overall impression of teaching effectiveness essay

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Evaluating and Improving Your Teaching

Faculty who take teaching seriously will inevitably ask themselves one especially important question: “How can I become a more effective teacher?” The question implies that an individual’s teaching, no matter how good it may be, can become better. Its answers can lead to improved teaching practices and student learning. Faculty may have been “perfect” in the classroom yesterday, but it is almost impossible to string together a week of such days, let alone an entire semester’s worth.

Pondering this question is the first step on the road to helping one’s students learn more effectively. The second step is to seek answers, which often leads faculty to explore two effective teaching strategies: reading the teaching literature and seriously evaluating their teaching. A review of this literature is beyond the scope of this article, although good starting points include McKeachie (2002) and Perlman, McCann, and McFadden (1999, 2004), and the journal

Teaching of Psychology . Instead, we focus on different strategies for evaluating teaching.

Why Evaluate Teaching?

The evaluation of teaching has two purposes. The first, called formative evaluation, is aimed squarely at improving teaching. It centers on two questions:

• “Am I an effective teacher?”
• “How can I become a more effective teacher?”

Formative evaluation emphasizes personal reflection and growth, and finding new and better ways to convey information to students, helping them to appreciate the subject matter, and empowering them to become self-learners.

The second purpose emphasizes accountability and addresses two questions:

• Am I a good teacher relative to my peers?
• Is my teaching an aid or hindrance to tenure, promotion, and merit salary?

This type of evaluation, called summative evaluation, entails processes that often make faculty uncomfortable

— after all, professional status and money are on the line.

Interestingly, both types of evaluation entail many of the same assessment processes. Indeed, if teachers focused primarily on becoming better teachers through formative evaluation, they would have little concern about the outcome of summative evaluation. For this reason, we emphasize formative evaluation.

What Is To Be Evaluated?

When teachers consider teaching and its evaluation, they generally think about what they do in the classroom: the clarity of lectures, the extent to which they engage students in discussion, and so on, but teaching involves more than classroom performance. Faculty prepare for hours in advance of class, create and grade tests, and meet students during office hours, to name but a few teaching activities. Students should learn something about our subject matter because of what faculty do outside of class, and the outcome of this process also is relevant for evaluation. Thus, a broader perspective on teaching encompasses four dimensions: course organization and preparation, classroom performance, approachability and availability, and assessment of student learning.

Course Organization and Preparation

In evaluating teaching, faculty often overlook course organization and preparation in deference to classroom performance. How they prepare and organize their courses should drive what they actually do in the classroom, and thus what students learn. Ideally, courses are organized around what faculty wish their students to learn. Once this issue has been addressed, teachers must entertain three other important questions to evaluate course preparation and organization:

• Are these outcomes appropriate to the level and content of the course?
• How do I connect these outcomes with specific course activities?
• Will these outcomes stimulate intellectual growth and enjoyment of learning?

Answers to these questions should appear in the class syllabus and unambiguously convey to students: student learning outcomes, the nature of the subject matter, the teacher’s orientation to learning (e.g., lecture versus a greater emphasis on student involvement), the kinds of classroom learning activities practiced, how students will be engaged, the approach to assessing student learning, and classroom management practices.

Classroom Performance

Being able to communicate psychological knowledge clearly and enthusiastically is one key to effective student learning, and therein rests a secret to becoming a truly great teacher. Becoming a successful teacher hinges on teachers’ abilities to establish rapport, an interpersonal dynamic that increases the likelihood that students will pay attention to and understand the teacher’s message. Essential aspects of building rapport include, among other things, learning students’ names, using relevant examples, treating students respectfully, using appropriate humor, and starting and ending class on time (Buskist & Saville, 2004). Clearly, the quality of faculty teaching transcends their disciplinary knowledge — it includes their personal characteristics as well.

Approachability and Availability

Faculty demeanor in the classroom influences their students’ willingness to initiate one-on-one contact with them outside of class. If students perceive faculty to be supportive and caring, they are likely to perceive them as being approachable outside the classroom. Questions to ask to assess approachability and availability include:

• What is my interactive style with students?
• Do I encourage students to meet with me?
• Am I in my office during my office hours?
• Do I pay attention to my students when they are talking to me?
• Do I respond promptly and courteously to student phone calls and e-mail?

