ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...
Accountability model of teacher appraisal
1. Accountability Model of
Teacher Appraisal
Department of Education
Faculty of social science
International Islamic university Islamabad
By
Ijaz Ahmad
To
Prof. Dr. Samina Malik
2. Outline
• Teacher appraisal
• Purpose of teacher appraisal
• Models of teacher appraisal
• Accountability model of teacher appraisal
• Procedure of accountability model appraisal
• Conclusion
3. Teacher Appraisal
• Teacher appraisal is the process of evaluating teachers,
teaching capacities
• Evaluating teaching effectiveness finding its strengths and
areas of development
4. Purpose of Teacher Appraisal
• Improve teachers’ performance (feedback, coaching, support and
opportunities for professional development),
• Improve Students learning
• Make different decisions
• Hiring
• Promotion
5. Models of Teacher Appraisal
• Accountability model
• Professional development
• Combination of the above
6. Accountability Model of Teacher Appraisal
• Accountability is the obligation or willingness to
accept responsibility for one’s actions
• To be accountable means to be answerable for one’s
actions and be liable for their consequences
actions and
7. Purpose of Accountability Model
• To set agreed performance targets and monitor the progress by measuring
actual performance against the targets
• Assessing teachers’ performance, ensuring that teachers commit to their duties
and that they develop their teaching effectiveness in order to provide quality
education
• to help identify and resolve cases of underperformance
• to provide school management with proper records, which serve as
important references in the selection for promotion and in helping
underachieving teachers
8. Characteristics of Accountability Model
• The appraisal focuses on accountability and summative function
• The appraisal report can assist in the decision-making of personnel matters
such as recommendations for promotion, allocation of duties
• The appraiser is of a higher rank than the appraisee
• The areas of appraisal, performance indicators and appraisal forms are
unified
• Rank score is frequently used in the appraisal record
10. Appraisal Cycle
• One year or Two years cycle
• The two-year cycle are used to reduce the workload,
• For veteran teachers, a mix cycle of one or two-year
period for formative appraisal
11. Selection and Training of Appraisers
• The appraiser of a higher rank than the appraise
e.g. principals, district officer etc.
• Must be competent and impartial
• Must be properly trained
12. Areas and Criteria of Appraisal
1. Areas
• Teaching and teaching related duties
• non-teaching duties
• professional and personal competence
13. Criteria in Appraisal
• Indicators are only tools for assisting appraisal and may be
reviewed and revised regularly by the school heads and the
teachers concerned
• Different indicators for different ranks or subjects or group
• The performance standards should be clear, appropriate
• Criteria in appraisal vary with the objectives of appraisal
14. Appraisal Methods
• Lesson Observation
• Self-appraisal
• Scrutinizing Schemes of Work,
Lesson Plans and Marking of
Exercises / Examination Papers
• Portfolios
• Students rating
• Peer rating
• Leadership rating
• Interview and discussion (both formal
and informal)
• Record of non-teaching duties
• Students’ academic achievements
and progress
15. Appraisal Report
• It includes the appraisee’s
• Qualifications, previous teaching experience and training record
• Appraises duties and areas of appraisal during the appraisal period
• Appraisal records (e.g. lesson observation record, performance
appraisal record)
• Appraisal interview record
16. Cont.
• Appraisal report helps
1. The appraisee define objectives of improvement or development
2. The school plan training activities for teacher development
3. Decision is made on this report
17. Complaints Procedures
• For appraisal systems involving accountability,
complaints procedures are normally available. Teachers may complain about
his performance appraisal within a specified period of time (for example,
four weeks) from the appraisal interview
18. Follow-up Phase
• Promote teacher professional development
• Assist the underperforming teachers
Some examples of the follow-up activities are
as follows
• To participate in in-service training or seminars
• To conduct some educational research in the
school to analyze the problems in teaching
• To learn through observation and receive
guidance
• To reshuffle posts
• To participate in functional groups in the
school
• To chair some meetings in the school
• To visit and learn from neighbouring schools
or educational organisations
• To receive supervisory inspections
19. Accountability model in Pakistan
• IMU (KPK) & PIMU (Punjab)
• Assessment result of 8th class for high and 5th class for primary
school
• Observation of school teacher (concern officer)
• Annual School Inspection
20. Conclusion
• The purpose of teacher appraisal is to improve their performance
in order to improve students’ achievement, so the focus of
appraisal system should be to enhance teachers’ professional
capabilities, which can ultimately improve students’ performance/
achievement. Although accountability model of appraisal can be
used for all types of decision in schools or organization but can be
used best when the focus is on the provision of quality of
learning, which required active and responsible learner, conducive
environment (context), appropriate content and obviously a
motivated and well skilled teacher.
21. Cont.
• Moreover, all these actors can perform their best if we have a
culture of accountability. Because it can provide motivation,
proof and target for action but all these depends on the teacher if
he can handle and respond to students needs then they will be
doing well but without a culture of accountability, it will not be
possible to perform according to our expectations
22. References
• Hube, S. G., & Skedsmo, G. (2016). Teacher evaluation—accountability and improving teaching practices. Educational Assessment, Evaluation and Accountability, 28(2), 105-109.
