- The teacher prepares well planned lessons for the students, however, the teacher does not employ a variety of teaching styles often. In addition, the teacher does not always utilize the full class time. The teacher assigns homework, projects and tests, but does not consistently create material for them.
4. - The teachers lesson plans meet the curriculum requirements but do not go above and beyond. The teacher typically sticks to one method of teaching and only utilizes the full class time about half of the time. The teacher does provide homework and projects however they are not as extensive as they should be. The teacher does not create material for homework, projects, and tests.
3. - The teachers lesson plans are below average but meet the curriculum requirements. The teacher only uses one method of teaching and typically does not use the full class time. The teacher uses premade sources for test questions from other sources such as the textbook. In addition, homework and projects are not sufficient to cover the material.
2. - The teachers lessons plans meet the bare minimum requirements. The teacher uses one method of teaching and almost never uses the full class time. The teacher does not create material for homework, projects or tests. Homework is almost never given and is not sufficient to cover the …show more content…
Including traits that do not relate to the current job position will create contamination within the test. Potential contamination is significantly decreased when using the BARS scale because each statement is very straightforward. This will leave little confusion for the person administering the test. This person will be looking for specific traits shown by the teacher that are described on the BARS scale.
Deficiency issues within the test are made when there is a lack of traits or behaviors that is vital to the job position and should be included in the test. Deficiency issues arise when the test creator is not knowledgeable of the key traits the teacher must obtain. Scoring traits that are irrelevant to the teacher obtains no value nor should it be used to evaluate the teacher.
The BARS evaluation will be administered by an administrator of the building. The administrator will sit in on multiple classroom sessions at random to evaluate the teacher. They will then provide a score of 1-7 depending on the teacher 's performance and they will explain to the teacher why they scored as they did. The administrator will take this time as an opportunity to provide feedback on the strengths and weaknesses of the teacher and provide further suggestions on how the teacher may