Teacher Evaluation Essay

Teacher evaluation is, therefore, the process by which schools use to rate and review a teacher’s effectiveness and performance in the classroom. The findings which are gained from this process are therefore used by the institution to give feedback to the teachers for guidance in professional development (Danielson, & McGreal 2000). This paper will explore the reasons for implementing teacher evaluations in schools, some of the methodologies which are used and how it affects children’s learning and performance. Generally, teacher evaluation typically serves two main purposes which are accountability and improvement of learning and instruction. Improvement function is where the evaluation process seeks to address the weaknesses and strengths of teaching and instructions in schools, which would further professional development (Heneman, Milanowski, Kimball & Odden 2006).

These incentives usually involve bonuses, career advancements based on performance, and sanctions in case of poor performance. The accountability of teacher evaluation is usually summative in nature and mostly involve performance evaluation at nodal points in the career of a teacher (Kimball, & Milanowski, 2009). It acts as a way of giving recognition to the teachers for their work or performance in schools. The evaluation of teachers can be understood as one of the indispensable tools that can be used to strengthen teaching and improve learning. In addition to the two purposes, teacher evaluation serves as a criterion for making vital employment decision and data for reflection on instructional methods (Kimball, & Milanowski, 2009). For example, it would be very challenging to evaluate teachers using the performance of students only because there are many factors which affect the performance of students such as socioeconomic backgrounds.

Different teachers have unique needs for feedback, and this would require evaluation procedures which are tailored to meet those needs (Papay, 2012). Improved teacher evaluation requires having the right procedures for the evaluation of objectives which include summative and formative, internal and external processes. In the process of teacher evaluation, Papay, (2012) argues that the following aspects have to be assessed in turns. a. In externally driven evaluations, the standards and criteria for evaluation are usually done commonly across all evaluators and schools, and mostly external of the institution of the assessed teacher. In the school-based evaluation, the school takes responsibility for establishing assessment instruments and criteria, follow-up on the evaluation of results and those evaluating are predominately from the school. iv. The frequency of teacher evaluation can be done at regular intervals, that is annually or every two years.

This is done on specific occasions of the teacher's career such as contract renewal, for promotions or at the end of probation periods. This generally indicates the necessity of having standardized forms or indicators to which teacher performance can be recorded. The weighting of different assessment aspects is necessary, evaluated by an additional criterion which would see the quantification of assessment results. This allows the evaluation procedure to place a quantitative rating on a qualitative scale that is “distinguished,” “proficient,” “basic,” and “unsatisfactory” (Peterson, 2000). According to Peterson, (2000) establishing an effective procedure for teacher evaluation can be very challenging due to several reasons. i. However, research has shown that this kind of evaluation is poorly done and has little impact on the student’s improvement of learning.

There is a need for schools to ensure that they have robust classroom observation techniques which are delivered in a trusting and understanding Environment. Avalos & Assael (2006) point out that the advantages of observation are that: i. The evaluator will gain first-hand experience and evidence which will be used to evaluate the progress and practice of the teacher. This is in relation whether instructional experience by the teacher to the students is aligned with the objectives and goals of the school. vii. Classroom observation offers an opportunity for coaching and mentoring. viii. It gives teachers the opportunity to work together and collaboratively for the achievement of school educational goals and objectives. Even though classroom teacher observation is fundamental to the evaluation of teachers, it can put unprecedented pressure on the teacher from the observer even if the evaluator is a critical friend.

Career retrogression or stagnation will be as a result of teacher rating on a scale being on the bottom categories. The results from teacher evaluation can be used to make serious decisions for the career of a teacher. Qualitative and quantitative ratings of a teacher from evaluation regarding tenure decisions such as the end of probation decisions, contract decisions such as renewal of ending contracts as a teacher (Heneman, Milanowski & Kimball 2007). School-based evaluation is also fundamental in attaining of positions in the school. Teacher evaluation can also be used to give performance rewards for those who have performed exemplary during the evaluations. Also, shared values in the school will lead to the alignment of goals with those of the other teachers.

Feedback from the evaluation developed by various teachers will lead to the development of shared visions, educational goals, and objectives. Students benefit from teacher evaluation because improved pedagogical skills will ultimately lead to better delivery of content and instructions. Students will experience better learning abilities which will lead to improved learner outcomes. A teacher who gives her full potential will lead students to perform better in their subjects and to obtain higher educational achievements (Huber, 2011). Assael (2006), “Moving from resistance to agreement: The case of the Chilean teacher performance evaluation,” International Journal of Educational Research, 45(4-5) 254- 266. Creemers, B. , & Kyriakides, L. The dynamics of educational effectiveness: a contribution to policy, practice, and theory in contemporary schools. New York: Routledge. Kimball and A.