HT-JCOE Instructor Performance Evaluation.pdf

1 HT‐JCOE IPE Form (MAR 2016)

HT-JCOE Instructor Performance Evaluation Form

Date: Start Time: End Time: Type of Evaluation:

Instructor’s Name: Certification:

Class Location: Course: Class# Semi-annual:

LP Title: Informal:

IOY:

Section 1 – Administrative: Score items as Go, No Go, or Not Observed (N/O) Go No-Go N/O

1. Stated TLO

2. Stated Safety Requirements

3. Stated Risk Level

4. Stated Environmental Considerations

Section 2 – Instruction: Score items using rubric. Score a 0 if Instructor performance does not reach level 1. Score 2 if performance falls between levels 1 and 3. Score 4 if performance falls between levels 3 and 5. Score N/A if item is not applicable to this evaluation.

Rating 5 4 3 2 1 0

a) Motivator Captured students’ attention by presenting a realistic situation they may encounter in an operational environment and showed how the learning objective will resolve the problem.

Captured students’ attention by informing students of the benefits of the instruction and the risks to job performance if the students could not reach the learning objective.

Gave students a reason to reach the learning objective. Did not tie task to job performance.

b) Evaluation Strategy

Informed students how, when, and where performance of the learning objective would be evaluated and gave verbal examples of evaluation items or provided evaluation checklist/rubric.

Informed students how, when, and where performance of the learning objective would be evaluated.

Informed students the learning objective will be evaluated, with no further explanation.

c) Lead-in Informed students how this lesson ties into existing knowledge. Queried students to recall prior learning or knowledge that supported lesson.

Informed students how this lesson ties into existing knowledge.

Did not tie lesson into existing knowledge – but did provide an agenda.

Comments:

2 HT‐JCOE IPE Form (MAR 2016)

d) Teaching Points

Explained and elaborated on all teaching points in the lesson plan.

Facilitated students’ understanding with use of anecdotes, analogies or examples (by the instructor or students) that were both relevant (related to the topic) and significant (important and timely).

Explained all teaching points in the lesson plan. Facilitated students’ understanding with use of (related to the topic) anecdotes, analogies or examples (by the instructor or students) that were relevant.

Explained most of the teaching points in the lesson plan. Attempted to facilitate students’ understanding with the use of anecdotes, analogies or examples (by the instructor or students), but these were not relevant.

e) Checks on Learning (formal/ informal)

Always conducted formal student checks in the lesson plan using APCE. Consistently verified students were engaged and understood the material through the use of informal checks on learning.

Questions were consistently at the appropriate level of Bloom’s taxonomy for the content being taught.

Conducted the formal student checks in the lesson plan. Generally used APCE for formal student checks.

Occasionally verified students were engaged and understood the material through the use of informal checks on learning. Most questions were at the appropriate level of Bloom’s taxonomy for the content being taught.

Rarely conducted formal student checks in the lesson plan. Only questioned volunteers. APCE technique is rarely used. Rarely verified students were engaged and understood the material through the use of informal checks on learning.

Some questions were at the appropriate level of Bloom’s taxonomy for the content being taught.

f) Follow Up Questions

Consistently questioned to explore clarity, relevance and/or significance of student comments. Always engaged students in dialogue through the use of exploratory questions when wrong answers were given.

Occasionally questioned to explore the clarity, relevance and/or significance of student comments.

Generally engaged students in dialogue through the use of exploratory questions when wrong answers were given.

Rarely questioned to explore clarity, relevance and/or significance of student comments. Rarely engaged students in dialogue when wrong answers were given.

g) Response to Student

Always acknowledged student, and either responded in a clear, concise way, addressed the question and clarified the teaching point or set a time to resume conversation with the student. Response was tactful, timely, and fostered collaboration.

Generally acknowledged student, and responded in a clear, concise way, addressed the question.

Response was tactful and timely.

Rarely acknowledged student, or responded to student in an unclear way. Response was tactful.

h) Demonstration Provided a relevant transition of the teaching point into Demonstration.

Ensured students could hear and view the demonstration. Used TTPs to elaborate on steps in the demonstration (as needed).

Conducted a review of the demonstration through student questioning.

Provided a clear transition to demonstration. Ensured students could hear and view the demonstration. Explained all steps in the demonstration. Conducted a review of the demonstration.

Did not provide a clear transition to demonstration. Failed to ensure students could hear and view the demonstration. Explained some of the steps in the demonstration. Did not conduct a review of the demonstration.