Assessment of Student Learning

Perhaps the most overlooked factor in the evaluation of teaching is how faculty assess students’ learning. This oversight is perplexing because the ultimate goal of teaching is, of course, to facilitate student learning. Teachers need a logical rationale for (a) assessing how well they are accomplishing this goal, and (b) contemplating possible answers to several questions helpful in their teaching:

• What is the relation of my assessment protocol to my student learning outcomes?
• How frequently do I assess student learning and why?
• What formats do I use to assess student learning and why?
• How promptly do I return graded materials?
• How much feedback do I provide students regarding their learning?
• What procedures do I use for remediation of poor student performance?
• Are my assessment and grading procedures fair?

Teachers’ approaches to assessment of student learning ideally should reflect their commitment to helping students become more effective learners. Sometimes, however, the nature of exams and other graded assignments reflect teachers’ needs. The less time faculty spend grading and providing feedback, the more time they have for other responsibilities and interests. In the latter case, however, students might learn less than they might otherwise. Moreover, this approach may impede student learning by offering only limited feedback on their performance.

Choices in Assessment of Teaching

A teacher’s preparation and organization, classroom performance, approachability and availability, and assessment of students’ learning are all fair game for evaluation. The question, of course, is how to go about the assessment process.

Who Provides Evaluative Data?

Students are the most common source of evaluative information. When most faculty think “teaching evaluation,”

they imagine their students completing a survey at the end of the semester. Although the validity of data from student evaluations has been questioned (e.g., Greimel-Fuhrmann & Geyer, 2003), they remain a primary source assessment tool. Nonetheless, additional forms of assessment, such as selfassessment and peer review, provide useful supplemental information that is not available from student evaluations such as feedback regarding developing appropriate student learning outcomes, developing and revising syllabi, understanding the relationship of student learning outcomes to student learning, and creating effective formats for assessing student learning.

When Should the Evaluation be Conducted?

Evaluations are most commonly given at the end of the semester providing a snapshot of teaching over the entire course. The disadvantage to this approach is that it provides no opportunity for a teacher to address problems that may exist in the class, and so students’ learning and enjoyment of the course may suffer.

The alternative is to evaluate one’s teaching earlier in the semester. That way, the end-of-the-semester evaluation can be used, in part, to gauge how successfully a teacher has resolved previously identified problems. Students frequently voice their appreciation of a teacher’s willingness to incorporate their suggestions into improving their classroom learning experience.

Some faculty may wish to evaluate their teaching more than once or twice a semester, even weekly, but students may find such frequent assessment obsessive and annoying. Instead, faculty may wish to solicit feedback from students when trying a new technique or demonstration for the first time or when making other modifications to teaching. Two or three evaluations per semester will likely provide ample data for assessing your teaching effectiveness.

Although most institutions typically have a required instrument for end-of-the-semester evaluations, developing one’s own questions for an earlier evaluation allows a faculty to tap student perceptions that the required instrument might overlook. Such “home grown” evaluations also allow questions that faculty deem especially critical to understanding their approach to teaching. For example, if teachers incorporate specific types of learning activities not reflected on the institutional instrument, they may wish to develop a few questions to address their effectiveness.

What Assessment Techniques Might be Used?

Student feedback, self-assessment, and peer evaluation may be used alone or in combination. Data can be collected several ways ranging from the typical paper and pencil course evaluations containing forced-choice and open-ended items to in-class learning assessment techniques (e.g., the muddiest point, in which students express to their teacher, in writing, the point or points that they had the most difficulty understanding during lecture — see Angelo & Cross, 1993), and student focus groups.

Paper and pencil evaluations provide global information regarding overall teaching effectiveness and typically center on teacher qualities. In-class learning assessment focuses on what students learn during any given class period. Lastly, randomly selected students may be brought together outside of class to meet in focus groups to provide feedback on specific aspects of a course — clarity of lectures, testing and grading procedures, and so on. Focus groups also are useful in providing feedback regarding a teacher’s rapport with students and building stronger rapport.

Self-assessment techniques provide valuable data regarding all aspects of one’s teaching, and like student evaluations, exist in several formats including informal reflection after class, course portfolios, videotape analysis, teaching journals, review and revision of a teaching philosophy statement, and comparisons of student learning outcomes to actual student achievement. Informal reflection involves assessing how well faculty perform on any given day. One useful metric for these judgments is the extent to which students appear attentive and engaged in class discussion. “Great” days, of course, are those in which students generate many questions, comments, and insightful remarks.

