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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
School principal
Peer evaluators at the same school
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
Mechanisms to use feedback
Policy development
Information and publication of results
Performance feedback
Recognition and rewards
Professional development/ formative implications
Financial implications
www.oecd.org/education
andreas.schleicher@oecd.org
Find out more at:
2013 International Summit on the Teaching Profession
Andreas Schleicher
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
Relationship between appraisal and performance
A relationship between appraisal and teacher practice and motivation
Across countries...
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
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
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
Instruments
School self-evaluation
'Methods of Effective Teaching Project' 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
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
Find out more about our work at:
www.oecd.org/education
...and remember: Without data, you are just another person with an opinion