MASTER EDUCATOR CLASS SIGN-IN SHEET NO. 20

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1 MASTER EDUCATOR CLASS SIGN-IN SHEET NO. 20 SUBJECT: PROFESSIONAL DEVELOPMENT FOR CAREER EDUCATION INSTRUCTORS TOPIC: EVALUATING PROFESSIONAL PERFORMANCE LESSON OBJECTIVES: Upon completion of the lesson, the student will be able to: 1. Explain the purpose of performance evaluation. 2. List the general standards of evaluation that may be considered during a formal evaluation. 3. Explain the qualities for satisfactory performance within each area of performance. 4. Identify the various sources available for performance assessment and explain the benefits of each. 5. List the steps required in preparing a professional-development plan. 6. Explain the importance of pursuing continuing education as a professional educator. IMPLEMENTS, EQUIPMENT, SUPPLIES REQUIRED: Student Instructor Items x x Master Educator x Lesson Plan x Student Notebook x Pens, Pencils TEACHING AIDS (audiovisual equipment, handouts, etc., used by instructor): 1. Chalkboard 2. LCD projector and Instructor Support Slides 3. Computer with CD Drive FACILITY: Theory Classroom TIME ALLOTMENT: 2 to 3 hours (adjust based on school schedule and student activities/participation) PRIOR STUDENT ASSIGNMENT: 1. Read Chapter 20, Master Educator EDUCATOR REFERENCES: 1. Master Educator 2. Master Educator CourseMate STUDENT SIGNATURES STUDENT SIGNATURES (If more space is needed, use reverse side of form.)

2 340 Master Educator Instructor Resource STUDENT SIGNATURES STUDENT SIGNATURES

3 Section V Lesson Plan MASTER EDUCATOR LESSON PLAN 20 SUBJECT: PROFESSIONAL DEVELOPMENT FOR CAREER EDUCATION INSTRUCTORS TOPIC: EVALUATING PROFESSIONAL PERFORMANCE LESSON OBJECTIVES: Upon completion of the lesson, the student will be able to: 1. Explain the purpose of performance evaluation. 2. List the general standards of evaluation that may be considered during a formal evaluation. 3. Explain the qualities for satisfactory performance within each area of performance. 4. Identify the various sources available for performance assessment and explain the benefits of each. 5. List the steps required in preparing a professional development plan. 6. Explain the importance of pursuing continuing education as a professional educator. IMPLEMENTS, EQUIPMENT, SUPPLIES REQUIRED: Student Instructor Items x x Master Educator x Lesson Plan x Student Notebook x Pens, Pencils TEACHING AIDS (audiovisual equipment, handouts, etc., used by instructor): 1. Chalkboard 2. LCD projector and Instructor Support Slides 3. Computer with CD Drive FACILITY: Theory Classroom TIME ALLOTMENT: 2 to 3 hours (adjust based on school schedule and student activities/participation) PRIOR STUDENT ASSIGNMENT: 1. Read Chapter 20, Master Educator EDUCATOR REFERENCES: 1. Master Educator 2. Master Educator CourseMate

4 342 Master Educator Instructor Resource NOTES TO EDUCATOR: 1. Review chapter and entire lesson plan prior to lesson. 2. Review Learning Reinforcement Ideas/Activities for this lesson and predetermine which activities will be used and at what point during the lesson you will incorporate them based on your time allotment. 3. Check projector to ensure it is working properly, if applicable to this class. 4. Gather all materials and supplies needed for demonstrations prior to starting class. 5. Take attendance or have students sign in for class based on your school s procedure. 6. During instructor preparation time and while student instructors are entering and getting settled for the class, have a slide containing a motivational thought for the day projected on the screen. If no projection is available, write an inspirational thought on the board. This will help to get both instructors and student instructors into the appropriate mind-set for learning and for the day. 7. The information found in this lesson plan correlates with that found in Volume II, Lesson Plan 9 of the 2nd edition of the Master Educator Course Management Guide.