Daunting as it may seem, watching oneself on videotape captures how one’s teaching personality, mannerisms, and communication skills appear to students. This process is extremely beneficial in identifying problems and strengths in classroom delivery.

Writing about one’s approach to teaching as well as actual teaching experiences creates opportunities for reflection — the chance to lead an “examined life” as a teacher. Contemplating both what one does well and poorly as a teacher may provide insights into strategies and actions to undertake to become better.

Finally, determining how well students achieve course objectives permits a teacher to identify ways to help students achieve these goals in the future. It also provides a means of assessing how well course preparation and organization help students achieve these outcomes.

Peer evaluations most often take the form of a departmental colleague visiting a class and providing feedback. However, peers may also analyze video of colleagues’ teaching, review syllabi (e.g., learning outcomes, content, and grading procedures), and review their philosophy of teaching statement and teaching portfolio.

Most faculty members’ departmental peers have not been trained in formal analysis of teaching strategies and style, so they may not provide concrete suggestions for teaching improvement. However, departmental peers do know psychology and often provide helpful suggestions regarding course content, demonstrations and examples of specific topics and issues, and the relationship between student learning objectives and content. Peers also know the student population and can offer insights on how best “to reach” specific segments of that population.

Keep in mind that because faculty have on-going social relationships with their colleagues, they may be reticent to share their true feelings. In other words, it may difficult to find a peer willing to provide completely honest feedback on one’s teaching.

Using Evaluative Data to Improve Teaching

Some general guidelines provide a comprehensive approach to evaluating and improving teaching. Global feedback such as “You’re a really good teacher” or “You need to be more approachable” is not helpful in identifying ways to improve teaching. Seek feedback that emphasizes specific behaviors to change or to be adopted. For example, “You did a great job getting our term papers back to us two days after we turned them in” or “I sent you an e-mail three days ago and you still haven’t answered it” identify precise behavior a teacher may need to change or maintain.

More Feedback is Better Than Less

The more feedback teachers gather, the more information they will have with which to assess their teaching effectiveness. Although the numerical information from objective portions of student evaluations may provide the overall impression that students have of one’s teaching, faculty should gather as much specific written commentary from students and peers as they can. This information is useful in interpreting the numerical data and is more likely to pinpoint specific aspects of teaching that are meritorious or need improvement.

T ake Context Into Consideration

As faculty examine their teaching strengths and weaknesses, they should consider context as a potential factor influencing their teaching and students’ motivation to learn. Sometimes students’ willingness to study for classes succumbs to their extracurricular interests. If so, a teacher’s task is to inspire students to adopt more effective study habits. At other times, teaching may not be appropriate for the course level, especially for new faculty who, coming right from graduate school or a post-doctoral experience, demand that undergraduates read nearly as much as they did.

In addition, some courses faculty teach may be prerequisites for other courses in the curriculum. Colleagues who teach these other courses expect students to have particular knowledge and skills when the prerequisite course is completed.

Seek Consistent Themes Within and Across Evaluative Measures

Examine evaluative information as a gestalt and look for patterns. Skillful teachers reflect on both critical and positive themes, and link valid criticisms — those comments that identify teaching deficits — to specific teaching behaviors they can adjust to improve teaching effectiveness. They do not focus on criticism to the extent that they overlook what is positive about their teaching. Experienced teachers know that the key to teaching enhancement is to refine what they do well while simultaneously improving what they do less than well.

Ignore the Lone Voice of Gloom

No matter how good student teaching evaluations may be, they are rarely perfect. Most faculty have at least one student with whom they do not connect despite their best efforts. Sometimes they do not know that this student exists until they receive their teaching evaluations and read a comment such as: “You are the single worst teacher I have ever had. I should get my tuition back for this class.” For most faculty, this comment is the one that they will remember best, even when the bulk of the other commentary is glowing. Ignore student commentary that is mean spirited or harshly critical, or offered without any evidence to substantiate it, especially when it is provided by a single student. This advice also applies to extremely positive commentary.

Use Multiple Measures

Do not limit evaluation to a single source (e.g., students) or a specific teaching dimension (e.g., classroom performance). Faculty have the best chances of learning about their teaching and improving it if they gather evaluative information from both students and peers on all aspects of their teaching.

