Evaluation Of A Teacher Interview Essay

Evaluation Of A Teacher Interview Essay
Teacher Interview Summary
I had the pleasure of interviewing Mrs. Elisabeth Brantley who is the Special Education Lead Teacher at Yorktown Elementary School, Yorktown, VA.
She has 23 years teaching experience in the field of Special Education. Mrs. Brantley is sincere and I would describe her as a winning, warrior
/advocate when it comes to meeting the needs of the students she serves. It is obvious that she implements many of the strategies used in our text.
When teaching, it is important to have a strong educational team when searching for methods to ensure student success. Mrs. Brantley knows her
students well, and as stated by Ackerman (2011), "a teacher who gets to know his or her students will recognize where assistance can be found and will
be creative in utilizing the help of others. Though challenging, positive, intentional, effective, and explicit instruction is modeled regularly so student
achievement is the result.
Interview Questions
1.What is your approach to classroom management?
"I believe it is important to create an environment that fosters learning. Kids learn when they can focus their energy and behaviors on their lessons. It
is my responsibility to create that environment and to provide structure, routines and clear expectations. When students believe they are valued and
important, and have an environment that encourages productive, positive behavior, there are few behavior problems. '
2.Under what circumstances would you refer a student
Get more content on HelpWriting.net

This paper will analyze the strengths and weaknesses of the Teacher Keys Effectiveness System (TKES) from the perspective of a future school leader.
As a future leader the main point is to understand the purpose of TKES, which is to increase achievement for all students, identify areas of strength and
growth for teachers and individualize professional growth based on specific results or needs. Strengths of TKES observation instrument The Teacher
Keys Effectiveness System uses numerous data sources to engage teachers and continually provide feedback. As with anything new, the evaluation
process will become more comfortable once you attend training, review the handbook and practice using the rubrics to rate teacher performance. TKES
allows educators to evaluate themselves using specific, detailed standards. It also provides feedback on what administrators view as each educator's
strengths as well as areas that could be improved upon to better impact student learning and achievement. Weaknesses of TKES observation instrument
I think for TKES making sure all teachers are trained and understand the process. Strengths of performance standards and associated rubrics The
strengths for the associated rubrics help the teacher continually facilitates students' engagement in metacognitive learning, higher–order thinking skills,
and application of learning in current and relevant ways. To be rated exemplary you must continually seek ways to serve as role models or teacher
leaders.

The Danielson Framework For Teaching
The Danielson framework for teaching is described by the Danielson group as "a research–based set of components of instruction, aligned to the
INTASC standards, and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22 components
(and 76 smaller elements) clustered into four domains of teaching responsibility" Each component defines a different aspects of its respective domain.
Levels of teaching evaluation tools provide rubrics that describe each component and provide a tactic for improving teaching. The Danielson group also
states that "the framework may be used as the foundation of a school or district's mentoring, coaching, professional development, and teacher evaluation
processes, thus linking all those activities together and helping teachers become more thoughtful practitioners." In 2013 the Englewood public school
system adopted the Danielson framework to evaluate teachers. Prior to the Danielson framework teachers we evaluated through a district created
evaluation system. The change to the Danielson evaluation too was very tumultuous as the administrator as well as the teachers had to become
acclimated to the new method. Unlike the previous measurement tool Danielson divided teaching practice into four domains. Each domain address
different aspects of teaching practice that once achieved is supposed to resulting in more effective teaching and higher student academic achievement.
Each domain has a level