5 Section V Lesson Plan LESSON PLAN 20 LEARNING MOTIVATION (WHY?) Have you ever been ill and totally unsure of what was wrong? Perhaps you were new in the area and didn t have a family physician whom you knew and trusted. You made an appointment with a doctor from the telephone book and went in only to find that he was old, the office was outdated, and the magazines in the waiting area were long out of date. Did you wonder whether the doctor knew what he was doing? Did you wonder if he had attended any continuing education classes? Perhaps you considered whether or not he was qualified to diagnose your illness. Well, like physicians, educators must maintain and continue to improve their knowledge and skills. They must participate in ongoing self-assessment and professional evaluation to determine where their opportunities for growth and development lie. That is what today s lesson is about. We will take a close look at how you, as an educator, can create a professional development plan to improve performance on the job. You will learn that by adopting a positive attitude toward self-improvement and following important self-improvement strategies, you can inspire and train learners to become highly skilled, competent professionals. SUBJECT OUTLINE IN-DEPTH NOTES (Information to share during presentation) I. Performance Assessment Necessary to remain current with respect to technology and the skills and methodologies used to teach learners. Educators should develop a professional development plan for improvement. It s also important to adopt a positive attitude toward self-improvement. II. General Standards of Evaluation Standards may vary from school to school. A. Production Production generally speaks to the educator s abilities to meet the commitments outlined in the job description and whether extra duties or other obligations are assumed and met. B. Thoroughness and Accuracy This standard addresses whether quality results are achieved, assigned tasks are completed accurately, questionable information is verified, close attention is paid to details, and errors are detected. C. Independent Action This standard addresses whether the educator exercises initiative in starting and following through on assigned work and whether the educator works well independently without close supervision. D. Work Methods This standard asks whether the educator is organized, sets and meets realistic goals, wastes time, and organizes priorities.

6 344 Master Educator Instructor Resource SUBJECT OUTLINE IN-DEPTH NOTES (Information to share during presentation) E. Problem Solving This standard asks whether problems are solved effectively, whether decisions are made on assigned work without supervisory assistance, whether outcomes are evaluated, and whether a win-win situation is always sought. F. Interpersonal Skills and Professional This standard asks whether management is Conduct informed about significant action and whether information is communicated clearly. In addition, it addresses such issues as working cooperatively with others; maintaining a positive, caring attitude; being courteous; being a role model; keeping a professional distance from students; refraining from harsh or profane language; developing a rapport with area salons; and practicing ethics. G. Work Habits This standard addresses arriving for work on time and regularly, keeping personal time to a minimum, not leaving scheduled classes or duties to take or make personal calls, and providing a day of work for a day of pay. H. Cost Consciousness This standard looks at whether the educator eliminates nonessential activities, suggests cost-saving measures, doesn t waste supplies, handles monies responsibly, observes energy-saving measures, and respects the school property. I. Self-Motivation Finally, this standard addresses whether the educator pursues success and excellence, stretches personal resources, seeks opportunities to build on strengths, develops an awareness of performance needs and works on deficiencies, sustains a high level of interest and enthusiasm, and maintains the required continuing education hours and memberships/subscriptions with trade organizations or publications. III. Educator Position Description A. Job Knowledge B. Job Duties Teaching responsibilities generally represent 90% or more of daily scheduled work time. Other duties such as administrative tasks generally represent no more than 10% of the daily scheduled work time.

