Thinking and Education


Continuous Education

“Evaluating” Teacher Performance

Terms like “evaluation” implies a huge element of subjectivity which in turn leads to  endless disagreements. Normally educational administrators break down the interaction that goes on between the teacher and the students and the class into blocks like, preparation, delivery, use of teaching aids, student participation, class management etc, marks or points are given and then added up to make the result of the “evaluation.” If there are 10 parameters set for the exercise then there are 10 possible points of disagreements.

An alternative way of “evaluating” teacher performance is the “objective” way. We can count the number of times the teacher misses class, the number of minutes late for class, the number of homework set and marked, the number of student homes visited, the number of parents met by the teacher, the number of study trips taken by the teacher with students, or the number of meetings or training attended by the teacher. We count everything that can be counted of activities performed by the teacher that has an impact on student performance.

Apparently the 2 methods above are focused on process.

Suppose we have a teacher who hardly goes to class. At the end of the year all his students do very well. While another teacher gets very high marks in his evaluation and his students perform worse than the teacher who does not go to class? Which teacher is the better teacher? And this brings on another way of evaluating a teacher – by results!

How can we do this? Or can we do this?

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