scholarly journals TEACHER PERFORMANCE MANAGEMENT CYCLE BASED ON EMPLOYEE’S TARGET

2020 ◽  
Vol 6 (7) ◽  
pp. 1-15
Author(s):  
Aziz Luki Ahyar ◽  
Maftukhin ◽  
Ahmad Patoni ◽  
Ngainun Naim ◽  
Asrof Safi’I ◽  
...  
Keyword(s):  
Data Analysis ◽  
Performance Management ◽  
Teacher Performance ◽  
Educational Institutions ◽  
Site Analysis ◽  
Qualitative Research Design ◽  
Evaluation Phase ◽  
Teacher Goals ◽  
Minimum Work ◽  
Management Cycle

The purpose of this study is to know how teacher performance management as a continuous performance process to equalize individual teacher goals and educational institutions also teacher performance series starting from the planning, implementation and evaluation phase which are oriented to minimum work standards in order to obtain income eligibility, benefits, and promotion or rank only which resulting in the performance of teachers dwelling on matters of an administrative nature and setting aside performance processes that produce output and outcome according to the objectives of educational institutions. This research used a qualitative research design by concerning to a phenomenon approach. Data collection techniques used by some steps such as observation, interviews and documentation. Data analysis included single site analysis and cross-site analysis with data analysis techniques; data reduction, data presentation, and conclusions. This research produced four main findings among others; first, in pre-cycle stage with preparation for assessment and creating a teacher performance assessment team; second, the phase of planning with the phase of defining, discussing roles, responsibilities, and measurable expectations; third, the phase of coaching with the phase of observation, monitoring, support, feedback, and appreciation; the four phase of the teacher performance management cycle are performance evaluations.

Teacher Goals and Dilemmas in the Use of Mathematical Representations

2014 ◽  
Vol 2 (2) ◽  
pp. 171-184 ◽  
Author(s):  
Edd V. Taylor ◽  
Elizabeth Dyer
Keyword(s):  
Professional Development ◽  
Group Discussion ◽  
Multiple Representations ◽  
Mathematical Representations ◽  
Mathematics Educators ◽  
Teacher Goals

The purpose of this article is to describe the reported goals of teachers participating in professional development related to their efforts to consider multiple representations in their teaching. Through analysis of monthly written reflections and group discussion, we describe 3 teacher dilemmas that emerged related to their efforts to consider multiple representations in their teaching: (a) equitable practices when particular representations result in differential success, (b) a teacher's need to balance exposure and choice, and (c) a potential dilemma related to conflicts between competing goals. We provide suggestions of how mathematics educators might use these findings to support future professional development efforts.

The Principal's Role in Helping Teachers Manage Their Classrooms

1987 ◽  
Vol 71 (502) ◽  
pp. 64-67
Author(s):  
Guy C. Klitgaard
Keyword(s):  
Classroom Management ◽  
Student Involvement ◽  
Management Skills ◽  
Principal's Role ◽  
Teacher Student ◽  
Teacher Goals

Evaluating classroom management is more than determining whether or not a teacher keeps students quiet and on task. It means assessing teacher-student relations, classroom organi zation and planning, student involvement, discipline, teacher style, and teacher goals, and then helping the teacher improve his or her classroom management skills.

scholarly journals A professional knowledge base for collaborative reflection education: a qualitative description of teacher goals and strategies

2021 ◽  
Author(s):  
Marije van Braak ◽  
Mario Veen ◽  
Jean Muris ◽  
Pieter van den Berg ◽  
Esther Giroldi
Keyword(s):  
Knowledge Base ◽  
Postgraduate Medical Education ◽  
Professional Knowledge ◽  
Qualitative Description ◽  
Educational Goals ◽  
Medical Setting ◽  
Collaborative Reflection ◽  
Teacher Strategies ◽  
Practitioner Training ◽  
Teacher Goals

Abstract Introduction For several decades, educational experts have promoted reflection as essential to professional development. In the medical setting, collaborative reflection has gained significant importance across the curriculum. Collaborative reflection has a unique edge over individual reflection, but many medical teachers find facilitating group reflection sessions challenging and there is little documentation about the didactics of teaching in such collaborative reflection settings. To address this knowledge gap, we aim to capture the professional knowledge base for facilitating collaborative reflection by analyzing the formal and perceived goals and strategies of this practice. Methods The professional knowledge base consists of formal curricular materials as well as individual teacher expertise. Using Template Analysis, we analyzed the goals and strategies of collaborative reflection reported in institutional training documents and video-stimulated interviews with individual teachers across all Dutch general practitioner training institutes. Results The analysis resulted in a highly diverse overview of educational goals for residents during the sessions, teacher goals that contribute to those educational goals, and a myriad of situation-specific teacher strategies to accomplish both types of goals. Teachers reported that the main educational goal was for residents to learn and develop and that the teachers’ main goal was to facilitate learning and development by ensuring everyone’s participation in reflection. Key teacher strategies to that end were to manage participation, to ensure a safe learning environment, and to create conditions for learning. Discussion The variety of strategies and goals that constitute the professional knowledge base for facilitating collaborative reflection in postgraduate medical education shows how diverse and situation-dependent such facilitation can be. Our analysis identifies a repertoire of tools that both novice and experienced teachers can use to develop their professional skill in facilitating collaborative reflection.

Calculators for Students with Special Needs

2005 ◽  
Vol 11 (7) ◽  
pp. 391-395
Author(s):  
Tony Thompson ◽  
Stephen Sproule
Keyword(s):  
Decision Making ◽  
Special Needs ◽  
Students With Special Needs ◽  
Instructional Decision Making ◽  
Teacher Goals ◽  
Instructional Decision

A framework to aid instructional decision-making regarding classroom calculator use. The guide focuses on both teacher goals and the students' needs and abilities. The reader is challenged to rethink the possible role that calculators can serve for all students, in particular, as a classroom accommodation for students with special needs.

Visual art curricula, art teacher goals, and instructional time: Findings from an international survey

2015 ◽  
Vol 11 (1) ◽  
pp. 137-156 ◽  
Author(s):  
Melody K. Milbrandt ◽  
Ryan Shin ◽  
Teresa Torres de Eça ◽  
Kevin Hsieh
Keyword(s):  
Visual Art ◽  
Instructional Time ◽  
International Survey ◽  
Art Teacher ◽  
Teacher Goals
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