Welche effektiven Möglichkeiten gibt es für Lehrkräfte, Erfahrungen mit Leistungsbeurteilung zu sammeln?

Seeking feedback for own performance and taking it positively is an effective way for teachers to gain experience in performance evaluation of their students. Say for example I have to evaluate my students' performance,I would concentrate on the main areas in which I got constructive feedback on my performance in past.

Honest and objective feedback from students is the most important input and should always be sought. In addition, ongoing feedback from experienced colleagues is equally relevant.

In my opinion seeking feedback is indeed a valuable approach. Also, participating in peer observations, attending professional development workshops, and engaging in reflective practices can enhance a teacher's experience with performance evaluation.

A teacher is always a learner. This is what I believe, and everyone should. Feedback is very important either from students or other teachers, therefore to do better and improve for next lessons, a teacher should continue learning by exploring more teaching strategies, etc. and also receive ideas, advices, and opionions from different individuals.

FEEDBACK should be viewed as a form of curiosity. Curious to become better. How do we become better? Whether this be done as a culture company, wide practice, or someone using this for personal growth. Most people cringe when they hear the word feedback. But in reality, we are always getting feedback every day. From the environment around us.so, we have to see that feedback is part of our experience. That feedback is actually a way in which we strengthen our resolve. It’s away in which we are able to listen and use what is given to us as a way to optimize a culture or ourselves.

Teachers really need to read their classroom more often during and after delivering a lecture. Most teachers over rely on students echoing “we are good”, “we understand “ when delivering lessons. You can get quite an amount of subtext from reading the class participants

Observe new techniques, strategies, ideas and resources. Gain insight into their own strategies and techniques. Observe student reactions from a different perspective. Help create a professional learning community with the best interests of the students in mind. Helps Personal Professional Development and growth. As Teachers we have to analyze to Compare data to provide greater meaning. Data can be compared to baseline data, previous assessment results, existing standards or criteria, or between different student populations. Analyze data with an equity mindset. Are there gaps in learning outcomes achievement in certain student populations, especially historically underserved student populations?

Observing other faculty members as an educator enhances performance evaluation skills by offering real-world examples of effective teaching methods. This firsthand experience enables the evaluator to recognize and appreciate various teaching approaches, ultimately informing fair and comprehensive performance assessments. Continuous observation of colleagues promotes professional growth, contributing to a supportive educational community. All faculty members should participate in a Diagnostic Design Thinking Group workshop to ensure that they are asking the right questions and solving the right problems.

I do like 'peer teaching' in work place. This makes me more resourceful and this brings good results because I always invite some teacher(s) in my classroom and teach together by following procedures. Through this, students get interested and enjoy the lesson. Therefore, I observe how my fellow teachers teach and learn from them, and viceversa.

One time I visited my colleague who is well known for her great classroom management, I took notes while observing her: 1) Students entering routine. 2) Students participation in classroom. 3) Timed activities. 4) Grouping of students. 5) Group work activities. Teachers are already aware of the key factors that need emphasis in the classroom, but witnessing them in action certainly provides greater benefits.

School leaders should be cautious using formal peer reviews because it can lead to tensions between teachers if the peer feedback is less than positive. However, teachers can gain a tremendous amount of experience by observing each other’s classrooms. Setting up a system where teachers are grouped strategically and are given time to see their colleagues in action can be very productive.

I once read an article title of Leveraging Video for Learning published by Center for Education Policy Research Harvard University. It suggested a great idea to get peer review by filming your self and sharing the video with your peers. They can review the video and later on, both of you can discuss in details what went right and what could have been improved. Be aware of some important notes: 1) Teachers are their own worst critics because they care deeply about their craft. Watching oneself can be extremely challenging. 2) Self-reflection doesn’t mean making the teacher the star of the film. Student action must play a prominent role in a teacher’s observation strategy.

Una sencilla encuesta con tres aspectos. Se pide puntuar de 0 (nada) a 10 (matrícula de honor) a los alumnos sobre: A) Grado de conocimiento de la materia B) Grado de habilidad para comunicar esa materia C) Grado de motivación (las ganas que le pones) para hacerlo. Mejor recoger las respuestas de manera anónima para facilitar la sinceridad.

The first community to team with is the fellow teachers themselves. There're others outside the school, these can be from teachers' associations, etc. I believe if teachers have solid and strong relationship at work place, then the results must be good. The teachers can share experiences and strategies, as well as feedback to improve the performance.

No hay que fiarse mucho de las comunidades de prácticas. Abundan mucho las personalidades narcisistas que buscan parasitar conocimientos e ideas. Tras una evaluación positiva de la calidad de las aportaciones de los demás, conviene aportar o preguntar sobre propuestas de mejora

Educators can glean valuable experience in performance evaluation through networking by engaging with peers, attending conferences, and participating in professional development events. Collaborating with other educators enables the exchange of evaluation strategies and best practices. Joining online communities or forums facilitates the sharing of experiences and innovative assessment methods. Establishing mentor-mentee relationships provides personalized guidance. Networking opportunities create a dynamic learning environment, fostering a broader perspective on performance evaluation techniques.

I would considered that teachers observe others in the team who they will like to learn from . Another thing is to set up a system where teachers are working on a professional inquire ( problem of practice ) and through this observations they gain insights , see how others are doing and they can then connect it back to their own practice .

I have been doing all my work by collaboration. I like engaging fellow teachers by asking questions regarding my perforamance, seek for advices and opinions. This has brought positive achievement. I'm thankful that I also became among the top 50 finalists of the Global Teacher Prize 2023, this doesn't mean I better than others, it's just passion and hardwork towards meeting goals.

Compara la información ofrecida por aquellos a los que caes bien con los que resultan antipáticos. Esas diferencias aportan información muy útil. También sobre los que saben de la materia y los que no. El contraste de información mejora la calidad de la misma.

It is necessary to implement new evaluation models based on monitoring the actors in the firm's production process and see how it impacts the final benefit of the economic cycle; Of course, diagnostics will be designed and then forecasts of what we can expect, in terms of meeting objectives.

Self-reflection is key. After each lesson or at the end of each day, take a few minutes to think about what went both right and wrong. Maybe you taught the same lesson in different classes, but had different results. Think about why that was the case. Accept that not every lesson goes perfectly.