ENGLISH TEACHER’S PERFORMANCE EVALUATION

Institute of Modern Languages

University of Dhaka

Middle School English Teacher’s Performance Evaluation

Tushar Kanti Baidya

November, 2018
ENGLISH TEACHER’S PERFORMANCE EVALUATION

Table of Content
No Content Page

1 1. Introduction 3
2 2. Literature Review 3
3 3. Background 4
4 3.1 Subjects 4
5 3.2 Classroom Setting 4
6 4. Observations 5
7 5. Theoretical framework 6
8 6. Interpretation of class observation 7
9 7. Observation Evaluation 7
10 7.1 Demonstrating Knowledge of Students: 8
11 7.2 Demonstrating Knowledge of Resources 8
12 7.3 Managing Classroom Procedures 8
13 7.4 Managing Student Behavior 9
14 7.5 Showing Professionalism 9
15 8. Conclusion 9
16 References 10
17 Appendix A 11
18 Appendix B 18

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ENGLISH TEACHER’S PERFORMANCE EVALUATION

1. INTRODUCTION literature on effective evaluative practices is

limited. In this section some limitations of
The aim of this paper is to observe a
the research base on teacher evaluation are
third grade classroom setting. A third grade
outlined; and a framework of evaluation
teacher and her class were observed for
methodologies is offered that includes:
about forty minutes. We chose third grade
research-based evaluations; and the
because third grade in one of the grades that
evaluation of teacher education through
we both are interested to teach. When
inspection and school-level self-evaluation
observing the classroom, we were looking
practices.
for a number of facts. We wanted to observe
how the students respond to the teacher‟s
The main purposes of teacher
different teaching styles and attitude toward
evaluation are: (1) quality assurance and
the different subject matter and whether the
accountability ('assessment of teaching'),
teacher is able to teach her students
and (2) professional development and the
efficiently. We also looked for how the
improvement of teaching ('assessment for
students interact with each other during
teaching') (Danielson and McGreal, 2000;
different situations such as small group
Kleinhenz and Ingvarson, 2004; Isore, 2009;
activities and classroom discussions. Our
Stronge and Tucker, 2003). Unsurprisingly
objective was to also to observe what type of
the literature contains different positions in
teaching styles works best with different
relation to evaluation practice and the extent
subject matter and how well students work
to which the dual purposes of evaluation are
together in groups in such a young age.
compatible (Ferguson et al, 2000; Bates,
2004; Perryman, 2006). A review of the
2. LITERATURE REVIEW
characteristics of Inspectorates of Education
in Europe, by Standaert (2000:56-7) notes
This literature review seeks to
tension between what he describes as an
explore the main objective of this paper that
'economic-technical' model of inspection
is concerned with identifying effective
that is concerned with output control and a
practice in evaluating the impact and
'pedagogic-didactic' approach that is more
effectiveness of teacher evaluation. In
conducting this review it is apparent that the
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ENGLISH TEACHER’S PERFORMANCE EVALUATION
concerned with creating internal evaluation
cultures.
Reviews of evaluation practices
internationally note the need for systemic
approaches that align teacher evaluation
with mechanisms for (internal and external)
school evaluation and school system
evaluation (Faubert, 2009; Isore, 2009).
Self-evaluation is increasingly used as a
systematic form of reflection at team or
school level (McNamara and O'Hara, 2004;
Swaffield and MacBeath, 2005).
Some concerns have been raised
regarding the lack of precision in systems
designed to evaluate teaching quality. A
review of local teacher evaluation policies in
7 Midwestern States in the USA found that
less than one in ten school districts required
evaluators to be trained in order to improve
inter-rater reliability (Brandt et al, 2007).
3. BACKGROUND
3.1 Subjects:
The teacher who was observed was a
female in her mid-forties. She has been
teaching third grade for the past three years.
Her classroom consists of a wide variety of
students. The classroom has a mix of seven
and eight year olds students. There are six
boys and 5 girls in the classroom as well.
3.2 CLASSROOM SETTING:
The observing classroom was very
bright and well decorated room. The room
had drawings on the wall that students had
made during different activities, an area for
a student of the week. The room also had
colorful posters of simile, metaphor,
personification etc. hanging from the ceiling
and reading board where the students read
different articles if they finish their class
task early.
The teacher‟s desk was placed at the
front of the classroom so that she could see
all of the students from her desk. The
children‟s desks were placed in squares
making little groups containing four students
each. During the observation, we sat in the
