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On Evaluating Teachers’ Performance
Evaluating teacher’s performance is part and parcel of the educational process. Teaching and learning are the two major interdependent operations of that process that also involve two interdependent players – the teacher and the student. The evaluation of the performance of teachers is intended to ensure that teaching is performed effectively, resulting in the achievement of the goals of learning.
Evaluation of teacher’s performance can either be formative or summative. While both are performed for the purpose of improving the teaching-learning process, they are different in terms of objectives.
Formative evaluations are intended to give teachers information or feedback to help them improve their pedagogical skills. It can be done at any time throughout a school term to monitor what teachers do in the classroom in order to identify where they are good at and where they need improvement.
Conversely, summative evaluations are done to appraise teacher’s performance, not for the purpose of giving them feedback to improve their delivery of instruction but for measuring the effectiveness of their teaching methods and strategies. The main objective is to determine if the teacher’s pedagogical skills measure up with the institution’s standards.
While formative evaluation is used by academic institutions to monitor (and promote) the progress or growth of the teacher, summative evaluation is carried out by school administrators in order to have a basis for employment-related decisions like promotion and continuation of employment.
Results of the summative evaluation of the performance of teachers determine whether they get promoted, given tenure, or allowed to continue to work in the academic institutions that employ them.
In the university where I am currently working, topnotchers in teachers’ evaluations are even given cash incentives. Unfortunately, failure to get the required passing scores in the annual evaluation of teachers’ performance would mean not being given a contract extension for the following school year. That is for non-tenure foreign professors like me.
Because the results of summative evaluation affect the employment status of teachers, it is important that heads of schools ensure that this analysis of teachers’ performance is valid and reliable. The evaluation instruments created should be able to measure what they intend to measure. The items/criteria included in the instrument need to be authentic measures of the pedagogical skills of teachers and their professionalism.
The appraisal of the performance of teachers is usually done through actual class observation. Additionally, checklists are used to determine teachers’ compliance with administrative requirements.
It is important that people designated to carry out the evaluation should be competent and trained to appraise teachers’ performance. This assertion brings to the fore the question of including results of students’ appraisal of their teachers’ performance in summative evaluation.
I think including the scores of students’ evaluations makes the results of summative evaluations less valid and reliable. Why? Students are not expected to be as objective as they ought to be when appraising the performance of their teachers. Even if teachers are pedagogically sound and professional in handling their jobs, if students don’t like their styles, they will get low scores. There exists a possibility that some students, when they perceive their teachers to be strict and unfriendly, they will use teachers’ evaluation as a means to get even. It is even likely that students won’t take seriously the evaluation not bothering to carefully read the items in the instrument.
Students have no training in pedagogy for them to understand what things to consider when evaluating the performance of their teachers. Therefore, their performance appraisal should be treated only as a formative evaluation intended to give teachers feedback or information that will guide them in improving their craft. Excluding their scores from the summative evaluation eliminates any bias that could potentially impact the employment-related decisions that school administrators make at the end of a school term.
In a tertiary institution where I used to teach, class observations are done 5 times in a semester. Three of those are called pop-in visits (unannounced), where the evaluator stays for a few minutes, targeting only a specific area of the lesson plan. The other two are formal visits where the one doing the appraisal of the teacher’s performance stays from the beginning up to the end of the class. One of those formal visits is “announced,” and the other is “unannounced.” The teachers are informed at the beginning of a school term that those pop-in visits and formal class observations will be done at any time.
I believe that the results of class observations are more valid and reliable if they are done “unannounced.” School administrators get to see the “real performance” of teachers when the latter have no inkling as to when they are going to be observed in their classes.
Professionalism Among Teachers
The complexities involving the teaching profession and the importance of the role of teachers in the holistic development of learners require strict adherence to the tenets of professionalism. There are expectations that teachers need to meet and there are qualities that they are expected to possess. These expectations and qualities are the ones that should inform the decision to hire somebody applying for a teaching position.
All the qualities teachers ought to have and what are expected of them can be summed up in one concept – “teacher professionalism.”
“Teacher professionalism” is an idea that can be defined differently based on multiple perspectives and its merits scrutinized according to various arguments. It is considered a broad concept consisting of several dimensions. However, for delimitation purposes, the discussion on the subject in this article is anchored only on the definitions of the term “professionalism” given in the next two (2) paragraphs.
Evans pointed out that “professionalism means different things to different people.”1 The Oxford dictionary simply defines the term as “the competence or skills expected of a professional.”2 It is the level of excellence or competence that professionals should manifest in their chosen fields of specialization.
