ediped comparative study-final version.doc

7/28/2019 EDIPED COMPARATIVE STUDY-FINAL VERSION.doc

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EDIPEDEDIPED

EUROPEAN DIGITAL PORTFOLIOFOR THE EVALUATION OF EDUCATORS

The Appaisal System ForEducators In Each PartnerCountry:


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COMPARATIVE STUDY REQUIREMENTS PAGE

INTRODUCTION 4

Part 1 BRIEF DESCRIPTION OF THE APPRAISAL SYSTEM IN EACH

PARTNER COUNTRY 41.1 AUSTRIA 4

1.1.1 The context of assessment of student teachers` professional studiesas well as of probation teachers practice

1.1.2 The context of the appraisal of qualified teachers4

5

1.2 CYPRUS 5

1.2.1 The context of assessment of student teachers

1.2.2 The context of assessment/appraisal of probation and qualifiedteachers

6

6

1.3 GERMANY 7

1.3.1 The context of assessment of student teachers as well as of probationteachers

1.3.2 The context of appraisal for qualified teachers7

8

1.4 IRELAND 8


1.4.2 The context of appraisal of qualified teachers

8

91.5 NETHERLANDS 10

1.5.1 The context of assessment of student teachers as well as of probationteachers

1.5.2 The context of appraisal of qualified teachers10

10

1.6 SPAIN 10

1.6.1 The context of assessment of student teachers and probation

teachers 11


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2.6 SPAIN 23

2.6.1 Student teachers and Probation teachers2.6.2 Qualified teachers

2.6.2.1 Teachers without tenure2.6.2.2 Teachers having tenure

2323

2324

2.7 UK 25

2.7.1 Student teachers2.7.2 Induction teachers2.7.3 Qualified teachers

252526

Part 3 THE USE OF PORTFOLIO FOR TEACHER ASSESSMENT 29

3.1 Definition of portfolio 293.2 Qualitative assessment of education systems abroad that areusing or experimenting with portfolios (digital or paper-based) 30

3.2.1 The use of portfolio among the partner countries 30

3.2.2 The use of portfolio beyond the partner countries 32

3.3 Content of portfolio 34

REFERENCES 37

APPENDIX A Glossary 40


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INTRODUCTION

The purpose of this study is to highlight the predominant methods of teacher appraisalamongst the seven participating countries in the project. Therefore, the report has been

developed in accordance to the following basic parameters:

Part 1: Brief description of the appraisal system in each partner country, describing thecontext for the assessment of student and probation teachers practice relatedachievement as well as the appraisal of qualified teachers.

Part 2: Comparison of the appraisal system of each partner country, according to thespecific criteria that have been discussed during the meetings of the researchgroup

Part 3: Exploration of the use of portfolio for teacher assessment

The method for the collection of the relevant information that has been applied for thecompletion of the above task was through the use of information from the presentations ofeach partner at first and second meeting of the research group, Internet search and literature

review.

Moreover, for the purposes of the current study the term assessment will be used forstudent teachers and probation teachers, whereas appraisal will be used for qualifiedteachers. According to Stronge (1997) assessment is referred to the measurement of alearners abilities, i.e. pupil, student, student teacher and the term is restricted to the impactof the teaching process, whereas the term appraisal can be found only in the English andnot in the American bibliography. On the other hand, evaluation is a more general conceptand it refers either to the educational productivity or to the programmes of a school unit or


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and the teaching during the probation year are individually made by the assessing teacherand they are not based on a standardised appraisal system.

In relation to the teachers for compulsory schools, there is a three-year training that includes

professional studies and placements. At the end of the training they get a teacher certificate,which qualifies them for teaching at either the primary or the lower secondary level. For both,the professional studies and the placements, the common grading system ranging from 1 to5 (1 is best, 5 is failing) is applied. Positive grades are necessary for the admission to thefinal examinations. These grades, however, do not show up in the certificate.

1.1.2 The context of the appraisal of qualified teachers

When first employed teachers are given a terminated contract, which is converted, to a non-terminated contract after several years. Depending on the number of vacant permanentpositions (positions planned into the operative budget as a permanent expenditure) theseteachers can obtain tenure. Only the teachers in tenure positions are formally appraised. Forthe teacher to secure tenure, assessment by the responsible inspector is necessary.Moreover, an appraisal committee must assess all teachers in a tenure position. Teacherswith contracts are not appraised, but monitored, supervised and controlled by their

headmasters. If the head observes a major weakness, which jeopardizes the employment,she/he has to make a report together with the responsible inspector. This can lead to thetermination of the contract.

