Teacher performance evaluation plays an important role in the educational reform, and it has been considered as an important, yet challenging issue. Previous evaluations on teachers failed to make a strict distinction among the three dominant types of evaluation, i.e. effectiveness, capability, and achievement. Moreover, teacher performance evaluation was usually restricted to only task performance, ignoring the contextual performance. Also, most researches done in teachers’ evaluation were only about college teachers. However, this paper claims that teacher performance evaluations should find their theoretical foundations in the teacher performance constructs. Teaching performance involves task performance and contextual performance. Task …show more content…
Some of the studies were devoted to the examination of language teachers ' personality constructs that may influence on their job performance or their students ' academic achievement. Self efficacy is one of such issues and concerns investigated by many researchers. Some of these studies are presented in this section. Self efficacy refers to people’s ideas, feelings, and perceptions about their potential to act at a given level of success and accomplishment (Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998). These beliefs influence how much effort people make, how long they continue in the face of problems, how much they tolerate failures, and how much stress they experience in dealing with challenging situations. Teacher efficacy has recently attracted many researchers in the field of English language teaching, since it is believed that this sense has direct effect on the success of both students and schools or language institutes. Teacher efficacy is the amount of effectiveness that any given teacher can have for learners ' success. This specific feeling contributes to his or her performance at work (Bergman et al., …show more content…
To collect the data from the participants from 75 Italian junior high schools, they used self-report questionnaires. The results of the study showed that the teachers’ personal efficacy beliefs positively and significantly influenced on their job satisfaction and students’ academic achievement. Hence, teachers’ efficacy beliefs could be regarded as contributors of their job satisfaction and their students’ academic success and achievement. In another similar study, Cheung (2006) studied the general teachers ' efficacy beliefs levels of 725 in-service teachers in Hong Kong. The researcher used the Chinese version of the Teachers’ Sense of Efficacy (C-TSE) Scale to the participants. The findings of the study showed a significant correlation between teachers’ years of teaching practice and their general efficacy levels. However, educational level did not have any impact on the efficacy of these participants. Moreover, it was revealed that female teachers showed greater levels of efficacy than male teachers. Reviewing the literature stresses the importance of the variables under the study for interested researchers. Anyway, it should be mentioned that no previous research has been conducted to study EFL teachers ' self efficacy in relation to
My evaluation of two months employment at TPS/Eugene Elementary was not based on my professional criterion. Instead, it was judged by parents of a group of students who did not want to do their class work and follow class rules. They went to the office making up a bunch of stories about me. I was not informed until my evaluation. I did not know what was going on.
The NAGC Teacher Knowledge and Skills Standards Self Assessment was completed on October 24, 2016. After thoroughly reading the gifted education program standards, I identified three standards in which I have weaknesses and am interested in developing. Those standards are Standard 4 Instructional Strategies, Standard 7 Instructional Planning and Standard 8 Assessment. In reference to Standard 4, there are two areas that I am in interested in developing.
TASC Reflection The Interstate Teacher Assessment and Support Consortium (InTASC) attempts to bring together a complete and clear set of standards for teachers. These standards serve the purpose of outlining the expectations for all teachers. This set of standards create a clear picture of all that teachers are excepted to do in the realm of education (InTASC, 2011).
Certainly this refers to teaching as well. A teacher is a lifelong learner, thus, by evaluating my teaching I would be able to recognize my strengths and weaknesses, and as a result become better at my profession. One of the aspects of evaluation is a Continuous Professional Development process (evidence 6), which ensures improving the vocational and subject knowledge continuously. One of the responsibilities would be abidance with regulatory requirements, legislation, policies and procedures, and codes of practice.
