Erasmus+ Project: EVALUATION OF
SCHOOL LEADERSHIP AND TEACHING
PRACTICE:
Working Session 13: Teacher Evaluation as a Process
for Improvement
Petros Pashiardis
Professor of Educational Leadership
Open University of Cyprus
[email protected]
Cumbria University
April 14, 2016
Main Teacher
Evaluation
Questions
Main Teacher Evaluation questions
Every Teacher Evaluation System
should be able to respond to the
following Questions:
•
•
•
•
For Whom?
From Whom?
With What Emphasis?
For What Purpose?
For Whom?
• Evaluation for individuals or groups?
• Evaluation for individuals or schools?
• Evaluation for individuals or the
system?
From Whom?
Who should be involved in Teacher
Evaluation?
• All stakeholders?
• Just parents?
• Just teaching personnel (i.e., teachers,
principals)?
• External evaluators (i.e., inspectors)?
• What about students?
With What Emphasis?
• For self-evaluation or external evaluation?
• For formative/diagnostic/improvement or
summative evaluation?
• For evaluation of processes or results or
both?
• For connecting teacher evaluation with
promotions? If yes, how? What is the role
of Assessment Centers in education?
For What Purpose?
•
•
•
•
•
Who should know teacher evaluation
results?
All stakeholders?
Just parents?
Just teaching personnel (i.e.,
teachers, principals)?
External evaluators (i.e., inspectors)?
And students?
• When results of teacher evaluation are
known, can they tell us if effective
teaching and learning is taking place in
our schools?
• Can this analysis tell us which teaching
practices are more effective than others?
• Are teachers able to use these
evaluation results for their own
improvement?
Evaluation for
professional
development

Pedagogical Leader
Teacher (selfevaluation)


Students
Evaluation for
promotion purposes

Head of School

External Evaluators
Teacher (self
evaluation)

Evaluation of School
for improving its
effectiveness

Head of School

External Evaluators
Teachers of the
school


Parents

Students
Teacher Classroom
Observation as a
Process for
Improvement
Why is Classroom Observation necessary?
Increase
Self-Efficacy
Develop
Flexibility
Release
Enthusiasm
Develop
Empathy
NECESSITY
Establish
Self-Confidence
Establish
Collegial
Relationships
Become a
Realist
Provide
Direction
FIVE KEY-ACTIONS
Five key-actions of effective teachers are
important in order to have effective teaching.
These are:
–Clarity
–Variety
–Dedication on their teaching tasks
–Focus on the learning process
–Satisfactory degree of success for
every student
EFFECTIVE TEACHERS
• Discover personal goals for teaching
• Are cognizant about their own
behaviors
• Have flow
• Try to have an influence on their
students when they (the teachers) are
in the third stage of their own maturity
• Are leaders of leaders
(Pashiardis & Pashiardi, 2000)
Concluding
Remarks
Some Ethical Dilemmas
To what extend is Teacher Evaluation
related with:
• the rights of teachers as citizens?
• the rights of children for equal
opportunities?
• the rights of a country to set its own
rules and principles for public education,
since it is the public’s money that
supports it?
The Greatest Inequality
is the Equalization of
Unequals
(Aristotle, “Rhetoric”)