Teacher evaluation exercises form a crucial aspect of professional assessment and take different forms including professional responsibilities, culture orientation, student participation, and class management techniques. The evaluation criteria are particularly essential in keeping track with professional growth where teacher performance forms a crucial aspect of the entire program. The paper provides a review of teacher performance based on the aspects of professional responsibility, culture and learning environment. The subject areas of focus shall include Math, English Literature, Science, social science, and Religious Education. The aim of conducting the evaluation exercise is to attain student response across different class settings and how such exposure influences their performance.
Learning Environment and Professional Responsibility
Math
The Math teacher, Mr. Edward, is in his 40s and has over ten years’ experience working at a professional level. He has taught at the school for over five years now and is well acquainted with most parents and students in the school. Mr. Edward allows students to participate in his class sessions by asking and answering questions. His easy demeanor makes his classes quite active, and most students participate. He allows collaborative working settings with most assignments submitted informs of groups creating collaboration within the students. Mr. Edward follows up on his work and is keen to correct students who appear out of line in terms of appropriate class conduct. Students show a high level of cooperation and appreciation of their lessons. The mode of teaching employed enables students to undertake practical involvement in enhancing their skills, therefore, an improvement in performance.
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English Literature (ELA)
Miss Smith is a recent graduate teaching English Literature. She is young, probably below 30 years of age and has spent than two years at the institution. She has reported cases of student indiscipline among a group of students. The English teacher has in place learning groups where students undertake assignments and hold literature discussions. Students are active in her class and with weekly sessions allowing students the chance to present their literary understanding of course texts before their peers. The structures of learning adopted by Miss Smith enable students to remain consistent in their performance and class participation. The mode of teaching allows a collaborative approach that ensures that students are fully engaged in group works.
Science
Mr. Livingstone has been with the school for a short time. He joined from a neighboring school and has been teaching for about 20 years now. Science lessons are active with students acknowledging that they look forward to attending Mr. Livingstone’s sessions. He has a comprehensive outline of his class teaching system that ensures he allows students to explore various concepts under close supervision. Mr. Livingstone prefers the learner –assisted approach of teaching where students learn through experimentation. As a teacher, he only supports students where they have problems. Notably, the approach encourages collaboration and participation among students. The resultant routine comprehensively allows students to be outgoing and experimental leading to better performance.
Social Science
Madam Emily is a social science teacher. She is approaching the retirement age and still looks energized and motivated to share her knowledge with young minds. Madam Emily is quite a reserved person, and her ideas of teaching might be considered conservative and less outgoing. Madam Emily is strict on time management and offers her lessons in forms of lectures. She always allows students to read extensively on related topics to what she teachers. Her open-study approach appears to be enabling much freedom to students who require continuous monitoring to perform class tasks. Her lecture teaching without close supervision appears ineffective as some students fail to follow up and make their class notes leading to poor performances. Madam Emily’s classes have reported cases of indiscipline with students missing class sessions or preferring to attend other subject discussions as opposed to social sciences. Many students appear to be less motivated in taking social sciences classes leading to low enrolment and performance.
The classes are less competitive, and students fail to sustain the necessary rigor necessary to maintain better performance. The lack of cooperation from students has led to diminished collaboration between students taking the unit as only a few students are considered fully involved in these lectures, unlike other lessons. Madam Emily fails to redirect and monitor student behavior leading to cases of indiscipline in her classes. The result is an inability to maximize instructional time for students who miss the opportunity of working on improving their grades. The lecture approach proves to be ineffective especially among high school students who need continuous supervision from their teachers to remain consistent in performing in class. The teacher fails to motivate and inspire his students leaving them unprepared to take on academic leadership roles necessary for successful learning.
Religious Education
Reverend Lance is the school’s Chaplain and teaches religious studies. He is likable and strict on discipline. Since the majority of students are Christians, the lessons on religious studies are for the Christian religion. Rev. Lance’s lesson plans are incorporative of collaborative lesson structures that introduce students to various learning systems including discussions, personal, and research, as well as presentations. As a teacher, Lance incorporates a very comprehensive approach that exposes students to different learning scenarios granting them the chance to take academic leadership necessary in improving their performance. The technique remains consistent with teacher performance objectives that stipulate cooperation and collaboration between learners and their instructors for improved performance.
