M.Ed Teacher Education's Topic-Use of Sign System, Category System, Portfolio Assessment, Academic Performance Indicators in Teacher Effectiveness

1. M.ED
SUBJECT- TEACHER EDUCATION
MODULE 4
TEACHER EFFECTIVENESS
TOPIC 4
Use of Sign System, Category System,
Portfolio Assessment, Academic Performance
Indicators in Teacher Effectiveness

2. INTRODUCTION
Effective teachers are those who achieve the goals
which they set for themselves or which they have set
for them by others such as Ministries of education,
legislators and other government officials,
school/college administrators.
Effective teachers must possess the knowledge and
skills needed to attain the goals, and must be able to
use that knowledge and those skills appropriately if
these goals are to be achieved.

3. TEACHER EFFECTIVENESS
In Medley’s terms, the possession of knowledge
and skills falls under the heading of ‘teacher
competence’ and the use of knowledge and skills
in the classroom is referred to as ‘teacher
performance’.
Teacher competence and teacher performance
with the accomplishment of the teacher goals, is
the “Teacher Effectiveness”.

4. (A) PORTFOLIO ASSESSMENT
PORTFOLIO
Diane Hart defines a portfolio as “a container
that hold evidence of an individual’s skills,
ideas, interests and accomplishments”.

5. MEANING OF PORTFOLIO
 A teacher portfolio is a collection of work
produced by a teacher.
 Just as an artist uses a portfolio of collected works
to illustrate his or her talents, a teacher portfolio
is designed to demonstrate the teacher's talents.
 Thus, teacher portfolios are constructed by
teachers to highlight and demonstrate their
knowledge and skills in teaching.
 A portfolio also provides a means for reflection; it
offers the opportunity for critiquing one's work
and evaluating the effectiveness of lessons or
interpersonal interactions with students or peers.

6. EXAMPLES
A portfolio may include:
• Teacher Background
• Written examinations: National Teacher's
Exam, State licensure tests.
• A personal statement of teaching philosophy
and goals.
• Documentation of effort to improve one's
teaching: seminars, programs, etc.

7. • Graded student work such as tests, quizzes
and class projects.
• Video/audio tape of classroom lessons.
• Colleague observation records.
• Written reflections on teaching.
• Photographs of bulletin boards,
chalkboards or projects.

8. Ideally, a teacher portfolio is a document
created by the teacher that reveals, relates and
describes the teacher's duties, expertise and
growth in teaching.

9. USES OF PORTFOLIO
A teacher portfolio is an education tool, which is primarily
used in two ways.
1. Portfolios are used as a means of authentic assessment in
evaluating the effectiveness of a teacher for licensure
and/or employment decisions.
2. Teacher portfolios are used to provide feedback to
teachers so that they may improve their teaching and
level of professionalism. As a form of authentic
assessment, teacher portfolios may play a major role in
the overall evaluation of a teacher.

10. The majority of the programs that use teacher
portfolios are pre-service teacher education
programs. These programs use portfolios to
increase reflection and provide an ongoing
record of a teacher's growth.
The portfolio provides a vehicle for assessing
the relationship between teacher choices or
actions and their outcomes.

11. ADVANTAGES OF USING PORTFOLIO
ASSESSMENT
Allows the evaluators to see the student, group, or
community as individual, each unique with its own
characteristics, needs, and strengths.
Serves as a cross-section lens, providing a basis for
future analysis and planning. By viewing the total
pattern of the community or of individual
participants, one can identify areas of strengths
and weaknesses, and barriers to success.
Serves as a concrete vehicle for communication,
providing ongoing communication or exchanges of
information among those involved.

12.  Promotes a shift in ownership; communities and
participants can take an active role in examining
where they have been and where they want to go.
 Portfolio assessment offers the possibility of
addressing shortcomings of traditional assessment.
It offers the possibility of assessing the more
complex and important aspects of an area or topic.
 Covers a broad scope of knowledge and
information, from many different people who
know the program or person in different contexts
Example: participants, parents, teachers or staff,
peers, or community leaders).

