Who is responsible for evaluating teachers

Principals and administrative staff members are traditionally involved in evaluating a teacher. Aspects such as student performance in terms of class work, records maintained by the teacher, daily or weekly lesson plans etc. It is one of the most vital elements for a thorough career development of a teacher and maintains the quality of education. Learn more about academic surveys here! There are three main purposes of teacher evaluation:.

For Example: Attrition rate of the education staff is one of the highest in the world. It is becoming a major concern since the deficit of trained educational staff keeps increasing every years. In order to keep teachers satisfied with their jobs, make them perform better and retain them, there is a need to improve a few areas in the existing system.

A survey can be helpful to understand the factors that influence the productivity of teachers, and allow you important insight into the the areas with risk and the areas where everything is good. Survey data collected using this sample questionnaire will enable schools and colleges to take decisions that will help reduce teacher attrition, improve retention and job satisfaction.

Learn more: Teacher Engagement Survey Template. Teacher evaluation models offer a systematic platform for educational institutes to evaluate teachers using fair means. There are three most popular teacher evaluation models:. This model consists of 22 different components across all these four domains. This model is available for free download from the Danielson website and face-to-face trainings are also provided to interested authorities along with online training sessions as well.

Usually available at bundled pricing, the Danielson model is highly economical according to the services it offers. This model is not dependent on any technological equipment unless the interested candidates prefer online training mediums. This teacher evaluation model is psychometrically reliable as it relates one best practice per indicator and has 31 such indicators. It has been adopted across districts in the US and this count keeps increasing. CEL model recommends a minimum of 5 days be spent in the initial stages of the model for administrative staff and principals.

This model can be downloaded free of cost from their website. A similar study in the Iranian EFL context revealed that items such as transparency, fairness, multiple measurement, formative evaluation, and cognizance of unequal power relations are critical for an effective evaluation system Mazandarani and Troudi, However, far too little attention has been paid to the application of existing teacher evaluation systems in EFL education.

Most current researchers are paying attention to how teachers can acquire character traits critical and essential for successful teaching.

The impact of Mindfulness Meditation MM on trait personality characteristics is one of the primary studies Fabbro et al. One of the most common instruments employed in this line of study has been the Big Five Personality Inventory BFI Costa and McCrae, , addressing five different personality traits: a extraversion related to positive affectivity and sociality ; b neuroticism reflecting negative affectivity, such as anxiety or depression ; c agreeableness encompassing empathy, cooperation, and altruism ; d conscientiousness related to self-discipline, self-efficacy, and control ; and e openness to experience reflecting curiosity for cognitive exploration.

Teachers are portrayed as heroic Farhi, and professionals that persevere during frustration Edelman, , p. The trajectory of teacher representation in movies has also been argued on how male and female teachers were depicted. In contrast to male teachers who are shown to possess masculine power in a social space, female teachers are portrayed as professional in conflict with maternal and allure powers in a domestic space Dalton and Linder, Some authors focus on the personal attributes of teachers in the movie, like Ms.

Sinclair Kurniadi, In the same vein, Zulfian et al. Reflection is regarded as a vital core practice in preservice teacher education Robichaux and Guarino, One effective way to promote reflection in this program is to use films as the platform to stimulate interest, motivation and reflection Ryan and Townsend, Various studies have demonstrated the positive role of films in enhancing the professional practices of student teachers.

A study design to help student—teachers to reflect on their complex and sensitive aspect of teacher identity involves identifying educational taboos in Half Nelson and All Things Fair Van Beveren et al.

Thus, having identified Mind Your Language TV show as the only existing sitcom that depicts the personal and professional characteristics of a typical EFL teacher, the questions underlying this research was:. What is the effectiveness level of Mr. The methodology used by the investigator is qualitative descriptive research. In a qualitative research design, the meaning is not explicitly revealed, but it is constructed Schreier, The data for this analysis was extracted from episodes of Mind Your Language.

It is a British sitcom that premiered on ITV in Three series were made by LWT between and and briefly revived in or in most ITV regions with six of the original cast. The Show is set in an adult education college in London and focuses on the class in English as a Foreign Language directed by Mr.