"When teachers possess the wisdom and resilience to adopt a reflective and objective view of their own practice, they also have the vital ingredients
for enhancing their classroom practice.'' (Jones et al. 2006: 45).
The learning gained over the module has been invaluable to my teaching practice, making me more effective, improving and developing my
performance aiding CPD and PDP, recognising weakness and strengths, and assisting me in learning through self reflection and action. (Jones et al.
2006: i). The first phase of the module was a purposeful introduction to the context of the teacher in the teaching environment. Through learning about
the role and responsibilities of the teacher, knowing your learner, and diagnostic...show more content...
The educational theory was the most interesting part of the learning since it explained a lot about my previous experience in education and how it will
inform my teaching.
Practice as a result of undertaking the module. I aim to develop the theory in these three ways. Firstly I have been diagnostically assessing my
students in a more formal way using questionnaires at different stages in the semester, this is to get to know the learners, to improve my role as a
teacher, to enable me to write session plans based on them and to write differentiation into the sessions.
Secondly I have been closely observing other teachers, this is invaluable to see how much I have to learn, I have been adding their techniques to my
session plans as best practice examples .
Thirdly the educational teaching theory has been in valuable, this has allowed me to use differentiation for the first time within session plans. I am
having a little difficulty with this technique but I am aware of this and am working at strengthening this area of technique. Blooms taxonomy is
excellent for writing session plans and for assessment to which can be used to support the further development of learners. It is cohesive when used
together with Kolb's learner types and styles for differentiation and for resources.
In conclusion, overriding is that during my teaching prior to this course, I realise that I have

Evaluation Of A Teacher Student Relationship
Linda Albert (2012) mentions for students to experience a strong sense of belonging in school, they must satisfy Cooperative Discipline's "Three Cs".
The Three Cs are Capable, Connect, and Contribute. "Three factors affect students' ability to satisfy the Three Cs in the classroom: the quality of the
teacher–student relationship; the strength of the classroom climate for success; and the appropriateness of the classroom structure" (Albert, 2012). The
best way to satisfy the Three Cs through the use of encouragement strategies. If we are positive and encouraging, "people do better when they feel
better, and that which people perceive affects the way they feel. For example, if you receive a compliment, then a positive feeling emerges" (Marshall,
2005). The first C is helping students feel Capable. When students feel good about themselves they have fulfilled the feeling of capable. As teachers,
Linda Albert mentioned different encouragement techniques to help students reach their full potential. Linda made her techniques into five major
strategies: make mistakes okay, build confidence, focus on past successes, make learning tangible, and recognize achievement. I make sure I
implement her strategies into my classroom. For instance, I show students that I make mistakes all the time and it is okay if they do to. Also I tell the
students if they mistake in the lab, that "it's okay, that's why I am here to help you". To build confidence, I make sure I focus on their improvements

Teachers Evaluation System Thesis
CAVITE STATE UNIVERSITY CAVITE CITY CAMPUS
TEACHERS EVALUATION SYSTEM
(CVSU CCC–TES)
Undergraduate Thesis
Submitted to the faculty of the
Department of Communication and Information Technology
Cavite State University
Cavite City Campus
Cavite City
In partial fulfillment
Of the requirements for the degree
Bachelor of Science in Information Technology
EUGENE ALLISON
CHRISTOPHER GANCAYCO
NIГ‘A NORISA C. MARANGA
MELANIE MONTEFALCON
March 2014
INTRODUCTION
Teacher's evaluation is an annual process that a management of a certain university is conducting with the participation of their randomly selected
students in the purpose of knowing if their professors are doing the teaching protocols that was established by the...show more content...
It will provide the students the opportunity to practice their rights and for the management to lessen the consume time in doing the process. It will

also help the researchers and other IT students to gain information in using different PL's to enhance the system as well as to enhance their skills in
designing and creating a useful system. Furthermore, it will also help the researchers to enhance their expertise and to provide innovation of
technology. This study will also be useful for other people specially those who are involved in the same line of expertise or those who are facing the
same problem to develop their own or an innovation of this study.
Time and place of the study
This study will be conducted at Cavite State university– Cavite City Campus from June to October 2012. The other conducted researches that are
related to the study were implemented at Cavite State University Cavite City Campus.
Scope and limitation
This study involves the creation of a system called Teacher's Evaluation System or TES. This system is intended for the management to answer their
problems with regards to their teacher's evaluation process. The evaluators can assess their professors easily by just clicking the mouse. The system
will be capable of finishing the process in the minimum approximate time. The system contains some features such as; it will automatically rate scores
of the finalist based

