Evaluating English Language Teachers

1. Teacher’s competences

2. competences
I. Professional competence.
II.Disciplinary competence.
III.Pedagogical competence.
IV.Didactic competence.
V.Topical and cultural competence.

3. I. ProfessionalCompetence
 (Teaching Documents)
1. Log book
2. Diary book
3. Grading book
4. Training book
5. Portfolio
6. Programme (achievement)

4. 1. Log book
 Appropriately administered
 Legible handwriting
 Apparent lesson headings
 Units begin with project profile
 Dates accord with those listed in the diary book,
Sts’ copybooks (compare the existing timetable
and the calendar)
 A separate file is conserved for assessment tools,
quizzes, home works, tests and exams.

5. Project:……………………….
UNIT:……………………….
 SEQUENCE:…………………….
 RUBRIC:………………………
 LEARNING OBJECTIVE: Read and respond to an e-
mail
 TASK:1(type) e.g. Match vocabulary to pictures
(objective) e.g. Introduce the topic / new
vocabulary or cultural information.
 TASK:2(type)…………………………….
(objective)……………………..
N.B. Previous: Continued

6. 2.Diary book
Appropriately planned.
Displays clear aims/objectives of
the suggested types of tasks.
Dates accord with those listed in the
log book and Sts’ copybooks.

7. 3. Grading book
Apparent grades (summative
assessment)
Fair continuous assessment
(quizzes, home works, tests,
projects, and exams (formative
assessment)

8. 4. Programme (achievement)
 Clear and thorough implementation of
the programme.
 Balance in time allocation with respect
to learning programme.
 No tardiness in programme
implementation.
 Tests and exams are corrected on time.

9. 5.Portfolio
samples of home works, tests,
exams with correction and
evaluation grid ( ranking Sts’
results) preserved.
samples of projects preserved.

10. 6.Training Book
Accounts(descriptions)
about pedagogical
meetings and seminars.
Reflections on one’s
teaching methods applied.

11. II)Disciplinary competence
 T. uses level and age appropriate classroom lge.
 T. shows a fair mastery of lge (fluent and
accurate).
 T. displays successful communicative abilities.
 T. formulates clear instructions and checks
understanding.
 T. uses appropriate functional lge.
 T’s speech delivery is persuasive.
 T. possesses a rich linguistic repertoire.

12. III)Pedagogical competence
 T. sets clear(SMART) objectives for his
lesson.
 T. stages the lesson appropriately
through the PDP processing.
 T. creates a smooth transition between
the different stages of the lesson.
 T. selects and uses a variety of
appropriate activities to meet the
learning objective.

13.  The transition from one stage to another
is governed by Sts’ achievements.
 The set of questions are designed
through Bloom’s taxonomy.
 T. promotes interaction among learners.
 T. sets and respects the right timing
throughout the different stages.
 T. creates a relaxing atmosphere.
 T. assigns homework as follow up
activity.

14. IV)Didactic competence
 T. exploits the course book
professionally.
 T. selects and uses suitable teaching aids
to meet learners’ needs/learning styles.
 T. applies the principles of the CBA.
 T. urges learners’ autonomy and critical
thinking (learner centeredness).

15. T. is able to transform the
curriculum(progressions) into
learning classroom practice.
T. urges collaborative learning (pair
and group work)
T. practises and develops real life
communicative skills (bringing life
to lge).
T. copes with unexpected
happenings (contingency plan).

16. V)Topical and cultural competence
 T. possesses rich and relevant information
about the communicated topic.
 T. is able to vary the resources (books,
websites, e learning, etc.)
 T. shows readiness for learning and
improvement.
 T. displays good rapport with the pupils.
 T. has a fair knowledge about his rights and
duties.