Teacher evaluation plan against the norm-referenced one is a standard concept followed everywhere. Yet, how should it be adapted to meet the unique needs considering the problem that relates to the diverse and multilevel of teacher competencies? Sometimes teacher evaluation plan is missing in a single teacher school or where high teacher absenteeism is a frequent phenomenon particularly in remote rural locations of third world countries or in marginalised institutions or unaided private underfed institutions. Let me give you an example of marginalised institutions of Islamic seminaries or Madarsas typically falling under the private unaided unrecognised category where developing a plan, reporting goals or teacher portfolios or peer observations certainly doesn't operate with the same level of anticipated dynamics of a norm-referenced set-up. At times, there is no scope of enquiry or action research or even video or audio recordings. there is no opportunity for anyone to get the feel of any lesson plan or learning outcomes. I think this alternate teacher evaluation will definitely explore the possibilities of looking into such uncharted territories of having a conversation first with the authorities or administrators to evolve an ethnographic -oriented alternate plan that works in a 'degree of fit' framework.
Dear Raashid Nehal,
Just because Madrasa or remote schools do not have teacher evaluation doesn't necessarily mean that we should begin looking for alternate evaluation systems. This said, I strongly believe that the widely-used norm-based evaluation system needs a complete overhaul since the way schools function these days is vastly different from olden days where the teacher evaluation systems would have worked well. The current evaluation system is still very much the same as it was in the time of 'factory-model' school system, a couple of centuries ago. A good teacher was considered to be the one with the right kind of voice, appearance, accuracy, enthusiasm, and warmth, making certain that the children moved through the curriculum. We still can see this in many of our current teacher evaluation systems.
Teacher evaluation needs to evolve (and is already evolving in some places) from end of the year normative checklists to a more comprehensive, sophisticated, continuous processes wherein its purpose should be more of a developmental process rather than a punitive/reward exercise. The process should be used to enhance teaching and learning practices, improve skills and effectiveness which will, as a result, improve learning and student achievement.
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