back of the classroom at an extra desk that
the teacher kept in advance. This way we
could see the entire classroom and the
reading area, since they used both areas.
4. OBSERVATIONS
During the observation, we observed many
different things in the classroom. When we
first got there they were in the middle of
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ENGLISH TEACHER’S PERFORMANCE EVALUATION
taking a spelling test. The teacher would
repeat the word several times when giving
the exam and then use it in a simple
sentence that the children would understand.
The children were surprisingly silent the
entire time. After that she collected all of the
spelling tests and got ready to give the
students the new list of spelling words to the
next week.
The way that the teacher gave out the
spelling words was by writing them on an
overhead projector and spelling them out as
she wrote them. As the children copied the
words down in to their spelling books some
talked amongst themselves and others were
repeating the letters as the teacher spelled
out the words. The teacher had to tell a few
children that were talking amongst
themselves to pay attention a few times, but
always did it in a pleasant tone. Once all the
words were copied down she read through
the list two times and had the students repeat
the entire words so that they learned to
pronounce them. It took a few times of her
pushing the students to repeat the words
after her until the entire class participated.
The last thing we observed before
finishing the observation was storytelling.
All the children rushed over to the large
carpet. One student started to run over and
the teacher yelled at him in a very stern
voice to stop running and walk. Once all the
students were situated the teacher came over
and sat down in the corner of the story area.
She read them a story called Sinbad in the
Valley of Diamonds. The students were
quiet the whole time she read the book.
They starred at her intensely as she read to
them and showed them the pictures in the
book. Some would raise hands while she
was reading and ask questions about the
story. The teacher always took all of the
questions and never told them to put their
hands down.
5. THEORETICAL FRAMEWORK
To evaluate the teacher we followed
Charlotte Danielson‟s (2007) framework for
teaching. The framework for teaching
described and identifies those aspects of a
teacher's responsibilities that have been
documented through empirical studies and
theoretical research as promoting improved
student learning. Although they are not the
only possible description of practice, these
responsibilities seek to define what teachers
should know and be able to do in the
exercise of their profession (Danielson
2007).
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ENGLISH TEACHER’S PERFORMANCE EVALUATION
In this framework, the complex
activity of teaching is divided into 22
components clustered into the following 4
domains of teaching responsibility:
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Each component defines a distinct
aspect of a domain; two to five elements
describe a specific feature of a component.
For example, Domain 2, The Classroom
Environment, contains five components.
Component 2a is creating an Environment of
Respect and Rapport, which consists of two
elements: “Teacher interaction with
students” and “Student interactions with
other students.” This component applies in
some manner to all settings, as do all the
other components. But although teachers at
all levels and in all subjects establish rapport
with and convey respect for their students,
they do so in different ways.
The components of professional
practice constitute a comprehensive
framework reflecting the many different
aspects of teaching. Although the
components are distinct, they are, of course,
related to one another. A teacher's planning
and preparation affect instruction, and all
these are affected by the reflection on
practice that accompanies a unit or lesson. In
addition, many features of teaching, such as
the appropriate use of technology or a
concern for equity, do not each constitute a
single component but rather apply to them
all. Chapter 3 identifies the common themes
that apply to many of the components.
6. INTERPRETATION OF CLASS
OBSERVATION
We were very surprised how quiet
the students were during their spelling test.
We thought that some of them may try to
talk during the test but they did not. It seems
that they have begun to understand that
during certain activities you need to be quiet
and just do your work. We liked the way
that she gave the spelling test which helps
the children to improve the listening ability.
At the same time the same is true with how
she gave them their new list of words.
Repeating them and having them say the
words after her are a good way for the
students to become familiar with the spelling
words.
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ENGLISH TEACHER’S PERFORMANCE EVALUATION