7 Section V Lesson Plan SUBJECT OUTLINE IN-DEPTH NOTES (Information to share during presentation) ACTIVITY: Review the Position Description found in the text and discuss. Have students break into small groups to consider the Job Knowledge and Job Duties section of the description. Ask students to develop other requirements that should be included in the job description. Have them comment on criteria they believe should not be there and why. IV. Sources of Performance Assessment A. Supervisors Supervisors generally conduct formal evaluations at least once each year. They have a vested interest in your success. They will evaluate your weaknesses and strengths and help you develop a plan for improvement. ACTIVITY: Review the evaluation policy found in the text and conduct a discussion as to whether or not the policy is effective. If needed, make recommendations for changes. B. Other Educators and Coworkers Peer evaluation is extremely helpful. Peers are familiar with your teaching and your environment. Peers can provide valuable feedback about your performance. C. Learners The achievement of learner outcomes may directly relate to your performance as an educator. Who better to give you feedback than those learners who sit in your classrooms? D. Graduates and Their Employers On-the-job achievement of graduates may directly or indirectly relate to the educator s ability and performance. Employers can assess the graduate s skills and abilities and provide feedback as to how prepared they were for entry-level positions. E. You, the Educator Self-evaluation tools can be used to assess yourself. Refer to the example in Chapter 20 of the Master Educator text. V. Professional Development A. Sample Professional Development Plan ACTIVITY: Review the professional development plan found in Chapter 20 of the Master Educator text and then have student instructors work in groups to create another one. B. Resources of Professional Development For example, the Cosmetology Educators of America, Milady s Career Institute, The National Cosmetology Association, The Salon Association, and more.

8 346 Master Educator Instructor Resource Summary and Review Assessment and evaluation of your performance are critical in the process of achieving the status of master educator. You must actively work on a professional development plan that places emphasis on industry trends, technologies, tools, and techniques. You must utilize a wide variety of assessments and take advantage of the many resources available for continuing education. Remember, a master educator will utilize every opportunity for continued growth and professional development and will not consider minimum standards of performance or education acceptable. Let s Review 1. Explain the purpose of performance evaluation. Answer: The purpose of evaluation is to improve job performance and promote career development using an appraisal of performance that is based upon expectations. 2. List the general standards of performance that may be considered in a formal evaluation. Answer: Production; thoroughness and accuracy; independent action; work methods; problem solving; interpersonal skills and professional conduct; work habits; cost consciousness; and self-motivation. 3. Explain the qualities for satisfactory performance within each evaluation area. Answer: Production generally speaks to the educator s abilities to meet the commitments outlined in the job description and whether extra duties or other obligations are assumed and met. Thoroughness and accuracy addresses whether quality results are achieved, assigned tasks are completed accurately, questionable information is verified, close attention is paid to details, and errors are detected. Independent action addresses whether the educator exercises initiative in starting and following through on assigned work and whether the educator works well independently without close supervision. Work methods asks whether the educator is organized, sets and meets realistic goals, wastes time, and organizes priorities. Problem solving asks whether problems are solved effectively, whether decisions are made on assigned work without supervisory assistance, whether outcomes are evaluated, and whether a win-win situation is always sought. Interpersonal skills and professional conduct asks whether management is informed about significant action and whether information is communicated clearly. In addition, it addresses such issues as working cooperatively with others; maintaining a positive, caring attitude; being courteous; being a role model; keeping a professional distance from students; refraining from harsh or profane language; developing a rapport with area salons; and practicing ethics. Work habits address arriving for work on time and regularly; keeping personal time to a minimum; not leaving scheduled classes or duties to take or make personal calls, and providing a day of work for a day of pay. Cost consciousness looks at whether the educator eliminates nonessential activities, suggests costsaving measures, doesn t waste supplies, handles monies responsibly, observes energy-saving measures, and respects the school property. Self-motivation addresses whether the educator pursues success and excellence, stretches personal resources, seeks opportunities to build on strengths, develops an awareness of performance needs and works on deficiencies, sustains a high level of interest and enthusiasm, and maintains the required continuing education hours and memberships/subscriptions with trade organizations or publications.

