Evaluation of College Instructors' Teaching Competencies Towards Proposed Human Resource Development Program
Chapter 1
The problems and its Background
Introduction
In today’s competitive environment, developing and attaining standards or competence for all teachers has increased. Competencies are defined as the set of knowledge, skills and experience necessary for future, which manifests in activities (Katane et.al. 44). The standards and competence of teachers creates a professional and effective environment of “best teaching” practice. They allow schools to confidently make systems, policies and procedures to uphold and guarantee high operational quality that leads to exceptional records and management performance (Hamdan,2010). Teachers’ performance evaluation is definitely not a new trend. However, what is new is the deep interest in the past ten years to enhance ways of teachers’ evaluation (Oldham,1974). Evaluating teachers’ performance is a controversial issue. Early in the history of teacher performance appraisal, educators were evaluated based on traits or characteristics which may or may not have been related to performance, and yet no significant body of knowledge confirms to the fact that effective teaching performance is dependent on specific traits. As a result, this form of evaluation was discarded (Vollmer, 1987). Presently, teacher evaluation strongly emphasizes evaluating performance competencies (Oliva & Henson, 1980, johnson, 1978). Generally, performance competency evaluation is done by a "superior" or "expert", e.g. Principal, director, school administrator, or superintendent. Performance-based evaluation is has some distinct advantages. First, identifying performance competencies enables the evaluatee to know what is expected. Secondly, once competencies are identified, weaknesses can be pinpointed. Teachers need to improve knowledge and skills to enhance, improve and explore their teaching practices. To ensure the reliability of the evaluation of teachers’ competencies, one effective method is to ensure that the evaluation
The problems and its Background
Introduction
In today’s competitive environment, developing and attaining standards or competence for all teachers has increased. Competencies are defined as the set of knowledge, skills and experience necessary for future, which manifests in activities (Katane et.al. 44). The standards and competence of teachers creates a professional and effective environment of “best teaching” practice. They allow schools to confidently make systems, policies and procedures to uphold and guarantee high operational quality that leads to exceptional records and management performance (Hamdan,2010). Teachers’ performance evaluation is definitely not a new trend. However, what is new is the deep interest in the past ten years to enhance ways of teachers’ evaluation (Oldham,1974). Evaluating teachers’ performance is a controversial issue. Early in the history of teacher performance appraisal, educators were evaluated based on traits or characteristics which may or may not have been related to performance, and yet no significant body of knowledge confirms to the fact that effective teaching performance is dependent on specific traits. As a result, this form of evaluation was discarded (Vollmer, 1987). Presently, teacher evaluation strongly emphasizes evaluating performance competencies (Oliva & Henson, 1980, johnson, 1978). Generally, performance competency evaluation is done by a "superior" or "expert", e.g. Principal, director, school administrator, or superintendent. Performance-based evaluation is has some distinct advantages. First, identifying performance competencies enables the evaluatee to know what is expected. Secondly, once competencies are identified, weaknesses can be pinpointed. Teachers need to improve knowledge and skills to enhance, improve and explore their teaching practices. To ensure the reliability of the evaluation of teachers’ competencies, one effective method is to ensure that the evaluation
Bibliography: Pesirla, Angel O. (July-December 2006). “ Updating Teacher Competencies”. Nexus 11(2). Sawa, Rick (1995). “Teacher Evaluation Policies and Practices”. Union Pacific Foundation.