CH-9-Evaluating-Employee-Performance-in-Education.pptx

CH-9-Evaluating-Employee-Performance-in-Education.pptx

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  Chapter 9: Evaluating Employee Performancein Education Mr. Vath Vary Email: [email protected] Tel: 017 471 117
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  Evaluation of Performance Performance evaluationis a critical process in educational institutions, serving multiple purposes from improving instruction to making personnel decisions. This chapter explores: Purposes Of Performance Evaluation; Models Of Teacher Evaluation; Characteristics Of Successful Evaluation Programs; Criteria For Evaluating School Personnel; State-mandated Evaluation Programs; Evaluation Of Administrative and Support Personnel; Legal Considerations in Personnel Evaluation. Introduction
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  Purposes of Performance Evaluation TheJoint Committee on Standards for Educational Evaluation (1988) has identified the following purposes for evaluation of educational personnel: "Evaluation of educators should promote sound education principles, fulfillment of institutional missions, and effective performance of job responsibilities, so that the educational needs of students, community, and society are met" (p. 21).
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  1. Evaluation fostersthe self-development of each employee. 2. Evaluation helps to identify a variety of tasks that an employee is capable of performing. 3. Evaluation helps to identify staff development needs. 4. Evaluation helps to improve performance. 5. Evaluation helps to determine if an employee should be retained in the school district and how large a salary increase he or she should be given. 6. Evaluation helps to determine the placement, transfer, or promotion of an employee. Why Conduct an Evaluation?
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  Types of PerformanceEvaluation Summative Evaluation Used for accountability purposes, typically conducted annually or semi-annually. Results are used to make decisions about tenure, termination, transfer, career ladder placement, or salary adjustments. Formative Evaluation Serves a developmental function, aiming to help employees improve their effectiveness on the job. Involves providing feedback and coaching to enhance performance.
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  Models of TeacherEvaluation (Exhibit 9.1) Remediation Model Focuses on correcting identified weaknesses in teacher performance through targeted assistance and feedback. Goal-Setting Model Involves teachers in selecting criteria for evaluation and setting developmental goals. Portfolio Model Teachers document their performance through a collection of materials showcasing their work and achievements. Assessment Model Evaluates teachers based on student learning outcomes and mastery of challenging subject matter.
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  Purpose • Correct identified weaknesses. Objective • Bringall teachers to a minimum acceptable level of performance. Assumption • It is possible to specify effective teaching behaviors and teach them Method • Assess, provide feedback, and reassess. Work best with • Teachers with correctable teaching problems. Evaluator Skills • Ability to provide clear, specific directions. Possible Problem • Heavy demands on evaluator's time; offers no challenge to more competent teachers; deemphasizes variety in teaching. Remediation Model Purpose • Involve teachers and administrators in choosing individualized evaluation criteria. Objective • Increase teacher autonomy and commitment. Assumption • Teachers are professionals and able to assess their own developmental needs. Method • Teacher prepares annual goals statement; principal reviews, approves, or amends it and evaluates teachers' attainment. Work best with • Experienced, motivated teachers. Evaluator Skills • Ability to help teachers write relevant performance objectives and guide teachers into productive channels; ability to evaluate on individualized criteria. Possible Problem • Weak or overly ambitious goals; lack of consensus on what constitutes attainment of objective. Goal-Setting Model
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  Purpose • Base teacher evaluationon documented evidence of effective performance. Objective • Encourage teachers to cooperate in formulating high standards of practice. Assumption • Teachers will be able to assemble a collection of evidence that will present an accurate picture of teaching skills. Method • Teachers maintain a file of handouts, tests, reports, student evaluations, documentation of teaching practices, and other information and submit it to the evaluator. Work best with • Experienced teachers in a variety of areas; especially well suited to teachers of art, music, and vocational subjects. Evaluator Skills • Ability to synthesize a profusion of details into a meaningful assessment of an individual's performance. Possible Problem Teachers: Time required to prepare portfolio; temptation to impress with flashy packaging. • Administrators: Amount of time required to review portfolios; need to equate evidence from many different sources. Portfolio Model Purpose • Base teacher evaluation on amount of student learning. Objective • Determine amount of learning attributable to teacher's effort. Assumption • Each teacher contributes to students' accumulating knowledge. Method • Use pre- and posttests to measure student growth each year. Work best with • Teachers of subjects that have well- defined cognitive outcomes. Evaluator Skills • Able to interpret and understand the limitations of achievement tests; able to take into account uncontrolled factors. Possible Problem • Inflexible application of procedure results in loss of credibility; method does not identify teacher behaviors that affect learning. Assessment Model
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  Evaluating Evaluation Systems The primarygoal of performance evaluation is to help schools achieve their mission by improving staff performance. An effective evaluation system must serve its intended purpose, whether formative (support growth), summative (personnel decision), or both. Teachers view three factors as key indicators of a beneficial evaluation system: it promotes self-improvement, reflects an understanding of the complexities of teaching, and follows fair procedures that protect their professional rights.
