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Performance appraisal management

Introduction                                                                   
            The education sector is being monitored just like the other services, and is expected to remain under substantial scrutiny in the probable future. However as the obligation of managing specific schools is devolved further, leaders and managers of such institutions will surely need to find equilibrium between reasonable external demands for institutional accountability with the conception that effective administration of people in the institution is vital to effective personal and team performance. In this light, rigorous self evaluation in institutions tends to replace the rather expensive and at times sledgehammer approach of external evaluation. Hence the management and evaluation of individuals and teams will rightfully recognize the significance of self review, mediation, consideration and feedback. These are essential to successful professional performance and make it probable that the so mentioned 360 degree feedback would ultimately become the norm in the most successive institutions (Rothwell et al, pp. 101-105).
Job description of a teacher-middle school
The career of a teacher in middle school was instituted with the objectives of facilitating student achievements in academic and interpersonal abilities through academic and vocational programs of study and by executing district sanctioned curriculum, detailed teaching and learning progress, outcomes and activities; concentrating on the specific student requirements; facilitating a safe and conducive learning environment; and delivering feedback to students, administration and the parents on student progress, prospects goals and so on. Some of the essential functions of a teacher may include: carrying out continuous assessment of students progress, prospects and goals with the sole objective of providing feedback to the administration, parents/guardians and students; work in collaboration with other teachers in the development and implementation of school curriculum; manifest methods required to carry out assignments with an objective of facilitating an effective school program and tackling the needs of individual students; provide student learning with the objective of attaining success in academic, interpersonal and life skills through a defined program of study; constant evaluation of students activities in the classroom, playing ground and lunch break with the objective of providing safety and welfare to the students; collaborate with the school management, community agencies and parents with the objective of improving the standard of student outcomes, inventing solutions and planning curriculum, among other functions. (Berk,pp. 38-42).The job requirements and minimum qualification include; skills, knowledge, and abilities. Skills are needed to execute multiple, extremely complex, technical activities with a view to periodically improve skills in order to keep in touch with the ever changing job conditions. Specific skill based requirements needed to satisfactorily carry out the functions of the job include: making and maintenance of reliable records; creation and management of projects, employing assessment instruments; exploiting pertinent software programs; up holding safety practices; and running standard office equipment’s (Rao, pp.1-5).
Aims of performance management
            When carrying out performance appraisal the teacher mangers have specific aims in focus which may include the following; cultivating a culture of trust since only in such an environment will the optimum performance be achieved from the staff. Intelligent school managers will have a strategic interpretation, an outlook or observation of what sought of school they would like their institution to be in future. It may be of a culture of not involving appraisal, but in regard of national requirements this might not be in line with regulations. Within the philosophy of trust, the perception of ownership that individual feel about administration processes and innovations is critical. This sense of ownership projects from the manager to the staff carrying out the most modest tasks (Bell & Bush, pp.128-131).
Irrespective of how plans come from the national level they are reinvented at the institutional level to meet the requirements of the individual schools. It is essential to make sure that everything is encompassed in what you as a leader perceive to be good employer practice and also make sure that they are in line with appropriate and challenging institutional goals. Each individual and team should be facilitated to realize what is there for them, so that hey can comprehend that the institution is offering it staff as much as it demands from its staff. Managers and leaders are required to show respect to individual s and teams by being frank about what is asked, how the program works but also underscoring confidentiality where it is appropriate. There are other features of human life that may influence performance which may not be of concern to the manager, unless the employee wants them to be (Berk,pp. 39-40).
In the modern context of profound emphasis on learning, there is need to be constantly knowledgeable about the ever changing nature of what being a teacher entails or constitutes. This will be constantly changing. In this reality, managers should make sure that their comprehension teacher performance and appraisal should focus on procedure as much as, and possibly greater than outcomes. Measurers should be established to identify teachers who increase students self esteem and enthusiasm and enables the student to remain stimulated for more learning. Data used in appraisal performance should be more qualitative rather than quantitative in its approach. Individual teachers may be more encouraged and less threatened in the event that personal outcomes fall below the desired expectation. However, personal action or progressive plans can be initiated from this process which conforms with the notion of specific teachers specialized career profiles, a concept which could probably spread to several countries (Grote, pp.289-293).
Managers need to cultivate the use of 360 degree feedback system. Managers who start by addressing subject of collecting qualitative information from a progressively range of applicable sources may be on the right path to this process. It is often recognized when thee feedback from students and parents are broadly accepted. It also has probable chances of influencing various features of the teacher’s attitude more effectively than judgment from a leader whose remarks on teacher’s attitude may basically be a cause of stress in view of personal criticism. The principle of trust from which teachers can comprehend this feedback generated from students and parents as constructive criticism may not be accepted quickly in some areas, but such kind of feedback would be expected in effective schools. Mangers also need to carry out team appraisals. Collaborative organization where teachers have created powerful professional relationships have been sighted as aspects of effective and refining schools and it is observed that collaborative working was a significant contributor to the increased educational success in nations of the pacific edge. Team performance appraisal may be incorporated with a lot of ease in to the administration of institutions, can permeate the institution more easily and may be economical with regard to time (Rothwell et al,pp. 101-105).
 
Summative rating form. Answers(Strongly Agree, Agree, Disagree, Strongly Disagree)
Criteria one: centering instruction on high expectations for student achievement
Setting instructional outcomes
Establishing a culture of learning
Communicating with students
Criteria two: demonstrating effective teaching practices
Designing coherent instruction
Using questioning and discussion techniques
Engaging students in learning
Reflecting and teaching
Criteria three: recognizing individual student learning needs and developing strategies to address those needs
Demonstrating knowledge of students
Demonstrating knowledge of resources
Demonstrating flexibility and responsiveness
Criteria four: providing clear and intentional focus on subject matter content and curriculum
Demonstrating knowledge of content and pedagogy
Criteria five: fostering and managing a safe, positive learning environment
Creating an environment of respect and rapport
Managing classroom procedures
Managing student behavior
Organizing physical space
Source: NORTH MASON SCHOOL DISTRICT/DANIELSON FRAMEWORK 2012
TEACHER EVALUATION – LEVELS OF PERFORMANCE BY STATE CRITERIA
Conclusion
            These suggestions do not provide a solution for effective administration of performance and appraisal. However in the realm of education and liberalization, the successful manager will have knowledge of the importance of managing both the current situation in the relevant institution and the envisioned long term situation. If the second is not addressed, occurrences will quickly influence the decisions made by the manager. It is probable that in developed countries in this modern era, representations of learning will progress which may totally alter the function of the teacher. However the teachers part is destined to remain central in educating institutions and hence ways of effectively administrating and monitoring teachers performance shall continue to be pursued and contested. Effective leaders will always be conversant of the changes in environment within which their schools are located, be aware of any performance appraisal strategy which should be flexible and appropriate (Bell & Bush, p.131).
 

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