Evaluation of colleagues, Evaluation of the teacher by the school...

2. Evaluation of colleagues

Simultaneously with the questioning of pupils or parents, an opinion on the activity of the teacher of his colleagues working with him at school should be clarified. In this case, it is preferable to use a questionnaire similar to that filled by the students in order to be able to compare the results obtained. The inexpediency of using the usual undifferentiated evaluation of colleagues is that when everyone evaluates everyone, when evaluating himself, he makes mistakes, which are called mistakes of generosity. In addition, when evaluating general a great influence is rendered by the latent nature of some features of the activity of the teacher and the limited ability to observe them in the learning process.

Such a survey is greatly simplified if its procedure is made an obligatory annual tradition. At the same time, all the teachers are given questionnaires (according to the number of members of the collective), which they fill out at leisure and, at the appointed time, they are laid out according to the folders or envelopes of the respective teachers. Processing of questionnaires is carried out by a commission of three people. For discussion, average ratings of each teacher are taken out, and the questionnaires are destroyed.

The individual average score of each teacher of the school is an indirect indicator of his authority among colleagues and allows the ranking of teachers not only in accordance with their past merits, but also on the actual contribution to school activities at a given time. It should be noted that the assessment of colleagues is probably the most significant for the teacher, since it expresses the attitude of professionals. In this regard, the head of the school needs a large tact, so that conducting such a survey and discussing the evaluations obtained becomes a means of further strengthening and rallying, rather than a split of the pedagogical collective.

In addition, for the school administration, average grades carry information about the socio-psychological climate, about the satisfaction of employees with their stay in it and about the relationship between teachers.

3. Evaluation of the teacher by the school and district administration also plays an important role

This assessment allows you to determine the contribution of each employee to the development of the school as a whole. In fact, the evaluation of a pedagogical worker on the part of the administration can be regarded as the equivalent of his activity and the prospect of his promotion through the ranks of the school. The evaluation procedure can be arbitrary, but on the whole it resembles an attestation.

4. Self-evaluation of a teacher

It would be unethical when summing up the results not to take into account the opinion of the teacher himself, which is expressed in his self-esteem. Comparison of self-esteem with all kinds of subjective assessments makes it possible to determine the adequacy of an employee's position both in the educational process and in the school in general. Then

However, to increase the self-criticism of the teacher's own assessment, it is advisable to use the consent coefficient K, which acts as a progressor of pedagogical activity:

To & lt; 0.5 means that the teacher values ​​himself much higher than the surrounding ones, and measures are necessary to bring his claims in line with the requirements of the school.

0.5 < To & lt; 1,5 - the teacher's self-esteem is adequate: his opinion of himself corresponds to the opinion of others.

To & gt; 1,5- the teacher has an understated self-esteem; others appreciate it much higher, and it deserves encouragement.

Obviously, including K in formula (1) allows you to automatically adjust the marked trends.

When evaluating a pedagogical worker, as well as for his self-examination, special methods can be used to identify certain professionally important qualities of the teacher, such as the test "Information culture of the teacher."

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