EVALUATION OF TEACHERS

JOAQUIM IDEAS MENDES National Association of Teachers Braga, February 2, 2008

Monarchy
Inspectors
Assess the effectiveness of teaching methods of teachers, their ability, the use
fulness of their processes, leveraging on their students and the causes near and
remote from large or small your school's attendance
REPUBLICA
School Inspectorate
Record any irregularities, to examine "with the utmost scruple" all matters conc
erning the performance of the duties of teachers, the frequency and student achi
evement and conduct an annual comprehensive survey on the services and actions o
f teachers
NEW STATE
Inspectors
The information, reported to the qualities teachers, the value of your effort an
d student achievement
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BETWEEN 1974 and 1989 between 1974 and 1989
• It can be said that there is a system of teacher evaluation between May 1974 a
nd until the rules of the Teaching Career Statute 1990, 1992
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• In 1986 it is approved the Education Act stipulates that "career development s
hould be linked to the evaluation of all activity carried out ..." (Article 36)
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Decree-Law No. 409/89
• • The Decree Law of 1989 articulates the progression in his career - the 1st o
r 3rd Legislative Decree of 1989 articulates the progression in his career - the
1st or 3rd grade up to 10 - with the assessment as follows: Step up to the 10 w
ith the assessment as follows:
Progression through the 7th grade and being held from 8th to 10th requires progr
ession through the 7th grade and being held from 8th to 10th requires an evaluat
ion of teacher performance, to be held at the end of a performance appraisal of
teachers, held at the end of the period of their ranking in terms to be regulate
d and the frequency period of their ranking in terms to be regulated and the fre
quency of continuous training; of continuing education activities, promotion of
the 7th to the 8th grade assumes a application and promotion of the 7th to the 8
th grade requires an application and evidence of public access to perform before
the jury, this evidence, the public exams required to be held before the jury,
this evidence, the regulations, contained in the defense of the curriculum and p
rofessional a regulatory, included in the defense of the curriculum and professi
onal work of educational nature for educational work are hereby outlined the bas
es of evaluation expressing They are clearly outlined the bases of evaluation ex
pressing clearly the particulars to be granted; the terms arising from evaluatio
n of the entries are to be allocated; entries from the review are to meet and me
ets, it being permissible, even the mention of Excellent for the meet and meets;
admits, still, a statement Excellent for teachers who require it, for once, and
after 10 years service teachers who require it, for once, and after 10 years of
service (art. 48 and 49) (art. 48 and 49)
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The ECD of 1990 and its regulations in 1992
Decree No. 13/92 - Evidence of access to the 8th grade assessment covers all act
ivity carried out individually or in groups, in terms of education and teaching,
in particular:
Working with students within and outside the classroom activities conducted with
in the school and the relationships between the school and the community project
s that encouraged or cooperating; The stages and the training he attended as tra
inee or trainer; The positions held in establishments of education and teaching;
The additional skills acquired throughout their careers; Other services to the
community in fields relevant to the educational and teaching
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The ECD of 1990 and its regulations in 1992
Decree No. 14/92 - Evaluation for Progression
Report by the professor and critic proof of delivery FC held with the Board SATI
SFACTORY
Management entity assigns words
NOT SATISFACTORY Management body notify the DRE and the Teacher Evaluation Jury
Jury decides notify the teacher may appeal Teacher
Notify the DRE imparts to the Teacher
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Decree-Law No. 41/96
Repealing the application access to the 8th grade, allowing teachers to reach th
e top of the career with no further proof than the normal assessment which remai
ns in force for progression from the other tiers
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Decree-Law No. 1 / 98 Reviews the ECD
Decree No. 11/98
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Decree No. 11/98 - Performance Evaluation
Report by the professor and critic proof of delivery FC held the management body
of the national educational Shipping is assessed by the committee of Transmissi
on opinion, complied with the Board
Management entity assigns SATISFACTORY
NOT SATISFACTORY Management body notify the DRE Evaluation committee decides
Communicate to the Teacher Teacher may use
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ECD ECD
Decree-Law 15/2007
EVALUATION OF PERFORMANCE
Decree 2 / 2008
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GAUGING THE QUALITY STANDARDS OF PROFESSIONAL PERFORMANCE
PERFORMANCE ASSESSMENT
SKILLS DEVELOPMENT
Professional and ethical development of teaching and learning in school and part
icipation in community development and vocational training
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The performance evaluation is a reference (Article 8)
The objectives and targets set in the Educational Project and the Annual Plan of
Activities
The measurement indicators previously established by the Group, including educat
ional attainment and reducing dropout rates reduction