Therefore, it can be concluded from the above that,

a) both student teachers and probation teachers are assessed with grades for theirplacements and their professional studies,

b) lifi d t h ith t t j t it d i d d t ll d b


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In Cyprus there are student teachers, probation teachers and qualified teachers, for both theprimary and secondary level.


The initial training of primary teachers for the schools takes place at the University of Cyprusand Greece. Courses are normally of four years duration. The study of the theory andmethodology of education is combined with periods of teaching practice in all years. Onsuccessful completion of the courses, students are awarded the degree of Bachelor ofEducation by the relevant university. Following graduation, students may apply for teaching

posts. In primary education, student teachers are assessed by a combination of terminalexam, course work and teaching practice.

Secondary teachers are subject specialists trained in a University course of four years inGreece, as well as in Cyprus. The teacher-training course is devoted to professional studiesleading to the award of a B.Ed. degree. Student teachers are assessed by Universitypersonnel/tutors and the appraisal is based on a combination of coursework and terminal

examination with no teaching practice.

1.2.2 The context of assessment/appraisal of probation and qualified teachers

Probation teachers are considered to be those teachers who are in the probationary period(first two years of teaching) and they have to prove how reliable and professional the teacheris with his/her job. As soon as the teachers finish the probationary period, they arei di t l t f d t th th t f lifi d t h All th t h b


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by the inspectors. On the other hand, the instructions are limited on the way inspectors willevaluate teachers in order to proof teachers effectiveness.

The Head teacherof the school is responsible for day-to-day staff management, leadership

and for assigning duties, for supervising and participating in the appraisal of probation andqualified teacher performance. Therefore, the head teacher, after providing the necessarynotice to the teacher, may visit the class, in order to advice, monitor and evaluate theteachers work, as well to identify the progress of the pupils. A report for each teacher mustbe completed by the Head teacher and submitted to the Inspector of the school. The form ofreport is given in the law of 1976 and head teachers are required to give information on fourheadings: teachers professional knowledge (e.g., subject knowledge, pedagogical

knowledge, attendance of in-service training seminars and scientific conferences), teachingskills, classroom organization, and teachers behaviour in school and in communityinvolvement. Based on the reports prepared by the inspectors and the head teachers,qualified teachers only can apply for promotion and interviews for promotional reasons areheld by the Educational Service Commission.

The teacher is also involved in the evaluation process, through the completion of thePersonal Information Report. The report is completed every year (about May) and the head

teacher of the school sends it to the Inspector, after the addition of the head teacherscomments and suggestions. Whether teachers opinion is taken into consideration is amatter of query.


a) only student teachers are assessed with grades for their placements and theirprofessional studies,


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1.3.2 The context of appraisal for qualified teachers

As soon as the teachers finish their probation period they are classified as qualified teachersand are considered as state employees. Only the qualified teachers can formally appraised

by the head teacher of their schools.


a) student teachers are assessed with grades for their placements and their professionalstudies,

b) the probation teacher is assessed during the period of placement at the school, by thehead master of the school and a member of the Studienseminar

c) qualified teachers are the only ones who are supervised and appraised by theirheadmasters, and, finally,

d) school head-teachers are considered to be the key persons responsible for probationand qualified teachers monitoring and inspection, since they are considered to be the

immediate superiors of all teachers at a school.

1.4 IRELAND

The overall responsibility for education in Ireland lies with the Minister for Education andScience who is a member of the Irish Government and responsible to the NationalParliament. In practice, the administration of education in Ireland is conducted from theD t t f Ed ti d S i Th th t f d i i t ti i t li d


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Secondlevel teachers are subject specialists trained in a university postgraduate course ofone-year leading to the Higher Diploma in Education. They generally already have aBA,B.Sc. or B.Comm. The teacher-training course is devoted to professional studies andincludes at least 100 hours teaching practice. Teachers of practical subjects, such as Home

Economics, woodwork, metalwork, rural science and art, follow four-year concurrentprogrammes of academic studies and professional training leading to the award of a B.Ed.degree.

In post-primary education, pre-service student teachers complete their 3-4 year degreeprogrammes in Universities (B.A., B.Sc., B.Com.) and apply to the University for a HigherDiploma in Education (1 year at present). Pre-service student teachers attend classes and

teaching practice in local school and they are assessed by University personnel/tutors. Theassessment is based on a combination of coursework, terminal examination and teachingpractice. As an alternative option they can attend a college of Education (Certain subjects)and complete a 4 year course, in order to receive a Bachelor of Education degree. Theirteaching practice is carried out during their four years and they are assessed by collegetutors. The assessment is based on a combination of coursework, terminal examination and

teaching practice. Specialised inspectors assess secondary teachers in their 1st year afteroccasional visits to schools.