Jeremy Brown Barry Evans , who is the main character. It is a show of over 40 episodes with four seasons. The sitcom was chosen as a source of data collection because it provides EFL pedagogy of laughter to its global audience Ellingson, That is, the Show as an edutainment adopts humor to teach and motivate viewers across the world to learn English and its culture. This reduces anxiety, tension, and stress Berk, critical for successful passive learning of English among the viewers Garner, Concerning EFL teacher effectiveness, parameters such as English proficiency, pedagogical knowledge, and socio-affective factors have been adopted Park and Lee, However, the instrument is developed based on the perception of learners.

TPES is a rational and rigorous evaluation system that provides sufficient detail and accuracy so that both teachers and evaluators reasonably understand job expectations.

It uses a two-tiered approach to define teacher performance expectations consisting of seven criteria and multiple performance metrics. Teachers will be graded based on the performance standards using performance appraisal rubrics. According to the source, it is prescriptive in that it describes common purposes and standards, thereby guiding effective instructional practice.

Furthermore, it provides flexibility, thereby allowing for creativity and individual teacher initiative. Stronge et al. Also, Dinwiddie County Public Schools believed that the performance indicators are constructed to illustrate observable, tangible behaviors for each standard. They are the types of performance that will occur if a standard is being fulfilled.

Furthermore, the list of performance indicators is not exhaustive. In other words, it is not supposed to be prescriptive or a checklist. However, based on the number of indicators meet in each performance standard, teachers will be rated in the order of highly effective teacher surpasses the established standard , effective teacher meets the expected standard , partially effective teacher is often performing below the established standard , and ineffective teacher perform consistently perform below the established standard , respectively.

For example, an effective teacher is expected to meet the indicators in each of the seven performance standards. Brown as an effective teacher. In formulating the Performance Standard Indicators PSI , and the accompanying evidence for each standard, the discipline EFL , previous classroom observation form adopted in different contexts Dinwiddie County Public Schools, and the age group adult were considered.

Each performance standard and the corresponding indicators are adapted and redefined as follows:. Professional knowledge: The teacher demonstrates an appreciation of the curriculum, subject matter, and the formative needs of students by providing relevant learning experiences.

Assessment of and for student learning: The instructor systematically utilizes all relevant information to assess student academic progress, guide instructional content, and delivery methods and provide students with timely feedback.

Learning environment: The instructor makes use of tools, routines and procedures to provide an atmosphere that is respectful, constructive, secure, student-centered, and conducive to learning. The procedures of data collection used are visual observation and documentation. Among the four seasons aired during the chosen period, three were selected for analysis. The YouTube playlist of the Show uploaded by Daily Laughter, Asian Streysart, and other individuals were chosen interchangeably for analysis in missing episodes.

Season 1, 2, 3 have 13, 8, and 8 episodes, respectively. Suppose one of the episodes selected as part of a multiple-part episode, all episodes from the series were considered and analyzed. The number of selected episodes was based on a study by Manganello et al. This research represents a much more robust and systematic approach than this recommendation, similar to Lasekan method.

The investigator viewed each meaningful contact exchange multiple times. First the researcher watched the entire episode, taking notes on which interaction met the evidential characteristic and teaching techniques formulated in the checklist of Stronge Teacher Effectiveness Performance Evaluation. The researcher transcribed the correspondence between the instructor and a student or students in the second viewing.

The researcher took notes on the interaction meaning in the final viewing, subtle verbal intonations, and any non-verbal images. Next, each of the main interactions was coded and corresponded to the seven performance standards.

In this study, the qualitative content analysis research method was used, and the data analysis is conducted according to the adapted procedures put forward by Lacko The first step in content analysis is the determination of research objectives. The researcher aimed to identify the teaching strategies and characteristics of the main character that match the seven performance standards of the evaluation system.