The teacher also brilliantly executed the sub domains are covered. The
the math lesson which really impressed us. evaluations of the teacher are followings:
She got students up to the board and had the
entire class participating when going over 7.1 DEMONSTRATING KNOWLEDGE
the homework. It also helped to keep their OF STUDENTS:
attention by making them involved in the
lesson. Involving them to interact during the The teacher has a detailed
math lesson helped to make the material knowledge of her students and selects
clearer and that the students picked up on teaching strategies that improve their
the information better. learning. She has used support materials
from different websites to assist her in
Lastly, storytelling can be very designing and implementing teaching
helpful method when it comes to teach strategies to engage different students in her
young children. It helps to open up class. These strategies were highly effective
children‟s minds and let them become more in engaging all students during an observed
imaginative. According to Vygotsky and lesson on story reading. Teacher uses advice
Piaget, reading is one of the ways to from colleagues to structure her teaching
stimulate the mind. According to Vygotsky, programs, including the special needs
children learn from interaction with people, teacher who has supported her in
mainly by language. As they hear the words implementing effective strategies to support
they begin to understand them and learn to a hearing impaired student in her class. Her
use by themselves. Thus, storytelling helps teaching programs are differentiated, well
the students to develop their language and researched and responsive to the needs of all
helping to stimulate their minds. of her students.

7. OBSERVATION EVALUATION 7.2 Demonstrating Knowledge of

As we did the observation based on Resources:
Danielson‟s framework, we tried to focus all
the four domains. However, because of the Besides, the teacher designs and
shortage of time and class content, not all implements teaching and learning programs
and lessons that demonstrate sound

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ENGLISH TEACHER’S PERFORMANCE EVALUATION

knowledge of the syllabus documents, The teacher is consistent in her

support materials and department initiatives expectations for behavior and the rules are
in literacy and numeracy. She draws on clearly communicated to students through
knowledge attained during professional reference to her visual „Class rules‟ display.
development and discussions with This display includes visual reminders to
colleagues to further improve her students who need to monitor and modify
programming. Teacher endeavors to challenging behavior.
organize content that is well sequenced to
scaffold students in their acquisition of skills 7.5 Showing Professionalism:
and knowledge. She effectively and
confidently incorporates ICT into teaching Teacher is sensitive to the learning
and meaningful learning activities. needs of her diverse range of students,
accommodating different learning needs and
7.3 Managing Classroom Procedures: abilities. Her calm and personable classroom
manner creates a stable learning
The teacher questions students environment where each student is
effectively, thereby allowing her to gauge encouraged to work productively and to take
understanding and providing students with intellectual risks in a non-threatening
opportunities to demonstrate their environment. Teacher develops student
achievement of course content. Leaning responses by further questioning.
goals are explicitly stated at the beginning of
each lesson according to the syllabus 8. CONCLUSION
outcomes and objectives. The resources
teacher has developed for use in the We got to see different ways to get
classroom exemplify the currency of her the students involved in the class during
subject content, are engaging and are lessons, and how to teach short lessons so
differentiated to cater for the needs of that the students do not become bored. It
different learners. also helped us see that third grade is
definitely a grade that we want to consider
7.4 Managing Student Behavior: teaching. The students were energetic and
liked to be involved in the class, however at

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ENGLISH TEACHER’S PERFORMANCE EVALUATION

the same time they were beginning to quiet and listen to the authority figure.
understand that sometimes they needed to be

REFERENCES

Brandt, A et al. (2007): Deep-sea isopod biodiversity, abundance, and endemism in the Atlantic
sector of the Southern Ocean - Results from the ANDEEP I - III expeditions. Deep Sea
Research Part II: Topical Studies in Oceanography, 54(16-17), 1760-1775

Danielson, C. (1996, 2007) Enhancing Professional Practice: A Framework for Teaching, 1st and
2nd editions, Association for Supervision and Curriculum Development (ASCD),
Alexandria, Virginia.

Danielson, C. and McGreal, T. (2000) Teacher Evaluation to Enhance Professional Practice,

Association for Supervision and Curriculum Development (ASCD), Alexandria, Virginia.

Ferguson, A. (2007) „Employee engagement: Does it exist, and if so, how does it relate to
performance, other constructs and individual differences?‟ [online] Available at:
http://www.lifethatworks.com/Employee-Engagement.prn.pdf [Accessed 20th October
2018]

McNamara, G. & O‟Hara, J. (2005). Internal review and self-evaluation – the chosen route to
school improvement in Ireland. Studies in Educational Evaluation, 31, 267-282.