Develop an Individualized Assessment Plan for Each of Your Courses

Adopt a reflective approach to the evaluation of teaching. As teachers prepare syllabi for next semester, they need to consider how they will assess their teaching in each of your classes. Faculty may wish to incorporate evaluative plans involving their students into their syllabi. Those who do so often contact colleagues prior to each semester, whom they wish to visit their classes or review their syllabi and presentation materials. Such advance planning allows teachers to design assessment strategies tailored to providing specific information about their teaching strengths and weaknesses.

Teaching is a dynamic blend of performance art and science that is influenced in no small measure by the teacher’s personality, the students’ motivation, and institutional vagaries. Becoming a better teacher requires understanding how these factors interact and change over time—and such comprehension seems most likely to be prompted by intentional and reflective evaluation and analysis.

WILLIAM BUSKIST is alumni professor and distinguished professor in the Teaching of Psychology at Auburn University. His research interests center on the qualities and behaviors of master teachers, development of student-teacher rapport, and assessment of effective teaching and student learning.

JARED KEELEY is a second year graduate student in the clinical psychology program at Auburn University. He is the past Chair of the Graduate Student Teaching Association of the Society for the Teaching of Psychology.

JESSICA IRONS is second year doctoral student in the experimental psychology program at Auburn University. She earned her bachelor’s and master’s degrees at Augusta State University.

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About the Author

WILLIAM BUSKIST is alumni professor and distinguished professor in the Teaching of Psychology at Auburn University. His research interests center on the qualities and behaviors of master teachers, development of student-teacher rapport, and assessment of effective teaching and student learning. JARED KEELEY is a second year graduate student in the clinical psychology program at Auburn University. He is the past Chair of the Graduate Student Teaching Association of the Society for the Teaching of Psychology. JESSICA IRONS is second year doctoral student in the experimental psychology program at Auburn University. She earned her bachelor's and master's degrees at Augusta State University.

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Improving Teaching Effectiveness

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How can you continue to develop your teaching practice? As educators, it is important to continuously develop our professional skills so that we can develop and facilitate effective learning experiences, support diverse learners, adapt to evolving contexts, keep up with the latest in learning science, and find meaning and satisfaction in our work.

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Teaching Commons > Teaching Guides > Reflective Practice > Teaching Effectiveness

​ Defining Teaching Effectiveness

In his book Understanding Teaching Excellence in Higher Education (2005), Alan Skelton argues that teaching effectiveness is a contested, value-laden concept. He points out that “students, teachers, politicians and employers may all have different understandings of teaching excellence at any given moment in time within a particular system of higher education,” and that while “policies which seek to promote teaching excellence may claim to be neutral and value-free, they intentionally or unintentionally connect with particular values and interests” (p. 11).

A useful definition of teaching effectiveness, then, should be intentionally linked to the specific context where teaching is evaluated. Communities should explicitly identify the values and assumptions that underpin their understanding of what it means to be an effective teacher and that inform what they define as best practices. For example, a definition might reflect a university’s mission, the unique practices of an academic discipline, or the values that inform a certain teaching award.

There are three elements to consider when evaluating teaching effectiveness within a particular context:

• Criteria – attributes of effective teaching
• Evidence – documentation of teaching considered in the review process
• Standards – expectations of quality and quantity

In her practical guide Peer Review of Teaching: A Sourcebook (2007) Nancy Chism points to several sets of criteria that have been proposed to evaluate teaching effectiveness and combines these sets into a master list where the criteria are organized into categories and characteristics (pp. 57-8). You can use this resource to identify possible criteria that describe your particular definition of effective teaching.

There are many sources of evidence available that document teaching effectiveness. Evidence should include contributions from students, colleagues, and the instructor.

Evidence collected by students might include student ratings and letters from students who have been supervised by the instructor. Evidence collected from colleagues might include reviews of course materials and classroom observation reports. Evidence collected from instructors themselves might include course materials, examples of student work, reflections on teaching, evidence of participation in professional development activities, or a teaching portfolio .

