Evaluation of Teaching Performance of Mathematics Teachers in Thamar Schools in Yemen during the War in light of the effective Teacher Evaluation Model for (Marzano): تقييم الأداء التدريسي لمعلمي الرياضيات بمدارس مدينة ذمار باليمن أثناء الحرب في ضوء نموذج التقييم الفعال للمعلم لـ (Marzano)

The present research aimed at evaluating the teaching performance of Mathematics teachers in Thamar city schools in Yemen during the war in light of the effective teacher evaluation model for (Marzano). To achieve this aim, the descriptive approach was employed, and a note-card was developed based on the criteria and indicators of the special strategies and behavior originating from the effective evaluation model for teacher developed by (Marzano). This card consisted of (41) indicators distributed on three sections, and it was applied to a cluster-random sampling on (64) Mathematics teachers in Thamar primary and secondary schools. The study results revealed that the overall performance of participants was on average. Similarly, the results revealed that the level of performance of the participants in both routine skills and immediate skills was on average. However, the results showed that there was a low level of performance in skills pertinent to the content. The study results showed statistically significant differences in the level of teaching performance of Mathematics teachers for the variable (type the school) and in favor of private school teachers. The study results also showed that there were statistically significant differences in the level of teaching performance of Mathematics teachers for the variable (gender), in favor of the female teachers. In addition, the study results showed that there were statistically significant differences in the level of teaching performance of Mathematics teachers for the variable (years of experience) and in favor of teachers whose experience is less than (5) years, and those whose experiences ranged between (5-10) years, compared to teachers whose experiences were more than (10) years of experience, Conducting professional development courses for mathematics teachers in accordance with the criteria of effective teacher evaluation, neutralizing educational institutions from war and disbursing teachers’ salaries.

Improving Teacher Evaluation: Walking the Talk of Standards-Based Grading

Teachers and school leaders frequently express a disconnect in the purpose and importance of teacher evaluation, particularly as it relates to educator growth. At the same time, some schools are beginning to communicate student growth through a standards-based grading philosophy. One way schools might “walk the talk” of their grading reform efforts designed to communicate student growth is through the use of proficiency scales to prioritize growth in teacher evaluation. This paper describes implications of simultaneously utilizing a growth model for teacher evaluation and a student growth model via standards-based grading.

Do principals really know what their teachers believe about evaluation? Exploring principals' reactions to teachers’ beliefs in the United States

This study explored principals’ reactions to findings from a survey regarding their teachers’ evaluation beliefs. As participants in a longitudinal study, these principals were invited to focus group meetings to discuss the teacher survey data, which were sent to them for review prior to the meetings. They were asked to consider data that were puzzling, surprising, inconsistent, or consistent with their perceptions of conducting teacher evaluation. The focus group data were analyzed using the Johari Window, consisting of four domains of awareness. Based on the Johari Window analysis, principals shared teachers’ awareness of a checklist approach to observations but maintained different beliefs about a checklist's intentions and efficiencies. Principals were unaware of or disagreed with the following teacher beliefs: (a) principal feedback is marginally effective for teachers’ instructional improvement, (b) the evaluation ratings are applied unfairly, and (c) too much of principals’ time is allotted to the evaluation process. This study illustrates that principals and teachers have contradictory beliefs regarding the practice and value of teacher evaluation. The researchers suggest that principals should consider applying the Johari Window construct to reveal and explore teacher perceptions that could hinder an effective supervision and evaluation process.

Problems and Solutions of Teachers’ Evaluation Activities in Colleges and Universities in China

Teacher evaluation is the action guide of teachers, which is extremely important for the development of schools. The establishment of a scientific and effective evaluation for university teachers is the key step in adapting to the current “double first-class” background in the construction of high-level teachers. Based on Habermas’ theory of communicative action, this study analyzes the shortcomings and the reasons behind the current evaluation activities of university teachers in China as well as explores the standardization of these evaluation activities to meet the needs of the connotative development of higher education.