• Altrichter, H., Feldman, A., Posch, P., & Somekh, B. (2008). Teachers investigate their work; An introduction to action research across the professions (2nd ed). Routledge.
• Darling-Hammond, L., Amrein-Beardsley, A., H. E., & Rothstein, J. (2012). Evaluating teacher evaluation. Phi Delta Kappan, 93(6), 8–15.
• EDB. (2009). Teacher performance managment. Education and Manpower Bureau Hong Kong. Retrieved from http://www.edb.gov.hk/en/about-edb/list-page.html
• Gunter, H. M., Grimaldi, E., Hall, D., & Serpieri, R. (2016). NPM and educational reform in Europe. In H. M. Gunter, E. Grimaldi, D. Hall, & R. Serpieri, New public management and the reform
of education. European lessons for policy and practice.London: Routledge.
• Hallinger, P., Heck, R., & Murphy, J. (2014). Teacher evaluation and school improvement: an analysis of the evidence. Journal of Educational Assessment, Evaluation and Accountability, 26(1),
5–28.
• Herman, J. L. (2007). Accountability and Assessment: Is Public Interest in K–12 Education Being Served? Los Angeles: CRESST/University of California.
• Huber, S. G. (1999c). Effectiveness & improvement: wirksamkeit und verbesserung von schule - eine zusammenschau Triologie Internationaler Schulentwicklungsforschung. schol managment, 2
8-18.
• Huber, S. G. (2011). The impact of professional development: a theoretical model for empirical research, evaluation, planning and conducting training and development programmes. Professiona
Development in Education, 37(5), 837–853.
• Huber, S. G., & Skedsmo, G. (2016). Teacher evaluation—accountability and improving teaching practices. Educational Assessment, Evaluation and Accountability, 28(2), 105–109.
doi:10.1007/s11092-016-9241-1
• Kimball, S. M., & Milanowski, A. T. (2009). Examining teacher evaluation validity and leadership decision making within a standards-based evaluation system. Educational Administration
Quarterly, 45(1), 34–70.
• Murphy, J., Hallinger, P., & Heck, R. H. (2013). Leading via teacher evaluation: the case of the missing clothes? Educational Researcher, 42(6), 349–354.
• OECD. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: OECD.
Hinweis der Redaktion
As the teacher quality is the single most important school variable influencing student achievement
teachers play the most important role in providing quality of education and enhancing students achievement, if teachers are highly skilled, motivated and committed to their duties. Improving teachers’ effectiveness is perhaps, the policy direction, which is likely to lead to significant success in student learning
In educational contexts, the concept of accountability carries the idea that teachers, schools and
community are not only responsible for their actions, but must also answer for their performance to an higher authority that, in turn, may impose a penalty for failure
The accountability framework supports schools achieve high and improving standards of learning for all students. Performance Orientation Results are the main criteria for assessing success in the continuous effort to improve school performance. Assessment is focused on planning, monitoring and reporting achievement of the schools’ learning outcomes. Ownership and Transparency Stakeholders take action deliberately to fulfill mandates and plans, with clear expectation of results. Thus, they “own” these actions and can account for them.
cycle whether it will be for one-year cycle or two year. The two-year cycle are used to reduce the workload, half of the teachers are evaluated in one year, and rest are evaluated in the next year. Similarly, the newly appointed teachers with probation period are always evaluated separately. For veteran teachers, a mix cycle of one or two-year period for formative appraisal, which substitutes with a one-year summative appraisal. The second step is the selection of appraisers and their training
The appraiser (a teacher of a higher rank)
should meet the appraisee to agree upon
the areas of appraisal according to the
appraisee’s responsibilities
The third and most importantly the areas on which a teacher should be evaluated. As the purpose of the appraisal is to evaluate teacher performance, so focus should be on the performance. Each teacher should have a job description outlining his/her responsibilities and scope of work. This can serve as a reference
in deciding the areas of appraisal. The areas of appraisal should be in line with the school goals, major concerns of the current year and programme plans under
various subjects
The criteria in appraisal should include, as far as possible, concrete performance indicators. The objective standard in appraising teachers should be clearly defined and accepted by the teachers concerned
Different indicators should be used for appraising teachers of
different ranks, subjects or groups in order to reflect their
performance under different job areas
inspection of students’ exercises/
progress
• lesson observation
• other records of work (e.g. management
of homework, setting and marking of
test/examination papers and non-teaching
duties)
Appraisal report is used to report the appraisee’s performance
systematically
All information in the appraisal report such as the appraisal on
teacher’s performance and competence is personal and sensitive.
Therefore, schools should comply with the provisions of the Personal
Data (Privacy)
The appraisal commitee, in consultation with the teaching staff, should establish formal written
procedures for handling such complaints.
In this phase, the appraisee engages in activities geared to targets
(on improvement or development) and plans agreed during the appraisal
interview. These activities should