Below is a non-exhaustive list of additional sources of evidence organized by category. This list is an expanded version of Chism’s suggestions (pp. 61):

Standards articulate expectations of quality or quantity for each evaluation criterion. As with criteria and sources of evidence, the corresponding standards should fit the context in which teaching is evaluated. For instance, a teaching award for graduate teaching assistants might articulate high standards for student learning results yet reflect lower expectations for departmental and institutional leadership around teaching.

The following are examples of levels of achievement:

• "Compelling evidence... some evidence... no evidence”
• “Innovative... current... outdated”
• “Extensive... specific... vague”
• “Frequent... regular... infrequent”
• “Above average... average... below average”
• “Excellent... satisfactory... unacceptable”
• “Exceptional... adequate... needs work... absent”
• “Excellent... very good... good... fair... poor
• “Distinguished... sufficient... minimal”
• “Exemplary... beginning... developing”
• “Advanced... professional... novice”

Bringing It Together

One way to articulate a definition of teaching excellence and communicate that definition to teachers and peer evaluators is to create a rubric. Here are two examples:

• Teaching Portfolio Rubric . This rubric explicitly identifies the evaluation criteria, the types of evidence that should be included in the portfolio, and the evaluation standards.
• Scholar-Educator Rubric from Introduction to Rubrics (Stevens & Levi, 2013, p. 164). This rubric articulates criteria and standards, but does not specify what types of evidence are considered. If you do not address types of evidence in your rubric, you should explicitly identify what is acceptable elsewhere.

Considerations When Evaluating Teaching Effectiveness

If you wish to develop a system for evaluating teaching effectiveness within a particular context, such as a teaching award for your department, be mindful of the following considerations:

Decide if the primary purpose of the evaluation is formative or summative and use that distinction to guide the evaluation process. For example, a peer teaching observation conducted for formative purposes should not be used to make summative judgements in merit evaluation because it can compromise the relationship between the instructor and the observer.

Faculty and students are key stakeholders in the evaluation of teaching. Invite them to participate actively in defining the underlying values and purposes of the evaluation.

To get a complete picture of an individual’s teaching performance, gather information from multiple sources, use multiple methods, and consider multiple points in time. Student ratings are useful, but they should only be one of many sources of evidence considered.

When documenting student learning, make sure to consider direct measures that provide tangible, compelling evidence that students have achieved a specific learning outcome . Keep in mind that grades and surveys asking students to report what they learned are indirect measures of student learning, meaning they are only proxy signs that students are probably learning.

Consider Portfolios

Consider using teaching portfolios to evaluate teaching effectiveness. Portfolios offer faculty more control over representing their teaching because they can select and curate sources of evidence. In addition to providing more control, teaching portfolios encourage faculty to reflect on their assumptions about learning, their past experiences, and their future goals.

Further Resources

• The Office for Teaching Learning and Assessment (TLA) can provide advice, guidance, and resources to help you define teaching effectiveness for your particular program, department, or award. TLA also works directly with instructors to provide formative, confidential feedback on their teaching. TLA does not participate in the summative assessment of instructors for tenure, promotion, or teaching award purposes.
• Peer Review of Teaching: A Sourcebook (2007) by Nancy Chism. This is an accessible, research-based sourcebook that provides administrators with guidance on developing a system for peer review, conducting peer observations, and implementing teaching portfolios. The book includes many sample forms and other materials that you can use or adapt.
• Summaries of Research on Student Evaluations . An annotated bibliography created by Vanderbilt University’s Center for Teaching that reviews research on the reliability, validity, and potential biases of student course evaluations.

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In This Article Expand or collapse the "in this article" section Teacher Evaluation and Teacher Effectiveness

Introduction, purposes of teacher evaluation.

• International Policy and Research Reports
• US Policy and Research Reports
• Textbooks on Teacher Effectiveness and Teacher Evaluation
• Early Models of Teacher Evaluation
• Contemporary Models of Teacher Evaluation
• Measuring Teacher Effectiveness
• Value-Added Models in Teacher Evaluation
• Teacher Observation in Teacher Evaluation
• Impacts of Teacher Evaluation on Teacher Quality

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Teacher Evaluation and Teacher Effectiveness by James H. Stronge , Leslie W. Grant , Xianxuan Xu LAST REVIEWED: 28 July 2021 LAST MODIFIED: 28 July 2021 DOI: 10.1093/obo/9780199756810-0138