Additionally, the tasks need to be constructive and interlinked and provide a challenge to the students while also acting as a motivation factor. The adopting of effective teaching to match the personal strengths of the students ensures that a student’s learning outcome is achieved Holistic assessment should be encouraged to understand what the learner has captured on a learning
PRESENT LEVELS OF PERFORMANCE/RELATIVE STRENGTHS: Katy?s teachers identified the following areas of strength: Katy knows how to ask for help, and knows where to go for help, she makes people laugh and has a great sense of humor, is motivated and hardworking, works well with others, is becoming a good artist, is highly respectable, can follow directions, and able to comprehend text, participates in class when asked to, is positive and attentive when provided supports. Teacher responses to behavior rating scales yielded age appropriate levels of behavior in the following areas: Conduct Problems (i.e., rule-breaking behavior no more often than others her age), Anxiety (i.e., displays anxiety-based behaviors no more often than others her age),
Kelly, Great post! Reports is a teacher written assessment which reflects students work, progress and conduct. Parents get overwhelmed very easily. Report cards are not only stressful to the teacher but also the parent who needs to understand each section of the report card. In your post you mention how teachers should identify priorities to discuss with each parent.- the child's particular strength and weakness. It is important for parents to hear positive feedback.
Summary Mayflower Elementary School District is coming under criticism from the community in regards to low achievement scores of its students. The school district is getting flack regarding the perception that the quality of instruction by the instructional staff is poor as well. Superintendent Ralph Jones, in an effort to be more sensitive to stakeholder needs, decided that parents and guardians would complete surveys regarding their opinion of the effectiveness of instructional staff. Every teacher was told that the results will be the driving force behind the district’s teacher improvement and evaluation program. The survey asked parents to rate teacher effectiveness on the following criteria: 1.
LCB400 Classroom Assessment Practices: Assessment 2 The task of assessing students learning can be a complex and difficult job. There are many definitions that identify the purpose of assessment. Some key beliefs include: to facilitate and support improvement in learning, inform and guide teaching, monitor students learning progress, and report on achievement (QCAA, 2013; Prants, 2009). For the Year 2 class being assessed in the Mathematics strand measurement, specifically ‘Time’, the assessment has been linked to “real-world tasks” (Brady & Kennedy, 2012, p. 18) by relating some of the questions to the up-coming excursion of Year 2 to Australia Zoo.
Teacher Efficacy was first conceived by The RAND( Research and Development ) researchers United States, with its theoretical base, grounded in Rotter’s Social Learning Theory (1966).According to them Teacher Efficacy is the extent to which Teachers believed that they could control the reinforcement of their actions, that is, whether control of reinforcement lay within them or in the environment. Student motivation and performance were assumed to be significant reinforces for teaching behaviors. Thus, Teachers with a high level of Efficacy believed that they could control, or at least strongly influence, student achievement and motivation, thus the concept of Teacher Efficacy was originated. Teacher Efficacy has been defined as "the extent to which the Teacher believes he or she has the capacity to affect student performance" (Berman, McLaughlin, Bass, Pauly, & Zellman, 1977, p. 137), or as "Teachers ' belief or conviction that they can influence how well students learn, even those who may be difficult or unmotivated" (Guskey & Passaro, 1994, p. 4).
How will you achieve that state? The development and attainment of collective efficacy among new and indifferent teachers in the context of average student learning outcomes is a most difficult and delicate process. The administrator
Motivation is the force that keeps us moving in order to perform our activities. Often, as teachers, we hear and witness that the students do not demonstrate any kind of interest for the academic matters and that they are not motivated. But, more often, what happens is that they are in fact motivated to do other kind of tasks, which are more pleasant for them. Motivation is the interest students have for their own learning or the interest for the activities that lead them to learn something.
My students preformed according to their understanding of how to perform the task. The task was accurate and the students had complete information on what they were supposed to be doing. Moreover, my students were actively engaged in the learning process. I eliminated repetitive drills and designed tasks that captures their attention. My students also had enough practice time before moving to another task.
Teaching is not controlling, but rather working with the students to learn, grow, and succeed together. By having strong student-teacher relationships with students, the classroom will be a place for each member to express their feelings and work together. Academic success depends on these close relationships and guidance that teachers and students have with one another. Classroom management aims at establishing student self-control through a process of promoting positive student achievement and behavior. Thus, academic achievement, teacher efficacy, and teacher and student behavior are directly linked with the concept of classroom management.
An outstanding teacher is made up of 5 main things. They are respectful and in turn respected, goal-driven, have strong classroom management, have an inner drive to learn more and teach better, and have a love for each and every student. Each and every day a teacher must show the students they teach respect. If a student respects you, they will work just that bit hard for you. It makes a difference.