|Timestamp||What is your role?||Summarize Your Thoughts...||Suggest A Question For Edchat|
|2/16/2010 19:58:39||consultant||It's always extremely difficult to deliver the bad news to someone that he/she is ineffective. I find that when there are ineffective teachers populating a faculty, it's really because the leadership just doesn't have the heart/will/desire to disrupt someone's life. It's not a "protected by the union" thing. It's hard to fire anyone, represented by agency or not. It requires will, and it exposes one to risk of litigation. Most union local people that I've worked with WANT ineffective teachers to be "counseled out" of the field. Thanks for an excellent session.|
|2/16/2010 20:11:33||Teacher||Teacher assessment was a really great topic this week. Assessment should come from a variety of sources including administration, students, peers, self, and key community members. |
Before any assessment takes place the right conditions/environment needs to be created. There needs to be mutual respect and an understanding that it's part of the learning process. The assessor and assessee need to establish a relationship if one doesn't already exist.
Assessment needs to be frequent and less formal if it is to have its desired affect.
|2/16/2010 20:32:23||Teacher||I think peer evaluation is important, particularly as an ongoing formative activity. One way to do it could be to focus on 2 or 3 specific issues each time, change them for future evaluations and then recycle to see how they've improved (or not). Input for the issues could come from either the evaluator and the teacher being evaluated -I believe teachers need to have an active role in their evaluation. |
Some aspects to consider might be: the ability/way the teacher responds to students' participation, whether the teacher stays in the same physical spot or walks around the room and the effects of that,the use of the board (is easy for students to follow, is it too cluttered but clear anyway?is it over/under-used?); how does the T react when a student asks a question the T is not sure about, how do students react to this and what's the effect in the flow of the lesson? Does the lesson follow a discernable pattern; if so, what's the effect?; is there anything particular to note about classroom dynamics?
|How do you feel about collaboration with teachers from your institution teaching the same subject as you? |
How honest do you feel staff-room talk usually is (on education and work-related topics)?