What is The Role of Teacher In Evaluation?
Teacher assessment responsibilities are often shared by educational authorities, which include quality assurance bodies such as inspectorates, schools and their administration, and instructors themselves.
The role of educational authorities
Since they define the national learning outcome objectives, agree on standards for the teaching profession, and create the rules that govern teacher evaluation, educational authorities play a significant role in the development and implementation of teacher evaluation. They participate actively in the implementation and oversight of teacher evaluation processes in several nations. This might involve the creation of particular assessment methods and instruments, the choice of evaluation standards, the assignment of evaluation tasks, and the monitoring of evaluation outcomes. In some nations, educational authorities merely provide fundamental principles and directives and leave schools a great deal of latitude to customise the teacher assessment model to their own situations (for instance, letting schools define evaluation criteria).
The role of inspectorates
Teacher assessment is entirely under the control of education inspectorates in several nations. This entails creating processes for teacher assessment and conducting individual teacher evaluations with school inspectors acting as the assessors. In other cases, the inspectorate is not in charge of evaluating each teacher individually but instead plays a significant role in enhancing the calibre of both school administration and instruction. This is often accomplished by reporting the outcomes of an external assessment of the school, which mainly consists of comments on management and leadership, comments on the effectiveness of the teaching and learning processes, and comments on school atmosphere. Generally speaking, the Inspectorate also plays a crucial role in demonstrating and promoting best practices in teacher assessment.
The role of schools and school leadership
The way the idea and practice of school leadership are ingrained in schools has a significant impact on how well teacher evaluation functions. In different nations, school administrators have a different roles in evaluating teachers. It can just be the straightforward application of rules that have been prescribed centrally in some nations. To use the teacher evaluation process effectively in this situation and prevent the perception of it being a bureaucratic tool, true and acknowledged educational leadership is required.
In other nations, the school administration entirely must evaluate each instructor. The school director, who oversees the faculty at her institution and is in charge of putting the necessary measures in place to improve teaching quality, is the pedagogical leader in Finland. Identifying developmental requirements for the upcoming year and setting specific goals from the previous year (UNESCO, 2007).
The assessment, management, and improvement procedures must be incorporated and integrated into a system of school quality assurance due to the intricate relationships between people and career development, as well as school improvement.
The role of teachers
In some systems, peer reviews—often more experienced and tasked with more responsibilities—are used as the basis for evaluating teachers. This is more common of evaluations done with an eye toward improvement. Evidence supports the idea that progressive peer observation of sessions with distinct foci and useful comments may significantly improve the standard of instruction. Issues of legitimacy are particularly pertinent to address when peers serve as the judges in accountability-driven teacher assessment processes.