Mentoring

Article1

Lessonobservation boosting quality teaching, evaluating teachers: Articlecritique

Themain issue presented in this article is lesson observation as aneffective method of evaluating teachers. The author argue that manyschool leaders make a grievous mistake of observing the teacherswhile in action and failing to discuss their observation with them inorder to strengthen their weak areas. The major finding by theresearcher is that many school leaders have not achieved the highteacher performance through lesson observation since they mainlyfocused on observing the teacher instead of students and the lessonhence instilling fear among teachers. The researcher recommends thatthe observer should first gather data, observe the lesson andlearners, and warmly discuss the observations with the teacher andhonor experts of teaching.

Theauthor is credible since he uses day to day classroom experiences tosupport his arguments and opinions. The author also refers to someAustralian cases in which lesson observation has either failed orsucceeded hence easy to believe. Throughout the article, the authoris expressing his own opinions while using some cases in which lessonobservation has worked or failed to support his arguments. Despitehaving supported his opinions with day to day experiences, thefindings have a major weakness in that they are supported by anyprevious researches on this field. However, the findings have amajor strength due to the fact they clearly point out the weaknesseswhich made lesson observation an ineffective model for evaluatingteacher performance. The information contained in this article is ofgreat importance to a school administrator. This information shouldbe utilized in closing all the loopholes in lesson observations inorder to ensure they are effective and enhance teacher performance.

References

AlfordG. (2013). Lesson observation boosting quality teaching, evaluatingteachers.

Independenteducation(2) Vol 43.

Article2

That Fits: Article critique

Thearticle mainly focuses on the mentoring, the school culture andenvironment which new teachers encounter as they try to settle andadapt to a new school. According to the two authors, every schoolshould invest wisely in terms of mentoring and teacher induction inorder to ensure high teacher performance. They point out that it isof paramount importance for a school to have high-quality mentors whoreally know how to focus on content and take humble time to mentornew teachers to ensure successful teacher induction. According to theauthors’ findings, effective teacher monitoring calls for so muchsuch as effective mentors, time, and support from schooladministration and effective communication channels. The researcherspoint out that, school administrations can do a lot in ensuringsuccessful teacher mentoring such as planning high-quality mentoringprograms, offering support to mentoring programs, appreciatingeffective mentors among others.

Theauthors are highly credible since they have utilized previousresearch on this field to support their arguments. The researchersare expressing their opinions on teacher mentoring while usingexisting literature to support their opinions. Teacher mentoring andinduction happens in every school and hence the arguments made by theauthors on what happens are believable. The major strength of theauthors’ findings and recommendations is that it effectivelyutilizes the existing research to pin point the pitfalls of teachermentoring and clearly explains the way forward in ensuring effectiveand successful teacher mentoring. The articles’ information can beutilized by school administrators in coming up with high-qualityteacher mentoring programs which ensure new teachers receive thequality induction and all the support they requite to comfortablefit and adapt to their new work stations.

References

GrossmanP. &amp Davis E (2012). That Fits. SupportingBeginning Teachers,Vol 69(8):54-57

Article3

Evaluatingteacher evaluation: Article critique

Themain issue addressed by the four authors in this article is theeffectiveness of the methods used in evaluating teacher evaluation.The researchers reviewed various existing literature on the topic toanalyze the effectiveness of the various models used in evaluatingteachers. One of their findings is that most of the value-addedmodels for evaluating teachers are inconsistent since there arevarious factors which affect teacher performance. According to theauthors, the type of students assigned to a teacher may eitheradvantage or disadvantage the teacher. The authors argue thatvalue-added modeling is not a suitable primary measure for appraisingindividual teachers. The authors therefore, recommend new approachessuch as using professional standards which will cut across manyschools and remain consistent with being affected by the otherfactors. The authors point out that, teacher evaluation methodsshould utilize numerous classroom observations, professionalevaluations, several sources of data, provide significant feedback tothe teacher in order to be efficient.

Thereader is forced to believe the authors since they have supportedtheir arguments with significant previous researchers which have beencarried out on the same topic. Apart from being evidence-based, theauthors’ arguments are based on day to day classroom experienceshence easy to believe. The authors are reporting their own opinionswhile using previous research on the same topic to support them. Oneof the weaknesses with the authors’ findings is that they seembiased on the notion that all the existing value-added models ofteacher evaluation are ineffective. However, the greatest strengthwith the article’s findings and recommendations is that they areevidenced-based and effectively states what need to be rectified inorder to make teacher evaluation successful. School administratorsshould utilize this information to come up with policies andstrategies which will see to it that teacher evaluation models aresuccessful.

References

Darling-Hammond,L. Amrein-Beardsley A., Haertel E. &amp Rothstein J (2012).Evaluatingteacher evaluation:Popular models of evaluating teachers are fraught with inaccuraciesand inconsistencies, but the field has identified better approaches.

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