3 HT‐JCOE IPE Form (MAR 2016)

i) Practical Exercise

Accomplished the following, as applicable: Stated objectives of the Practical Exercise. Provided clear instructions. Reviewed resources.

Facilitated learning through developmental feedback. Constantly observed students’ progress, and consistently measured class progress towards the objective. Conducted an After Action Review; elicited students’ discoveries.

Accomplished the following, as applicable: Stated objectives of the Practical Exercise. Provided instructions to the students. Introduced resources. Facilitated learning through directive feedback. Occasionally observed students’ progress, and measured class progress towards the objective. Conducted an After Action Review.

Accomplished two out of the four following, as applicable: Stated objectives of the Practical Exercise.

Provided instructions to the students.

Observed students’ progress.

Conducted an After Action Review.

j) Presentation Skills

Instruction was clearly enhanced due to high level of professionalism. Clear evidence of ample rehearsal. The highest professional bearing and demeanor were evident throughout the presentation. Instruction was not adversely affected in any way. Set the example. Displayed no distracting mannerisms. Established a mutually respectful environment. Took responsibility for courseware.

Instruction was generally effective and not degraded. Used clear voice.

Volume, tone, and rate of speech varied for appropriate effect. Pronunciation was clear. Used appropriate vocabulary and proper grammar.

Faced the audience. Maintained eye contact. Movement or positioning was appropriate for methods of instruction.

Avoided blocking views of training materials. Avoided excessive distracting mannerisms e.g. “uh”, “um”, “ok”; fumbling with tools/aids; and exaggerated hand/arm movement.

Instruction was seriously degraded due to some of the following examples:

Excessive mumbling, monotone, inaudible due to lack of volume; faced away from audience; inappropriate language (offensive, profanity, etc.);

avoided eye contact; consistently was immobile or awkward in movement.

k) Training Materials Usage

Instruction was clearly enhanced through imaginative and/or innovative use of training materials. Clear evidence of familiarity with training materials.

Instruction was generally effective and not degraded by improper use of training materials. Handouts, student issue, etc. were appropriate in number and supported the objective. Slides were in synch with the presentation.

Equipment was functional and/or problems were resolved effectively.

Routine problems were anticipated and spare parts or alternatives were available.

Instruction was seriously degraded because the number or type of materials was insufficient or didn’t support the objective. Slides were not in synch with presentation. Predictable material /equipment shortfalls were not anticipated, resulting in a delay in the training.

l) Summary Provided comprehensive Summary using all three elements and using examples different from those in the initial instruction or specifically referencing student discoveries. If critical issues/questions arose in the Summary, avoided going excessively long with the explanation and established another time to address the issue.

Sufficiently addressed all three elements of the Summary.

Review: Wrapped up and reviewed the main points (ELO/LSA). Avoided re-teaching.

Questions: Solicited students’ questions; addressed students’ questions.

Transition: Linked this training to follow- on training. Advised or reminded students of materials or necessary preparation for follow-on training. (HW, reference, tools, etc.)

“During the next block you will need…” or “we will cover…” tying the two topics together. (if applicable)

Inadequately addressed one or more elements of the Summary. Simply asked, “Are there any questions?”

4 HT‐JCOE IPE Form (MAR 2016)

Recommendations:

Average Score: __________ (SUM of scores ÷ Number of Areas Evaluated)

0 ‐ 1.5: Unsuccessful 2.7 ‐ 3.4: Successful 3.5 ‐ 4.2: Exceeded

1.5 ‐ 2.7: Marginally Successful 4.3 ‐ 5: Far Exceeded

Evaluator’s Name: ______________________

Signature:

Date:

Supervisor’s Name: _____________________

Signature: _____________________

Instructor’s Name: _____________________

Signature: _____________________

*ROUTING PROCESS: Evaluator provides immediate feedback to the instructor and completes this form. Evaluator routes evaluation form to the instructor and the instructor’s supervisor for official communication and acknowledgement (via signature). Instructor or Instructor’s supervisor returns completed evaluation to course leadership.

Section 3 – Lesson Plan / Classroom Environment: Bring deficiencies to the attention of course leadership.

Go No-Go N/O

1. Visitor’s Folder

2. Lesson’s Plan Approved (Within 1 Year)

3. Completed Risk Assessment Worksheet (Available at the Training Location)

4. Individual Student Assessment Plan (ISAP)

5. Clean?

6. Well ventilated?

7. Well lit?

8. Relatively free from outside noise or distractions?

9. Large enough to conduct the planned activities?