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  Characteristics of Successful EvaluationPrograms 1. Strong District Leadership • Districts must build the capacity of principals and supervisors to evaluate effectively. • Effective teacher evaluation requires strong district- level support and leadership, with districts providing resources, training, and clear guidelines for implementing evaluation processes. • Evaluation processes are linked with staff development and curriculum improvement initiatives. 2. Evaluator Training • Evaluators need training to avoid common rating errors (e.g., halo effect, leniency, first impressions). • Clear role expectations and performance standards should be shared with staff.
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  Cycle of Evaluation 1New Teachers (Years 1-3) More intensive and frequent evaluations, focusing on diagnostic feedback and improvement. 2 Mid-Career Teachers (Years 3-9) Regular evaluations with a more relaxed approach, ensuring continued effectiveness. 3 Experienced Teachers Focus on professional growth and development, exploring new interests and leadership opportunities.
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  Criteria for EvaluatingSchool Personnel Items Description Key Points / Examples Criteria & Measurement Evaluations use criteria based on personal traits, behaviors, and results (job models/job descriptions), focusing mainly on instruction. Teaching outcomes are intangible and influenced by many factors; direct measurement of student learning is difficult. Flags & Personal Qualities Use of “green flags” (effective practices) and “red alerts” (practices to avoid); challenges with teacher attitudes. Green flags: student engagement, real-life application; Red alerts: excessive homework, purposeless activities; Negative attitudes harm school climate and require tactful feedback. Evaluation Instruments & Communication Instruments aligned to standards include detailed formative tools and broader summative ratings; many teachers unaware of evaluation criteria. Formative tools have rubrics and behavior scales; summative tools use broad ratings like “Satisfactory”; Communication gaps exist about evaluation standards.
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  Classroom Observations • PrimaryEvaluation Tool • Principals primarily rely on classroom observations to gather data for teacher evaluations, supplemented by attendance records and feedback from students, parents, and colleagues.  Focus on Improvement • Most principals see observations as a way to improve instruction, but face time limitations, especially for observing tenured teachers.  Observation Structures • Observations often follow set guidelines for frequency, duration, and follow-up meetings. • Probationary teachers are observed more often to support growth and evaluate readiness for tenure, while tenured teachers may be observed once a year or less.
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  Classroom Observations Observation FocusAreas Principals typically evaluate: Clarity of instructional objectives Student engagement and participation Teacher preparation and organization Classroom management Use of technology • Efforts to involve all students, especially reluctant ones Detailed Evaluation Criteria Stevens (2001) identified observable behaviors including: Stating lesson purpose Stimulating student interest Using varied methods Addressing individual needs Summarizing key content Managing discipline effectively • Showing enthusiasm and content knowledge Direct Instruction • To simplify observations, principals often use instructional models like Direct Instruction as a framework, which includes: 1.Reviewing prior content 2.Stating objectives 3.Presenting new material 4.Guided practice with feedback 5.Independent practice with feedback 6.Reviewing the lesson
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  Professional Judgement inObservation • Teachers may adapt instructional models as needed; observers must consider the context and evaluate decisions based on effectiveness, not strict adherence to steps. Guided Practice Emphasis • Observers should assess whether guided practice helps students begin to understand new content, even if mastery is not yet achieved.