13.  A well-designed portfolio assessment process
evaluates the effectiveness of your intervention at
the same time that it evaluates the growth of
individuals or communities. It also serves as a
communication tool when shared with family,
other staff, or community members. In school
settings, it can be passed on to other teachers or
staff as a child moves from one grade level to
another.

14. DISADVANTAGES OF USING PORTFOLIO
ASSESSMENT
* May be seen as less reliable or fair than more
quantitative evaluations such as test scores.
* Can be very time consuming for teachers or program
staff to organize and evaluate the contents, especially if
portfolios have to be done in addition to traditional
testing and grading.
* Having to develop your own individualized criteria
can be difficult or unfamiliar at first.

15. * If goals and criteria are not clear, the portfolio can be
just a miscellaneous collection of artifacts that don't
show patterns of growth or achievement.
* Like any other form of qualitative data, data from
portfolio assessments can be difficult to analyze or
aggregate to show change.

16. CONCLUSION
• Thus, the portfolio provides a vehicle for assessing
the relationship between teacher choices or actions
and their outcomes.

17. (B) ACADEMIC PERFORMANCE
INDICATORS
Meaning of Performance Indicators:
A performance indicator or key performance indicator
(KPI) is a measure of performance which usually define
the success factor. It is a method to measure the degree
to which key objectives are achieved.
Performance Indicator provides examples of observable
tangible behaviours for each standard i.e. Performance
Indicator are examples of types of performance that will
occur if a standard is being successfully met.

18. API for teacher:
It is Academic Performance Indicator (API)
score that indicate the performance of an
faculty / researcher in academics and
research.

19. DEFINITION
“Performance Indicators are observable and
measurable statements about what leaders do
to ensure effective teaching and successful
learning by every student”.

20. OBJECTIVES OF THE PERFORMANCE
INDICATOR
• To assess current situation and determine root
causes of identified problem areas.
• To set goals and expectations,
• To trend the performance of the selected
individual.
• To keep a record and tell a story.
• To help new teachers achieve their full potential.
• To provide fair, effective and consistent teacher
evaluation in every educational institution.
• To promote professional growth.

21. VARIOUS PERFORMANCE INDICATORS
 Teaching quality:
Credentials, knowledge and experience that teacher brings
with them when they enter the class rooms such as degrees,
experience are parts of the teaching quality.
 Research:
This indicates that teachers as academicians aim to obtain
projects as many as possible.
 Paper publication:
This shows awareness of general view that academic staff
must produce publication that confirms their standing as
academicians.

22.  Consultancy:
This includes opportunity to obtain an industrial attachment or
contribute as an advisor as per requirements.
 Communication skills:
The effectiveness of the communication will determine the success of
the teacher.
Example:- Possesses strong communication skills, offering clear
explanations and directions.
 Concern for students:
The degree to which the teacher contribute to their students learning.
Example:- Uses students prior knowledge to facilitate student learning.

23.  Co-curricular activity:
Contribution of a teacher in activities apart from the teaching for the
students overall development.
Example:- Arranging exhibitions, essay writing, story telling, sports
day, celebrating days of significance (English, Marathi, Hindi,
Science) etc.
 Currently updated:
The degree to which an academician is updated with the current
environment and can link the current happening with his or her
teachings.
Example:- Making use of language laboratory to develop English
vocabulary/speaking skills, co-operative learning techniques, team
teaching, e-learning etc.

24.  Leadership:
The ability to lead or guide the students in various areas.
Example:-
(1) To help the child make educational plans consisted with
his/her abilities, interests and goals.
(2) To guide the students in selection of a career.
 Class room management:
The way an academician manages the class effectively and
efficiently. Organizing a classroom can be a daunting task.
Following are the considerations for classroom management and
organisation:
Example:- Time management, materials, space, student behavior
(classroom rules, procedures, routines) etc.

25. CONCLUSION
Thus, the Performance Indicators are an important
component of a coherent system of leadership
development and serve as a resource to recruit,
train, guide, and support high-quality leaders
needed in our nation’s districts and schools. The
performance indicators help teachers and their
evaluators clarify job expectations.

26. Effective teacher do not just “happen”. They
are constantly working to improve their
practices through continued learning, action
research and listening to the parents, students
and communities they serve.