Chapter 15 Flashcards
One of the responsibilities of the level II instructor in NFPA 1041 is to evaluate level I instructors and learning environments.
15
The evaluation of level I instructors is based on the observations of supervisors and students, shared via an instrument.
15
Student feedback also helps to form the supervisor’s formal evaluation of an instructor, which addresses classroom conduct and teaching ability.
15
Waiting for the formal evaluation timeline should not deter supervisors from providing ongoing, informal performance feedback.
15
Evaluation is an important and ongoing process throughout curriculum development and instruction.
15
Instructors need to be adaptive to student learning styles as they change along with their generation.
15
With feedback from observation, instructors can change or modify instructional methods.
14
Informal evaluations occur often and are based on the instructors’ observations at work.
15
Informal evaluations include watching classes in progress.
15
Conduct evaluations at appropriate intervals, which is especially important for performance evaluations linked to a specific incidence of unsatisfactory performance.
15
Maintain written job-performance criteria for review at each successive evaluation.
15
During a formal or informal critique, a supervisor should give positive feedback before addressing areas that need improvement.
15
Informal evaluations have the advantage of immediacy.
15
Use the evaluation tool that the organization provides to reduce the potential for subjectivity and ensure consistency between evaluations.
15
Mentors must be carefully selected to ensure that they model appropriate methods and behaviors.
15
Evaluation of the learning environment helps quantify whether external factors may have detracted from the course.
15
Evaluations should ask students about the benefits they feel they received from a class, focusing on perceptions of their learning experience and the learning environment.
15
Questions on most instructor/course evaluations ask students to respond on a continuum that ranges from very satisfied to very dissatisfied.
15
Evaluations should always leave space for open-ended answers or comments.
15
If adequate time and facilities are not provided, the validity of the evaluation may be compromised due to the student rushing to complete the evaluation.
15
The instructor should always be included in the decision-making process used to apply strengths constructively or correct weakness.
15
Through coaching and mentoring, a supervisor can assist the instructor in determining the best use of strengths.
15
Additional authority and responsibilities can reward the instructor and further utilize strong attributes.
15
From a supervisory standpoint, helping an instructor build upon strengths is one of the best ways to build confidence.
15
Counseling, coaching, and mentoring can all be useful when trying to help an instructor improve performance.
15
The supervisor should work with the instructor to determine the steps necessary to overcome a weakness. This action gives the instructor greater ownership and a stake in the corrective process and final outcome.
15
To effectively correct a weakness, an instructor must be able to take a responsibility for both the weakness and the method for correcting it.
15
Observations may indicate needed changes to a course or its materials.
15
Working with other instructors gives inexperienced instructors opportunities to observe models of the desired instructional methods and teaching behaviors.
15
Playing to an individual’s strengths helps to ensure high-quality instruction over the long term.
15