At national level, inspectors currently have the main responsibility for quality assurance inboth primary and post-primary schools. They engage in a wide variety of activities includinginspecting, evaluating and reporting on the work of individual qualified teachers and wholeschools. The Inspectorate represents the Department of Education and Science

f i ll i h l d l ff d i t th Mi i t tt f d ti l


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1.5 NETHERLANDS

Many school boards have an Integral Personnel Policy (IPB), which is directed at teachersdevelopment rather than assessment. The main ccharacteristics of the Netherlands

appraisal system are: being directed at development, self-steering and own responsibility.Teachers themselves are to prove that they are competent and developing in the rightdirection. Therefore, within an IPB the intention is the teacher himself to be involved withinprocess of evaluation in any aspect and the tendency is clearly in the direction of an activepart being played by the teacher. For this reason, the teacher must draw up a PersonalDevelopment Plan (PDP), which is an important evidence for his/her professionaldevelopment.

1.5.1 The context of assessment of student teachersas well as of probation teachers

The initial training of becoming a teacher is basically either in teacher training colleges,where teachers are trained for primary (6-year olds to 12-year-olds), lower secondary (12-year-olds to 16-year olds) and vocational schools or in universities, where teachers aretrained to become teachers in lower secondary schools and in tertiary education. The onlyones responsible for the certification of these student teachers are the members of the

examining committee of the institutions concerned. It should be mentioned, though that as aresult of the serious shortage of teachers, non-teachers graduates can also be certified asteachers after a short track (1 to 2 years).

Once a person has been accepted by a school, that person is becoming a probationaryteacher, until he or she is given tenure. A probationary qualified teacher can receive tenure ifthe proper authorities decide he or she deserves it; this may involve an appraisal, but it mayalso be a purely administrative matter; once a person has been informed that he or she is in


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f.Educational Inspectorateg.Evaluation of Educational System

The evaluation of the education system is directed towards its continuous adaptation to

social demands and educational needs and is applied to students, teaching staff, schools,educational processes and the Administration itself.

1.6.1 The context of assessment of student teachers and probation teachers

In Spain a student teacher is considered to be the one who wants to become a primary

school teacher and, therefore, goes to University for the Teachers Degree. However,student teachers are not fully qualified to teach in schools, as soon as they finish Teachersschool at the University, but they must have a period of probation during several months, in aPrimary School. This probation period is considered to be part of the University degree.

However, a probation teacher can also be considered someone having university degrees orprofessional degrees and wanting to become a teacher (this applied only for SecondarySchool). In order to become a secondary school teacher this category of teachers need to

achieve the Didactic Specialization Degree (Ttulo de Especializacin Didctica), a kind ofUniversity degree having two periods: one academic, another of practice.

Nevertheless, both, the student teachers and probation teachers, aim to achieve theUniversity degree in order to be able to apply for a job and become qualified teachers.



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a) both student teachers and probation teachers are appraised with grades for their

placements and their professional studies,

b) qualified teachers are categorised into two different groups, those who are withouttenure and those having tenure,

c) qualified teachers without tenure are not appraised officially, but they have to attendnational exams in order to become qualified teachers with tenure,

d) qualified teachers who are in tenure positions are the only ones formally appraised,and, finally,

e) inspectors are considered to be the key persons responsible for qualified teachersmonitoring and inspection.

1.7 UK

In England, a new performance management system for teachers was introduced inSeptember 2000. Teachers, as well as head teachers, are now subject to an annualappraisal of performance in accordance with the Education Regulations 2001 (SchoolTeacher Appraisal) (England). Appraisals, which are normally carried out by the headteacher or other senior member of staff, cover all aspects of a teacher's work and involve theagreeing of personal objectives and the setting of priorities for teachers' professionald l t


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to do to be awarded QTS. The Standards are organised in three inter-related sections whichdescribe the criteria for the award:

Professional values and practice

These Standards outline the attitudes and commitment to be expected of anyone qualifyingto be a teacher, and are derived from the professional code of the General Teaching Councilfor England

Knowledge and understandingThese Standards require newly qualified teachers to be confident and authoritative in thesubjects they teach and to have a clear understanding of how all pupils should progress and

what teachers should expect them to achieve

TeachingThese standards relate to the skills of planning, monitoring and assessment, and teachingand class management. Underpinned by the values and knowledge covered in the first twosections.

