EVOC518 WR2
System for Evaluation of Teachers
I currently hold two teaching jobs which have different systems of
teacher evaluation. The first I would
like to discuss is my evaluations as an instructor of 8 hours, seminar type
classes which I deliver for Standard Motor Parts, a company that sells
automobile aftermarket replacement parts.
Additionally, SMP delivers some highly respected technical training to
some of the one million auto technicians in the
The evaluation method of SMP is simple and highly focused. At the end of every training seminar, the
students use an electronic answering tool to respond to seven questions
regarding the quality of the instruction.
The questions are an integral part of the PowerPoint presentation used
during the delivery of the seminar and the students answer the question with a
number from 1 to 5, one indicating the best possible score and five the worse. The instructor cannot see the results of the
survey, nor can he open the file that is generated. After the completion of the seminar, the
survey results are sent via e-mail to the program coordinator for
interpretation. The report is then
submitted to the instructor. Here is a
sample of the report:
Question |
Highest Response |
Average Response |
Total Responses |
|
|||
Met my expectations |
2 |
1 |
23 |
Usefulness of info |
3 |
1 |
23 |
Instructor prepared? |
2 |
1 |
23 |
Instructor politeness |
2 |
1 |
22 |
Top 10 coverage |
3 |
2 |
20 |
Will you attend again |
2 |
1 |
22 |
The full text of
the question is as follows:
This method of
teacher evaluation has some definite positives.
First off, it is nearly immediate.
I sent off the evaluation file late at night after I finished my first
session and had the results back the next day before I started my second
session. Though I got very good responses
from the first session, I think I can honestly say I tried to do a better job
in the second session, particularly in the area in which I scored the lowest,
i.e., question number five. I was not
much more successful in the second session but I think I did make better, more
efficient use of my teaching time as a result of the evaluation.
On the downside, it
is possible that the shortness of the seminars do not allow for a very accurate
teacher evaluation. Students taking a
semester long course may have a better idea as to instructor
effectiveness. Another possible negative
is that the material contained in the presentation may be overly complex,
depending on the level of the students attending. If so, an instructor who is only looking for
a good evaluation may focus too much on getting completely through the
presentation in the hopes of getting the best possible score on number
five. But doing so may not be in the
best interests of the students, if the pace of the class is such that many
students get left behind. Thirdly, the
evaluation is done purely by the students, not by any administrative person
with knowledge as to teaching methodology.
Ultimately though, in the seminar setting, the student may really be the
best judge of the teacher.
Overall, I think
that the system of evaluation has a lot going for it. Because SMP does training on a for-profit
basis and the students pay a fairly high price for the training, it is of great
interest to the company that the instructors give value, in the hopes that it
will generate future business. What I
don’t know is what remedial steps management would take if evaluations were
poor.
In contrast to this
nearly immediate evaluation, my experience at community college evaluations is
that they are of very low priority. In
the roughly 1200 hours of teaching that I have delivered for MSJC, I can only
recall perhaps two evaluations, and none of them were in the past six
years. This is probably due to the fact
that after the retirement of Ivan Hinerman who had
headed the automotive department for 27 years, the school has gone through
three different department heads, none of them lasting more than two
years. This turmoil allowed such things
as part-time teacher evaluations to fall to the bottom of the priority
list.
It is my belief
that the system of evaluation used at MSJC is more geared towards deciding who
is going to be offered a teaching position the following semester, and not as a
system of improving teacher quality. My own
opinion is that this is an inadequate system, and could definitely use huge
improvement. I doubt not that this
inadequacy is in large major due to the low requirements for teaching at
community college level in the vocational education area. For whatever reason, part-time instructors in
voc ed are not required to have any training in
teaching. But what this really means is
that a GREATER focus should be made on teacher evaluations,
and those evaluations should be used to direct those teachers to the
appropriate courses where they can get some help in where they are
lacking. Instead, the evaluations are
used as a method of teacher firing, a decidedly non-productive method of
creating continuity and improvement.
But it is also true
that budget constraints have left full-time department heads in charge of
perhaps six or seven part-time instructors.
Such a load often puts the department head in the uncomfortable position
of just keeping his/her head above water, and hoping that the students will
complain if an instructor is REALLY bad.
Ultimately, this sort of reactive management is likely to get good
results only due to dump luck; maybe all the instructors are self motivated and
naturally good teachers. Chances are
that this sort of a non-system is not going to have good results over the long
haul.
My suggestion would
be that management recognize the problem of the
overloading of full-time department heads, and move the responsibility for
teacher evaluations to less-burdened administrative personnel who could easily
be trained to do the job. While it is
unlikely that such a person would be able to analyze the technical side of the
instructor’s work, they could still evaluate nearly every other aspect of his
teaching. Such a solution, while perhaps
not perfect, would certainly be a big improvement over the current system, and
would undoubtedly be welcomed by those part-time instructors who really would
desire to improve their teaching skills.