Getting the Most Out Of Teacher Evaluation Forms
Found in: Forms & Organization, Foundation Session, Studio Management
Tasha N., Western AU
Hi everyone,
I have a question about the giving out and filling out of the teacher evaluation forms. I understand the value and importance of introducing the forms at the start of level 1. My question is, once you’ve introduced them, would it be okay to then wait until the end of the level to actually give them out, and have them fill out the forms in class, or is it better to give them out at the beginning and ask them at the end of each level to fill them out at home and bring them in? (This is what I have done so far and have not yet received many back)
Neil Moore
The forms are tremendously important, and your relationship with the forms will directly shape the way in which you introduce them. Subsequently, it directly sets up the relationship that students have with them, and profoundly impacts and supports the basis of the Relationship Conversation and the parent’s role in that.
I recommend spending time with the Evaluation Forms, in the Foundation Session, and present them not merely as a measuring tool for the student, but also as a support tool designed to help you (the teacher), remain committed to improving yourself and honoring both the responsibilities that you have and the promises that you make.
In the Foundation Session, hand out the Evaluation Form and talk about each person involved in the three-way (you, the student, the parent), and how each has specific accountabilities and responsibilities. Make sure that your students hear you declare your promises, and that they hear you promise to uphold them – “As your teacher, I have certain promises that I make, and I make these as part of my commitment to constantly improve myself. For example, I promise you that I’ll always be punctual, I’ll always be prepared, and I’ll only ever ask you to do things that are in your best interest. And I want you to come to know, over time, that you can absolutely count on me to honor my promises with regard to these things. And as a critical part of that, I’m going to ask for your support in helping me to be a better teacher. On this form there are questions that give you the opportunity to ongoingly evaluate MY progress and MY effectiveness and MY abilities. And I want, and need, for you to be really honest with me here. As we move through the program, through every Level, you’ll be getting one of these forms. I’m going to put it here, behind the last page of your Notebook, and I want you to refer to it from time to time and see if I am doing my job properly in all of these areas.” Then, at that time in the Foundation Session, spend a moment with student and parent, and review the form in a way that allows you to shape the perspective in which they see you.
Thereafter, you would go on to say, “Now, at the end of each Level, I’ll be able to get an honest answer from you about how I’m going, and this is really important to me because your honest feedback is the only way I get to hear the truth, and the truth is the most powerful tool that I’ve come across in helping me to become a better person and a better teacher.”
As the teacher, it’s your job now, to make sure that you keep the Evaluation Form (and for that matter, all the SHM’s), alive, purposeful, practical and of value to everybody.
You’ve got to go in to this recognizing that the design and mechanics of human-beings, is to view progress ‘retrospectively’. In other words, we judge our progress on where we would like to be, where we are not yet, where we think we should be etc., judging ourselves from the future and looking back. It’s not a powerful way to look at things, but that’s what human-being does. I’m asking you to work to shift that perspective so that students begin viewing their progress ‘contraspectively’. In other words, I want them to look at how far they have come, how much they have progressed, what achievements they have made – stand in the past and look at how far they have come.
We often don’t get opportunities to do this, and that’s one of the reasons why I really like the idea of taping students at the end of each Level, and getting a copy of the recording to the student. As they move beyond Level 2, Level 3, then 4 etc., and as they progress, have them listen to the most recent Levels and then listen to their original tape so that they can actually hear their improvement, their progress, their musicianship – and begin developing a contraspective relationship to their progress and the method as a whole.
Furthermore, if you keep handing out the Evaluation Forms, keep referring to them, keep reminding students of YOUR promises, keep asking them to help YOU know about YOUR own progress, you will get some brilliant feedback and some great testimonials, and this directly impacts your student retention as a result.
I know I address some of this in the recordings on either Forms or the Foundation Session, and probably address it more eloquently there, but based on your question, giving out the Evaluation Forms at the end of each Level is a missed opportunity in my opinion – and on several dimensions.