco : International Institute for Educational Planning (1991). Increasing teacher effectiveness Williamson M. Evers and Herbert J. Walberg,Testing student learning, evaluating teaching effectiveness An introduction to classroom observation [electronic resource] / K.O.Doyle, Jr, Univ. of Minessota (1975) Student Evaluation of Instruction. J.A. Centra.1993.Reflective Faculty Evaluation, Enhancing Teaching and Determining Faculty Effectiveness TESL Ontario Conference Toronto, Ontario, Oct. 29&30, 2010

More Related