The Supervision And Evaluation Of Teachers
Introduction "There is an unequivocal correlation between student achievement and teacher quality." Direct supervision and evaluation of teachers
should effectively address teacher quality, and thereby effect student learning and achievement. Bret Range, an associate professor of educational
leadership at the University of Wyoming has written two papers and maintains a blog related to teacher supervision. His research indicates, "the key to
teacher development lies within well–planned teacher supervisory activities." The focus of this paper is to analyze the supervision and evaluation of
teachers at my Catholic school, and suggest a model program that better meets the needs of all teachers, regardless of their years in service. My
experience teaching at the same school over the last 15 years indicates that supervision and evaluation of teachers is either a perfunctory task, or
designed as a "gotcha" activity. In either case, there is never the expectation that the teacher and the administrator will collaborate to ensure teacher
professional development, and no one would call it a meaningful process. Research shows that teachers do not become better teachers based on passive
participation in an evaluation process they do not value. Charlotte Danielson (2010) argues that professional growth occurs only when teachers engage
in "self–assessment, reflection on practice and professional conversation." (p. 38). The professional development of teachers is more important now than

Teacher evaluation is one of many responsibilities required of administrators in a school setting, but it is an important one. Teachers know that
providing their students with meaningful feedback improves student learning. Similarly, administrators who provide teachers with meaningful feedback
improve the professional practice of those teachers. According to Better Feedback for Better Teaching (2016), "Evidence is the basis of fair evaluation
and meaningful feedback" (p. 128). Evidence might include teacher and student questions, responses, behaviors, and statements (p. 129). Evidence
should be nonjudgmental, specific, and not include a statement of the administrator's interpretation of the evidence. According to the Danielson group,
feedback should remain true to the facts of the lesson, void of stereotypes, opinions, bias or interpretations, and evidence collected should be aligned to
the components of the Danielson Framework (p. 1). The Coeur d' Alene School District's Policy 5340 outlines the district's teacher evaluation process
and procedure, documentation requirements, deadlines, and procedures for improvement (p. 1–5). The process begins with a pre–conference to
identify the areas of focus during the observation (p. 3). Next, a formal observation is conducted that includes walkthroughs and at least one
uninterrupted classroom observation of no less than twenty minutes (p. 3). At least one uninterrupted observation must be prearranged, and at least

Evaluation Of Teacher 's Performance Essay
Criticism may be a very helpful tactic in regards to art education. Evaluation of teacher's performance is used in order to sensitize educators to
possibilities that they may have never considered before. To give a few examples, these possibilities may include more positive or effective ways of
teaching, or brining their attention to certain aspects of their pedagogy that may have unwanted implications on their students. The article by Robin R.
Alexander does not immediately proceed by explaining the details and procedures of evaluating educators. Instead, he begins by giving an extended
criticism that applies to much of the art education in the country. Robin Alexander evaluates the fact that there is very little research and practice on
teaching art history in high schools. While studio courses has been long established, art history is not commonly offered, though It may serve as a good
basis for studio courses. Once the importance of an art history course has been established, the methodology of how the research evaluation was
conducted. The author noted that he visited three upper–class Californian high schools where art history courses were offered. First there would be a
period of observation followed by analytically writing a critique. There were four formal properties that had been focused on: curriculum organization
(how the content was planned), pedagogy (teaching and learning methods), range of material being taught (either temporally or geographically), and

Eda 551 Research Paper
Running Head: A STICKY AFFAIR: EVALUATING TEACHERS
A STICKY AFFAIR: EVALUATING TEACHERS
Daniel De Jesus
EDA 551
Grand Canyon University
March 23, 2011
ii) Responding to Parent's Letter
(1) Formal Response 123 Lincoln Ave
Orange, NJ 07050
October 26, 2010
Mrs. Robertson
250 Central Ave
Orange, NJ 07050 Dear Mrs. Robertson:
I write this letter to completely reassure you that we are taking the concerns you brought up with the utmost seriousness that they deserve. As a matter
of fact, we have investigated the matter the last couple of days to ascertain the facts and events of what happened in Ms. Paulson's Computer
Technology Class on Monday during the third period. There were 27 students...show more content...
Furthermore, considering the letter mentioned the parent going to the media as a result of the incident, it is important to show swift action and resolve
in dealing with this issue in an effort to show how both parental concerns and the reputation of our school as an educational institution are seriously
addressed and taken into account.
One understands that Ms. Paully Paulson is a non–tenured staff member who has not been around our school for much longer than a year on this type

of setting. At the same time, inexperience and lack of familiarity with certain skills and techniques to deal with classroom management cannot be
the only issue that needs to be addressed in this incident. The way pictures of a pornographic nature were able to be shown in a classroom setting is
a very serious issue that one hopes never has to occur again. Based on the past evaluation of Ms. Paully Paulson, it has been shown that she has had
difficulty with classroom management in the past, and the couple of times I have dropped in to check on her work this certainly appears to continue
being the case, as oftentimes she was overly focused on individual instruction and some kids were not properly supervised on a consistent basis. I will
bring these concerns to her to make sure that Ms. Paulson receives adequate

