I have been working on English as a Foreign Language teacher performance evaluation. I have studied teacher evaluation systems of many countries. In many of them school principals are in charge of evaluating foreign language teachers' performance. However, in many contexts, school principals may not know the foreign language well.
Given that the main purposes of teacher evaluation are teacher professional development and quality assurance, I want to know the feedback of others on this issue. Do you think that school principals’ evaluation of foreign language teachers' performance (while they may not be competent enough in that language) can lead to teacher professional development or assure quality? Or this practice should be changed?
There are many factors that go into a teacher evaluation which don't specifically involve the language that is spoken. Non-verbal activities and responses on the part of the teacher and student are just two. It also depends on the methods being used and if the principal is simply following a lesson plan. Having said that, to get a complete picture I believe the person doing the evaluation should be or have experience as a world language (foreign language) teacher. While having credentials in the specific language is a benefit, the key is that a world language teacher be evaluated by another current or former teacher of world languages. Since the teaching of world languages is being reduced or cut completely by school districts, an evaluation instrument can be developed to use for all teachers. Remember, a principal doesn't have expertise in all core subjects either. In terms of your question, professional development and quality can be determined many ways. I do know the question you asked is a very current and relevant one.
I agree with Steve. In academia, your supervisor may not be accomplished in your discipline or sub-discipline.
That is way multiple criteria should be used in the evaluation, including publications, student feedback, and service work.
Yes, I also agree with Marek. Though Principals do not have the expertise to evaluate the foreign language expertise, but there are many other aspects that Steve has mantioned
Regardless of the subject the teacher is teaching, performance evaluation is necessary. Evaluation is significant element of human resource development.
The school principal does not need to be knowledgeable in foreign language to be able to evaluate teacher's performance. The school principal evaluates how the teacher establishes students’ thought connection through clearly stated learning objectives, contents, assessments, and outcomes. The principal evaluates how the teacher addresses individualized learning needs. The principal evaluates how the teacher promotes learning motivation through positive reinforcement and recognition. Performance evaluation rubric or matrix facilitates the conduct of teachers performance evaluation. The school performance appraisal system should be known to the teachers.
I think evaluation is important as part of quality assurance
And you can get help form external audit
As most of the respondents have said, performance evaluation involves many aspects that do not require knowledge in the specific subject the class is about. However I believe the very best foreign language classes should be taught in that language, so in order to evaluate it, the person in charge should speak that language or at least be accompanied by someone who does.
This is a very interesting and current debate. We have been doing classroom observations simply to help us improve our teaching. I find it much more interesting to observe a subject that I am completely at sea in as I can focus wholly on the teaching methods without being sidetracked along the subject.
As most of the posts suggest, this points to evaluation being a many-faceted thing and a head with the necessary evaluation (general) skills can certainly carry out an aspect of a foreign language teaching.
The key point is to assess why evaluation is taking place - for what purpose.
I believe the most important point mentioned here is what Misiewicz has stated. It is essential to know and understand why that evaluation is being conducted in the first place. If it is a general professional development routine then I guess there is no urgent need for a specialized expert in the field. However, if it is to assure the quality and the correctness of the language and the language use then it is a must.
Teacher evaluation models have been criticized by many scholars for being not effective and having little contribution to instructional improvement (Aseltinet, Faryniarz & Rigazio-Digilio 2006; Peterson, 2000; Toch and Rothman, 2008). And I think one reason for the failure might be the fact that evaluators do not have enough expertise in evaluating teachers. In this case though evaluation has many other aspects as the others rightfully mentioned, evaluators (who do not know the language of instruction) may not be able to evaluate teachers’ command of the foreign language, his pedagogical content knowledge, teaching methods, etc., and therefore the evaluation (and the related feedback on teachers’ performance) may not contribute to teacher professional development as expected.
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