How can you improve your teacher evaluation process?

I am suspicious of university administrators’ passion for learning goals/outcomes that deform academic courses into a contract between student and professor. Too often, such administrators have a sort of “Union card” PhD and possess little meaningful teaching experience. A good university course exists beyond the syllabus and lectures. It should situate the student in the broader issues — whether that is a body of theory or potential real-world applications. In my experience, rigid outcome statements actually hurt the weakest and/or least motivated students, as they tend to showcase the floor of a lecturer’s expectations, rather than moving students to the kind of intellectual growth that should be infrastructural to Third Level education.

Dear all, I think to be a good teachers you need to have a clear picture of many things in order to train the student! First is sound production! How to make a beautiful sound? immagine the sound in your mind! For brass AIR and Cantare is the answer! Every orchestra have a different stile and traditions so listen the music they play and if you willing to auditioning for them, imitate their sound, bowing, fraseggio and so on! A teacher need to be smart enough to suggest the students to choose one path instead some other and train them boys and girls that’s if they work hard they will go the Target soon or later! In my personal teaching activities i was very lucky and my students won over 60 auditions in the last 15 years. They are great!!!

In my experience, it’s helpful to make weekly notes of student interactions and use these examples when evaluating learning objectives. If students are adrift, give immediate feedback, constructing a collaborative plan with the student to achieve course objectives. It’s unfair to wait until the last minute to tell students they are missing the mark. Study your student to develop remediation strategies that speak to their learning aptitudes ( Audio, visual, kinesthetic, read/write). Evaluations should be confirmation of success and not revelation of failure. Regular focused communication is key. Drifting from goals is an opportunity to adjust the sails!

My evaluation is mainly done in the class and it is based on the student's enthusiastic activity in class discussions and the level of his attention and interest in the course topics. Finally, he will be given a descriptive test

I agree. Collecting evidence just before evaluation usually does not reflect the true personality of the educator. I truly hope that most evaluation will be objective, aiming at highlighting the strengths of individual, as well as creating constructive criticism. I sincerely believe that this could be achieved when relevant data is collected through out the year.

A teacher should be aware that how they teach ,and how successful it is, is defined differently by students, parents, school managers, mentors and their colleagues. To know about their own weaknesses and the areas they ignore, teachers should interact with each and all of these people as each group can provide a teacher with invaluable feedback. If teachers are only focused on receiving feedback from one group and judge their own performance accordingly, that would give them an incomplete picture of how successful they are and thus their personal assessment would be far from accurate.

In my experience, feedback can be one means of ensuring strategic alignment -i.e. ensuring goals and objectives remain at the core. It's also important, I think, to practice listening to a message and not focusing too much on the messenger or the tone. Evaluate the message, and if it's true or worthy of note, then great! Learn from it; if not, disregard it!

I agree, but this depends on the dynamics of the working environment of your organization. There are cooperative people and those who are not. Not all evaluators want to be coaches, some want to criticize in order for them to feel that they have done their job. So in some cases, this may not work. In fact, it will backfire.