Evaluation And Observation Of A Teacher Essay
As a teacher, you have the responsibility to ensure that students are absorbing information presented and observation is a vital aspect to this. The
purpose of teachers is fundamentally the same as leaders, to provide direction and motivation while operating to accomplish the mission, in this case
to educate. One goal of teacher supervision is instructional improvement. This perspective is reinforced when Nolan and Hoover (2008) wrote "the
purpose of supervision is to promote individual teacher growth beyond the teacher's current level of performance" (p. 8). Supervision is more involved
than just an evaluation and observation of a teacher 's practice. Supervision, as perceived by administrators, is a multi–faceted area with many
responsibilities and many variables within any given daily situation. If we view supervision as a service, it is difficult to see how supervisors can
maintain rapport with teachers if teachers perceive them as people who control their destinies. For supervision to be successful, teachers want, or wish
for the services of the supervisor and value the trusting relationship that exists between them. Teachers need to feel the supervisor is there to serve
them and to help them become more effective teachers (Olivia and Pawlas, 2004). During the pre–observation conference, I made sure that the meeting
was a joint reflective effort and was conversational in nature. Going to each of their classroom, I found the atmosphere was upbeat and I expressed my

Teacher evaluations have been and continue to be under scrutiny. Major reform efforts are taking place to improve the process. Traditional teacher
evaluations are no longer considered satisfactory. Such evaluations typically occur one or two times a year and are administered, in most cases, by
the school principal. There are many reasons why traditional teacher evaluations are looked down upon. One of the reasons is because of the fact
they are done so infrequently. Very little can be observed regarding the teaching and learning processes (O'Donovan, 2011). This can lead to a very
unfair representation of a teacher's performance since much of what a teacher can do, cannot be observed in one or two observations. It is also...show
more content...
Rubrics can be a powerful tool because they provide evaluators with a focus which assists in the implementation of uniform evaluations (Milanowski,
2011). As a result, evaluations are much more reliable and valid. It's not enough, however, to have and use a rubric; an evaluator must be explicitly
trained in their use and in the recognition of various levels of performance (Milanowski, 2011). If used correctly, rubrics will provide teachers with
specific feedback regarding their practice and an administrator or evaluator can provide support, in the form of coaching, resources, or professional
development, as needed. The use of rubrics makes evaluations less judgmental, like traditional evaluations, and assists in helping teachers better meet
the needs of their students. Rubrics, although extremely important, are not the only factor in effective formal evaluations. As stated earlier, traditional
classroom observations occur one or two times a year. To promote reliability, it is recommended that they occur with more frequency. An optimal
evaluation would involve four to five formal classroom observations per year (Milanowski, 2011). Traditional classroom evaluations have, furthermore,
been done solely by the building administrator. Multiple trained observers (teacher leaders, outside consultants, and content experts), however,

Student Evaluation of Educators Essay examples
Different opinions arise when it comes to whom is supposed to evaluate teachers' performances as they educate students. Although teachers have had
the proper education necessary to execute education in a classroom, some lack skills to present material which students can fully comprehend. In an
effort to help students grasp learning material, the idea of students evaluating and grading their teacher's performance has been suggested. This idea
would be helpful to teachers who need views on how to reach slower students and whom welcome helpful criticism. However, the entire evaluation
should not be based solely on students opinions. Teacher evaluations should not be done solely by students. However, if students filled out 10% of a
teacher...show more content...
Younger students are immature and tend to judge teachers based on the teacher's behavior and how much the student likes the teacher. Unfortunately,
student evaluations also could increase the leniency teachers would allow in homework and other assignments decreasing education. Students are not
trained to evaluate their teachers. They do not have the expertise that professional evaluators do. A current teacher evaluation includes: teacher
interviews; which include a conference, competency testing; which is used for hiring and certifying teachers, classroom observation; which is highly
used, student ratings; which are collected easily, peer review, student achievement, and self–evaluation. Students have their own school work that
places them under stress; they do not need to have to worry about these different types of evaluations that they have to review and study to understand
in order to complete them. Much preparation would be required to complete a teacher evaluation, meanwhile, students have their own responsibilities.
The time that would be allotted during a school day is not enough time to prepare for teacher evaluations. Teachers would be taking time out of class to
complete an evaluation lesson, this would take time out of necessary learning. Joan Barrett, a ERIC author, stresses "that an effective evaluation
program needs trained evaluators, administrative staff allocated for evaluation time, a staff development program for teachers, and