Teacher evaluation has evolved over time from focusing on the moral values of a teacher in the early 1900s to standards-based evaluation models of today that seek to include measures of student academic progress. Often, teacher evaluation systems seek to serve two needs: accountability and improvement. Changes in teacher evaluation have been influenced by political winds as well as a desire to create systems that are fair and balanced. This article begins with an overview of the purposes of teacher evaluation. Next, often-cited international and US policy and research reports as well as foundational textbooks related to teacher effectiveness and teacher evaluation are highlighted. The article then provides an overview of early models of teacher evaluation focused on the roles and responsibilities of a teacher and the evolution to contemporary models of teacher evaluation with a focus on a standards-based and/or outcomes-based approach to evaluation. The next section highlights seminal works that emerged in measuring teacher effectiveness as well as value-added models to support an outcomes-based approach by including student academic progress as part of evaluation. Including student outcomes has been the topic of intense discussion as policymakers and researchers debate the validity of the use of student test scores in terms of value-added modeling and other growth models. Researchers do not agree on the stability of such models and whether they do differentiate between effective and less effective teachers. Research will continue to inform and enrich this debate and discussion. Teacher observation remains a critical part of the evaluation process and the article provides a historical overview of common practices and challenges of teacher observation. Finally, works that illuminate impacts of teacher evaluation are provided, including texts and reports related to teacher growth and development, teacher retention, and teacher compensation.

Teacher evaluation that is intended to be productive and actionable must address either teacher growth and support, the quality of teacher performance, or both. In essence, teacher evaluation can and should consider purposes for helping teachers improve their performance as well as providing accountable for their work. While other teacher evaluation purposes are identified periodically (e.g., school improvement), the most commonly accepted purposes for teacher evaluation are: (1) supporting teacher personal and professional growth that leads to improved and sustained quality performance, and (2) documenting results of teaching practices for reporting and accountability. There is considerable discussion and little agreement in the extant literature regarding whether both purposes can and should be achieved within the same performance evaluation system. One point of agreement is that regardless of the purpose— teacher professional growth or teacher accountability—the intended purpose(s) of teacher evaluation must be actionable if evaluation is to a worthwhile endeavor. Earlier publications— Peterson 2000 , Gordon 2006 , and Stronge 2006 —posit the rationale for a connection among evaluation of teacher performance, teacher growth and development, and school improvement. A case for using evaluation for the purpose of accountability, or teacher dismissal, more specifically, is made in Chait 2010 . A case for using evaluation for the purposes of teacher development is described in Donaldson and Peske 2010 . Crowe 2010 argues that the first evaluation of a teacher occurs in her teacher education program and that we should have a strong accountability system for teacher education programs to make sure the graduates have the knowledge and skills to be effective with students. Huber and Skedsmo 2016 frames the primary purposes of teacher evaluation as formative (teacher growth and support) and summative (teacher accountability). A report from the National Council on Teacher Quality, Gerber 2019 advocates for teacher evaluation designs that help teachers improve their practice and support distribution of teacher quality equitably across schools.

Chait, Robin. 2010. Removing chronically ineffective teachers: Barriers and opportunities . Washington, DC: Center for American Progress.

Chait recognizes that teachers have a tremendous impact on student achievement and that teachers vary greatly in their effectiveness. This report focuses on one critical piece in the human capital systems in school—the dismissal of chronically ineffective teachers. The challenges in removing teachers who are persistently ineffective and fail to improve even with intensive support over time are described.

Crowe, Edward. 2010. Measuring what matters: A stronger accountability model for teacher education . Washington, DC: Center for American Progress.

Crowe extends the argument of accountability and teacher evaluation into the sector of teacher preparation. He maintains that teacher education programs should serve as a real quality control and use empirically based indicators to measure the extent to which graduates help their students learn.

Donaldson, Morgaen L., and Heather G. Peske. 2010. Supporting effective teaching through teacher evaluation: A study of teacher evaluation in five charter schools . Washington, DC: Center for American Progress.

This text reports findings from a study of teacher evaluation practices in five charter schools. The authors find that a rigorous teacher evaluation system can influence teachers’ instructional capabilities in a positive way.

Gerber, Nicole. 2019. Teacher evaluation that’s meaningful . Washington, DC: National Council on Teacher Quality.

