NDLI: Competencies for teacher evaluation

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OECD Reviews of Evaluation and Assessment in Education: Slovak Republic 2014

OECD Reviews of Evaluation and Assessment in Education: Netherlands 2014

OECD Reviews of Evaluation and Assessment in Education: Northern Ireland, United Kingdom

Teacher Evaluation in Chile 2013

Acronyms and abbreviations

Executive summary

School education in Chile

The teaching profession and teacher evaluation

Design and governance of teacher evaluation

Teacher evaluation procedures

Competencies for teacher evaluation

Use of teacher evaluation results

Conclusions and recommendations

The OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes

Visit programme

Composition of the Review Team

Comparative indicators on evaluation and assessment

Synergies for Better Learning. An International Perspective on Evaluation and Assessment.

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OECD Reviews of Evaluation and Assessment in Education: Luxembourg 2012

OECD Reviews of Evaluation and Assessment in Education: Portugal 2012

OECD Reviews of Evaluation and Assessment in Education: New Zealand 2011

OECD Reviews of Evaluation and Assessment in Education: Czech Republic 2012

OECD Reviews of Evaluation and Assessment in Education: School Evaluation in the Flemish Community of Belgium 2011

OECD Reviews of Evaluation and Assessment in Education: Norway 2011

OECD Reviews of Evaluation and Assessment in Education: Australia 2011

OECD Reviews of Evaluation and Assessment in Education: Denmark 2011

OECD Reviews of Evaluation and Assessment in Education: Sweden 2011

Competencies for teacher evaluation

Content Provider	OECD iLibrary
Organization	OECD
Abstract	At the central level, teacher evaluation relies on the competencies of several agencies that co-operate regularly so as to assure the quality of the process. While the Ministry of Education holds the political and management responsibility for teacher evaluation, the technical co-ordination of the process is exercised by a dedicated unit within the Ministry (CPEIP), which in turn is required to receive independent scientific advice from universities with expertise in the area. In particular, the close association with the Docentemás team, located at the Measurement Centre of the Catholic University of Chile, ensures that the system is based on scientific advice as well as national and international research evidence. There is a perception that the Docentemás system is run with strong technical capacity. Also, the management of public schools by the municipalities offers the potential for closer monitoring of teacher evaluation practices than a centralised system would allow while also providing opportunities to recognise local realities and constraints. However, it appears that there are large variations in the extent to which municipalities have the capacity to fulfil their roles in teacher evaluation effectively. A positive development has been the considerable attention given to school leadership. However, a range of concerns remain about whether school leaders have the competencies necessary to lead the effective implementation of teacher evaluation at the school level. One of the strengths of the Docentemás teacher evaluation approach is the high involvement of practising teachers as evaluators in two main roles: as markers of teacher portfolios; and as peer evaluators who conduct peer interviews and participate in the Municipality Evaluation Commissions. For both roles, intensive preparation processes have been set up to build the capacity of those selected. However, there are a number of areas where there is room for improvement of teachers’ evaluation competencies (e.g. capacity of teachers to undertake effective self-evaluation; teachers’ limited understanding of the Docentemás system). Another concern is that there is little trust in the competencies of portfolio markers among evaluated teachers.
Page Count	22
Starting Page	133
Ending Page	154
Language	English
Publisher	OECD Publishing
Publisher Date	2013-11-08
Access Restriction	Open
Subject Keyword	Education
Content Type	Text
Resource Type	Chapter

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