Teachers for the 21st Century

Teachers for the 21st Century

Using Evaluation to Improve Teaching You do not have access to this content

Anglais
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Auteur(s):
OCDE
Date de publication :
15 avr 2013
Pages :
126
ISBN :
9789264193864 (PDF) ; 9789264193857 (imprimé)
DOI :
10.1787/9789264193864-en

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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.

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  • Cliquez pour accéder:  Foreword and Acknowledgements
  • Cliquez pour accéder:  Introduction

    In some countries the concept – not to mention the use – of teacher appraisal sparks discussion just about wherever and whenever it is mentioned. According to what criteria? Who decides? And what should the results of teacher appraisals be used for? However, education stakeholders are beginning to find some agreement in the idea that teacher appraisal can be a key lever for increasing the focus on teaching quality and continuous professional development for teachers, in keeping with the growing recognition that the quality of teaching affects student learning outcomes. Highly visible teacher appraisal also provides opportunities to incentivise, recognise and reward teaching competence and high performance. This, in turn, may help address concerns about the attractiveness of teaching as a career choice and about the image and status of teachers in a number of OECD countries, including teachers’ feelings that their work is not sufficiently valued. Since formative appraisal can also help to raise teachers’ self efficacy, it is a key component of effective teacher policies.

  • Cliquez pour accéder:  Standards and governance of teacher appraisal

    This chapter discusses country positions on the purpose of teacher appraisal, the specific standards and criteria against which teacher performance is evaluated, and the mechanisms designed to ensure that appraisal results are used to achieve objectives.

  • Cliquez pour accéder:  Procedures for teacher appraisal

    This chapter considers the features of different approaches to teacher appraisal, i.e. the mix of instruments used in different teacher-appraisal models, including self-appraisal, classroom observation and portfolios, and the elements of performance that are appraised, including planning and preparation, the classroom environment, teaching approaches and contributions to school development. The chapter also examines whether appraisal is voluntary or mandatory, and the frequency with which teachers are appraised.

  • Cliquez pour accéder:  Capacity for teacher appraisal

    This chapter examines the roles that different levels of government and stakeholders can play in designing and implementing teacher-appraisal procedures. It also discusses the skills needed to conduct and use appraisals effectively.

  • Cliquez pour accéder:  Using the results from teacher appraisal

    chapter discusses how different countries and school systems use the results from teacher appraisals. Depending on how each system is designed, results can affect teachers’ career progression, pay and professional development.

  • Cliquez pour accéder:  Towards a coherent approach to evaluation and accountability

    This chapter provides a broader framework and key policy lessons for designing a coherent approach towards assessment and accountability – of which teacher evaluation should be an integral part.

  • Cliquez pour accéder:  Effective teacher evaulation: Transforming a game into a game-changer

    Most of us were lucky enough to have some great teachers: teachers who inspired us, who opened up new worlds for us, and whom we remember as people who changed the course of our life or deepened the meaning of it. But what makes a teacher great? And who gets to decide? This was the subject of intensive discussions among ministers and union leaders in the third International Summit on the Teaching Profession that was held on 13-14 March 2013 in Amsterdam.

  • Cliquez pour accéder:  Annex A. Selected comparative data on education from OECD sources
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