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Evaluating Instructional Quality

Evaluating Instructional Quality. Jennifer Mendez. “Instructors are the pulse of Continuing Education”. Why… When… How…. WHY EVALUATE?. Experience Value Accountability. WHY: Experience. 15%. WHY: Value.

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Evaluating Instructional Quality

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  1. Evaluating Instructional Quality Jennifer Mendez

  2. “Instructors are the pulse of Continuing Education”

  3. Why… When… How…

  4. WHY EVALUATE? • Experience • Value • Accountability

  5. WHY:Experience 15%

  6. WHY:Value • “Adult students seem to prefer instructors with knowledge and respect for adult learners, applied experience in the fields in which they teach, and those who have clear communication, and are fair and understanding. • Participants viewed not understanding or respecting adult students and being arrogant or condescending as problematic characteristics for instructors to have” (Baltzer, Filoon, Phillips, & Whitley, 2017).

  7. WHY:Value • Characteristics of Successful/Unsuccessful Instructors • at LaGuardia Community College • Successful • “The instructor was very proactive.” • “She was easy to follow.” • “The instructor is very organized. She is the best.” • “I appreciate that the class had contact with the instructor and she replied immediately.” • “He teachers perfectly. He acts in a patient and kind manner.” • “Very skilled and professional professor in his field.” • Unsuccessful • “Instructor uses inappropriate language in class.” • “More teaching strategies.” • “Provide different questions to answer. I don’t believe he is the best.” • “Needs to write on the board.” • “Find better ways to utilize class time.” • “Syllabus not given until the end of class.”

  8. WHEN/HOW Keys to evaluating quality • Pre-instruction • Interview/Audition • Curriculum/Syllabus • During Instruction • Observation • Post Observation • Post Instruction • Repeating Observation • Student Evaluations of Instructors *Holistic Approach*

  9. PRE-INSTRUCTION • The Interview & Audition • 10-15 minute audition • Interview Questions

  10. PRE-INSTRUCTION • The Curriculum/Syllabus • Templates • Objectives

  11. HOW: DURING INSTRUCTION • The Observation • Email: • Date • Time • Duration • Lesson plan • List of expectations (rubric)

  12. HOW-DURING INSTRUCTION Observation Rubric • Demonstration of Content Knowledge • Appropriate Teaching Techniques to Meet Students’ Needs • Preparation/organization of Lesson       • Evidence of Student Learning • Existence of a Professional Learning Climate • Ability to Communicate • Problems external to instruction • Scale: • 4 Excellent • 3 Good • 2 Fair • 1 Unsatisfactory • Overall: Satisfactory or Unsatisfactory

  13. POST INSTRUCTION • Post Observation • Phone call or in-person • Provide effective comments • Discuss areas of improvement and expectations • Summarize & Sign

  14. POST INSTRUCTION • Student Evaluations of Instructors • Pre-or-post-observation • Teaching Skills • Preparation and organization for class • Mastery of subject matter/ Knowledge • Comments • Scale: • 4 Strongly Agree • 3 Agree • 2 Disagree • 1 Strongly Disagree

  15. CHALLENGES/FACTORS TO CONSIDER • Time • Pedagogy • Resources

  16. IMPROVING INSTRUCTOR QUALITY • Best Practices Workshop • Connect with other instructors • Universal Design for Learning (UDL) framework • Instructor Feedback Form

  17. Q & A

  18. Thank you! • Contact Information: • Jennifer Mendez • jmendez@lagcc.cuny.edu

  19. References • Darling-Hammond, L. (2013). Getting Teacher Evaluation Right. New York, NY: Teachers College Press • Baltzer, C., Filoon, L., Phillips, L., Whitley, C. (2017). Adult student preferences: Instructor characteristics conducive to successful teaching. Sage Journals, 23:1. Retrieved from: http://journals.sagepub.com/doi/full/10.1177/1477971416683488 • WebMD. (2017). Your Heart Rate. Retrieved from https://www.webmd.com/heart-disease/heart-failure/watching-rate-monitor#1

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