This checklist consists
of the headings from a long analysis of this topic, consisting of the checklist
plus explanatory text for each of the checkpoints (Journal of Personnel
Evaluation in Education,1994, vol. 8, no.2, pp.151-184). The checklist
provides a good overview of the whole approach, however, and is based on
a complex evaluative theory, which includes, for example, the ethical principle
that one cannot evaluate teachers by looking at the teaching style they
employ, except insofar as this is prescribed by the accepted duties of
a teacher. They can use much or little lecturing, question asking, etc.,
no matter what the research shows, just so long as they successfully cause
the acquisition of valuable knowledge, skills, and attitudes in the areas
for which they are responsible, at a rate that is appropriate or better
for comparable students, within current ethical, resource, and legal parameters.
Teachers have no duty to teach using a particular style, only to teach
successfully. It is weakly sequential because there are sociopolitical
reasons for each item’s placement; e.g., the main reason for placing item
1 first was the perceived climate for acceptance by school boards, state
and federal agencies, and parents.
| 1. KNOWLEDGE
OF SUBJECT MATTER |
A. In the field(s)
of appointment, e.g., middle school mathematics
B. In across-the-curriculum
subjects, e.g., composition, spelling |
| 2. INSTRUCTIONAL
COMPETENCE |
A. Communication skills
(use of age-appropriate vocabulary, examples, inflection, body language)
B. Management skills
a. Management of (classroom) process, including discipline
b. Management of (individual student’s educational) progress
c. Management of emergencies (fire, tornado, earthquake, flood, stroke,
violent attack)
C. Course construction and
improvement skills
a. Course planning
b. Selection and creation of materials
c. Use of special resources
i. Local sites
ii. Media
iii. Specialists
d. Evaluation of the course, teaching, materials, and curriculum |
| 3. ASSESSMENT
COMPETENCE |
A. Knowledge about student
assessment options
B. Test construction and
administration skills
C. Grading, ranking, scoring
practices
a. Process (doing it correctly, i.e., using scoring keys, blind scoring)
b. Output (the results meet appropriate standards, e.g., (usually) not
all As or all Fs)
D. Recording and reporting
student achievement
a. Knowledge about options and obligations in reporting achievement
b. Good reporting process (to students, administrators, parents, authorized
others) |
| 4. PROFESSIONALISM |
A. Professional ethics
B. Professional attitude
C. Professional development
D. Service to the profession
(some but not each of the following)
a. Knowledge about the profession
b. Helping beginners and peers
c. Working for professional organizationsd. Research on teaching
E. Knowledge of duties
F. Knowledge about the school
and its community |
| 5.
NONSTANDARD BUT CONTRACTUAL DUTIES |
| e.g., supervision of chapel
services in a religious school |
|