Evaluation Of A Teacher Performance
Title
Over the last decade, the United States has fallen behind in world education rankings while other first world countries have improved. The call for
education reform in America is greater now than ever before. However, unlike previous reform, experts are looking at how teacher performance is
evaluated rather than making evaluation more frequent (Ripley). Traditionally, teacher performance is evaluated based on studenttest–score
improvement, principle sit–in evaluations, and, in some cases, an analysis by an outside observer. This evaluation alone doesn 't provide a reliable
representation of a teacher 's performance throughout the school year. Recent research shows a more accurate evaluation can be made from what
students have to say about their teachers. Since students spend countless hours with their teacher, they have reliable insight very useful for an
evaluation. A teacher performance survey is distributed during class to gather student intuition. Teacher assessment is made based on the results of this
survey. I believe student surveys are beneficial to the learning process and should be used to evaluate teacher performance.
In America, not enough information is considered when evaluating our educators. Current evaluations involve assessing teacher performance in the
classroom and analyzing student performance on standardized tests. To assess teacher performance, a principle takes notes during a sit–in on a teacher
's class. This may only happen once a

Evaluation And Assessment Of A Teacher
A teacher should become an expert in their chosen subject, as the role of the teacher is to pass on essential skills and knowledge to their learners.
Your learners will look to seek knowledge in the chosen subject and it is your responsibility to make sure that all your learners' individual needs are
being meet from the information that you are passing to them and they are learning, this can be checked by continuous evaluation and assessment.
The role of a teacher can be broken down into various stages taken from the Teacher Training Cycle.
Stage 1 identifying the needs of your learners. This may also include feedback or self–assessment from the evaluation and assessment stage so you can
look to improve on what you have previously done, and if something did or didn't work. You are identifying the needs for all individual learners to
make sure all are learning and everybody's needs are met and covered.
Stage 2 is the Design stage and this can be where you will be holding your class, at what time will you be holding your class, the duration of the
lessons, what equipment you may and anything else that you may think will add value to a class and for your learners to get the maximum from
attending.
Stage 3 delivering the training, you cannot deliver an affective stage 3 if you have not prepared yourself properly and followed stage's 1 and 2. The
delivery is all about how you share your knowledge with your learners and you need to make it as affective as possible so

Reflective evaluation
In this essay I will examine and reflect on my experiences during the teacher training course. I will analyse the impact of learning about teaching is
having whilst working with students and needing to switch to a different mindset in order affectively teach the students. I will explore how I feel about
what I am learning and what influence it is having on me and my approach to teaching, using my reflective journal to look back on lessons and what I
have been learning about as well as the experiences I have had due to my learning. Over the past three months there has been a lot of information to
digest, new terminologies and concepts to get my head round. This has been challenging but also enjoyable, learning about the roles and
responsibilities of a teacher, the standards set by the Education and Training Foundation as well as getting to know your students, which is something
that I hadn't thought too much about prior to becoming a trainee teacher. I have learnt the importance of getting to know my learners using initial and
diagnostic assessments, this enables me to gain a deeper understanding of the student's needs and therefore helps them achieve their goals. The use of
learning outcomes has taken me a while to grasp but over time I have gained an appreciation for the benefits they can give to a lesson, giving structure
and direction from the outset as well as clearly presenting specific outcomes to the students. In the lead up to doing the micro

