Evaluating Educators

Currently there is a lot of discussion in the educator circles on-line about evaluations being conducted in the public school system on educators. Some of these issues are union disputes, evaluation criteria, evaluation feedback and overall trouble administering an evaluation system. I would like to share some the evaluation system that I administer as a Learning Standards Officer at a very large naval school system and try to relate this process to the public school system.

Instructor Qualification Cards: All instructors and educators when they first start teaching a specific course have to complete certain knowledge and practical factors as assigned by the Department Head as directed on the qualification card. Some of these practical factors may be facilities related: i.e. how to operate the overhead projector, navigating the intranet, etc. Some of the practical requirements may require interviews with the Department Head and / or other Subject Matter Experts (experienced teachers). Part of the qualification process also include practice teaches of some particular difficult topics.

Proficiency Evaluations: After an instructor completes his or her initial qualification to teach a subject; the Department Head conducts a minimum of two unannounced evaluations. These evaluations are not focused on the instructor's level of knowledge (which was just assessed during the qualification process), it is more focused on the instructors delivery technique.

Quarterly Evaluations: After an instructor completes the required proficiency evaluations, the instructor receives quarterly unannounced evaluations. These evaluations are a combination of technical expertise and delivery technique. It is important to assess the instructor's level of knowledge on regular bases and to also assess the accuracy of the curriculum. Perhaps a quarterly evaluation schedule is a little two frequent for the public school system, but it is important to evaluate military instructors on this schedule due to troop turnover and high risk curriculum.

Some items that need to be measured during the evaluations are questioning techniques, topic introductions, motivational techniques, instructor - student interactions, professionalism, etc. Educators that receive below standard marks in any of the evaluated areas need to receive a development plan in order to improve in this area.

It is important to establish guidelines and procedures for evaluations. Evaluations are not for removing poor performing employees; it is for establishing feedback and assessing curriculum delivery. There are other ways to remove poor performing employees, not through evaluations.

Educators need to be briefed at the soonest possible time available (not to exceed 24 hours) on their performance. The educators need to receive a copy of the evaluation. Overall the Department Head need to keep instructor records that contain these evaluations.