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International Summit on the Teaching Profession
Teachers for the 21st Century
Using Evaluation to Improve Teaching
OECD Publishing , Date de parution:  17 mai 2013
Pages: 126 , Langue: Anglais
Version: Livre (Broché) + PDF
ISBN: 9789264193857 , Code OCDE: 912013041P1
Prix:   €32 | $44 | £28 | ¥4100 | MXN570 , Frais de livraison inclus
Disponibilité: Disponible (impression à la demande)
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Autres versions:  Livre électronique - Format PDF

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In some countries the concept – not to mention the use – of teacher appraisal sparks discussion whenever it is mentioned. According to what criteria? Who decides? And what should the results of teacher appraisals be used for? But education stakeholders are beginning to find some agreement in the idea that teacher appraisal can be a key lever for focusing more on teaching quality and continuous professional development for teachers, in keeping with the growing recognition that the quality of teaching affects student learning outcomes. Teacher appraisal also provides opportunities to incentivise, recognise and reward teaching competence and high performance, which, in turn, may help to address concerns about the attractiveness of teaching as a career choice and about the image and status of teachers, including teachers’ feelings that their work is not sufficiently valued.

The third International Summit on the Teaching Profession, hosted by the Netherlands, the OECD and Education International, brings together education ministers, union leaders and other teacher leaders from high-performing and rapidly improving education systems, as measured by the OECD Programme for International Student Assessment (PISA), to discuss how teacher quality is defined and what standards are set and by whom; what systems are in place for teacher evaluation and how evaluations are conducted; and how teacher evaluation contributes to school improvement and teacher self-efficacy.

Tables des matières:

Chapter 1. Standards and governance of teacher appraisal
-Policy frameworks for teacher appraisal
--Governance and appraisal
--Balancing improvement and accountability functions
--Building frameworks for teacher appraisal
-Reference standards
--Developing a shared understanding of high-quality teaching
--Involving teachers in the development of professional standards
-Responsibility for teacher appraisal
Chapter 2.  Procedures for teacher appraisal
-Aspects appraised
-Instruments and information sources
--Classroom observation
--Objective setting and individual interviews
--Teacher self-appraisal
--Teacher’s portfolio
--Teacher testing
--Student results
--Surveys of students and parents
--Other indicators of teacher performance
--Improving teaching and learning through teacher appraisal
--Using multiple sources of evidence for teacher appraisal
--Using stakeholder surveys formatively
Chapter 3. Capacity for teacher appraisal
-The role of education authorities
--The role of inspectorates
--The role of professional teacher organisations
--The role of schools and school leadership
-Conducting the evaluation process
--Central education authorities
--External inspectors
--School leaders
--Teacher peers
--Other evaluators
--Using multiple evaluators
-Developing skills for teacher appraisal
--Enhancing the capacity of teachers to benefit from their appraisals
--Strengthening the capacity of school leaders to conduct regular teacher appraisal
--Building the skills of peer evaluators
--Developing central expertise for teacher appraisal
Chapter 4. Using the results from teacher appraisal
-Formative use of results
-Summative use of results
--Career decisions
--Salary increases and performance rewards
--Sanctions for underperformance
-Ensuring that teacher appraisal feeds into appropriate professional development for teachers
-Establishing a teacher-career structure and linking appraisal to career progression
-Using teacher appraisal results to shape incentives for teachers
-Ensuring that underperformance is detected and addressed
-The influence on teacher self-efficacy
Chapter 5.  Towards a coherent approach to evaluation and accountability
-Design a coherent framework for evaluation and accountability with the student at the centre
-Include a balance of components, such as measures of student outcomes, system-level indicators with basic demographic, administrative and contextual information, and research and analysis to inform planning, intervention and policy development
-Promote national consistency while allowing for local diversity
-Engage the non-public sector
-Fill the gaps to achieve a balanced framework for evaluation and accountability
-Establish connections between different components of the framework
-Give a role to independent evaluation agencies
-Prioritise and sustain efforts to improve the capacity for evaluation
-Engage and respect the professionalism of stakeholders
-Emphasise the improvement function of evaluation and assessment and links to the classroom
-Maintain sound knowledge management
-Clearly communicate the purpose and results of the evaluation
Effective teacher evaluation: Transforming a game into a game-changer
Annex A. Selected comparative data on education from OECD sources
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