Qualities of an Effective Teacher
What it means to be an effective teacher
Introduction
An effective teacher is someone who increases the understanding of a pupil. Effective teaching is the ability of providing instructions to students of
varying abilities while incorporating instructional objectives and assessing the effective education form of students. In the evaluation of performance,
efficiency on the lesson plan and technique of delivery forms form part of the criteria taken into consideration. The teacher's practices that ensure the
higher level of assessment and active participation are most successful. This outdo all the factors, such as size of the class, socioeconomic conditions
and gender (Sullivan 2001). The most significant aspect that gears a student to perform well is the teachers details of classroom practices as
demonstrated in one of the video links "Pre–primary: Science –> Mini Beasts". They must have sufficient familiarity with the techniques and methods
associated with their career and must certify that the pupil learning must develop over the course of the year (Sullivan 2001). Majorly presumed
methods of quantifying teacher effectiveness include pupils work, teacher's assessments, and lesson plans. An effective teacher employs creativity in
the classroom. It is both necessary to the student and teacher. Creativity involves qualities like imagination, originality, and self–expression. The
teacher should encourage the use of imagination as implied in the video footage. Imagination

Teacher Evaluation Essay
In 2009, the Race to the Top education initiative used federal grants to incentivize states to enact rigorous teaching reforms in K–12 education. The
Every Student Succeeds Act (ESSA) of 2015 built off the progress of this reform by urging states to explicitly define and improve teacher quality
assessments. Today, states are tasked with identifying the goals and components of an effective, evidenced–based teacher assessment system.
Attracting high–quality novice teachers, retaining and rewarding effective veteran teachers, and improving developing teachers constitute the three
main goals of a rigorous an effective teacher evaluation system.
BACKGROUND_______________________________________________________________ A principal rating...show more content...
However, standards–based observations create a rigorous, objective, and measurable rubric for educators to evaluate the quality of teacher performance:
unsatisfactory, basic, proficient, and distinguished. These clear observation scales limit subjective bias given that it is clearly defined assessment
rubric. However, accountability measures linked to a "limited sample of instruction can potentially effect reliability" and increase educational budget
costs for administrative evaluation To that end, a teacher's instructional performance does not correlate with student achievement nor does it measure
other qualities, such as "soft–skills". The value–added test provides an objective measure of assessment, emphasizing growth over proficiency. A
teacher assessment system which uses value–added measurements captures a holistic evaluation of a teacher's performance. Meanwhile, a
proficiency–based test demonstrates a student's ability to meet a benchmark on one test–an isolated measure. Value–added measures recognize the need
for growth for all students, regardless of knowledge or skill. However, "a system based only on value–added measures would not be helpful for
identifying the most effective teachers in a district." It is difficult to institute a common benchmark for value–added performance, given that student
achievement across a district varies and scores are highly unpredictable from year to year. Additionally, students'

The Role Of Teacher Evaluation
The role of teacher evaluation is a current topic in education discussions. Teacher evaluation is a tool that has been influential for a long time in United
States history. Teacher evaluation is a powerful tool in education which means that the old and current systems need to be reformed to make a newer
system as efficient as possible. Consequently, teacher evaluation has been reformed over many centuries in the United States. During the late 18th
century there were hardly any instances of what may seem to appear as attempts to truly evaluate the way teachers perform and act. Forms of teacher
evaluation did not appear in education until the end of the first half of the 20th century; therefore, there has been a tremendous amount of time for
changes in teacher evaluations to arise (Shinkfield & Stufflebeam, 1995). For example, according to Anthony J. Shinkfield and D.L. Stufflebeam, "The
first coordinated, nationwide attempt to assess teachers, and reward them accordingly, occurred in England during the late Victorian era which was
called payment by results" (Shinkfield & Stufflebeam, 1995, p.11). This meant that if students who attended government funded boarding schools were
able to grasp concepts of basic learning, then a teacher would see his or her income increase in value (Shinkfield & Stufflebeam, 1995). Therefore,
teacher evaluation at the time related to the particular amount of income a teacher would be expected to make (Shinkfield & Stufflebeam, 1995). This
meant

Evaluation Of A Teacher Interview Essay

Recommended

Recommended

More Related Content

Similar to Evaluation Of A Teacher Interview Essay

Similar to Evaluation Of A Teacher Interview Essay (11)

Recently uploaded

Recently uploaded (20)

Evaluation Of A Teacher Interview Essay