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Mapping Teachers Policies In Azerbaijan

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Nijat Mammadov

on 19 June 2014

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Transcript of Mapping Teachers Policies In Azerbaijan

Key Policy
Research Paper
The new Curriculum of 2006 reformed 6 main areas:
Formulation of Learning Outcomes
Teaching Methods
Student Assessment
Teaching Resources
Teacher Education and CPD
School Structure
1. Setting Clear Expectations
Focus Group: "Enrolling to teaching faculties has become an unwilling alternative for low performing students."
Teaching faculties fail in attracting high performing students
Little support for novice teachers
Pre-service is limited to practicum set by HEI's
Nijat Mammadov
and Vali Huseynov

Mapping Teachers Policies In Azerbaijan
National Context
Curriculum states clearly what students should know and be able to do
Trainings by the MoE for teachers
However, no clear mechanism for teachers' evaluation within the Curriculum
3. Teacher Education
Tendency of staying in Baku after graduation
Package of incentives for enabling teachers to work in rural ares
No incentives for work in communities where low performing students are prevalent
Noticeable teacher shortage in some subject areas
4. Matching Skills with Needs
5. School Leadership
2. Recruitment and Career Advancement
III-module in-service training for principals
Mandatory attendance of 90 hours per 5 years
Pilot Project of the MoE
No stress is put to teacher leadership at in-service trainings for teachers
6. Monitoring Teaching and Learning
Up to now, teacher assessment carried out by the independent entities on the request of the MoE
Currently, the MoE carries out knowledge-based assessment of teachers
Materials used in trainings are extracts from the national admission examinations
SSAC annually publishes analytical statistics
Side note:

"Mənim Məktəbim" portal is an effective tool for teacher evaluation
The paper concludes that there is:
poor link between policies and their implementation
lack of competence standards for teachers and principals
lack of ownership
lack of participatory approach
pre-service education is recommended for penetration to the system
induction and mentoring ought to be integrated to managerial duties of principals
a more systematic approach to teacher evaluation is encouraged:
a) development of occupational teacher standards
b) formation of classroom evaluators who are to provide constructive comments for teachers and written reports to the management
c) launch of committee of expert evaluators ought to be initiated from lines of the NGO's and educational entities
Baimova, N. (2006).World Bank education project in Azerbaijan: 1999-2004. Presented at the Workshop on the World Bank in Singapore on September 18, 2006.
Gafarov, H. (2011). Side Effects of Conflict: the impact on education (2011, March 1). Accessible online http://caucasusedition.net/analysis/side-effects-of-conflict-the-impact-on-education-system-in-azerbaijan/
Darling-Hammond, L. (2012). Creating a comprehensive system for evaluat- ing and supporting effective teaching. Stanford, CA. Stanford Center for Opportunity Policy in Education. Accessible online: http://edpolicy.stanford.edu/sites/default/files/publications/creating-comprehensive-system-evaluating-and-supporting-effective-teaching.pdf
Silova, I. & Steiner-Khamsi, G. (Eds.) (2008). How NGOs react: Globalization and education reform in the Caucasus, Central Asia, and Mongolia. Bloomfield, CT: Kumarian Press.
S. Loeb, L. C. Miller, K. O. Strunk (2009). Policy Brief. State Role in Teacher Professional Development. American Education Finance Association. Accessible online

Recommended Model
Systematic approach to:
the curriculum of teaching professions
pre-service training
in-service education
Establishing standard-based assessment of teachers:
Advanced structure for effective evaluation
Opportunities to align professional development trainings within an association for teachers
novice teachers
experienced teachers
NEPC Region
trained, skilled evaluators
request-based support for teachers who need assistance
governance structure that ensure sound personnel decisions
resources to sustain and monitor system
2. Recruitment and Career Advancement
High performing students do not favor teaching profession
Poor economic conditions
Salary depends on years spent teaching, not performance.
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