Introduction: Why the Fuss
Among the questions on the agenda of modern school education the problem of teacher evaluation and his/her further integration into the school education system is one of the most complicated. Indeed, a considerable investigation on the ways of evaluating the teacher, the code of teacher’s conduct at school, and the reasons for his/her probable dismissal are to be considered. With help of the findings of the given research, probable ideas on how to improve the existing system of teacher’s evaluation at school can be suggested, which will result in the increase of the efficiency of teacher’s performance and have its effect on the relationships among the teaching staff in the school, as well as the relationships between the given teacher and the school principal. In addition, the given research will have an impact on the reassessment of the modern school culture. As Kowalski mentions, “often, it is difficult to accurately diagnose school’s culture because artifacts and espoused beliefs do not always reveal basic and shared assumptions that have considerable influence on behavior” (57). Indeed, the system of school rules may conflict with the basic idea of how to approach the given teacher’s work. As a result, numerous misunderstandings and conflicts can occur. To prevent such cases from happening, one should reassess the approach to teacher evaluation.
Evaluating a Teacher: The Criteria
Evaluating the teacher is an event of crucial importance for the entire school, for this is what the positive environment for absorbing knowledge in school depends on. Using the evaluation results, the teacher will be able to structure his/her own further personal and professional development and search for new and more efficient ways of teaching the students. Outlining the major points concerning the existing system of teacher evaluation is a necessary step to create a better environment in the class.
It must be marked that the modern system of teacher evaluation is a multi-element structure where each of the ingredients is closely intertwined with the other. At present, the teacher evaluation system is composed mainly of three basic elements, which are the communicational aspect, the assessment of collaboration, and the evaluation of the organizational commitment (7), as Stronge (2003) explains.
Thus, it seems that the key issues of the teacher’s practice have been touched upon. Yet it seems that, for the most efficient evaluation of the teacher’s work, one has to consider one more aspect, which is self-perfection. Even though reaching for the stars is practically impossible, one has to keep in mind that the two key goals of the entire evaluation process are quality assurance and professional development (8), as Danielson (2000) says.
Teacher Discipline: Ahead of the Class
There is a widespread myth that the school rules are designed only for students. However, such an assumption is completely groundless. Since the school order depends on each of its elements, the teacher’s discipline is as important as the students’ one.
School discipline is often mistaken by the students with a set of “must not’s”, which is wrong. Encompassing every single aspect of the school system, school discipline is brought to enhance the students’ security and offer them protection. Likewise, the teacher’s discipline is the scheme that helps to coordinate the work and create trustful relationships with students. As Boiser explained, the teacher’s discipline helps to find the unique approach to every single student and provide him/her with the most efficient guidance. No matter how complicated the student’s situation is, there is always a way out, Boiser says. Outlining the major complicities that arise when teaching hyperactive, defiant, hostile aggressive, low achiever and other student types (33), Boiser practically proves that, with teacher’s discipline, a teacher can find the approach to every single student and help him reach the maximum studying efficiency.
Teacher Dismissal: The Time to Say Goodbye
Accidents happen, and even the most successful career might end in looking for a new job. In the sphere of teaching, this rule also proves right, so the dismissal is not the end of the world yet, as Odden (2011) marks (114). Considering the steps of the teacher’s dismissal, one can figure out if the existing system of dismissal can be considered fair.
According to Odden (2011), the first and the foremost step of the teacher dismissal procedure is defining the “inadequate performance” (114), which has led to the school’s board decision. With help of this step, the procedure obtains the most objective air and creates the basis for the democratic tackling of the problem. In addition, as the teacher’s inadequate performance has been defined and the teacher can see the arguments for his/her dismissal, (s)he can dispute the resolution and provide his/her arguments, thus defending his/her position and point of view.
In addition, as Odden (2011) remarked, the dismissed teacher has all the rights for an appellation (115), which means that the existing system of teacher dismissal is rather flexible.
Considering the abovementioned elements that make teachers’ school practice, one can claim that some of them require certain development. However, it is worth mentioning that it is mainly the technical aspect that matters. With help of coherent and adequate assessment of teachers’ work and establishment of the reasonable school rules, one can increase the efficiency of both teachers’ and students’ performance.
Reference List
Boiser, et al. (2000) Strategies for Teaching. A Modular Approach. Manila: Rex Bookstore, Inc.
Danielson, C., & McGreal, T. L. (2000) Teacher Evaluation to Enhance Professional Practice. Alexandria, VA: ASCD.
Kowalski, T. J. (2008) Sally’s Socialization. In “Case Studies on Educational Administration, 5/E”. Boston, MA: Allyn & Bacon, p. 57-64.
Odden, A. (2011) Strategic Management of Human Capital in Education: Improving Instructional Practice and Student Learning in Schools. New York, NY: Taylor
& Francis.
Stronge, J. H., & Tucker, P. D. (2003) Handbook on Teacher Evaluation. Larchmont, NY: Eye on Education.