Tichenor3 explains that professionalism are the expected behaviors of individuals in a specific occupation. Professionals need to conduct themselves in accordance to set standards.
Boyt, Lusch and Naylor4 combined the said views about professionalism when they describe it as a multi-dimensional structure consisting of one’s attitudes and behaviors towards his/her job and the achievement of high level of standards. Similarly, Hargreaves5 defines professionalism as the conduct, demeanor and standards which guide the work of professionals.
The terms associated to professionalism as seen from the definitions and explanations given are as follows: competence, skills, behaviors, conduct, demeanor, and standards. Competence and skills are synonymous and so are behaviors, conduct, and demeanor. Standards refer to the quality or accepted norms for competence and behaviors.
Skills are not the only components that make up teacher’s competence. Knowledge is, of course, an integral part of it.
Skills and knowledge are very broad attributions to a teacher’s competence. What specifically are the skills and knowledge that would make a teacher competent?
As Baggini puts it, “To be a professional or a professor was to profess in some skill or field of knowledge.”6 It’s a given that teachers should have knowledge of the subject matter or expertise in a particular skill. Teachers are expected to know not a little but much about what they are teaching.
What adds challenge to being a teacher is the ability to dig (whenever applicable) into the scientific, philosophical, legal, sociological, and psychological foundations of what is being taught. It is important that teachers are able to relate whatever they are discussing to other fields. Such an ability would enable teachers to enrich the discussion.
But teaching and learning are complex processes that involve a lot more… not just knowing what to teach and being able to connect a topic to other disciplines. What would make teachers truly competent are the corresponding skills that enable them to effectively teach what they know and make the students learn. Such skills are acquired through training in pedagogy.
Pedagogy is commonly defined as “the art, science, or profession of teaching.” Pedagogy informs teaching strategies, teacher actions, and teacher judgments and decisions by taking into consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students.7
Pedagogy, in a nutshell, tells how best to teach and how best the students learn.
Knowledge and expertise in a field would not make one a teacher. Pedagogical skills are needed. Competent teachers SHOULD know, not just the subject matter, but how to set learning objectives, motivate students, design learning activities, facilitate learning, construct assessment, and assess learning.
In addition, another skill through which the competence of 21st-century teachers is gauged is how extensive and effectively do they apply technology (computer) to teaching and learning.
Aside from competence, the other dimension of teacher’s professionalism this article is exploring is behavior.
Teachers are aware that they should behave in accordance with the ethical standards set for the teaching profession. They are expected to speak, act and dress accordingly. Barber8 pointed this out when he identifies as one of the main characteristics of professional behavior a “high degree of self-control of behavior through codes of ethics.”
But the behavior dimension of professionalism among teachers goes beyond proper manner and decorum.
Another characteristic of professional behavior identified by Barber is “orientation primarily to community interest rather than to individual self-interest.” It is no secret that teachers sacrifice a lot to help their students. Teachers work long hours and practice a lot of patience. As Orlin puts it, “ I see it (teaching) as an act of self-sacrifice, as a hard path undertaken for the greater good.”9
Teachers also know that they need to keep learning. They need to have a continuing professional development plan for them to be better equipped in dealing with the challenges of the profession. They need to keep abreast of the current trends and innovations in the field of education.
There are also general teaching behaviors which, according to a study, are the most important for effective teaching (as perceived by students). Hativa identified five (5) of them, namely, making the lessons clear, organized, engaging/interesting, maintaining interactions, and rapport with students.10
Two (2) of the said general teaching behaviors (making the lessons clear and organized) are related to the first dimension of teacher professionalism (competence and skills). The rest are more indicative of the second dimension (behavior).
Teacher professionalism strongly implies the demands and complexities of teaching making it harder to understand why the profession doesn’t get due recognition. Teaching is not just any profession. Not just anybody can be a teacher. Not just anybody can be entrusted the responsibility of developing the mind and body.
References:
- Evans, Linda (2008) Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56 (1). pp. 20-38.
- Definition of “professionalism” – Oxford English Dictionary
- Tichenor, M. S., Tichenor, J. M. (2005). Understanding teachers’ perspectives on professionalism. ERIC.
- Boyt, T., Lusch, R. F. ve Naylor, G. (2001). The role of professionalism in determining job satisfaction in professional services: a study of marketing researchers, Journal of Service Research, 3(4), 321-330
- Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: History and Practice, 6 (2),151-182.
- Baggini, J. (2005). What professionalism means for teachers today? Education Review, 18 (2), 5-11.
- Shulman, Lee (1987). “Knowledge and Teaching: Foundations of the New Reform”(PDF). Harvard Educational Review. 15(2): 4–14. Retrieved 12 June 2017.