In order to complete the induction period satisfactorily, a NQT must:

(a) meet all the Induction Standards and

(b) continue to meet the Standards for the Award of QTS, consistently and with increasingprofessional competence

To meet these requirements, NQTs need to:

work with increasing professional competence in areas where, during initial training, it

d th t th ld d th t f i d t h


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worth noting that over 99 per cent of those who complete induction are judged to have metthe Standards.


Having completed the induction period and meet the requirements the NQTS becomes aQualified Teacher (QTS), which is the first stage in a continuum of professional developmentthat will continue through the induction period and throughout a teachers career. Qualifiedteachers are considered to be the holders of the first degree in a curriculum of closely related

subject and with a GCSE result (min grade C) in English, Maths and Science. Furthermore,the teachers must have gained a pass in literacy, numeracy and ICT skills tests and must beable to demonstrate that QTS standards have been met, usually by production of a portfolioat the end of a course of Initial Teacher Training. Those standards are grouped into threeareas Professional Values and Practice, Knowledge and Understanding and Teaching.


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Part 2: COMPARATIVE STUDY OF THE APPRAISAL SYSTEM OF EACHPARTNER COUNTRY

The analysis of the information provided for the appraisal system of each partner country

resulted from the following criteria that have been discussed during the meetings of theresearch group:1. Which is the aim/purpose of appraisal/assessment?2. How often is the teacher/student being appraised?3. What are the criteria for teacher appraisal?4. What is the data source/procedure?

5. Who is responsible?6. What is the result or outcome?

2.1 AUSTRIA

2.1.1 Student teachersand probation teachers

Positive grades for the placements and the teaching practice (professional studies), arenecessary to be admitted to the final examinations at the teacher training college. Thepurpose of the assessment for student teachers, as well as probation teachers is whichAnother purpose of grading the teaching achievements is to provide feedback for thestudents on their professional development.

A positive assessment result of the teaching performance during the probation year after

i it t di i t bt i t h tifi t f d i d


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An important issue that should be noted is the responsibility for the assessment. As far asthe student teacher is concerned, the grades in the teacher training colleges are determinedat an assessment-conference (meeting of tutoring school-teachers and supervisors, presidedover by the head of the department for teaching practice). Officially, the head of the

department for teaching practice is responsible for this assessment.

However, the responsibility for the assessment of the probation teachers lies with theheadmaster of the school the teachers work and it is only the quality of the teaching duringthe probation year and not their achievements in the seminars that becomes assessed. Thetutoring schoolteacher has to write a report for the headmaster on this and the head-teacherwill grade the teaching performance of the probation teachers based on the report providedby the tutoring schoolteacher.

Finally, it appears that the effect of the assessment for both the student and the probationteacher is mainly the teaching certificate. A positive assessment of the teaching practice(professional studies) at the teacher training college is a prerequisite for admittance to thefinal examinations for a teaching certificate. The same goes for the assessment of theprobation year. The probation teachers get their teacher certificate from the EducationalAuthority qualifying them to teach their subjects in all academic secondary schools (lower

and upper).

2.1.2 Qualified teachers

As it has been mentioned in Section 1.1.2 there is no formal appraisal for teachers withcontracts, but they receive advice and are controlled by the head-teacher of the school. It isone of the duties of the headmasters to keep well-informed on the teachers performances, in

ti l f th t h If th h d i i d th t th f f h


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Finally, special reasons, such as the teacher exceeds the performance standardsconsiderably, or the teacher not meeting the required standards following two officialwarnings given by the head within the specified time intervals.

Therefore, as an official appraisal can only be made for the above legally prescribed reasons,it usually happens only once in the career of a teacher. As long as there is no officialappraisal made, the teacher is appraised performance as expected (without any specificprocedure).

It is concluded that the only determinant for teachers appraisal is performance. This meansthat the outcomes of the teachers work and not personal factors are relevant with theevaluation. Similarly with the student and probation teachers (see 2.1.1), the teachers reporthas to contain evaluation against the following legally performance indicators:

- Teaching of the national curriculums contents according to the latest levels of scienceminding the relevant didactic and methodological principles.- Pedagogical performance- Cooperation with colleagues and all the other parties involved

- Compliance with assigned duties (such as form master) according to the educational law,as well as administrative tasks.

