Teacher Evaluation Global Perspectives And Their-Books Pdf

Teacher evaluation Global perspectives and their
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Teacher evaluation Global, perspectives and their implications. for English language teaching, A literature review. Simon Borg, ISBN 978 0 86355 892 4, British Council 2018. 10 Spring Gardens, London SW1A 2BN UK, www britishcouncil org. About the author, Simon Borg has been involved in English language teaching for 30 years working as a teacher teacher educator.
lecturer researcher and consultant in a range of international contexts Simon is recognised internationally for his. work on teacher cognition professional development and teacher research He works as an ELT consultant with a. particular focus on designing facilitating and evaluating language teacher professional development programmes. Full details of his work are available at simon borg co uk. Cover photo Mat Wright, Acknowledgements 6, Foreword 7. Executive summary 8, 1 Introduction 9, 2 Key concepts 11. 3 Teacher evaluation frameworks 13, 3 1 Purpose of teacher evaluation 16. 3 2 Participants frequency and obligation 17, 3 3 Evaluation criteria 17. 4 Teacher evaluation strategies 21, 4 1 Classroom observation 23.
4 1 1 Observation tools 23, 4 1 2 Observer reliability 24. 4 1 3 Further issues 24, 4 2 Student outcomes 25, 4 3 Teaching portfolios 27. 4 4 Student evaluations of teaching 28, 4 5 Self evaluation 30. 4 6 Teacher tests 31, 4 7 Other strategies 32, 4 7 1 Professional conversations 32. 4 7 2 Peer evaluation 32, 4 7 3 Parent feedback 32.
5 Recommendations 35, References 39, Appendix Using student learning in teacher evaluations 45. Acknowledgements, The author and publication team would like to thank the. following individuals for their assistance with this project. Alison Barrett Michael Connolly Adam Edmett Simon, Etherton Caroline Grant David Hayes Jemima Hughes. Liana Hyde Amy Lightfoot Jon Parnham Tim Philips Anand. Prakash Mike Solly Penny Trigg and Anne Wiseman, 6 Acknowledgements. The purpose of our TeachingEnglish series of publications Simon Borg is a leading researcher and thinker on teacher. is to improve the quality of English learning and teaching identity evaluation and development and has wide. worldwide When the British Council works with teachers experience of educational systems internationally While. teacher educators institutions and educational authorities the prime focus of Professor Borg s work is language. internationally we emphasise some underlying values teaching particularly English the lessons learned and. and principles that we believe apply to all educational recommendations here apply just as well to the evaluation. improvement programmes One principle is to ensure of teachers and teaching in all subjects and at all levels. the involvement of all stakeholders in the process which Much of the literature reviewed has come from educational. will normally include at least policy makers researchers contexts far wider than just English language teaching We. school or college leaders in addition to teachers parents believe that this short study will be a valuable resource to. and learners If one group of stakeholders is not taken into educational policy makers and managers who want to make. account the success of the improvement programme is valid and reliable evaluations of the teaching and teachers. at risk A second principle is to take all the elements of the within their institutions and systems The British Council. educational offer into consideration in the planning and thanks Simon Borg and all those who helped complete. implementation of educational change We see the four this study and is pleased to share the findings with the. most fundamental elements as being curriculum learner international education community. assessment teaching and overall quality assurance Again. if one of these elements is neglected the whole reform. project can be jeopardised, John Knagg OBE FAcSS, This report fits squarely into this model of the design Global Head English for Education Systems.
and implementation of education improvement and British Council. reform It looks in particular at quality assurance of the. teaching element of the educational offer It is in the area. of teaching quality improvement that most resource is. spent in reform projects and with good reason the quality. of teaching has been shown to be the most important. influencer of learner success in schools We believe that. teachers are professionals and that all professionals. should be committed to lifelong learning and continuing. professional development But teachers their schools. universities and their educational authorities cannot design. effective teacher improvement programmes without, knowing the levels of quality that teachers are operating. at in different professional practices When this is known. the authority or the individual teacher can start to decide. where best to focus in the teacher development and. education programmes The best performing education. systems invest in the evaluation of teacher performance. This study gives an invaluable overview of the field. covering and critiquing a range of methodologies including. classroom observation professional conversations learner. outcomes teacher tests and portfolios as well as self peer. student and parent evaluation, Foreword 7, Executive summary. The quality of education that students receive is influenced 9 Teachers and other stakeholders in the process are. by several factors but key among these is the quality more likely to respond positively to teacher evaluation. of their teachers A significant concern for educational when they are involved in decisions about its design. institutions and organisations therefore is how to assess and implementation. and improve the quality of the teachers they employ With. 10 The effective implementation of teacher evaluation can. particular attention to state education systems this review. be hindered by a range of technical financial human. draws on an international body of educational literature. resource political professional and social factors It. to highlight different ways in which teacher evaluation. is essential that these are given due attention when. can take place and to make recommendations for teacher. decisions about teacher evaluation are being made, evaluation in English language teaching ELT. Several key messages emerge from this review, 1 While the literature on teacher evaluation is vast. limited evidence is available of how teacher evaluation. actually takes place in state school ELT around the. world and more research including case studies in, specific contexts is required.
