What forms an accountability package?

ONE OF the areas in our education system where very little progress has been made is that of teacher appraisal. Almost all other organised sectors of employment such as the Defence, Police, Administrative services, and the corporate sector have devised methods for the constant evaluation and appraisal of employees. Yet, there are very few schools which have any system to achieve this purpose.

This is surprising because education after all involves a heavy investment. Parents invest vast sums of money to educate their children, government often makes massive investments in various institutions, and institutions are backed by societies or trusts which fork out vast sums to keep these places running. So surely, there has to be some kind of an accountability from those asked to deliver the goods. And an appraisal system very much forms part of an accountability package.

Yet there is a great deal of reluctance on the part of teachers in the matter of being assessed. Part of it stems from a feeling of insecurity. Since teaching in the country has never really been systematised in terms of a training process - such as that of an army officer or a corporate executive would have to go through - teachers themselves are unsure of what actually makes a good teacher. A definite training programme such as the one imparted by the armed forces, the administrative services, or an MBA programme, definitely defines the parameters of one's performance and professional life. Since there is no such thing for teachers, they are left groping in the dark about what is actually required of them. Hence the insecurities, vagueness, and consequent reluctance to be assessed.

Of course, the other side of the problem is the feeling that many teachers feel they are above the appraisal process. After all, they are the repositories of knowledge and so why should they be subjected to something as ``demeaning'' as an appraisal?

The truth is, however, that an appraisal is vital, not only for the health of the institution but also for the growth and development of the individual teacher concerned. Let us, therefore, try and see some of the issues involved in the matter of teacher-appraisal and seek some insights into the mechanics of this process. It is absolutely vital, when trying to introduce an appraisal system, to make abundantly clear to all concerned, what the motive behind the system is. And if the system is to become an acceptable and workable one, the motive very clearly should be to help a teacher become as effective as possible in the teaching-learning process. Also, an appraisal can help identify the areas where professional development is required, and thus help plan specific training programmes. The end result sought is to improve the teacher's self-image and motivation.

The first requirement, therefore, for a good appraisal process is that there be trust between the school head, or other senior teacher entrusted with the appraisal, and the teacher being appraised. Thus the person carrying out the appraisal must be respected for his/her competence and have a good relationship with the staff. The appraiser must, therefore, offer criticism, not in a negative manner, but in a positive and constructive way. This should be the case even when a teacher refuses to change unacceptable behaviour, and there is a need to initiate disciplinary action. This is because the entire staff should view the exercise as a constructive one, even when an unpleasant situation is being tackled.

It is vital at all stages of the appraisal to treat the teacher as the stakeholder in the educational process, working in tandem with the management to become as good as possible, and as a person with professional needs and interests.

Before introducing the appraisal system, therefore, it is important to prepare the ground by a series of discussions with the staff. They may have some valuable suggestions to make, and it is important at this early stage to win the confidence of the teachers in the process. They must sincerely believe that the process is not a ``witch-hunt'' but a genuine attempt to improve their own professional standards. It is vital, therefore to ensure that the process of appraisal is confidential. Whether it is details of personal insecurity or of personal ambition, confidentiality is vital.

The process itself begins with the teacher's own personal review of successes, failures, professional and personal needs. Some teachers might want to do this by maintaining a diary to record thoughts about the daily classroom activities. Typically, a teacher would enter details of how a particular class with which he/she is experiencing problems, progressed on that day.

The second step in the appraisal process is for the school head to visit the classroom on a regular basis. This is not something that is done in most of our schools, but is a very well- established and in fact mandatory practice in many parts of the world. And for good reason. Unless the head is personally in touch with the classroom situation, any kind of attempt to improve the school is bound to fail.

In order to ``phase'' in this system of classroom-visits by the head in schools where this is an alien concept, and to make it more acceptable therefore, it might be an idea to start off with teachers sitting in each other's classes in order to exchange views, followed by visits from the heads of departments, and then, after this is acceptable, the head can start sitting in classes. The process must be so gradually introduced that the entire school i.e., staff and students come to regard this as a ``normal'' practice.

The questions which may be helpful in providing a structure for class observations are:

* Is the classroom clean and would a pupil find it a pleasant place to be in?

* Does the teacher begin the lesson on time?

* Has the lesson been well-prepared and does it match with the syllabus or lesson plan?

* Are all the materials shown in the lesson plan available to the pupils?

* Is the relationship between the teacher and pupils good or bad?

* Do pupils listen when the teacher speaks, and do they appear to respect the teacher without the feeling of fear?

* Does the organisation and management (whole class work, group work, individual activity and practical activity meet the needs of the pupils and the subject area?

* Do the pupils ask questions, and is there any discussion in the classroom?

* Is any attempt made by the teacher to involve the weaker and perhaps the shy students in classroom activities and discussions?

The head's response to these questions will provide him/her with valuable insights into the teacher's abilities.

The next stage is the appraisal interview and target setting, which should take place as soon as possible after the classroom observations. The form and length of the interview can vary, but there should be a discussion of the classroom observations. The entire approach should be a positive one. Wherever praise is deserved, it should be given unstintingly. Unfortunately, many heads of schools and indeed many ``leaders'' from different walks of life harbour the strange belief that, to be very tight-fisted with praise is a good management practice, and keeps the employees ``on their toes.'' What they do not realise is that it only makes them out to be very small-minded people and has an extremely de-motivating effect on those around them. Where criticism is required it must be made, but in as constructive a manner as possible. For instance, one may say to the teacher, ``I noticed you were having problems in dividing the children into groups during the group exercise. You may like to try and do it this way...''

From the discussion in the interview, targets can be set. It might be possible, for instance, to identify particular training needs which could either be done in-house, or through some outside agency. When suggesting change to teachers, it is imperative to make them feel that they will be fully supported during the time they are trying to introduce change. Managing change can be very stressful for a teacher because of fear of failure, and many prefer not to take risks.

The trickier areas of appraisal are those pertaining to avoidance behaviour such as absenteeism or alcohol abuse. Here too, gentle probing may give the appraiser an insight into the real nature of the problem, which can then perhaps be effectively tackled. In any case, the emphasis should always be on help towards correction, till of course a point comes when the head has to take a decision in the best interests of the institution.

The appraisal process is bound to fail if it is a one-off thing and not an on-going process. Follow-up discussions are vital with individual teachers. In our country where the problem is often one of huge schools, delegation of appraisal duties to senior members of staff becomes vital. But most importantly, it is vital to create an ``open'' culture in a school, where colleagues learn to share experiences and even criticism with each other, where the driving force amongst the staff becomes a desire to improve, where there is a climate of trust, so that teachers sincerely believe that they can help each other out, and that the management's first priority is to aid and assist them to become the finest in their profession.

DEV LAHIRI

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