Teaching Evaluation Tool - Research Paper Example

Teaching Evaluation Tool: In Better Perspective Teachers shape the minds of both young and matured individuals, hence, the substance of their roles in sustaining high standards in knowledge pursuits. In order to assess this, specific evaluation tools are frequently utilized, which can be varied in form, depending on the goals set by academic establishments. Although diversities in categorical arrangement of data can be observed in performance summaries, the basic elements for dynamic teaching is still present in most forms, depicting the significance of developing better academic strategies for reaching out to students in higher educational settings.

As the tools for appraising the performance of teachers differ in structure, Figure 1 (please see Appendix A) indicates a wider range of subject classification included during evaluative period. In particular, a number of domains are being assessed in the tool: “data-driven planning, instructional delivery, assessment, learning environment, communication, professionalism, student achievement.” Preliminarily, planning stage needs to be anchored with stable database on individualized background of students, for appropriate planning strategies to work.

This way, strong foundations for exhibiting more effective delivery of lessons are attained, coupled with multi-dimensional methods in assessing whether teaching strategy has been a success or not. The subsequent domains are interconnected, dealing with direct associations between teachers and students in a conducive learning environment; which in turn, can be fostered by skills in communication and maintenance of professional attitudes in academic settings. In a positive academic atmosphere, learning is conducive, enhancing teacher performance as the advent of professionalism exists through respectfully treating their students as collaborative partners in education.

In the end, the presentation of student achievement renders the final phase in which teachers should be successful in their professional endeavours. In the event that students’ educational accomplishments surpass the academic expectations, the tribute goes back to the mentors, their teachers. The domains, then, serve as benchmark in which the evaluators can compare the actual performance of teachers with the ideally-set academic standards. The consistent low scores mean failure on teachers’ part.

As its namesake imply, the teaching evaluation form is employed to assess the performance of individuals in an organization. According to Molefe (2010), this type of activity is accomplished to measure “how well (the teacher) is doing” (p. 2). Simply put, academic institutions utilize such tool to determine whether teachers are excelling in their academic positions. In addition, this is a valid administrative proof on the level of performance that teacher exhibits and the specific areas of professional weakness that needs to be developed (Maguad, 2005).

With this in mind, the presented tool sets the parameter between the actions that teachers must emulate in academic institutions, wherein each category targets the professional obligations of teachers; by judiciously emulating the suggested classifications, teachers can be in the right track in the learning process. As discrepancies are intercepted and corrected, teachers perform more efficiently in class--they are better oriented with the dynamics in teaching standards. All in all, the performance evaluation for teachers is not the end of the procedure; instead, it is just the beginning of the unending cycle in professional learning and development.

The corrective appeal of the appraisal is imbued with a preventive nature; detected mistakes of the past will not be repeated in subsequent school semesters. References Maguad, B.A. (2005). Monitoring teachers’ performance using statistical process control charts. International Journal of Quality and Productivity Management, 5 (1), III-1-III10. McBride, K., & Grant, L. (eds.). (2006). Teacher performance evaluation handbook. Retrieved from http://www.bedford.k12.va.us/teacher/handbook.pdf Molefe, G.N. (2010).

Performance measurement dimensions for lecturers at selected universities: An international perspective. SA Journal of Human Resource Management, 8 (1), 1-13. Appendix A Figure 1. Sample Performance Evaluation Form (McBride & Grant, 2006)