2 Although classroom observations remain the most, common way of evaluating teachers worldwide. several other strategies for teacher evaluation, are available These include analysing student. outcomes teaching portfolios student evaluations of. teaching self evaluation teacher tests professional. conversations peer evaluation and parent feedback, 3 Teacher evaluation is a multi dimensional process. and it should draw on multiple sources of evidence. collected over time No one source of evidence can, provide sufficiently broad and accurate insights into. teacher quality, 4 Decisions about how teachers are evaluated must be.
aligned with other components of a broader teacher. evaluation framework such as the purposes and focus. of teacher evaluation and the resources available to. implement it, 5 While teacher evaluation can serve summative and. formative purposes an effective teacher evaluation. system will generate results that are used to support. the professional development of teachers and, consequently to improve student learning. 6 Teacher evaluation is facilitated when the criteria. against which teachers will be evaluated are clearly. defined These criteria should be aligned with the, teaching standards prevalent in the context where. teachers work, 7 Two factors which contribute significantly to the quality. of teacher evaluation are well designed evaluation. tools and rigorous evaluator training Shortcomings in. these aspects of teacher evaluation significantly impair. the quality of the process, 8 Teacher quality is multi faceted it includes not just.
teacher performance in the classroom and its impact. on students but broader aspects of teachers work, such as planning reflection professional development. contributions to school leadership and collegiality. Teacher evaluation should reflect this extended view. of teacher quality, 8 Executive summary, Introduction. The key question that motivated this review is a it is perceived by teachers there is evidence that teachers. straightforward one how can the quality of English may not respond positively to teacher evaluation reform. language teachers be evaluated Teacher evaluation is not even when it seems to reflect good practice as defined in. in itself a new concept but it has in recent years become the literature for examples from Japan and Korea see. a major focus for policy research and practical activity in respectively Katsuno 2016 Youngs Kim and Pippin 2015. education Two factors have contributed to this intense. contemporary interest in teacher evaluation The first is the Although the primary focus here is on the specific. recognition that teachers are the most important school strategies that can be used to evaluate teachers these. level influence on student achievement OECD 2013a 1 strategies must be seen as part of a broader system of. Teacher quality matters and a concern for teacher teacher evaluation I begin therefore by clarifying some. evaluation has become an important element in teacher terminology that is common in the teacher evaluation. policies generally World Bank 2012 Secondly there literature before outlining key features of teacher. is increasing evidence that conventional approaches to evaluation systems This will be followed by the core. teacher evaluation are not effective For example while it is section on teacher evaluation strategies The final part. acknowledged that teacher evaluation should differentiate of the report discusses challenges that can arise when. among teachers Glazerman et al 2011 evidence from teacher evaluation systems are being implemented In. the USA has shown that this is often not the case and conclusion several recommendations are made which. that most teachers are rated as being highly competent draw on the literature discussed here and which provide. Kraft and Gilmour 2017 Weisberg Sexton Mulhern and guidance for organisations and education systems seeking. Keeling 2009 More generally Darling Hammond 2013 to improve the effectiveness with which teachers of English. has highlighted several common problems in teacher are evaluated. evaluation systems including a lack of consistent standards. of good practice inadequate time for evaluation to take. place and the fact that teacher evaluations do not support. teacher development, As reflected extensively in the recent literature effective. teacher evaluation is now recognised as a key component. of successful education systems This literature will. be discussed here with the aim of arriving at some. recommendations for the evaluation of English language. teachers in state schools One point to note from the. outset though is that literature which focuses specifically. on teacher evaluation in English language teaching ELT. in primary and secondary education is limited Texts. such as Evaluating teacher effectiveness in ESL EFL. contexts Coombe Al Hamly Davidson and Troudi 2007, and Teacher evaluation in second language education. Howard and Donaghue 2015 do include some material, of relevance but their overall focus is on higher education.
systems Much information about national teacher, evaluation frameworks for example such as those that. apply in Chile or Korea is available and it will be assumed. here that such frameworks are relevant to all subjects. including ELT Nonetheless it is clear that there is a. genuine lack of research into how ELT teacher evaluation in. primary and secondary schools around the world actually. takes place and one key conclusion from this report is. that much more work of this kind is necessary to ascertain. what happens in practice how distinct it is or needs to be. compared to teacher evaluation in other subjects and how. The Organisation for Economic Co operation and Development OECD. is a forum of 34 industrialised countries that develops and promotes. economic and social policies www oecd org, Introduction 9. Key concepts, Various terms are used in the literature to describe the is reflected in the terms teacher performance and. process of assessing teacher quality Teacher evaluation teacher competence Performance refers specifically. is the most common and is the primary term that is used to teachers observed instructional behaviours in the. in this review OECD 2015 p 502 defines it as the classroom see for example Miao Reynolds Harris and. evaluation of individual teachers to make a judgement Jones 2015 Steinberg and Garrett 2015 Competence is. about their work and performance using objective criteria the extent to which the teacher possesses the knowledge. Teacher appraisal is sometimes used interchangeably and skills competencies defined as necessary or desirable. with teacher evaluation but it more specifically refers qualification.

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