- Barber, B. (1965). Some Problems in the Sociology of the Professions. In K. S. Lynn (Edt.), The Professions in America (pp. 669-688). Boston: Houghton Mifflin.
- Orlin, Ben “Teaching As Self Sacrifice.” Match With Bad Drawing. WordPress, March 10, 2014. Web. 19 July, 2017.
- Hativa, N. (2014). A pratical approach to designing, operating, and reporting, 2nd, Tel Aviv: Oron Publications.
When Students Don’t Learn
One morning a few years ago, I witnessed how an English teacher masterfully discussed the intricacies of the English language. It would take a paragraph or two should I explain in detail the things he talked about. To say he is proficient in English is an understatement. His knowledge of phonemes, morphemes, lexemes, syntax, and context is impeccable. He dissected the language so skillfully and the way he did it almost made me envious. I was reduced to being a listener uncertain whether I just wanted to make sure not to miss anything new (something I don’t know yet) from what he was saying or I have nothing more to share because he had everything covered about what he was discussing. I wasn’t really sure what prevented me from saying anything. Maybe I was intimidated by his evident mastery of grammar, semantics, and pragmatics or I just did not like to gatecrash into his moment to showcase his brilliance.
That teacher held court in his impromptu lecture. He had the attention of everybody present. It was difficult to judge the intentions of my colleagues whenever they (unsolicitedly) share their expertise the way he did. Was it to impress upon us (their co-teachers) that they know that much or they simply would (good-naturedly) like to help us learn more about the subject (English) we’re teaching.
Later that day, I changed upon a student who attended my English class in the previous semester. That student was one of the best in my class. Like me, he was heading out of the campus. After the exchange of greetings, I asked “Who’s your English teacher this semester?” The student already started responding before I recalled that I promised never to ask any of my former students that question for the reason that a few of my previous attempts led to the opening of “a can of worms.”
But it already happened – I asked that stupid question again.
The student named the teacher – he was the one I heard deliver an impromptu lecture about the English language earlier that day. After that, the student heaved a sigh and said, “We could hardly understand what he’s teaching.”
I looked at him seriously and all I could say was “Really!?”.
He nodded and said one more thing, “He is also very serious.”
Before he could open wider that “can of worms,” I told my former student to give that teacher more time to adjust since the semester was still a long way to go. Then I quickly redirected our conversation to another topic.
What’s amazing is that the occurrence – of me one day hearing a colleague deliver a brilliant impromptu lecture but later that same day (or within the week) I would meet one of his students (who used to be my student also) claiming that they, in the class, could hardly understand what he is teaching – did not happen only once. If my memory serves me right, that’s the fourth time.
It finally made me reflect. That’s the reason I wrote something about it.
It made me wonder (again) how my former students rated my performance as a teacher. What do they really think (and how do they feel) about me as their teacher? What would they say to a colleague or their fellow students when asked about me?
Students evaluate the performance of their teachers every semester. It’s hard to tell how reliable and valid are the results of such evaluation. Whether or not the results are a reflection of the true professional and personal qualities of the teachers is a matter of debate.
But valid or not, reliable or otherwise, it’s hard to ignore what students say about the performance and behavior of their teachers. Teachers get to read what students write in their evaluations. They could either agree or disagree with the results of their evaluation. But what the teachers would not know is what students say about them in informal discussions. Only the most naïve among teachers don’t know that students talk about their teachers.
In gatherings, teachers do talk (or should I say gossip) about their students – their performance and behavior in the class. Conversely, students do the same. They talk (or gossip) about their teachers. There are only two possibilities – they either praise or curse their teachers.
One of the most unacceptable things that students could say about a teacher is – they do not (or they could hardly understand) what he/she is teaching.
Witnessing firsthand an English teacher discuss with ease the complexities of the English language and hearing a student claim that he and his classmates could hardly understand what that teacher is teaching is quite paradoxical.
So I asked myself this question that night – Which is true… my impressions about that English teacher or that of his students?
What could have gone wrong?
My former student said that their current English teacher is very serious. Is that the problem – good rapport does not exist between him and the students? It is no secret that a teacher’s personality is correlated to students’ academic performance.
I tried to think of other reasons.
Then I recalled my teaching demonstration when I was applying for a job right after my graduation. When the high school principal called me to her office to discuss the results, she told me I did great. But she said there was a problem – I explained things in a way that only students enrolled in a graduate program could understand.
Could that be the reason?
If that teacher carry out discussions in the class in the same way he explained the grammar topic to us in that gathering earlier that day then that exactly is the problem. You cannot discuss a grammar point to students trying to learn the language the way you would to teachers teaching that language. I think that is not rocket science.