The essential unit of the investigation was analyzing of the interaction between the teacher and students. The interaction had to have lasted at least 5 s to count as important and is expected to be crucial for advancing the story. Significance assessments are based on the rationale of Ye and Ward analysis unit. Manifest and latent content analysis were the data analysis used in this report. They are described in details as follows:. Manifest Content Analysis: It refers to the process of encoding visible or surface content Neuman, In other words, quantitative content analysis entails categorizing the material according to predefined and precise characteristics Dowler, Thus, the meaning of words, phrases, or terminology is subjective, necessitating some semantic analysis Dowler, Using a single coder for this study is justified and reliable because the coder is knowledgeable about the subject matter Campbell et al.

This includes discussing the coding and analysis with other colleagues who are strong followers of the show. Brown Burant et al. In this study, with the help of the Stronge Teacher Effectiveness Performance checklist Stronge, , explicit categories were developed for the analysis of Show.

This is followed by coding of manifest and latent themes. The researcher matches the themes with the evidential characters and teaching strategies of each performance standard. To determine the degree of effectiveness of Mr. Brown as an EFL teacher, a seven-point Likert scale ranging from ineffective 1 , lowly effective 2 , slightly effective 3 , neutral effective 4 , moderately effective 5 , very effective 6 , and highly effective 7 Joshi et al. Therefore, the total number of personal or professional characteristics of Mr.

Brown evidenced in all the performance standards determines his effectiveness as a teacher. This study identifies and evaluate the personal and professional characteristics of Mr.

As shown in Supplementary Table 1 , evidence from different observation forms of each performance standard and the corresponding indicator revealed that Mr. Brown is a highly effective EFL teacher. Professional knowledge involves teachers showing an understanding of the subject and meeting the need of the students. Brown knowledge of English as a native speaker of the language and its qualification as an EFL teacher is expressed in Season 1, Episode 1. The school principal claimed that she requested a female teacher, but the Ministry of Education sent her a male teacher.

Thus, for working with the Ministry of Education, it can be argued that Mr. Brown is qualified and licensed EFL teacher. Regarding the establishment of English communication to ensure that students needs are met as adult learners, Mr. He is also aware that the students are immigrants in Britain; thus, they should learn and practice tasks that helps them to communicate easily in British society.

For example, he gave them a task that is suitable for an adult. They were asked to do sightseeing tour in England to practice their English conversation. Instructional planning is the second performance standard.

With the way the teacher instructs, it suggests that the teacher plans his lesson before the class begins. For example, the Crossroad Game for class activity was prepared on the blackboard before the beginning of the class.

In Season 2, Episode 2, Sentence Structure development was taught systematically. That is an indication that the lesson was systematically planned. Also, the teacher adopts the standard curriculum to meet student needs. Instructional delivery centered mainly on the strategies adopted by Mr.

This includes using questioning techniques on a wide variety of topics. Topics such as music, the royal family of England and Shakespeare were adopted to teach British culture. This helps in facilitating a higher level of thinking. The teacher helps the students in providing feedback to each other. In addition, numerous instructional strategies such as the art of conversation, joke, game, debate, and excursion were adopted to facilitate learning inside and outside the classroom.

One of the scenes shows how the teacher gives feedback to students based on the previously assigned homework.

Students were also informed about the structure of their lower Cambridge examination. With respect to preparing students for the final exam, a mock is given as a formative test to prepare students for the final exam. Learning environment involves creating a conducive environment for effective learning. Being a classroom full of students from different countries, maintaining an inclusive environment to make the student comfortable in the classroom is critical.

Arranging the class in a manner to facilitate effective learning is also demonstrated. For example, the classroom is rearranged by asking two students to sit in front of the class while using the art of conversation to facilitate speaking practice. The teacher respects his Japanese student by greeting him Japanese to promote cultural acceptance. An inclusive classroom is shown when extra attention is given to new students with lower level of English proficiency. Several occasions revealed how conflict is resolved between students from different cultures and religions.

Especially between a Sikh and Muslim student. An atmosphere where students provide one another moral support for learning through encouragement was revealed in the Show. Professionalism as one of the performing standards of a good teacher involves teachers upholding and committing to professional learning. The main character does not demonstrate this practice.