McNamara, G., O'Hara, J., Lisi, P.L., & Davidsdottir, S. (2011). Operationalising Self
Evaluation in schools: experiences from Ireland and Iceland. Irish Educational
Studies, 30(1), 63-82. doi: 10.1080/03323315.2011.535977

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ENGLISH TEACHER’S PERFORMANCE EVALUATION

APPENDIX A: Classroom Observation Checklist

Instructor evaluated: X Course: English Literature

Number of students present: 11 Date: 23-October-2018

Evaluator(s): Y & Z

Topic: Reading Story Duration: 40 Minutes

Lesson Plan and Execution

Little
Completely Mostly Somewhat Not at all
bit
a. Was the format appropriate √
b. Were objectives shared with
√
learners
c. Did the instructor get the attention
√
of learners early
d. Did the instructor stated purpose in
√
interesting way
e. Did the instructor posed a dilemma √
f. Did the instructor asked a
√
stimulating question
g. If not, how could it have been done
√
more effectively
h. Was there a handout √
i. If yes, was it organized according
to the presentation
j. How much it organized according
to the presentation
k. How much information was
√
presented for given time period
l. Did instructor encourage student
√
responsibility for further learning
Comment: The teacher introduced the lesson objectives and learning goals clearly.

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ENGLISH TEACHER’S PERFORMANCE EVALUATION

Teaching Techniques

Little
Completely Mostly Somewhat Not at all
bit
a. Did the teacher maintain control of
√
class
b. Did the teacher ask the audience to
√
answer questions
c. Did the teacher use brainstorming
√
d. Were many responses generated by
√
the students
e. Were any audiovisuals used
√
f. Were they of good quality

g. Was the teacher conversational

√
h. Did the teacher use eye contact
√
i. Did the teacher use natural hand
√
and body gestures
j. Did the teacher vary the pace of the
√
presentation
k. Did the teacher avoid standing in a
stiff manner or hiding behind a √
podium
l. Was voice quality/ volume
√
adequate
m. Did the teacher show interest in
√
the subject
n. Did the teacher show interest in
√
teaching
o. Did the teacher appear to have
√
prepared for the presentation
p. Overall, did the teacher try to help
√
the learners learn the subject
q. Were learners asked to evaluate
√
the presentation
r. Did the teacher maintain control of
√
class
s. Did the teacher ask the audience to
√
answer questions
Comment: The teacher tried to maintain a student centered class but somehow the teacher
talk was a little bit higher than the portion of student talk.

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ENGLISH TEACHER’S PERFORMANCE EVALUATION

Class Management

Little
Completely Mostly Somewhat Not at all
bit
a. Teachers presence in the class was
appropriately approachable not √
stifling
b. Teacher established a rapport with
√
the class before starting the lesson
c. Teacher took the time to introduce
√
the lesson to the class
d. Lesson was complemented by the
Teacher‟s tone, gesture, posture and √
demonstration (if necessary)
e. Lesson material was meaningful,
√
motivated, contextualized
f. Use of ample example or reference
√
g. Use of activities to engage the
students (Group work, pair work, √
peer evaluation)
h. Enough opportunities for students
√
to responds or question the teacher
i. Effective balance of STT and TTT √
j. Transition from one point to
√
another
k. Time maintenance
√
l. Linking lesson to previous or next
√
lesson materials
Comment: The teacher was maintaining the balance of TT and ST at the beginning but around the
end of the class, the TT increased in a significant way.

Learning Environment

Little
Completely Mostly Somewhat Not at all
bit
a. The class atmosphere was warm,
√
open, and accepting
b. Learners were clear about the topic
√
being taught
c. Student participation was
√
appropriate not disturbing
d. Classroom facility was adequate
and furnished with necessary √
equipment (Board, Marker, Speaker,

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ENGLISH TEACHER’S PERFORMANCE EVALUATION

Multimedia etc.)
e. Classroom environment was
appropriate to facilitate learners‟ √
learning (Light, fan, AC)
f. The seating arrangement is
suitable, not over crowded √

g. Interaction of teacher and learner

during the lesson √

h. Learner‟s response was

appropriate and inquisitive √

i. Display of misconduct or hostility

√
towards teacher from the learners
j. Display of misconduct or hostility
√
from one learner to other learner
k. Peer feedback and feedback from
teacher was supportive and √
constructive
Comment:

Use of Language

Little
Completely Mostly Somewhat Not at all
bit
a. The teacher speaks in the target
language in the classroom √
appropriately and effectively
b. The teacher offers opportunities
for native language use √

c. The teacher uses familiar words

related to what she/he is teaching in √
class
d. The teacher presents information
about some very familiar topics using √
native language
e. If learners find the lesson difficult
√
teacher tries to say it in simple way
f. Teacher uses formal language in
the classroom √

Comment: The teacher maintained a formal discussion in the class and tried to reach every
student to take response.

