Working in a school maximizes the learning curve of a teacher who also takes on roles as evaluators. Being a teacher does not just limit one to teach in the classroom but also to learn from this environment.
As such, how can exposure to such ensure teaching and learning could improve in the process?
Acquiring feedback on practices
Teaching is a never-ending process of learning. For a teacher to continue to improve his/her craft and avoid stagnation, it is a must to be involved in socialized practices.
In effect, these include collaborative means of acquiring feedback. Likewise, this is something that any teacher won’t be able to learn from a teaching school.
Effective teachers learn best from practice. In relation to this, teachers develop through time. Perhaps, this is through a valuable acquisition of feedback from their peers and most especially the learners.
As teachers, we only get to realize the value of our program once we put them into practice. Whatever is written on paper will not reach its purpose until it has been tested in the four corners of the classroom.
Moreover, the best way to gauge the effectiveness of such plans is through consistent and coherent practice.
Henceforth, this can be evaluated by the use of feedback from our peers and from the learners.
Inviting peers as evaluators
Our fellow teachers have a major role in evaluating what we’re doing in the classroom. In fact, we have shared relevant experiences that no other supervisor, principal or superintendent could match.
Regardless of which subject area or level they teach, our peers share the same principles, methodologies, and practices that we do in our class. Though teaching from a different background, teachers can look at the universality of the topics. In spite of differences in background, it is the practice that matters.
Being in the same department doesn’t really play a crucial impact at all. More importantly, it is the feedback from an ‘outsider’ who is open-minded and critical that matters.
Students as evaluators
In a way, students, as the school’s primary stakeholder, have the full authority to evaluate teaching and activities.
This is due to the fact that they are the ones at the receiving end of the learner objectives. If they weren’t able to achieve these objectives through various means then teachers failed in transcending these goals to them.
Conservative teachers might think that these students, as young individuals, don’t have the capacity and responsibility to give a constructive feedback. For some, adults should not take the children’s words seriously.
Perhaps, this is one of the best things we could impart to our students—how they could be effective evaluators.
If students could give such feedback, through guided reflection and other feedback gathering tools, then it’s a manifestation that they were able to express their learning.
Through reflections, students do not only think about what they have learned. As a matter of fact, they also examine what happened around them including how the teacher has helped or could help them in the long run (Marzano and Brown, 78).
Such accounts could tell instantly say whether teachers do their part. These are also indicators whether teachers meet the set objectives through the various teaching strategies.
In reality, effective practices involve the school community. As teachers, we should always look for constructive feedback from our peers and from our students.
Marzano, Robert and Brown, John. A Handbook for the Art and Science of Teaching. US: ASCD, 2009. Print.