Therefore a good and effective teacher’s evaluation process should be potent in order to promote, repeat and place students in various learning stages. In evaluating the students the teacher collects, analyze and produces judgments. Based on the results the teacher then decides on actions that must be taken into consideration, including changes in aims or goals. It is the source of data on which the teacher will base his/her judgments about improvements and “fine tuning” to be made. The habit of evaluating over time will help the teacher develop a well-founded professional expertise because of the way in which they test out and check what they did, and as a result they can be more accurately informed about what works and what does not.
Boyatzis found out that school management assist teachers in identifying their potential and, areas and ways for improvement. Bush found out that teacher appraisal benefits the teachers in terms of having a focus on the main purpose of the system for different teachers. In a similar vein, Hallinger found out that competent school management produces teachers who adopt teaching strategies that are in line with the learning objectives and targets. Hanapiah found out that a sound management of school and teachers are able to make teachers adjust the time and tempo of teaching appropriately and flexibly. In addition, the findings of Hughes et.al.
Whether it being traditional or contemporary, teachers have a various tactics such as rational arguments and creative ways (McBer, n.d.) to leave an impact on students and to influence them in bringing about positive outcomes. Petty (2009) supports the importance of teachers having an impact and influence on students and adds that effective teachers can first of all recognize the potential of the students. After recognizing the potential of students, teachers now should think analytically and conceptually as discussed earlier and develop a lesson plan that encourages students to reach their full potential or even challenging students to reach a higher level of learning. In addition, McBer (n.d.) and Petty (2009), share that there are informal ways of influencing students. When a teacher has a closer proximity with a student, the teacher will understand the student better which lead to a better understanding of the students learning styles.
I was interested in this specialization because I felt that it will help me understand the complex nature of school organization as it plays a vital role in shaping one’s educational outcome and school as a whole influence the way in which our approaches to society are shaped based on the leadership and ideology the school follows. Sometimes these ideologies are so rigid that it requires good leadership that can help bring about the required transformation and change in the culture and practice of the schooling process which is not an individual act but a shared enterprise of the teachers, students and the community as a whole .I believe that leadership must encourage critical practices that
School and teachers can influence the extent and quality of learning for all students. Teacher’s beliefs, practices and attitudes are important for understanding and improving educational processes. They are closely linked to teachers’ strategies for coping with challenges in their daily professional life. Educators have control over numerous factors that influence motivation, achievement and behaviour of students. They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences.
Likewise, Brown (2004) states “assessment is an integral part of teaching-learning cycle” (p. 16). There are a number of reasons for assessment the knowledge of which would provide insights into the way teachers employ given methods which are appropriate for their pedagogic purposes. Race, Brown, and Smith (2004) suggest the most common reasons for assessing students. They remark that assessment provides students with constructive feedback, thereby resulting in their improvement. It also raises learners’ awareness about their current abilities and achievements.
As the most valuable resource in schools, teachers are vital to raising education standards. Enhancing the competence as well as the impartiality of schooling depends, in huge measure, on guaranteeing that teachers are profoundly experienced, motivated as well as resourced to perform at their best. Policy directions on teaching performance have perhaps lead to rising gains in student learning (OECD, 2005). In turn, the efficient monitoring and assessment of teaching are fundamental to the continuous development of the efficiency of teaching in a school. It is vital to know the strengths of teachers and those aspects of their practice which could develop further.
Confidence in the nobility of teaching profession and faith that teaching as a kind task can prepare individual learners for nation building, could provide tremendous professional motivation and satisfaction. Pedagogical obligation It includes curiclum design, instructioal strategies, assessment techniques and classroom management strategies. a) Curriculum Design There is a dire need of multicultural incorporation throughout the teacher education curriculum that could culminate in a suuccessful completion of student teaching contingent upon acceptable performance appraisal criteria and procedure. b)Instructioal Strategies An interactive discussion among the students and faculty builds mutual trust and enhances communication that helps in shairing values ,attitudes and experiences. Therefore,, the main focus of the insructional strategies has shifted to the four pillars of learning i.e., learning to know, learning to do, learning to live together and learning to be an essential
Action Research in Schools and utility for Teachers Chetna Arora Department of Education, Lady Irwin College, Delhi University, New Delhi, India Abstract Action Research is a self – reflective inquiry by participants, undertaken in order to improve their own educational practices in classroom situations. Action research is most helpful when it is self-critical and starts from recognition of a problem or statement, understanding, collecting data and then self-evaluating and then finally improving teaching practices. Action research has multiplier affect not only for teachers wherein they improve their teaching practices but also positive impact on students engagement and renewed interest in classroom and studies. Keywords: Action Research,
Several researchers have reported the effectiveness of SBM to improve schools and students’ academic achievement (Gamage and Bandur, 2014; Botha, 2006; ). The objective of instituting school-based management as a policy is to improve the quality of schools, and hence advocates entirely for the restructuring of school management and financing (De Grauwe, 2005). He explained that, teacher performance can only be realised when there is effectiveness of SBM practised in schools. Policies and programmes of SBM in several jurisdictions differ in their operations. Many developed countries who adapted the SBM policy have great autonomy at the school level whereby school management councils have the responsibility to recruit head teachers/ principals, teachers and other supporting staff.