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OECD Reviews of Evaluation and Assessment in Education: Netherlands 2014

image of OECD Reviews of Evaluation and Assessment in Education: Netherlands 2014

How can student assessment, teacher appraisal, school evaluation and system evaluation bring about real gains in performance across a country’s school system? This review report for the Netherlands provides, from an international perspective, an independent analysis of major issues facing the Dutch evaluation and assessment framework in education, current policy initiatives and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.

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Teacher appraisal

Teacher appraisal in the Netherlands is under the responsibility of the competent authority of each school. Central regulations specify that schools should have regular performance interviews with all staff, but employing authorities are free to develop their own frameworks for teacher appraisal. Many school boards delegate the responsibility for human resource management, including teacher appraisal, to the school leaders, and practices vary from school to school. On a system-wide basis, a register system and a peer review project for teachers have been launched by the Education Cooperative, a teacher professional organisation created in 2011. Improving teaching quality has been a policy priority in the Netherlands in recent years, as evidenced by the introduction of teacher competency requirements, the obligation for school boards to monitor teacher competencies and the Inspectorate’s increased focus on monitoring teaching quality in schools. Going further, the teaching profession in the Netherlands could benefit from a revised and refined set of teaching standards; strengthened school-based appraisal processes linked to professional learning opportunities, especially for beginning teachers; and an enhanced registration system that could be linked to teacher career development.

English

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