In many schools (and most other organizations, as well), performance evaluations are considered a waste of time or a meaningless bureaucratic exercise. What if evaluations could be used to actually increase performance—to help “average” teachers become excellent, and excellent teachers become even more outstanding?
ISM believes that this can be achieved, if the “right” things are being evaluated—and if the evaluation is communicated to the teacher in a way that helps them grow and develop.
What Gets Evaluated
If the school identifies “Characteristics of Professional Excellence,” then it can evaluate each teacher based on whether or not they demonstrate these characteristics on a regular basis. For example: If establishing and enforcing consistent standards of student behavior in the classroom is one of the required “characteristics” of good teaching in your school, then teachers can be evaluated against this measure.
When teachers fall short of this mark and are given feedback from their supervisor (i.e., you, as the Division Head) on how they can improve this skill, they are likely to demonstrate this characteristic more fully in the future. In doing so, you are helping them create a predictable and supportive atmosphere for learning, which is one of the hallmarks of student performance, satisfaction and enthusiasm.
How Often Evaluations Occur
Formal (written) evaluation need only occur once per year. However, verbal “evaluation” should occur on a regular, on-going basis. For example, if a Division Head has 15 teachers in the division, she should be in each of their classrooms on a regular basis throughout the academic year. After each classroom visit (which might last 5–15 minutes), the Division Head should meet with the teacher to share their impressions of the visit—offering praise, “pointers,” guidance, and feedback, as warranted. The two-way dialogue will enable the teacher to learn and grow, helping to improve their future performance–which will ultimately help improve their students’ performance, as well.
It’s Not About the Written Evaluation
For a variety of legal and performance reasons, we recommend that the Division Head provides formal, written feedback on the teacher’s performance on an annual basis. However, the written evaluation is the least important part of the process. The brief, regular discussions are where the value of the process resides. It is through the frequent verbal feedback that the teacher is able to grow and develop their teaching practices. The written evaluation serves only as an official summary of all of the performance discussions that have taken place between the teacher and the Division Head throughout the year.
Additional ISM resources of interest
ISM Monthly Update for Human Resources Vol. 10 No. 2 Rethinking Faculty Performance Evaluations
ISM Podcast Teacher Evaluation
ISM Recorded Webinar Behavioral Interviewing Techniques and Tools
Additional ISM resources for Consortium Gold Members
Ideas & Perspectives Vol. 37 No. 2 A 21st Century Teacher Evaluation Model
Ideas & Perspectives Vol. 37 No. 1 Systematically Attracting, Developing, Rewarding, and Retaining Faculty: A Mission-Based Model for 21st Century Schools
