A good teacher may make a difference in a student's life. However, determining a teacher's effectiveness is difficult. Test results and student feedback are insufficient. An organization's official method for reviewing and rating performance and effectiveness in the classroom is teacher evaluation. The results are utilised to give feedback and to direct professional development.

Teacher evaluation systems have traditionally relied on classroom observations conducted by fellow teachers or evaluators, sometimes with the assistance of rubrics or checklists that include amples of students' work, teacher records, lesson plans, and other relevant factors. However, in recent years, many evaluation systems have undergone significant transformations.

Level 1: Reaction: When a teacher attends a training program, his/her immediate reaction to the session is recorded using a feedback form. Using a sliding scale, this form asks questions about content, methodology, trainer, learning environment, and other logistics. The rating scale signifies the reactiveness of a teacher, where one would mean least reactive and 5 would mean highly reactive. It also captures the teachers' answers verbatim on parameters such as: What they enjoyed about the program; suggestions for improvement; program takeaways, to name a few. This level provides a detailed report on whether the training was useful, acceptable, or well received.

Level 2: Learning: This level assesses the comprehension of the knowledge and skills learned during the training, and is assessed by administering pre-training and post-training assessments to ensure that the delta improvements are being measured.

Level 3: Behaviour: It assesses whether the participants applied/demonstrated the newly learned skill during the training. Using skill-based assessments such as feedback from the immediate reporting manager, and internal quality rubrics/checklists, the learner's performance is evaluated on the job.

Level 4: Results: Ensures that the learning intervention has had an impact on the business metrics/goals. Measured using Net Promoter Score, Teacher Ratings, CSAT, CVR, and other operational business metrics, it is usually conducted both before and after training.

When planning such sessions to evaluate teacher performance, it is important to identify what goals and learning outcomes need to be achieved. Understanding how these outcomes will benefit the organisation can strengthen the training process and provide an accurate measurement of a teacher’s performance. Often educational institutions measure performance only up to the second level. Using all four will help enhance teacher performance and student learnability.

(This is a slightly modified version of an article originally published in The Hindu. The original article can be found at https://www.thehindu.com/education/how-to-measure-teacher-success/article65308586.ece)