Saturday, July 24, 2010

SWAS - Guidelines for appraisal & assessment

A number of colleagues have requested that this should be available here. I hope it proves useful...

The teacher seeks to establish good relationships to sustain the class
Indicators -

• How do the children greet the teacher? Is there eye contact (a handshake?)

• Has the teacher established presence in the classroom?

• What is the mood of the class like?

• Do the children seem secure (know routine, place &c.)?

• Are the relationships between children positive (do members of the class use put-downs, are there “Cinderella” children)? Are all children encouraged & respected?

• Are good manners encouraged?

• Do the children listen appropriately to one another?

• Is there enthusiasm & receptivity?

• Are there moments of spontaneity?


The teacher seeks to establish good work habits & rhythm in the teaching

Indicators –

• Is there a balance in the lesson between the initiative of the teacher & initiative of the children?

• Are members of the class encouraged to ask questions?

• Do the children raise their hands or are there other ways to indicate the need for help that the class uses?

• Do class members know what they should do if they need to visit the loo during lesson time, is this non-disruptive?

• Do children react to educational challenges readily?

• Is their flow & pace in the lesson?

• How is recall worked with?

• Are rhythmic, thinking & will activities present during the lesson & do these support the learning process?

• Does the teacher make time to observe & monitor the way the class is working?

• Are there laughter & levity, seriousness & reflection during the lesson?

• Do all children achieve something during the lesson?

• Are achievements celebrated?

• At the end of the lesson is there a moment when the breathing of the class seems to have deepened?

• Does the lesson have a beginning, middle & end & are class members aware of this?

• Is the room tidy & cared for?

• How are the children involved in caring for their surroundings?


The teacher seeks to help the class strive for the highest standards in their learning

Indicators –

• Is the learning appropriate to the age & ability of the children?

• Is the quality of work in the children’s books of appropriate?

• Is the quality of music, artistic work, speech & movement &c. appropriate?

• Does the teacher provide a good example & are techniques & skills actively taught to the class?

• Are the lessons well researched & is the teaching lively?

• Does the teacher follow-up homework, corrections &c?

• Is there individual expression in the children’s work & contributions?

• Does the teacher provide an example of “being a learner”?

• Are the class skills appropriate to their age & ability?


The teacher seeks to imbue the teaching with artistic qualities & sets an appropriate example for the class

Indicators -

• How is the quality of the temperaments worked with during the lesson?

• Is there sufficient movement in the lesson?

• Are blackboard illustrations, writing, classroom details & set-up (e.g. season table &c.) appropriate, attractive & functional

• Does the lesson have inner coherence?

• Does the teacher seek to frame instruction in the form of narrative & imagery?

• Is there idealism in the lesson?

 
The teacher seeks to handle difficulties with equanimity& is consequential

Indicators -

• Does the teacher draw attention to positive behaviour?

• How are breaches of good behaviour handled – do such breaches adversely affect the class as a whole?

• Do class members try to maintain norms of good behaviour among themselves?

• Does the teacher maintain a good stance & affective use of the voice?

 
The teacher seeks the achieve high standards of professionalism & collegiality

Indicators -

• Is there a year plan, block plan & lesson plan?

• Do the latter indicate learning objectives?

• Are appropriate records of the children’s learning kept?

• Do lessons start on time?

• Is the teacher’s self-presentation appropriate?

• Is the teacher open to advice?

• Does the teacher seek to learn new skills & increase competence?

• Willing to help others?

• Willing to take on essential non-teaching duties?

• And able to discriminate about non-essential ones? (!)

• Including ability to say, “No”, when necessary (priorities & balance)

• Does the teacher communicate with colleagues, Trustees & parents openly?

• Does the teacher promote good-will among colleagues?

• Is the teacher accessible to parents? (Class evenings &c.)

• Does the teacher communicate learning goals & other important information with parents?

• Is there evidence of a striving to develop spiritual insight through the tasks undertaken?





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