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  Criteria & Role-Specific Expectations •Administrator evaluations use general criteria adaptable to roles ranging from assistant principal to superintendent, with performance measured against specific job expectations. Evaluators & Input Evaluators: • Immediate supervisors conduct evaluations (e.g., superintendents evaluate principals; boards evaluate superintendents). Subordinate Input: • Some systems allow feedback from subordinates (e.g., teachers assessing a principal’s instructional leadership or community engagement). Feedback • Subordinate feedback provides useful insight but should not be the sole basis for evaluation. • Teachers and principals may evaluate district-level staff (e.g., curriculum supervisors, transportation, maintenance) based on service quality. Evaluation of School Administrative and Support Person
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  Evaluation of SchoolAdministrator Area Focus Key Actions 1. Instructional Management Improve teaching and learning - Monitor student achievement and attendance - Support lesson planning and materials - Ensure curriculum coherence - Address special needs programs 2. School/Organizational Improvement Drive continuous improvement in programs and staff - Develop a shared mission - Foster teamwork - Promote ongoing improvement - Provide relevant professional development - Share innovations 3. School Climate Create a positive and respectful learning environment - Assess and improve environment - Recognize excellence - Promote care and respect - Involve stakeholders in decision-making 4. Personnel Management Effectively manage and develop staff - Recognize performance - Support professional growth - Apply policies fairly - Ensure adequate staffing - Conduct evaluations 5. Facilities & Fiscal Management Ensure responsible use of physical and financial resources - Prepare accurate budgets - Maintain and upgrade facilities - Oversee daily operations like payroll, accounting, attendance, and transport 6. Student Management Promote positive student behaviour and safety - Set clear conduct expectations - Enforce rules fairly - Apply appropriate discipline - Collaborate with parents and teachers 7. School/Community Relations Build support and partnerships with the community - Communicate the school’s mission - Participate in councils and committees - Seek program support - Engage in community-building activities
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  Evaluation of SchoolAdministrator Instructional Management • Monitor student achievement and attendance to inform teaching improvements • Support teachers in designing effective strategies and selecting appropriate resources • Ensure curriculum alignment across grade levels and subjects • Provide targeted support for students with special needs School/Organizational Improvement • Collaborate to establish and communicate a clear school mission • Foster teamwork among staff with shared goals • Promote a culture of continuous improvement in teaching, learning, and operations • Provide relevant professional development based on identified needs • Share up-to-date information on innovations and best practices School Climate • Assess and improve the overall learning environment • Recognise and celebrate excellence in students and staff • Promote mutual respect, care, and a sense of belonging • Encourage inclusive participation in school decision-making
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  Evaluation of SchoolAdministrator Personnel Management • Recognise and reward outstanding staff performance • Encourage personal and professional development • Apply personnel policies consistently and fairly • Secure and allocate human resources to meet school needs • Conduct regular staff performance evaluations Facilities and Fiscal Management • Prepare responsible budgets aligned with the school’s mission • Maintain and upgrade facilities as needed • Oversee school operations, including payroll, accounting, attendance, and transportation Student Management • Develop clear guidelines for student behaviour that promote safety and respect • Enforce rules consistently and fairly • Address misconduct appropriately • Work collaboratively with teachers and parents to support positive student behaviour School/Community relations Communicate the school’s mission and goals to the wider community Engage actively in school councils and advisory groups Seek community support for school initiatives • Participate in events and activities that build strong school– community relationships
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  Best Practices forImplementing Evaluations 1 Clear Communication Inform teachers about evaluation criteria and procedures 2 Consistent Application Follow evaluation policies carefully and consistently 3 Ongoing Feedback Provide regular, constructive feedback throughout the year 4 Professional Development Link evaluation results to targeted professional growth opportunities
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  Summary • Educator evaluationsshould support effective teaching, align with institutional goals, and meet student and societal needs. • Evaluations can be formative (to improve performance) or summative (for decisions like promotion or dismissal). • Common models include remediation, goal- setting, portfolio, and assessment. • Successful evaluation systems require district support, trained evaluators, clear procedures, and transparent communication to reduce legal risks.