- Attendance - that there are tushes in the seats at the proper time.
- Spirit- that there is significant participation or a lack of disruptive behavior (are students saying "Amen").
- Feedback - either compliments or complaints that come to the administrator's desk or formal evaluations that are given to students at the end of semester. (not so clear that it is fair to check if the prayers were answered from above).
- Overflow - that students attend other prayer events (i.e. shul) or talk about tefilla in other classes.
- Performance of skills - that individuals demonstrate an ability and/or comfort with specific tefilla skills (leading or reading Torah) that satisfies a benchmark.
Tuesday, November 1, 2011
Evaluating What You Do
Evaluating the work and impact of teachers is one of the more controversial topics on the subject of education reform.
On the topic of tefilla, I am interested on how schools evaluate the progress made by students as individuals or in a group setting? I see the following five possibilities:
These possibilities explore how to evaluate the student - but how does the supervisor evaluate the educator on this aspect of their job. Do you know of specific guidelines for teachers in their professional reviews? What criteria has your school given you to measure your educational return on investments for tefilla?
Some educators have contacted me have to say that they are compensated more for running or attending tefillot in their school and explicitly mentioned that there compensation has no relation to the performance aspect of the students.
What professional standards are in the Jewish Marketplace?