This report provides a short review of teacher evaluation trends and practices in the United States that directly or indirectly are related to making the purposes of teacher evaluation meaningful. Included in the review are findings related to teacher evaluation rating categories, frequency of evaluations, use of observations, evaluation components, and student growth measures.

Gordon, Stephen P. 2006. Teacher evaluation and professional development. In Evaluating teaching: A guide to current thinking and best practice . 2d ed. Edited by James H. Stronge, 268–290. Thousand Oaks, CA: Corwin.

DOI: 10.4135/9781412990202.d105

Gordon makes a case for the alignment among teacher evaluation, professional development, and school improvement goals—with all aspects moving toward the same common denominator of improving student learning.

Huber, Stephan G., and Guri Skedsmo. 2016. Teacher evaluation—accountability and improving teaching practices. Educational Assessment, Evaluation, and Accountability 28:105–109.

DOI: 10.1007/s11092-016-9241-1

This journal article discusses the importance of both teacher growth and teacher accountability as important purposes for teacher evaluation. The authors frame their review and arguments in terms of formative (ongoing growth orientation) and summative (accountability orientation) purposes of teacher evaluation.

Peterson, Kenneth D. 2000. Teacher evaluation: A comprehensive guide to new directions and practices . 2d ed. Thousand Oaks, CA: Corwin.

This book recognizes that the evaluation of teachers is a complex activity. It provides an examination of the many purposes of teacher evaluation. The purposes include to protect children, provide feedback to teachers regarding the quality of their practice, reassure audiences who are stakeholders in quality teaching, make personnel decisions, inform teacher educators, and shape future practice.

Stronge, James H. 2006. Teacher evaluation and school improvement: Improving the educational landscape. In Evaluating teaching: A guide to current thinking and best practice . 2d ed. Edited by James H. Stronge, 1–23. Thousand Oaks, CA: Corwin.

DOI: 10.4135/9781412990202.d4

In this book chapter, Stronge suggests that a conceptually sound and properly implemented evaluation system for teachers is a vital component of successful reform efforts. The chapter discusses key features of effective teacher evaluation systems and offers one model for designing a quality teacher evaluation system for school improvement and teacher growth.

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Free Essay On Impressions On Teaching

Type of paper: Essay

Topic: Teaching , Reality , University , Time , Life , Profession , Education , Students

Words: 1000

Published: 02/06/2020

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The first time a student learns something he or she considers invaluable, is the first time he or she falls in love with the power of teaching. Teaching in itself is rather simple. All one needs is the desire to pass on their knowledge and another person who wishes to learn. It is even because of this that there are many abstract things in life that can be considered as teachers such as experiences and even life itself. I have found that this first experience is the catalyst that drives people to start teaching others when they feel that they are ready. Such was my first impression of teaching. I found it to be a noble job. One that is not considered to be grandiose, neither will it get you the attention of handsome or beautiful people, but one that still has a certain sense of regality and honor to it. The first time I was taught in a formal school, I thought nothing of my teachers. I merely hated them for not letting me play and forced me to study even though all I wanted was to roll around under the sun and laugh all day. The first time I came to respect a teacher was long into the days of high school. I did have grade school teachers who left a mark but it was in high school where I found teachers to be a bunch of strong willed men and women. This sense of wonder may have roots from seeing a great student-teacher relationship in TV, movies or in books, but the truth is that these works of fiction have their roots in reality. I am not the only one who shares this sense of wonder and awe towards teaching however, as there are many others who feel just the same way as I do. However, idealistic ideas may have to give way to reality sometimes . Such is the case of teaching. While the reasons behind why one wishes to teach are almost always considered honorable in nature, and can rarely be corrupted, the fact is that because it is not a grand nor wealth giving professions, society takes it for granted and as such, the perks of being a teacher when it comes to more materialistic rewards is rare at best and nonexistent at worst. There are those of course who would say that if you’re looking for a more economical choice in teaching, then teach at a university. This may be true, but not all teachers can teach in a university. For one, that would mean that there will not be any teachers left for lower education and another, without teachers in lower education, there won’t be students who will make it into higher education institutions for a professor in a university to teach in the first place. Another thought that must be put onto the table is the fact that the world is changing day by day and the students that a teacher instructs change every year. Time is the main opponent of the teaching profession, in more ways than one. For one, technology changes the methods of teaching. Of course a teacher must adapt to this and will even greatly benefit from doing this. Another reason why time is a great opponent of teaching is the lack of time in the world to give truly perfect lessons . While many professions can claim the same, a teacher also does not work only 8 hours a day. The 8 hours they spend in school is merely part of their required hours in school. This does not include the hours they have to spend on preparing the lessons, grading the students, reading of needed materials and such. Furthermore, while it may not be part of the contract of becoming a teacher, the fact that one spends copious amounts of time with a group of people will eventually lead them to develop feelings for their students. I do not mean these feelings in a romantic or even erotic way, but rather, there will come a time when the teacher will try to resolve a conflict between students, or in the personal lives of their students purely out of the feeling of social and moral obligation. This is another problem that a teacher faces in reality, the demands of a student, and the needs to fulfill them are never ending as students are living, breathing people themselves. This means that every year, a new batch comes in and despite having the same problems as the last year, and the years before them, the solutions of these problems are different every time, couple that with the number of students a teacher has to teach in one semester and you can see the mountain of work this brings . The worst of this is the fact that many people who would fit greatly in the profession decides on another course in their life as teaching (as stated) does not pay as greatly as other professions that require long hours and makes people think they live in a pressure cooker. Despite all of this however, I have found that those who survive the profession of teaching are those who actually love it, regardless of all of its flaws. In the end, the idealistic nature of teaching will continue to attract people and those who do stay may find that they have found something more than just living their lives for the money.