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ENGLISH TEACHER’S PERFORMANCE EVALUATION

Teaching methods/ techniques

Little
Completely Mostly Somewhat Not at all
bit
a. Teacher uses a specific teaching
√
method in class
b. Teaching techniques are related to
√
the objective of the lesson
c. Teacher takes initiative to promote
communication among students and √
teachers
d. Use of techniques which has
√
implication outside the classroom
Comment: The teacher used communicative teaching method to conduct the class.

Presentation skills of the teacher

Little
Completely Mostly Somewhat Not at all
bit
a. Teacher‟s voice is enough audible
√
for all the students
b. Teacher‟s pronunciation is clear
√
enough to understand
c. Teacher is able to keep pace while
√
giving lecture
d. Teacher can change the pitch of his
tone to support the meaning & for √
emphasis
e. The teacher gives adequate pauses
√
while giving lecture
f. The teacher is able to make eye
√
contact with all the students
g. The gesture of the teacher
√
compliments what he is saying
Comment: The teacher was interactive with the students.

Personal qualities of the teacher

Little
Completely Mostly Somewhat Not at all
bit
a. The teacher is friendly with the
students while teaching √

b. The teacher welcomes opinion &

comments from the students √

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ENGLISH TEACHER’S PERFORMANCE EVALUATION

c. Teacher uses relevant personal

examples to create rapport with √
students
d. The teacher shows enthusiasm &
√
passion regarding the subject matter
Comment: Teacher gave many personal experiences and the students also shared their
personal experiences too.

Teaching Materials (Teacher designed/ Supplementary)

Little
Completely Mostly Somewhat Not at all
bit
a. Materials are designed according
√
to the age level
b. Material fulfills the objective of
√
the lessons provided
c. Materials includes lessons which
are interesting and can motivate the √
learner
d. Materials has a face value not only
from the outside but also inside of the √
text
e. Use of other teaching aids along
with the prescribed text. Ex: audio- √
visual materials
f. Use of authentic material
√
g. Materials are used effectively and
√
efficiently
h. All the lessons are covered of the
√
prescribed material
Comment: The book was sufficient for the lesson objectives but the teacher had some realia
for the benefit of learning.
Treatment of Feedback
Little
Completely Mostly Somewhat Not at all
bit
a. Teacher provided effective
√
feedback to each activities
b. Teacher provide feedback after the
√
activity is finished
c. Teacher provides feedback
√
individually
d. Teacher gives feedback to the
√
whole class
e. Teacher‟s feedback is
√
comprehensible

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ENGLISH TEACHER’S PERFORMANCE EVALUATION

Comment: Teacher was very helpful and co-operative throughout the class.
Additional Comments:
What specific suggestions would you make concerning how this particular class could have been
improved

The teacher was very much helpful towards the students while in many ways she could give more
time to the students to talk.

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ENGLISH TEACHER’S PERFORMANCE EVALUATION

APPENDIX B: Interview Questionnaire for Teacher

1. Tell us about your experiences working with students at this age level.

2. How would you define the objective of today‟s lesson? (Lesson Objective)

3. Please give us your opinion whether objective of today‟s lesson was successfully
achieved or turn out differently from what you planned?

4. More generally, when you are planning lessons what kinds of other constraints prevent
you from teaching the way you would like? (Constraints)

5. What do you think these students learned from this lesson?

6. How does today‟s lesson relate to previous and forthcoming lessons?

7. How do you or will you assess what the students have learned from today‟s lesson?

8. Do you make learning fun for students? How?

9. What would you do if a student does not complete his/her homework on a regular basis?

10. Besides delivering lecture, what methods of teaching do you use for students‟ better
understanding of the topic?

11. What are your classroom rules? How do you make students familiar with the rules?

12. How do you involve weaker and introvert students in your lessons?

13. What challenges do these students encounter in their learning and how do you modify
instruction to address these needs?

14. Do you have students with different skill levels/ language issues/ special needs? If so,
how do you teach them?

15. How might you change the methods and lesson plan you used today if you were with a
different set of students?

16. Is there anything else you would like to share with us about your teaching experiences, or
about the lesson today?

17