Still, professional ethics concerning manner and dressing are revealed in the Show. The teacher is seen dressing professionally throughout the Show. An ethical relationship is also maintained with all of his students, especially toward a student expressing an unsolicited flirtatious attitude toward him.

Several instances are also shown when teacher communicate with the family member of his student to resolve their personal problems. Thus, he can be described as a caring teacher. Furthermore, a professional and collegiate relationship is built between the teacher and principal to improve student learning. Student progress involves assessing the work of the teacher result in an acceptable and appropriate student academic progress. The student was not fluent in the first season of the Show, but she becomes fluent by the end of the second season.

It is interesting to know that the main character is a highly effective modern EFL teacher. This is because Mr. Brown fulfilled the standard performance indicator of each of the seven performance standards.

That implies Mr. Brown as an EFL teacher has sustained high performance over period of time, his behaviors have strong positive impact on learners and school climate and can serve as a role model to other EFL teachers Stronge, In other words, based on the set standard to assess Mr. In sum, the effectiveness level of Mr. Brown as an EFL teacher, which is established through the analysis of his character provides a clear understanding of how the profession is represented in a popular culture.

Theoretically, the researcher has succeeded in depicting the character DiBattista, of Mr. Brown as an EFL teacher through its interaction with the students in the Show. This study is consistent with previous research on the role of film in shaping the belief system of people Mariani, n. In consistence with the study conducted by Zulfian et al. Brown in this work are similar to the ones identified in the Freedom Writers movie.

This included games, field trips, and class discussion. However, in contrast to previous findings Brand, ; Barbero and Rodriguez, , this is the first study to evaluate the effectiveness of an EFL teacher by considering a TV Series that avail the considerable amount of content for identifying the characteristics of the teacher. The overlap items in both instruments are encapsulated in the subject matter knowledge, pedagogical knowledge, and socio-affective skills identified by the authors, and it has been used to assess the perception of Kurdish high school students toward the characteristics of their EFL teachers successfully Alzeebaree and Hasan, Having established Mr.

Brown as a highly effective EFL teacher, it can be argued that the Show is a valuable popular culture that perpetuates the personalities, teaching strategies, classroom management, and professionalism of an English teacher.

As a highly effective EFL teacher, Mr. Brown can serve as a role model to other EFL teachers. That is, his personalities can be used to promote reflective practice among preservice English teachers through journal writing, which is an efficient way to boost reflections after the students have watched the visual Holly, The character of Mr.

Such reflections will empower a preservice teacher to develop their intellect and learn autonomously to unravel the effective approach to teaching EFL learners. Furthermore, this Show can trigger reflection regarding the education myth Van Beveren et al. Brown will not last in his teaching job because he is a man.

Finally, the character of Mr. Brown is suitable enough to teach and promote teacher effectiveness in preservice and in-service EFL education. Other than the adapted teacher evaluation system of Stronge, the researcher can argue that if the students were to evaluate Mr. Brown, they would have rated him as a good teacher. Their rating would have been based more on his personality rather than his pedagogical skill or qualification to teach English.

For example, In Season 3, Episode 4, the students fought for Mr. Brown is commended as a remarkable man for his teaching style. The writer observes that students are interested in English, but they are easily distracted during classroom activities. Thus, whenever students are not making significant progress in their learning or causing a distraction during class activities, the teacher assigns more homework to his students as a form of positive reinforcement.

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Reprints and Permissions. Teacher evaluation—accountability and improving teaching practices. Educ Asse Eval Acc 28, — Download citation. Published : 24 May Issue Date : May Anyone you share the following link with will be able to read this content:. Sorry, a shareable link is not currently available for this article. Provided by the Springer Nature SharedIt content-sharing initiative. Skip to main content. Search SpringerLink Search. Download PDF.

Teachers matter and make a difference—but does teacher evaluation? Challenges for research, policy and practice The articles published in this issue can be regarded as responses to the currently dominant accountability-oriented approaches to teacher evaluation including value-added models and narrow concepts of effective teaching.

Notes 1. References Altrichter, H.