Ratings on Individual Rubrics
- Planning and Preparation for Learning - Effective
- Classroom Management - Effective
- Delivery of Instruction – Highly Effective
- Monitoring, Assessment, and Follow-Up - Effective
- Family and Community Outreach – Effective (some criteria not observed)
- Professional Responsibilities – Effective (some criteria not observed)
Overall Rating: Effective
The learning context is a Mathematics lesson in a Kindergarten class. To evaluate the teacher, the Danielson Rubric and Marshall Rubric were used to note the performance of the teacher during instruction. The results of the evaluation prove that the teacher is an effective instructor, although improvements should be made in other areas, especially in conducting assessment. The results of assessment are limited, however, because some criteria were not evaluated or observed during assessment, specifically the teacher’s relationship with parents and colleagues. It is difficult to evaluate the teacher’s performance in this aspect because observation was conducted during classroom instruction alone.
Essentially, the Danielson Rubric and Marshall Rubric, which were used in the assessment, evaluate similar aspects but labeled in different ways. Marshall Rubric is more explicit and specific because individual elements are identified. The Danielson Rubric is more comprehensive and focuses on pedagogy more than the Marshall Rubric. The standards in the Danielson Rubric are also better and more demanding than the ones in the Marshall Rubric.
Based on the assessment conducted, the three most important aspects of teaching include classroom management, instructional planning, and instructional implementation. I think that classroom management is important because it determines the outcomes of instruction. Instructional planning, on the other hand, is highly important in allowing the teacher to develop a highly organized and well-structured instructional plan. The implementation process determines how well the teacher carries out the plan. Classroom management and instructional implement both figure into the outcomes of instruction.
The information obtained from the assessment will essentially help administrators assist their teachers to improve their skills and competencies in teaching. The results of assessment will also help administrators plan training programs for teachers for the purpose of improving their skills and competencies that need improvement. Aside from improvements, the results of assessment will also help school management provide adequate recognition and acknowledgment for the good performance of teachers.
References
Danielson, C. (2007). Enhancing professional practice: A framework for teaching, 2nd Ed. ACSD.
