Teacher Observation and Evaluation Criteria

Teacher Observation and Evaluation Criteria

Reflective Teacher Observation Model

1.    Instructional Skills – The teacher demonstrates, in his or her performance, a competent level of knowledge and skill in designing and conducting an instructional experience.

Indicators:

·      Writes and teaches to clear objectives – Utilizes principles of learning – Provides a variety of instructional experience

·      Uses appropriate instructional strategies for students, subjects, and goals – Monitors ongoing performance to adjust lessons.

·      Uses school’s goals and guide effectively – Demonstrates creativity in the teaching process.

2.    Classroom Management and Organization – The teacher demonstrates, in his or her performance, a competent level of knowledge and skill in organizing the physical and human elements in the educational setting.

Indicators:

·      Provides a classroom climate conducive to learning

·      Provides a model in demeanor and appearance that does not detract from teaching effectiveness

·      Assesses individual differences, provides appropriate student grouping and uses appropriate instructional resources to meet individual needs

·      Involves students in planning and evaluating their own work where appropriate

3.    Student Discipline and Attendant Problems – The teacher demonstrates the ability to manage the non-instructional human dynamics in the educational setting.

Indicators:

·      Communicates clearly established parameters – Recognizes conditions that lead to problems – Assists students toward self-discipline

·      Responds reasonably to discipline problems – Effectively utilizes the assistance of administrators or support personnel

4.    Knowledge of Subject Matter – The teacher demonstrates a depth and breadth of knowledge of theory and content in general education and subject matter specialization(s) appropriate to the grade level.

Indicators:

·      Gives evidence of subject matter competency in area(s) to be taught

·      Recognizes the relationship between one’s subject matter field and other disciplines or subjects

·      Keeps abreast of new developments in the subject matter area

5.    Interest in Teaching Pupils – The teacher demonstrates an understanding of and commitment to each pupil, taking into account each individual’s unique background and characteristics. The teacher demonstrates enthusiasm for or enjoyment in work with pupils.

Indicators:

·      Plans educational experiences based on students’ unique background and characteristics

·      Enjoys working with students

·      Provides prompt, meaningful communication among students

6.    Preparation and Scholarship – The teacher exhibits, in his or her performance, evidence of having a theoretical background and knowledge of the principles and methods of teaching and a commitment to education as a profession.

Indicators:

·      Keeps abreast of current and effective emerging principles of teaching

·      Contributes to school and professionalism

·      Maintains professional rapport with colleagues, parents, and community

7.    Effort Toward Improvement When Needed – The teacher demonstrates an awareness of his or her limitations and strengths and demonstrates continued professional growth.

Indicators:

·      Participates in career development

·      Utilizes self-evaluation as a tool for professional growth

·      Responds constructively to recommendations

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[1] Reflective Teacher Observation Model for In-Service Teacher Trainees by Sadia Ali. English Teaching Forum, 2007. Number 1