Administrative Evaluation Process: Fill & Download for Free

There are many possible ways, but here’s how these things tend to go, in my experience:Teacher is undesirable to administration. This happens for a number of reasons, including:Teacher is expensive (nearing retirement, top of pay scale)Teacher is “difficult” (parent complaints, hard grader)Personality conflicts with principalTeacher is genuinely not very good at his or her job but is good enough to avoid being fired through the evaluation processRather than going through the evaluation process, which is tedious, lengthy, and often unsuccessful (in terms of terminating a staff member), administration targets the teacher. This consists of:Making the teacher change buildingsMaking the teacher change roomsMaking the teacher teach new coursesGiving the teacher a highly undesirable scheduleShaming the teacher through reprimands for trivial or non-existent infractions.Showering praise on other teachers for lesser contributions and ignoring the contributions of the teacher in questionThe purpose of these attacks is not always clear. Sometimes it seems that the administration wants the teacher to retire or resign. This makes sense from the administration standpoint (though it’s a heinous way of doing things). If you want to get rid of someone but can’t, goes the thinking, then make that person’s job miserable and they’ll leave on their own.But other times this is heinous and stupid. I’ve seen administrators do this to teachers during teacher shortages. I’ve seen administrators do this to teachers in their last year of teaching, when it’s generally assumed they will retire anyway. And I’ve seen administrators do this to teachers who economically cannot afford to retire or resign.Most importantly, I’ve very rarely seen these techniques “work”. By that, I mean the teacher rarely changes and the teacher rarely leaves. Instead, the teacher feels persecuted, digs in, and causes more problems.So, supervisors attack teachers to get them to go away, to get them to change their behaviors, or out of spite or personality conflict. Nearly always these attacks are unsuccessful and counterproductive.So, what does work?The best administrators I’ve ever worked for were just honest with me. My current direct supervisor is a great example. He’s very good at his job. During my first evaluation, he walked through the rubric and told me a bunch of things that he liked. Then he asked me about contacting parents. I’m probably about average in the degree to which I contact parents. I described what I did. His response was administrator gold: “That’s great. What would be the most efficient way for you to increase parent contact?”Instead of saying, “You don’t call parents enough”, he invited me to answer that question in a non-threatening way. I’ll work twice as hard for that man, just because he showed me the courtesy of calling out one of my shortcomings in a way that was professional, helpful, and courteous, not threatening and malicious.My current principal is excellent on this front, too. Her biggest strength is another great technique in this department: Asking teachers for help. Rather than saying, “Dave, you need to get better at this,” she starts with, “Dave, you’re really good at that. Can you help me teach other staff members how to do that?”This act does two things:It makes the staff member feel valued, respected, and appreciated. Always good things.It makes other staff members feel good about not being so great at things. When your principal says, “I’m looking for great examples of parent contact. Mrs. Jones was fantastic in that department. I saw a lot of good things, but she just really stood out. She’s going to spend some time showing us how she does it.” you don’t feel bad at contacting parents. But you do see that there’s room for personal growth. It’s not threatening, it’s not accusatory, and there’s a method for improvement all laid out for you.It’s surprisingly simple to get people to reflect on their own performance and ways to improve. I’ve worked for administrators who made staff members cry because they were so bad at this. And I’ve worked for administrators who were really good at this, and built staff unity and excellence through this process. The latter is a lot more fun.

All IITs are autonomous bodies. So after conversion of IT BHU into an IIT few things are bound to change. BHU administration will have very less or no effect on how the IIT BHU system should works. Marking system, evaluation process, campus placements, recruitment of professors, appointment of director etc. will be done as per IIT rules. However being a part of BHU, one from IIT will enjoy OPD, playgrounds, hobby-center, swimming pool and other facilities.

Step 1: Forget about facilities. So much money is spent on better facilities, but many of the finest educational institutes have relatively primitive buildings. Proper heating and cooling and comfortable desks are a must, but beyond that there is little uniformity in requirement. Your chemistry teachers will need different things than your dance teachers. Give everyone a climate controlled room of appropriate size and then let them be involved in the design and layout of the room.Step 2: Let staff, students, and parents decide on rules and then enforce those rules. Attendance is very important. Work with parents to decide what times of day and what days in general are the best fit for students (within some minimum requirement). Accommodate parent concerns as much as you can. But then when the rules and schedules are agreed upon, enforce them strongly. If the school decides that cell phones are verboten, then you must enforce that rule. Nothing says “I can get an exception, so I don’t have to worry about this stuff” like poorly-enforced rules.Step 3: Pay teachers all the same amount. Merit pay simply doesn’t work. It rewards teachers for being randomly assigned to teach higher achieving students. It punishes some of your best teachers - they’re the one working with the most difficult students! How much do you pay them? A lot. You want stiff competition for these jobs so the best and most qualified will be chomping at the bit to get them. Once you have teachers in place, use a fair and equitable evaluation process to ensure that teachers maintain high quality. Do not take test scores into account. Rather, look at other measures of teacher performance that are universal. Things like teacher attendance, the variety and quality of lessons, etc. Hold teachers accountable, but don’t hold them hostage. Evaluate administrators using similarly fair criteria and hold them just as accountable as the teachers. All of these rubrics for evaluation should be public, agreed upon by the parties in question, and based on evidence and facts.Step 4: Open up the curricula. Right now, most states mandate “You Must Teach This”. In many cases, “This” is not terribly valuable. Teachers, parents, administrators, educational researchers, and students should be brought to the table to discuss what sorts of courses should be made available. Students perform at a much higher level when they see some value in what they’re doing.Step 5: Academics first, academics last, academics always. Everything in your school (apart from safety) takes a backseat to learning. Clubs, sports, extracurriculars, fundraisers, you name it - if they impede learning, they don’t have a place in a school. These are the source of many teacher frustrations and are akin to giving out free cigarettes in the oncology ward. Schools are for learning first and foremost - everything else is secondary.That’s it. As we say in the biz, nobody rises to low standards. So set standards, uphold those standards, and rise. It’s that simple.