REORIENTING TEACHERS’ PROFESSIONAL DEVELOPMENT THROUGH PERFORMANCE REVIEWS JULIO CESAR GOMEZ Fundación para la Promoción y Difusión del Inglés LUZ LIBIA

REORIENTING TEACHERS’ PROFESSIONAL DEVELOPMENT

THROUGH PERFORMANCE REVIEWS

JULIO CESAR GOMEZFundación para la Promoción y

Difusión del Inglés

LUZ LIBIA REYCentro Colombo Americano, Bogotá

Contents

ContextTeachers’ ProfileSupervision PrinciplesPerformance ReviewsResults after a four-year implementation

planImpact on the institutionConclusions

REORIENTING TEACHERS’ PROFESSIONAL DEVELOPMENT THROUGH PERFORMANCE REVIEWS

Context

Program # of Students

# of teachers

Adult English Program

4500 57

Saturday Program 5000 60

University Program 3500 40

Centro ColomboAmericano, Bogotá

Supervisors: 10 in charge of 14 teachers each.


Teachers’ Profile

Professional teachers

Non-native speakers of English (Colombian)

25 to 40 years old

Average teaching experience goes from 2 to 10 years.


The Need for SupervisionLack of knowledge about teachers No rewards for good work

No progress or advances in professional life

No follow-up or support for teachers


No Accountability

No opportunities for self-reflection or collaborative work

Major curricular changes and innovations


The Need for Supervision

Supervision Principles

Constant Professionalism

Teachers need to keep up-to-date.

Teachers need to define objectives to keep

improving their daily performance.


Teachers can meet the objectives and gradually exceed them.

The institution needs to provide support and

guidance in this process.

The evaluation parameters need to be clear

for every teacher.

Supervision Principles


Supervision CyclePerformance

ReviewsElaboration

Gathering Information

Performance Reviews

Evaluation

Decision Making


Performance Reviews

Areas Included

Objectives

Evaluation Rubrics


Areas Included

Academic Performance

Survey Results

Compliance with Procedures and Regulations

English Proficiency

Professional Development

Participation in Institutional Projects


Objectivesdoable, observable, challenging, achievable

specific and prioritized


Evaluation RubricsDefine the levels of achievement of each objective in each area.


Evaluation of ObjectivesIt is based on the rubrics.The overall evaluation considers each area's priority.It allows the possibility of revision.


When improvement is needed

New performance is elaborated for

a shorter period of time.

Fewer areas

Specific targets


RESULTS AFTER A FOUR-YEAR IMPLEMENTATION PLAN


Academic Performance

The institution now knows who understands and applies the program principles and who stands out and can become a model for others or can help out in teacher training.


Professional Development: Studies In 2004, 8.8% of the teachers did not have a

teaching or related degree. 7% had begun but never completed their degree.

By December 2009, 99% of the teachers had a teaching degree, TEFL certificate, or studies in progress, including Master’s level studies.



Professional Development:Communities of Practice

In 2005, no teachers attended or presented at

professional conferences, carried out research,

or attempted to publish their work.

By 2009, more than 95 teachers had attended

professional conferences.




Professional Development:Impact

Overall Evaluation

0

10

20

30

40

50

60

Good Very Good

2006

2007

2008

2009 GOOD VERY GOOD

2006 49%

34%

2007 36%

52%

2008 36%

42%

2009 41%

43%REORIENTING TEACHERS’ PROFESSIONAL DEVELOPMENT THROUGH PERFORMANCE REVIEWS

Impact on the Institution

Real knowledge of each teacher and his/her potential

Actual application of each program’s principles in the class performance

Teachers’ growing interest in continuing studies and developing projects in the area of ELT


Improvement in the level of English proficiency

Improvement in class environment and teacher-student relationships

Compliance with procedures and regulations

More teachers’ involvement and participation in the development of program innovations

Impact on the Institution


Conclusions

The process of change of the system has been the result of the permanent feedback from teachers, supervisors, and program coordinators.

There has also been a non-measurable impact

of the system.


WORKSHOP

Individually do a needs assessment exercise using the format given. You have to tick how well or not you know your teachers in each of the areas specified.


Share with other members of your BNC and in case you know your teachers well or very well, please include the way you get this information in the last column given.


Now discuss the possibility of implementing performance reviews as a way of learning more about your teachers in your institution.

Identify the advantages/benefits and disadvantages/barriers of this

type of supervision system.



Julio César Gomez B.

[email protected]

Luz Libia [email protected]

References

McNamara, C, ( 1997, 2007) Performance Management- Basic Concepts downloaded in October 20, 2006 from http://www.managementhelp.org/perf_mng/perf_mng.htm

Smith, M. K. (1996, 2005) 'The functions of supervision', the encyclopedia of informal education, Last update: August 06, 2007


Documents

REORIENTING TEACHERS’ PROFESSIONAL DEVELOPMENT THROUGH PERFORMANCE REVIEWS JULIO CESAR GOMEZ Fundación para la Promoción y Difusión del Inglés LUZ LIBIA