9 Section V Lesson Plan Identify the various sources available for performance assessment. Answer: Supervisors, other educators and coworkers, learners, graduates and their employers, yourself. 5. List the steps required in preparing a professional development plan. Answer: Identify the problem area or concern; identify one or two long-term goals for improved performance; list behavioral changes that can be expected; identify specific actions that should result in the achievement of the stated objectives; evaluate the effectiveness of the plan (what worked and what did not); obtaining supervisory feedback on the performance and the plan. 6. Explain the importance of pursuing continuing education as a professional educator. Answer: Educators must stay abreast of changes in technology, products, and tools in other to remain effective in the classroom. Continuing education provides a format for networking with educators of varied backgrounds, interest, and experience while sharing ideas, concerns and solutions. LEARNING REINFORCEMENT IDEAS/ACTIVITIES 1. Have students complete Chapter 20 of the accompanying CourseMate product. 2. Outline standards of evaluation you deem appropriate for the position of an instructor. 3. Develop an evaluation policy suitable for evaluating professional educators. 4. Write a position description suitable for an instructor. 5. Using the forms found in the text, choose a partner and evaluate each other using the peer-evaluation form. Review the evaluation with the other student instructor. Then complete the same form for licensed educators within the institution. 6. Complete the graduate survey by choosing an instructor you had when in school (names can remain anonymous). 7. Conduct a class, and then have your performance evaluated by students in the classroom. 8. Complete a self-evaluation using the form found in the text. 9. Using the information from peer evaluations, student evaluations, and the self-evaluations, prepare a personal-development plan and review it with your supervising instructor. Keep the plan in a file and compare it to a plan you develop after one year as an educator. 10. Write a personal commitment plan to become an active member in national organizations, such as the Cosmetology Educators of America, and subscribe to professional publications. Include a commitment to continuing education by defining the types of education you will seek and how many hours of training you will pursue each year. 11. Others (the instructor writes in activities or ideas that have been used effectively to supplement this lesson and aid other instructors who may use this lesson plan):

10 348 Master Educator Instructor Resource Chapter 20 Test Evaluating Professional Performance 1. Master educators recognize that if they are to continue to meet the challenges laid before them by learners, they must engage in constant professional and improvement. a) praise b) assessment c) appeasement d) justification 2. Professional improvement will have a greater impact and be longer lasting if the educator recognizes the need for improved performance and develops a: a) personal short-term goal. b) professional action approach. c) professional development plan. d) method and approach. 3. By adopting a/an toward self-improvement and following important self-improvement strategies, educators will inspire and train learners to become highly skilled, competent professionals. a) positive attitude b) lethargic approach c) apathetic attitude d) easygoing approach 4. A professional performance evaluation is an appraisal of performance based on: a) interests. b) desires. c) recruitment. d) expectations. 5. The nine areas of performance usually evaluated are production, thoroughness and accuracy, independent action, work methods, problem solving, interpersonal skills, work habits, a) cost consciousness, and reading skills. b) cost consciousness, and self-motivation. c) self-motivation, and reading skills. d) self-motivation, and budget creation. 6. One criterion that might be considered when evaluating an educator s level of production is going above and beyond normal production requirements of the job and assuming when needed. a) extra duties b) appropriate attitudes c) cost-saving techniques d) written assignments 7. When evaluating an educator s thoroughness and accuracy, one criterion might be that the educator verifies information or procedures. a) daily b) regular c) questionable d) clear 8. In determining an educator s ability to perform independently, one evaluation criterion might be that the educator exercises in starting and following through on assigned work. a) organization b) initiative c) priorities d) cooperation 9. One area of work methods that might be evaluated for an educator is whether the educator initiates prompt when goals are not met. a) organization b) disciplinary action c) corrective action d) time wasters 10. One evaluation criterion for educators might be whether they evaluate all possible before taking action. a) problems b) causes c) outcomes d) challenges