You can also set the grouping decision by the Rules of Procedure, decide that th
e targets set in the Classroom Curriculum Project, also contains
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Improving educational achievement of pupils Reducing dropout provision of learni
ng support, including the difficulties of participation in the structures of edu
cational guidance and management bodies Relation to appropriate community servic
e training to professional development participation or encouragement of project
s or activities of the PAA or PCT involvement or encouragement of other projects
and extracurricular activities
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INDIVIDUAL GOALS
• • are fixed by agreement are fixed by agreement between the individual and bet
ween raters and rated by evaluators, by submitting a presentation of a proposal
evaluated at the proposal evaluated at the beginning of the period beginning of
period assessment, evaluation worded, written clearly and accurately in order to
clearly and accurately in order to assess the contribution of the measure's con
tribution to the teaching faculty to attain the achievement of objectives and ta
rgets set objectives and targets in ESP and EAP in EAP and ESP • Items "improvin
g education outcomes of students" and "reducing dropout" are set annually • The
individual targets can be reset for the change of the ESSP, the PAA and the PCT
and if there is a change of educational establishment. • In all evaluation param
eters the degree of fulfillment of objectives is essential reference classificat
ion (Article 10)
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Phases of the evaluation process
Filling in the form of self-evaluation
Completing the evaluation form by the evaluators
Conference and validation of the proposed assessment with qualitative indication
of Excellent, Very Good or Poor, by the coordination committee
Completion of individual interviews with the evaluators rated the realization of
the joint meeting of the assessors for the award of the final evaluation
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MANDATORY
Should clarify the contribution of teachers during the course of their duties, t
o meet the individual objectives set, in particular those concerning the improve
ment of school results obtained by their students
• Self-evaluation results of the progress of individual students • The evolution
of the results of their students meeting the changing average performance of st
udents in that grade or discipline • Result students on the evidence of external
evaluation, bearing in mind the difference between internal and external rating
s
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THE ASSESSMENT COORDINATOR • The assessment by the coordinator of the department
considers the involvement and scientific-pedagogical quality of teaching, based
on consideration of the following parameters league Preparation and organizatio
n of school activities Value Realization of educational activities teaching stud
ents with assessment of student learning
a. b. c. d.
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ASSESSMENT PERFORMED BY THE EXECUTIVE DIRECTION
•
1. 2.
The indicators for classification ponder:
Level of attendance and performance of distributed service Improving education o
utcomes of students and reduce dropout rates taking into account the context chi
ldcare participation in the life of the group / ungrouped school teacher partici
pation in continuing training relationship with the community
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3. 4. 5.
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SHEETS AND ASSESSMENT TOOLS FOR REGISTRATION
• ASSESSMENT SHEETS AND SELF-ASSESSMENT • are the instruments that must be fille
d respectively by assess and evaluate NAS FINAL STAGES OF PROCESS PERFORMANCE AS
SESSMENT
• INSTRUMENTS • standard record MEANS ARE TO BE USED BY evaluated over the evalu
ation period established by law to collect information relevant and necessary to
EVALUATION
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General principles and fundamentals
• CLEAR (formulating objectives so perfectly clear and understandable) • CONSIST
ENCY AND INTERACTION IN THE FORMULATION OF OBJECTIVES (interactive balance betwe
en different types and levels of objectives to be considered - individual and in
stitutional) • RELIABILITY AND USEFULNESS OF INFORMATION TO WHICH THE ASSESSMENT
SEAT ( soundness of the information selected and collected) • DIVERSIFICATION O
F METHODS OF EVALUATION AND DATA SOURCES (taking into account the different pers
pectives and approaches as well as information sources) • CREATING CONTEXTS TO S
UPPORT DEVELOPMENT OF EVALUATION (adequate training in this area by the actors,
especially those who play the role of evaluators)
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ELEMENTS OF REFERENCE - Development of an instrument. What is fixed in the ECD a
nd at EA, particularly in terms of general duties and professional teaching staf
f 2. The elements contained in the general profile of the professional performan
ce of teachers and professors (Decree Law No. 240/01), as well as profiles of sp
ecific performance of educators and teachers (Decree Law No. 241/01) 3. The para
meters classified and classifying items, particularly those that are contained i
n the evaluation and self-evaluation. There will even provide their own spaces t
o allow inserting elements of information about the socio-educational school, re
ferred to in paragraph 1 of Article 42 and paragraph 2 of Article 45 of the ECD
(aspects like the stability of teaching and pedagogical continuity, the route of
pupils and the quality of prior learning and support the school provides)
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