Make evaluations and reports

Teacher evaluation The Heads of Department and School Board will use the Classroom Observation Rubric (COR) in a rigorous manner to provide evaluation of teachers’ performance. The campus-level leaders will be advised by the Program Department during the evaluation process to be able to carry out this work independently, accurately and efficiently. In addition to formal evaluation, CORs can be used for feedback sessions, which lays a good basis for training and professional development. The COR helps administrators guide teachers on how teachers are assessed in class time and provide advice on how to make adjustments in teaching methods. The effects of the COR will be maximized if it is used regularly so that there is a database to help administrators gain both a holistic and detailed view of the teachers’ capacity.

Curriculum Evaluation Curriculum evaluation is essential in the process of implementing any curriculum with the purpose of deciding whether the adopted curriculum is producing the intended outcomes. It also helps identify areas in need of improvement or change so that the revision and updates are made for a better version of the curriculum. The fundamental concerns of curriculum evaluation relate to: Effectiveness and feasibility of translating the curriculum framework and policy into educational practices Status of curriculum contents and practices in real contexts The achievement of the aims of the program At the campus level, curriculum evaluation is an internal process conducted by teachers, heads of departments and school boards. It involves a stage of team discussion when all stakeholders collaborate to: draw out key insights to inform and improve the future application share opinions and experiences and thus gaining deeper understanding of the curriculum make recommendations for improving the curriculum For effective collaborative reflection, the following steps should be followed: STEP 1: The Heads of Department communicate the necessity of this regular reflective practice and provide guidance to team reflection. STEP 2: Teachers teaching the same stage in each campus discuss and reflect on the units/lessons in the curriculum. STEP 3: The Heads of Department/level leaders make good notes of the discussion and fill in the survey form to send reports to the Department Program.

Reporting Heads of Department take responsibility for reporting to the School Board, the Program Department and the System Leaders. School Boards take responsibility for reporting to the System Leaders. Reporting Principles Campus-level leaders are responsible for ensuring the quality of program implementation at the campus. This means they must play the role of verifying and approving their teaching team's educational work, evaluating teachers and reporting regularly. During this process, the Program Department will act as a professional advisor to the campus’ management staff. Since the Program Department is the academic and professional counselor, they will not be able to handle fragmental information related to operation, such as number of lessons taught, number of professional meetings, every detail of the discussion in the ESL team, number of teachers added/reduced, etc. Also, when reporting to the Program Department, managers should pay attention that the report must be evaluative and directional. The Program Department will discuss professional issues that are central to the program implementation, clarify the orientation and action plans. For example: summarizing and reflecting on assessment data after 1-2 months of implementation, training needs and ways to support teaching staff, etc. Reporting contents Report on curriculum implementation: Curriculum evaluation is to examine the impact of implemented curriculum on student achievement. The data and feedback from the curriculum evaluation will drive changes and upgrades and help the Program Department determine future policies. Report on teaching & learning situation: This is to make reasonable adjustments to management approach. The campus’ managers are responsible for providing data on learning results and teaching situations of the ESL subject to the Program Department (and the CEO) . However, the data or information contained in this report should not be meant to inform, but should aim to suggest improvements/corrections so that the Program Department can review and provide consultation accordingly.