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Dr. Dukagjin Pupovci Kosova Education Center TEACHER PERFORMANCE APPRAISAL SYSTEM IN KOSOVO Regional Workshop on EVIDENCE BASED POLICY MAKING Vienna, 9-10.

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Presentation on theme: "Dr. Dukagjin Pupovci Kosova Education Center TEACHER PERFORMANCE APPRAISAL SYSTEM IN KOSOVO Regional Workshop on EVIDENCE BASED POLICY MAKING Vienna, 9-10."— Presentation transcript:

1 Dr. Dukagjin Pupovci Kosova Education Center TEACHER PERFORMANCE APPRAISAL SYSTEM IN KOSOVO Regional Workshop on EVIDENCE BASED POLICY MAKING Vienna, 9-10 November 2009 TEACHER PERFORMANCE APPRAISAL SYSTEM IN KOSOVO Regional Workshop on EVIDENCE BASED POLICY MAKING Vienna, 9-10 November 2009

2 Why teacher performance evaluation matters? Inputs Teachers Structures Organizational issues Processes Teaching approaches, QA Outputs Skills corresponding to LM needs Outcomes Increased opportunities

3 Pre-service (until 2002) General teachers (grades 1-4) Normal school (ISCED 3) Higher Pedagogical School (ISCED 4B) University Education - Teachers Faculty or Pedagogy Subject teachers –primary level (5-8) HPS – subject focus Secondary teachers (grades 9-12) University Education - Academic

4 Subject based training Teaching was considered marginal as opposed to academic training Often reduced to less than 5% of the training program In many cases a single course given in the last year of university training In-service training Non-existing or marginal until 1999

5 Pre-service (after 2002) A unified Faculty of Education Three satellite centers 10 different BA programs for pre- primary, primary and lower secondary education Subject programs focusing on two related fields Practice teaching – 60 out of 240 ECTS credits Enrolment: 1,000 students/year

6 Pre-service (after 2002) Upper Secondary Education Remained within academic units A variety of approaches Teaching still remains marginal in most cases Formal requirement: MA degree In practice: BAs more than welcome No links between academic units and the FE even within the same university

7 In-service training Non-existing before 1999 Training programs developed Initially, donor driven Following the ToT model Not enough attention paid to building local capacity Many of them homeless after phasing out Teacher resource centers

8 In-service system Achievements Standards of professional practice Regulation on teacher licensing Over 70% of Kosovo teachers exposed to in-service Constrains Lack of any support system for improvement of the teaching quality Small funding for in-service training

9 Types of Licences Temporary Licence Career Teacher Advanced Teacher Mentor Teacher Master Teacher General requirements for obtaining/renewing the Licence In-service credits Positive performance appraisal

10 Main Performance Appraisal Categories Professional Standards General descriptions of teaching profession Competences Knowledge, attitudes and skills Performance indicators Information indicated achievement of competences Performance level Performance by competences Performance scale General performance evaluation

11 Professional Standards 1.Commitment to students and teaching 2.Professional knowledge 3.Teaching practice 4.Relationship with colleagues, parents and the community 5.Continuous professional development 6.Responsible attitude towards working duties

12 Competences 1.Commitment to students and teaching Demonstrates commitment for well-being and development of all students Is committed to teaching in order to support learning and achievement of learning outcomes Treats all students equally and with due respect... 2.Professional knowledge Sound knowledge of the field of study, Kosovo Curriculum and relevant education legislation...

13 Indicators Continuously assesses students progress and their achievements, and communicates regularly results to the students and their parents. Uses a variety of assessment instruments to improve students achievements; Collects reliable data on students performance and keeps records on their progress; Regularly informs students and parents with the assessment of progress.

14 Performance level Teacher consistently exceeds expectations Teacher consistently meets expectations Teacher not always meets expectations Teacher does not meet expectations Performance scale Exemplary performance Good performance Satisfactory performance Unsatisfactory performance

15 Division of responsibilities Central Government: Supporting the design and implementation of the teacher performance assessment through a technical entity Securing the funds for the evaluation in the education budget. Certifying that the evaluation process has been implemented in compliance with its regulations (legal role of Inspection). Local Government: Participating in performance evaluation and reaching final decision

16 Appraisal Mechanism Self-evaluation: questionnaire based on the standards framework in which teachers are expected to reflect upon their performance. (10%) Director evaluation: report filled out by school directors (sometimes in coordination with Municipal Education Director or his/her representative). It is expected that prior to filling out the report, Director(s) review the self- evaluation and hold an interview with the teacher. (25%)

17 Appraisal Mechanism Teacher observation: direct evidence about the conduction of teaching in the classroom. There are two options for the observation: direct observation of one lesson by trained observers (from the municipality or technical entity), or the use of videotapes of one lesson. In both cases judgment is based on scoring rubric. (25%) Portfolio: this is a structured documentation of major teaching activities performed by the evaluate during the evaluation year. Evaluation portfolios will be presented to teachers with a manual specifying the evidences and supporting arguments/reflections they will be asked to submit. (40%)

18 Procedure Step 1: Teacher applies for appraisal with the Municipal Education Directorate (MED) Step 2: MED informs the Performance Appraisal Unit on the application Step 3: Teacher submits the self-evaluation report to the school principal Step 4: Teacher submits the self-evaluation report to the school principal Step 5: School principal interviews the teacher and evaluates his/her performance based on information available

19 Procedure Step 6: Complete documentation is handed over to PAU Regional Office Step 7: PAU arranges for classroom monitoring and subsequently for evaluation of classroom performance Step 8: PAU arranges for evaluation of teachers portfolio Step 9: PAU forwards the documentation to MED Step 10: MED adds the points and determines the performance scale

20 Challenges Need to establish a new unit in MEST Dilemmas whether the task should be carried out by Education Inspectorate Communication between central and local level Maintain a unique database of licensed teachers

21 THANK YOU!


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