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Design and regulate

Public policy

School principal

Chile involves many practising teachers as evaluators. Teachers work as “correctors” of teacher portfolios and as peer evaluators who conduct interviews and participate in Community Evaluation Commissions.

Central education authority

Experienced peers

Teacher from the same school;

Collegiate body within the school (chaired by principal);

Trained teachers from other schools

External accredited evaluators;

School principal;

Teacher from another school;

Municipal evaluation commission (composed of local peer evaluators)

School principal or teacher reviewer designated by the school principal

Peer evaluators at the same school

School principal

Evaluators involved in regular appraisals

Member of school leadership team;

Peer evaluator from the same school

School principal (1st evaluator);

School organising bodies (2nd evaluator)

School principal

School principal;

Evaluators specified in the school's quality assurance programme

School principal;

ISCED 2-3: state or regional education authority in case of appeal or complaint

School principal representing school organising body (competent authority)

General Inspectorate;

School principal

School principal;

Member of school leadership other than school principal;

Supervisor;

Peer evaluator at the same level

Who does what?

School principal

Peer evaluators at the same school

Appraisal is everybody's business

Central education authority or government

Evaluators involved in decisions on rewards

Central education authority

School principal

Insights on leadership, management and quality of teaching

Inspectorates

Special commission

School principal

Peer evaluators at the same school

Evaluators in decisions on promotion

School principal

Guidance on application of appraisal

Conduct appraisal of teaching and non-teaching duties

Teacher professional organisations

School leaders

Teachers for

the 21st century

Mechanisms to use feedback

Policy development

Information and publication of results

Performance feedback

Capacity &

Governance

Recognition and rewards

Professional development/ formative implications

Financial implications

and remember...

Without data, you are just another person with an opinion

www.oecd.org/education

andreas.schleicher@oecd.org

Using appraisal

to improve teaching

Find out more at:

2013 International Summit on the Teaching Profession

Andreas Schleicher

Further information

Using results

What do teachers say?

  • Across countries, only 16% of teachers said their appraisal led to a real change in the likelihood of career advancement
  • only 27% said it led to changes in work responsibilities that made their job more attractive

Summative use

4.2

Influence of appraisal on career decisions

Formative use

Feeding appraisal into professional development

Using appraisal to shape incentives

Influence on teacher self-efficacy

Addressing underperformance

Strength of influence of appraisal on professional development

High

Low

... small

Relationship between appraisal and performance

A relationship between appraisal and teacher practice and motivation

  • Across countries, 20% of new teachers – and 13% of experienced teachers – never received feedback from any internal or external source.
  • In some countries, figures were considerably higher: 60% of new teachers in Italy reported that they had never received appraisal or feedback, as did a third of new teachers in Spain and Portugal.

What do teachers say?

System

Students?

Principals?

*Figures are country averages of TALIS participants

  • Eight in ten teachers consider their appraisal a fair and useful evaluation of their work
  • One in four teachers report that appraisal and evaluation affects their professional development.
  • One in ten reports that appraisal and evaluation affects their pay.
  • One in six reports that appraisal and evaluation affect their career development.
  • Three-quarters report that they would receive no recognition for improving the quality of their work or for being more innovative in their teaching

Across countries...

What do teachers say?

...and who gets to decide?

Fellow teachers?

The government?

What makes a great teacher...

School

Classroom

Processes

Purpose

Planning and preparation: demonstrating knowledge of content and pedagogy, demonstrating knowledge of students, selecting instructional goals, designing coherent instruction, assessing student learning;

Professional responsibilities, e.g. reflecting on teaching, communicating with families, contributing to the school and district, growing and developing professionally.

Objectives

Involving teachers is key

Instruction implies communicating clearly and accurately, questioning, engaging students in learning, providing feedback, flexibility and responsiveness.

Classroom environment is about creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures, managing student behaviour

Criteria and standards

Most countries surveyed by the OECD have some formal or informal mechanisms in place to ensure that teacher appraisals feed into individual and collective professional development activities and continuous learning

School development plans

Reference standards

Job descriptions

Performance criteria

Professional profiles of competencies

...then the appraisal has to provide meaningful feedback

Professional development

How?

  • Methodology and procedures, mix of instruments, criteria, purposes, knowledge and skills
  • Degree of differentiation by type of teachers
  • Interrelation between teacher appraisal and other types of evaluation

with whom?

Teacher classroom observation

Teacher portfolio

Appraisal for accountability aims to provide summary information about a teacher’s past practices and performance, relative to what is considered “good” teaching and to establish incentives for teachers to perform at their best.

Teacher self-appraisal

Objective-setting and interviews

Teacher tests

Using appraisal

to improve teaching

...then you need to be clear about the consequences of appraisal

Instruments

Accountability

Using multiple sources of evidence for appraisal is key

School self-evaluation

For what?

'Methods of Effective Teaching Project' www.metproject.org

www.metproject.org

School external evaluation

In China, teachers are appraised against four aspects of their performance: professional integrity; professional competencies; diligence; and their own and their students’ achievement

Student learning outcomes

In Delaware, student learning outcomes are only one aspect of appraisal, but the essential idea is that no teacher should be rated effective whose students do not progress, and no teacher should be rated ineffective whose students do progress.

Student national examination

Sweden, teachers often conduct surveys among their students with the aim of obtaining feedback on their teaching practices.

Surveys of stakeholders

In Norway, the Teacher Union and the Norwegian Student Organisation have developed principles and guidelines for teacher appraisal by students

Italy's Valorizza stakeholder survey

Appraisal

Surveyed principals, teachers, parents and students offered very similar views as to teachers who are highly respected for their professional behaviour, even if they could not define exact criteria that characterise that behaviour

The Holy Grail?

Or the Alchemists Stone?

Thank you!

Find out more about our work at:

www.oecd.org/education

Email: Andreas.Schleicher@OECD.org

...and remember: Without data, you are just another person with an opinion

Further information

Find out more at:

Teaching an attractive career choice that invites the best candidates...

High-quality initial teacher education and good mentoring...

www.oecd.org/education

andreas.schleicher@oecd.org

Professional autonomy in a collaborative culture...

and remember...

Without data, you are just another person with an opinion

Effective in-service professional development and attractive career structures...

Appraisal in context

...then appraisal can make the crucial difference

Teachers as active agents in the design and implementation of reform and innovation...

Then effective appraisal will make the crucial difference

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