The procedure relevant for the appraisal of the teacher must follow the following 3 stages:

1) The head teacher has to write a report about the teachers performance during theprevious year according to the above-described criteria. The data sources he/she can useare observations of his/her teaching and of his/her performance in related functions. Theh d t i t t f thi th t i t t t ll


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The outcome of the appraisal procedure is mainly a notice (legally binding act of stateadministration), which shows the given grade. This appraisal result is valid until replaced byanother one issued, if one of the three afore-mentioned reasons is presented.

Nevertheless, the major strength appears to be the involvement of the teacher in theprocedure. The main weakness of the appraisal system as it is implemented in Austriaseems to be the criteria given by the law, which are very abstract. The consequence is, thatthe head and the involved personsuse different criteria during the evaluation process andtherefore, it is believed that the outcome of teachers appraise does not seem to be veryobjective.

2.2. CYPRUS

The main focus of teacher appraisal is upon promotion procedures rather than professionaldevelopment of teachers, although, this is not mentioned in any policy document or in therelevant educational law. However, according to Kyriakides & Campbell (2003) inspectorsargue that the teacher evaluation system should attempt to achieve several purposes

such as: a) Licensing/credentialing, b) Tenure, c) Self-assessment, and d) ProfessionalDevelopment (p.7).

2.2.1 Student teachers

The teaching practice is completed in the final year. During the teaching practice periodtutors assess the students on planning, performing and evaluating classes and they producea report on the student teaching experience. The report is used for the final mark of thet d t d th i ll b ti d di ti diff t l t f th diff t


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1. Teachers professional knowledge (e.g., subject knowledge, attendance of in-service

training seminars and scientific conferences),2. Efficiency in teaching

3. Planning, organisation and relationships4. General behaviour and action in school and in community involvement.

The inspector or team of inspectors, who are responsible for the report, must take intoconsideration the following evidences:

- The Personal Information Report, that is completed by the teacher- The report for the teacher that is submitted by the head teacher

- The folder with the reports and inspections made by the inspector

- The two last reports that have been handed in for the teacher

The qualified teacher is appraised on a rating scale from 1 to 10. The primary educationinspectors use the adjectives Excellent (36 and above), Very Good (31-35), Good (26 - 30),

Sufficient (20-25) and Not Sufficient (if any of the above aspects are rated below 5) tocharacterize a teacher after the inspection. The secondary school inspectors mention norelevant classification.

Therefore, since t

he main aim of teacher appraisal is promotion, the best grade given by the inspector and thehead teacher is necessary for becoming Deputy Head teacher or Head teacher. The


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- the number and length of observations which inspectors conduct(i.e. less than 5 observations for 40 minutes each during a schoolyear) are inadequate for making generalizations

- headteachers reports do not discriminate between teachers and it

is shown that frequently headteachers draw upon a standard set ofdescriptors for these reports for all teachers (Kyriakides, 2001)

- despite the threshold guidelines, the grades awarded by inspectorshave a very limited range with all teachers being awarded above 32points out of 40 and the great majority of teachers given 35, 36 or37 (Kyriakides, 2001)

- no account is taken of student outcomes and of parents or otherstakeholders satisfaction (p.9).

It is also revealed that inspectors underline that teachers appraisal system in Cyprus hasmany weaknesses and didnt manage to achieve any of the afore mentioned objectives.Furthermore, the inspectors note that the main weaknesses of the appraisal system are thefollowing:

- the emphasis is not on the professional development of the teacher, but on grading

and promotional procedures,- headteachers and inspectors who are responsible to observe teachers classroom

teaching have not been trained for conducting observations,- inspectors are in charge of a large number of teachers and therefore, are not satisfied

with an effective monitoring and advising of the teachers, in order to improve theirteaching

- there is a lack of common standard set of descriptors for the evaluation proceduresamong the inspectors

f f


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of 2 years and in a final examination. Assessment of the teacher has to be given on a ratingscale based on the law LPO 12 (version from 23.8.1994, changed 1996). For studentteachers the scale ranges from 1 (very well) to 6 (completely insufficient) (OVP 8.7.1994,changed 2.12.1996, changed 19.12.2001) and they are assessed at the end of the initial

teacher training. In the probationary period (between 6 months and 3 years) one can bedistinguished between "approved" and "not approved.