11 Section V Lesson Plan One evaluation criterion for educators might be whether they work with coworkers, students, clients, and management. a) independently b) cooperatively c) intensely d) critically 12. One evaluation criterion for educators might be whether they keep a professional distance from students and never them. a) fraternize with b) plan work for c) give assistance to d) provide counseling for 13. Educators might be evaluated by their superiors on dependable, regular: a) attitude. b) emotions. c) delivery. d) attendance. 14. When evaluating cost consciousness, an educator might be evaluated on the ability to recognize energy-saving measures with respect to products,, and laundry. a) towels b) services c) clients d) utilities 15. Educators might be evaluated on whether or not they sustain a high level of and enthusiasm. a) apathy b) interest c) unwillingness d) lethargy 16. Sources the educator can use to obtain feedback and assessment of personal performance include supervisors, students, peers,, employers of graduates, and self. a) spouses b) children c) graduates d) parents 17. Supervisors are responsible for training educators in proper procedures and expected and for providing assistance, coaching, or direction. a) attitudes b) emotions c) behaviors d) philosophies 18. Peers can provide educators with a(n), fresh perspective of how they are doing on the job. a) intimidating b) critical c) fearful d) non-threatening 19. Learners can give educators valuable feedback about the educational methods used, the established with the learners, the use of visual aids, and much more. a) rules b) regulations c) relationships d) schedules 20. The achievements of graduates and the competitiveness of their may directly or indirectly relate to the educator s ability and performance. a) entry-level skills b) professional attitudes c) retail sales skills d) long-term skills 21. In your quest to become a master educator, you must recognize that is never attained in any career pursuit. a) simple mediocrity b) average performance c) unsatisfactory performance d) absolute perfection 22. Once feedback is received from various evaluations, the educator can use that feedback to create a: a) personal short-term goal. b) professional action approach. c) professional development plan. d) method and approach.

12 350 Master Educator Instructor Resource 23. In a development plan, the educator should establish long-term goals that are measurable and supported by: a) short-term objectives. b) long-term objectives. c) task assignments. d) dreams and desires. 24. As part of a formal plan for improvement, the educator should outline the that will be required to achieve established objectives. a) dreams and desires b) tasks and hopes c) satisfactory performance d) strategies or activities 25. The first step in creating a professional development plan is to state the: a) problem area or concern. b) purpose of the plan. c) strategies and solutions. d) overview of the plan. 26. In the second step of creating a professional development plan, the educator briefly identifies one or two for improved performance. a) long-term goals b) short-term objectives c) expected learner outcomes d) strategies or activities 27. In the third step of creating a professional development plan, the educator lists specific and measurable: a) long-term goals. b) short-term objectives. c) expected learner outcomes. d) strategies and activities. 28. In the fourth step of creating a professional development plan, the educator lists: a) long-term goals. b) short-term objectives. c) expected learner outcomes. d) strategies and activities. 29. In the fifth step of creating a professional development plan, the educator identifies specific that will result in the achievement of stated objectives. a) long-term goals b) short-term objectives c) expected learner outcomes d) strategies or activities 30. When using a professional development plan, the educator will: a) evaluate its effectiveness. b) write down the results. c) report results to a supervisor. d) orally report the results. 31. When using a professional development plan for improvement, the final step calls for: a) peer feedback. b) learner feedback. c) personal feedback. d) supervisory feedback. 32. A sure step toward the attainment and maintenance of master educator status is to constantly further one s: a) position. b) politics. c) education. d) visibility. 33. Master educators avail themselves of every opportunity for continued growth and professional development and do not consider standards of performance or education acceptable. a) minimum b) maximum c) superior d) unsurpassed

13 Section V Lesson Plan Answer Key Chapter 20 Test 1. B 2. C 3. A 4. D 5. B 6. A 7. C 8. B 9. C 10. C 11. B 12. A 13. D 14. D 15. B 16. C 17. C 18. D 19. C 20. A 21. D 22. C 23. A 24. D 25. A 26. A 27. B 28. C 29. D 30. A 31. D 32. C 33. A

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