Agata. (2010, April 13). My Impression from teaching practice. Retrieved from A teacher to be: http://ateachertobe-agata.blogspot.com/2010/04/my-impressions-from-teaching-practice.html Fry, J. S. (2012, July 13). Jennifer Stark Fry: Five Truths about reality of teaching. Retrieved from The Wichita Eagle: http://www.kansas.com/2012/07/15/2407402/five-truths-about-reality-of-teaching.html

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Teaching Effectiveness: An Innovative Evaluation Model

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• First Online: 28 May 2019
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• Walter Orozco   ORCID: orcid.org/0000-0002-8224-1152 11 , 12 ,
• Miguel Ángel Rodríguez-García   ORCID: orcid.org/0000-0001-6244-6532 11 &
• Alberto Fernández   ORCID: orcid.org/0000-0002-8962-6856 11  

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1011))

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The evaluation of teaching effectiveness is an important process of higher educational institutions. Having regulations, policies and procedures that guide the teaching activity strengthens the quality of teaching. There are several teaching effectiveness evaluation models that have been applied, each one with their own particularities, objectives and supporting tools. Furthermore, there are numerous studies about their validity, metrics, weighting, properties collection, among others. One of the main inputs for teaching evaluation is the student’s achievement, in addition to the qualitative assessment done by expert peers. With this baseline, we intend to design a new evaluation model capable of evaluating teaching quality. The model focuses on the instructor’s educational capacities that include innovative metrics that will allow the evaluation of his/her competences from a nonobjective perspective. To support the application of the model, we have designed an architecture where we integrate Semantic Technologies and Machine Learning algorithms for knowledge representation and information processing. As a result, we expect that the final system will be able to measure the effectiveness of the teaching activity of each professor and to identify potential problems in the applied teaching method.

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Acknowledgements

Work partially supported by the Autonomous Region of Madrid (grants “MOSI-AGIL-CM” (S2013/ICE-3019) co-funded by EU Structural Funds FSE and FEDER and Talent Attraction Program (“2017-T2/TIC-5664”)), project “SURF” (TIN2015-65515-C4-4-R (MINECO/FEDER)) funded by the Spanish Ministry of Economy and Competitiveness, and through the Excellence Research Group GES2ME (Ref. 30VCPIGI05) co-funded by URJC-Santander Bank.

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Walter Orozco, Miguel Ángel Rodríguez-García & Alberto Fernández

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Dario Liberona

Universidad de Salamanca, Salamanca, Spain

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Orozco, W., Rodríguez-García, M.Á., Fernández, A. (2019). Teaching Effectiveness: An Innovative Evaluation Model. In: Uden, L., Liberona, D., Sanchez, G., Rodríguez-González, S. (eds) Learning Technology for Education Challenges. LTEC 2019. Communications in Computer and Information Science, vol 1011. Springer, Cham. https://doi.org/10.1007/978-3-030-20798-4_39

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