How to Write an End of Course Report
End of course reports help teachers and their administrators improve how classes are taught. As a teacher, you produce end of course reports by compiling various observations made by students in your class, as well as your own observations and those made by outside observers such as principals. These observations help you generate specific goals aimed at improving your own course.
Provide Course Information
Identify the exact class about which the report is written. Include information about the course’s title and identification number, as well as how often it met and when it met over the course of the term or year. Describe how many students took the course and your contact information as the teacher. Highlight features of the class or student makeup that could have influenced how the class operated every day. For example, you might identify that one of your classes had a majority of male students, while a second had a balance between male and female students.
Detail Students’ Commentary
Summarize the students’ primary observations about the course. Emphasize their positive and negative observations, particularly those that suggest ways in which you were doing a good job or things you may need to improve. Describe how you gathered this information -- for example, whether you give the students a survey or they were interviewed by an external observer. By compiling student commentary, you can identify which methods you should keep using and which you could change.
Provide Additional Observations
Include sections that provide additional commentary from you as the teacher and from outside observers such as an administrator or principal. Your commentary should summarize your experiences teaching the course, highlighting areas of success and potential improvement. The administrator’s commentary should reflect her observations of how the course was taught, highlighting both strengths and weaknesses. These outside observations can identify specific departmental or school-related requirements that you need to satisfy in your teaching. For example, a principal might observe that you did not write the day's objectives on the board.
Make Strong Recommendations
Conclude with a list of actionable statements you could follow to improve your future courses. For example, if students observed that you did not provide timely feedback on assignments, you might set a goal to keep a strict schedule for returning student work. These strong recommendations that you're making to yourself emphasize what you're doing well and should keep doing and what you're planning to change.
Samuel Hamilton has been writing since 2002. His work has appeared in “The Penn,” “The Antithesis,” “New Growth Arts Review" and “Deek” magazine. Hamilton holds a Master of Arts in English education from the University of Pittsburgh, and a Master of Arts in composition from the University of Florida.