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Teacher Evaluation in Chile 2013

image of Teacher Evaluation in Chile 2013

This book provides, from an international perspective, an independent analysis of major issues facing teacher evaluation, current policy initiatives, and possible future approaches in Chile.

English

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Executive summary

The market-oriented education reforms of the 1980s entailed the decentralisation of public school management responsibilities to municipalities and the introduction of a nationwide voucher programme. The latter has led a great number of private schools to enter the school system with a growing share of the student population (59.1% in 2011). Student learning outcomes in Chile are considerably below the OECD average. However, trend analyses of PISA (Programme for International Student Assessment) results have shown some encouraging improvement in student learning outcomes. Research has also shown that student results differ considerably across the socio-economic background of students and the type of school attended. In this context, the government accords great importance to teacher policy and teacher evaluation within the general education improvement agenda. Chile has developed a national framework defining standards for the teaching profession, the Good Teaching Framework (GTF), as of 2003. It also established the teacher performance evaluation system (also referred to as Docentemás) within the municipal school sector in 2003. This system is complemented by a range of reward programmes which involve some type of evaluation: the Programme for the Variable Individual Performance Allowance (municipal sector only) (AVDI); the Programme for the Accreditation of Pedagogical Excellence Allowance (covering the entire subsidised school sector) (AEP); and the National System for Performance Evaluation (SNED), which provides group rewards for teaching bodies of given publicly subsidised schools. While Chile has made remarkable progress in implementing teacher evaluation and developing an evaluation culture among the teaching workforce, challenges remain in ensuring the coherence of the teacher evaluation framework, in adjusting instruments to better link them to the standards of practice and in strengthening improvement-oriented evaluation practices. The following priorities were identified for the development of teacher evaluation policies in Chile.

English

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