There are two things I learned before I officially began my teaching career – to adapt my strategies and materials to students’ levels and simplify my language.
The problem is there are teachers who have a “one-size-fits-all” mentality thinking that educational processes and approaches to teaching and learning are standard and could not be tailored to meet individual needs. They wouldn’t buy into the idea of differentiated learning and teaching.
They will never accept responsibility when their students don’t learn.
Their standards are as immovable and high as Mt. Everest. The students have no other choice but to climb that Mt. Everest.
For them, it’s the fault of the students when they fail.
When Students Don’t Learn
One morning, I witnessed how an English teacher masterfully discussed the intricacies of the English language. It would take a paragraph or two should I explain in details the things he talked about. Let me just say that he is every inch a native English speaker. His knowledge of the phonemes, morphemes, lexemes, syntax and context is impeccable. He dissected the language so skillfully and the way he did it almost made me envious. I was reduced to being a listener uncertain whether I just wanted to make sure not to miss anything new (something I don’t know yet) from what he was saying or I have nothing more to share because he had everything covered about what he was discussing. I wasn’t really sure what prevented me from saying anything. Maybe I was intimidated by his evident mastery of grammar, semantics, and pragmatics or I just did not like to gatecrash into his moment to showcase his brilliance.
That teacher held court in his impromptu lecture. He had the attention of everybody present. It was difficult to judge the intentions of my colleagues whenever they (unsolicitedly) share their expertise like that. Was it to impress upon us (their co-teachers) that they know that much or they simply would (good-naturedly) like to help us learn more about the subject (English) we’re teaching.
Later that day, I changed upon a student who attended my English class in a previous semester. That student was one of the best in my class. Like me, he was heading out of the campus. After the exchange of greetings, I asked “Who’s your English teacher this semester?” The student already started responding before I recalled that I have previously made a promise to myself never to ask any of my former students that question for the reason that a few of my previous attempts led to the opening of “a can of worms.”
But it already happened – I asked that stupid question again.
The student named the teacher – he was the one I heard deliver an impromptu lecture about the English language earlier that day. After that, the student heaved a sigh and said, “We could hardly understand what he’s teaching.”
I looked at him seriously and all I could say was “Really!?”.
He nodded and said one more thing, “He is also very serious.”
Before he could open wider that “can of worms,” I told my former student to give that teacher more time to adjust since the semester is still a long way to go. Then I quickly redirected our conversation to another topic after that.
What’s amazing is that the occurrence – of me one day hearing a colleague deliver a brilliant impromptu lecture but later that same day (or within the week) I would meet one of his students (who used to be my student also) claiming that they, in the class, could hardly understand what he is teaching – did not happen only once. If my memory serves me right, that’s the fourth time.
It finally made me reflect. That’s the reason I wrote something about it.
It made me wonder (again) how my former students rate my performance as a teacher. What do they really think (and how they feel) about me as their teacher? What would they say to a colleague or their fellow students when asked about me?
Students evaluate the performance of their teachers every semester. It’s hard to tell how reliable and valid are the results of such evaluation. Whether or not the results is a reflection of the true professional and personal qualities of the teachers is a matter of debate.
But valid or not, reliable or otherwise, it’s hard to ignore what students say about the performance and behavior of their teachers. Teachers get to read what students write in their evaluation. They could either agree or disagree with the results of their evaluation. But what the teachers would not know is what students say about them in informal discussions. Only the most naïve among teachers don’t know that students talk about their teachers.
In gatherings, teachers do talk (or should I say gossip) about their students – their performance and behavior in the class. Conversely, students do the same. They talk (or gossip) about their teachers. There are only two possibilities – they either praise or curse their teachers.
One of the most unacceptable things that students could say about a teacher is – they do not (or they could hardly understand) what he/she is teaching.
Witnessing first hand an English teacher discuss with ease the complexities of the English language and hearing a student claim that he and his classmates could hardly understand what that teacher is teaching is quite paradoxical.
So I asked myself this question that night – Which is true… my impressions about that English teacher or that of his students?
What could have gone wrong?
My former student said that their current English teacher is very serious. Is that the problem – good rapport does not exist between him and the students? It is no secret that teacher’s personality is correlated to students’ academic performance.
I tried to think of other reasons.
Then I recalled my teaching demonstration when I was applying for a job right after my graduation. When the high school principal called me to her office to discuss the results, she told me I did great. But she said there was a problem – I explained things in a way that only students enrolled in a graduate program could understand.
Could that be the reason?
