EVALUATION OF TEACHERS

TOPICS
The Scientific Council for the Evaluation of Teachers The model performanc
e evaluation of teachers Topics for discussion
SCIENTIFIC COUNCIL FOR THE EVALUATION OF TEACHERS
Mission: Implement and follow up and monitor the new system of performance appra
isal of teachers of preschool education and elementary and secondary school.
(Art. 134. No, 1, ECD)
SCIENTIFIC COUNCIL FOR THE EVALUATION OF TEACHERS
Objectives:
Contribute to the scientific, technical and pedagogical aspects of teaching an
d, reflexively, of learning, promoting fairness, harmony, cohesion and credibili
ty of the implementation of the system of teacher evaluation. To be a consulta
tive body, scientifically and technically consistent, light and operating in the
action, aiming at efficiency and a focus on simplicity, flexibility and confide
nce.
SCIENTIFIC COUNCIL FOR THE EVALUATION OF TEACHERS
Lines of action:
To act in trust, proximity, listening and interaction with education stakehold
ers (schools, professional associations, training centers ...) To promote dial
ogue and reflection between various education professionals in possession of kno
wledge and diverse professional experiences ; Developing monitoring activities
and control the overall process of teacher evaluation (measurement of quality s
tandards, assessing the consistency of results) Develop guidance activities an
d regulating the system of teacher evaluation.
MODEL EVALUATION
Process that aims to assess the quality standards of professional performance of
teachers, considering the socio-educational in which it operates. The normal as
sessment period is two years.
EVALUATORS
Peers (department coordinators / coordinators
teaching board, executive board)
Inspectors with scientific training in the departmental area
the assessed (department coordinators / faculty council coordinators)
DIMENSIONS OF EVALUATION
Strand and professional ethics; Development of teaching and learning; Part
icipation in school and relationship with the school community; Development an
d training throughout life.
DIMENSIONS OF EVALUATION
- Items for size (art. 45. ECD) Strand professional and ethical
- Exercise on other roles or functions of a teaching - Stimulating research, dev
elopment and innovation in education and its corresponding evaluation; - Level o
f attendance - Service distributed.
Development of teaching and learning
- Preparation and organization of school activities - Conduct of academic activi
ties - teaching relationship with students - Process assessment of student learn
ing - Progress Expected educational results for students and dropout rates, taki
ng into account the context socio-educational.
Participation in school
- Participation of teachers in the school group or ungrouped and assessment of t
heir collaborative work on joint projects to improve the teaching activities and
learning outcomes.
Development and training throughout life
- Training completed continuing.
MEANS OF EVALUATION
Self-assessment; Observation of lessons (at least 3 per school year) Analy
sis of products and results (reporting certificate of proficiency in training, m
anagement tools, curriculum, teaching materials developed and used; educational
assessment instruments; planning of lessons and assessment tools used with stude
nts); Interview with the assessment; Information to third parties (parents o
r guardians of students in a position to define, ...).
SOURCES
Reports certificate of proficiency in training; sheet of self-assessment;
Script observation of classes; management tools curriculum Teaching material
s developed and used; educational evaluation tools; Planning of lessons and
instruments assessment used with students.
CLASSIFICATION SYSTEM
1. Each dimension and its subgroups are evaluated on a scale 1-10. 2. Classifica
tion by component is given in whole numbers. 3. The end result of the evaluation
of teaching corresponds to the average rating assessment sheets. 4. The result
is expressed in the following entries:
Excellent (90-10 points);
Very Good (6 to 8.9 points); Good (6.5 to 7.9 points); Regular (5 to 6.4 p
oints); Low (1 to 4.9 points) .
ISSUES TO DEFINE
Excellent
Quality standards of professional performance
Clearly exceeds the standard, a benchmark of effectiveness in teaching Exceeds t
he standard
Very Good Good Fair Poor
Standard - what is good professional performance parameters established?
Not meet the standards, reveals difficulties, but can not overcome them meet the
standards, with serious deficiencies and inappropriate behavior
2 TOPICS FOR REFLECTION
1. That contributions may be given to implementing the new system of assessing t
he professional performance and the achievement of the mission of CCAP? 2. Colla
borative network that might be established between the CFAE and CCAP?
1. Domains 2. Methods 3. Terms