Teacher Performance Evaluation
|Topics:||Teaching Philosophy, 📖 Social Studies|
Table of Contents
Teachers play a very great role in society. They shape it through nurturing students into adulthood. Frank Musgrove and Philip H. Taylor, in their research, found that what different English teachers guide their students into believing when it comes to being Englishmen, is carried through by the lot into their daily lives after school, hence the varying perceptions of traits associated with Englishmen (Musgrove & Taylor, 2012). Therefore, as a supervisor looking into the performance of a teacher, it is very important to make a deep analysis in order that they are able to give nothing but the best as they culture the future generation. Such are the steps I shall take in this analytical essay to inform whether or not the principal should terminate or renew the tenure of the teacher in question.
Teacher Performance Evaluation
Looking into the teacher’s performance over their previous tenure, some changes are evident. To begin with, the student achievement growth rate experienced for year one and two of the teacher’s employment show an overall improvement in all subjects except language which registered a 10.5% drop in year two when compared to year one.
Looking at the time on task results, one is able to notice a great degree of fluctuations and inconsistencies. With scores registering at as high as 100% to as low as 0%. This indicates the teacher’s ability to perform, however, it is also an indication of their commitment level to their work. This suggests the need for direction warranting a directive informational supervisory approach, as suggested by Carl D. Glickman, Stephen P. Gordon, and Jovita M. Ross-Gordon (Glickman, Gordon, & Ross-Gordon, 2017).
From the provided data on the pedagogical relations associated with the teacher, the performance is wanting. Especially in terms of student-teacher interaction which is at an extreme low of 5%. An interactive relationship between teachers and students is essential in providing a conducive learning space and building discipline in the students. This is according to Mark and Christine Boynton (Boynton & Boynton, 2005). Part of the interaction between teachers and students is through Q and A sessions. Judging from the statistics provided, the teacher in question does not engage the students much in answering questions. With the highest percentage of questioning levels being at 48% and the lowest at 3%. However, in the teacher’s teaching approach, 92% of the teacher’s teaching strategy involves a stimulation of only the auditory sense. Students barely made any movement in class. Eric Jensen states and includes the importance of physical engagement of students in relation to learning, not only in the classroom, but also out in the field (Jensen, 2005). The teacher’s class barely registered any form of movement.
From the chart displaying the teacher’s verbal directionality and the analytical table displayed, at no point in the class lessons was the teacher audible to all students at the same time. This indicates their need to improve on their vocal projections in class. However, that they are able to move around the class during lessons is an advantage since it helps keep the students focused in accordance to Neil Bright’s findings (Bright, 2013).
Final Decision and Justification
Paying reference to the case studies provided by Glickman and company, a supervisory approach would be recommended before the termination of tenure for the teacher in question. Alluding to Martha’s approach in case study one of chapter 11, a directive control approach may be necessitated seeing as the statistics displayed in regard to the teacher’s performance indicate low sense of commitment and maturity. Over time the supervisory approaches may take a turn.
Supervision would be the preferred option instead of tenure termination because the issue could be solved and a valuable asset handed back to the school and register even better student performance, bearing in mind that the average growth gain registered in the teacher’s class over the past recorded two years, the improvement shows a willingness in the teacher to dedicate their energy to the student improvement.
In conclusion, before a final decision on terminating any teacher’s tenure, a supervisory approach ought to be taken to establish whether or not the teacher in question is beyond improvement, or is simply not up to the teaching task.
- Boynton, M., & Boynton, C. (2005). The educator’s guide to preventing and solving discipline problems. Alexandria: Association for Supervision and Curriculum Development, cop. 2005.
- Bright, N. (2013). Those who can : why master teachers do what they do. Lanham: Rowman & Littlefield Publishers,  ©2013.
- Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2017). Supervision and instructional leadership : a developmental approach. New York: New York : Pearson, .
- Jensen, E. (2005). Teaching With the Brain in Mind. Alexandria: Association for Supervision and Curriculum Development, ©2005.
- Musgrove, F., & Taylor, P. H. (2012). Society and the Teacher’s Role. Routledge, 2012.
Offered for reference purposes only.