If that teacher carry out discussions in the class in the same way he explained the grammar topic to us in that gathering earlier that day then that exactly is the problem. You cannot discuss a grammar point to students trying to learn the language the way you would to teachers teaching that language. I think that is not a rocket science.
There are two things I learned before I officially began my teaching career – adapt my strategies and materials to students’ levels and simplify my language.
The problem is there are teachers who have a “one-size-fits-all” mentality thinking that educational processes and approaches to teaching and learning are standard and could not be tailored to meet individual needs. They wouldn’t buy into the idea of differentiated learning and teaching.
They will never accept responsibility when their students don’t learn.
Their standards are as immovable and high as Mt. Everest. The students have no other choice but to climb their Mt. Everest.
For them, it’s the fault of the students when they fail.
On Philosophy and Teachers
No two teachers are alike. Even if they are from the same race and culture and graduated from the same university, don’t expect them to embrace the same educational philosophies and to develop the same set of beliefs and values. You won’t see them apply the same methods and strategies in the classroom, approach teaching and learning with the same degree of passion, and treat the learners in the same manner.
Teachers are different in many ways.
Teachers decide which perspectives they would use in looking at their role as mentors and in treating their students. Such perspective depends on either the philosophical foundations upon which they are grounded or their personal set of beliefs… or may be both.
Teachers may have read too much of Hegel, Kant and Plato that they may have developed idealistic tendencies indoctrinating their students into believing that they do not exist for themselves but for others and for a higher purpose. Or like Aristotle, Locke or Rousseau, who all tried to debunk the ideas established by Plato and company, the teachers maybe slowly training their students to subscribe to rational thinking, that the latter need to think critically and scientifically. They could be pragmatists like Dewey and Kilpatrick, guiding students to keep themselves in touch with reality for they believe that there is no other world aside from what can be perceived by the senses.
Their educational philosophies determine the way they talk, think, and behave as professionals.
Whatever values and beliefs teachers bring to the class don’t really matter for as long as nothing they say and do in the while teaching is inimical to the interests of the lerners. What is important is that everything that transpires in the classroom is intended to make the students the best persons they could be and make them prepared to live life.
So be it if the teachers are like Satre, leaning towards Existentialism in guiding the students to take responsibility… in deciding who they are in order to make themselves authentic individuals.
Nobody can claim that this or that philosophical perspective in education is superior over the other. It’s fine if the teachers wish to embrace all the philosophies and combine their best features to serve and guide them in shaping their set of values and in choosing their methods and strategies.
Combining the philosophies, by the way, is not a novel idea. In Scholasticism, St. Thomas Aquinas, harmonized Idealism and Realism.
What about coming out with a philosophical perspective combining the four major philosophies in Education?
The philosophies aforementioned have shaped the teachers into the kind of educators that they are today. Whatever they knowingly and unknowingly say and do in the classrooms are offshoots of their set of values and beliefs. And this set of values and beliefs constitute their philosophy of education.
Teachers may have also accumulated through the years a personal system of values that govern every decision they make in the classrooms. Thus we see them approach their teaching (and deal with their students) in different ways. We see them display different degrees of enthusiasm in teaching. Some display no enthusiasm at all.
There are teachers who are “sages on the stage” who believe, the way the realists and idealists do, that knowledge emanates from them being the authorities. So, the students should be spoonfed. Conversely, there are teachers, who, like the existentialists and pragmatists, act like “guides on the side” painstakingly guiding the students to self-discovery.
There are teachers who would choose specific methods and strategies without considering the specific needs of their students. But there are also those who would be conscientious enough to take into consideration the heterogeneity in the class before deciding what learning system they would put into effect.
There are teachers whose mere mention of their names would send shivers down the spine of students. Conversely, there are teachers who try to make learning fun making the students enjoy, and not fear, the classroom.
There are teachers who consider the classroom a workplace, while others consider it a playground. They work playfully or playfully work happy doing what they are doing in the classroom thereby rubbing off to the students their joyful spirit.
There are teachers who have seemingly forgotten that the students are not just empty sheets waiting to be filled-out as in Locke’s Tabula Rasa. The kids in the classrooms are not wax figures with empty minds which the teachers need to stuff with all the knowledge that the curriculum requires. These students are not just intellectual beings, they have emotions. They need more that education. They also need love and understanding. They should be treated the way parents treat their children.
Whatever the teachers decide to be… whatever system they implement… whatever method and strategies they apply… however they view learning… however they treat their students… would depend on their perspectives as dictated by their educational philosophy and their set of values and beliefs.
At the end, the way teachers conduct themselves as professionals and the way they treat their students depend on whether they consider teaching a means of livelihood or a way of life.
M.A.D. LIGAYA
M.A.D. L I G A Y A 