For the student teacher, the main data source appears to be the head teacher of the school(50% of the total assessment report), as well as the trainers of the seminar (50% of the totalassessment, 1 trainer/seminar teacher of general subject and 2 trainers/seminar teachers).In the first case, the head of the school must visit lessons and collect information to supportthe student teacher in relation to technical handling, meetings, and engagements inconferences, punctuality and reliability, correctness in the measuring of achievements, extra-teaching engagement and cooperation with colleagues. In the second case, trainers of theseminar also visit lessons and observe the discussion and reflection afterwards with the headteacher.

For the probation teacher, though, the head teacher of the school, who is responsible to visitlessons, plays the master role in teachers assessment. The latter must visit and observe the

teacher in relation to technical handling, cooperation on meetings, engagements inconferences, punctuality and reliability, correctness in the measuring of achievements, extra-teaching engagement, and cooperation with colleagues.


The aim of the appraisal of qualified teachers is to prove the quality of teachers work andhi l d l t i hi Q lifi d t h i d i


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2.4 IRELAND

2.4.1 Student teachers

The purpose of the assessment for student teachers is mainly to assess the student teachers

teaching skills/ability.In the primary level, assessment is spread over the three years of the course, whereas in thepost-primary, assessment in practical subjects is spread over the four years of the course.Otherwise all teaching experience and assessment is during one year after the completion oftheir degree (this is called the teaching diploma year).

The most important source for the assessment of the student teachers appears to be the

observation of their teaching practice, by their lecturers (number of visits differs but usuallytotal 8-15 over the total practice experience). As far as the criteria of assessment areconcerned it appears that the main National Criterion for all student teachers is professionaldevelopment. Moreover, lecturers have to observe preparation and planning, resources,methodologies, interaction with pupils, classroom management and proficiency in each of thecurricular subject areas. The lecturer also consults with the class teacher and schoolprincipal, but the assessment is based mainly on the teaching of the class lesson, studentfolder and resources. Colleges vary but usually a total of 80-100 days teaching practice is

Th f i i l d d h h l f h ll h k f


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Although, no specific set of criteria are outlined for qualified teachers appraisal, a writtenreport usually contains reference to the following: Preparation, resources, methodologies,interaction with pupils, paperwork, classroom management, proficiency in each of thecurricular subject areas. The main outcome of the appraisal is an overall rating of satisfactory

or unsatisfactory. If a teacher is deemed to be unsatisfactory disciplinary measures may takeplace.

The main strength of the appraisal system is that quality assurance is guaranteed amongteachers at primary level. The main weakness of the appraisal system is that for temporaryemployment, a teaching qualification is not compulsory, resulting in the potential forindividuals to remain in the system for years in a temporary capacity and not be assessed.Therefore, the shortage of qualified primary teachers is a common phenomenon in Ireland.At Post-primary level, a major weakness appears to be the fact that while Inspectors areactively involved in the operation and management of the national Certificate Examinations,there is no appraisal system/policy for any teachers.

2.5 NETHERLANDS

There is no real obligation for anyone to prepare the final report on the performance of theteacher. School boards having an integral personnel policy (IPB) make sure that there arepersonnel files. This differs per school. In general, it is higilighted that student teachers haveto show that they are ready for student teacher material (after 1st year), then they must showthat they can act independently as student teachers (after 3rd year) and finally they mustshow that they are ready to act as qualified teachers (end of year 4).

S


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two years. Apart from the exam results additional points are given to the exam mark, ifsomebody have been teaching for period of time, in order to have the highest punctuationpossible,. It should be noted that the points are given by the period of teaching year and notby the quality of it.

The main procedure for the appraisal of the teachers is based mainly on the finalexamination, than the practice.2.6.2.2 Teachers having tenure

By the moment, teachers having the tenure are not appraised if they dont want. According tothe educational law Ley Orgnica 10/2002 (December, 23), article 61, about Quality ofEducation, (Boletn Oficial del Estado, December, 24), the educational authorities areencouraged to promote the voluntary appraisal of teachers with tenure.

Therefore as it has been stated earlier (see 1.6.2), the only purpose of teacher appraisal isthe promotion, in order to become a head master, to reach the higher level as a teacher(Catedrtico) or to reach a sabbatical year.

The following criteria are appraised during the procedure:

ATTITUDES AND APTITUDES OF TEACHERS1. Personal skills2. Attitude towards pupils3. Attitude towards colleagues4. Attitude towards families5. Attitude towards the educational centre

SKILLS1. Scientific knowledge


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However, the main determinant of evaluation is teachers performance in the classroom. Theteacher has to teach with the inspector in the classroom and to allow him to examine.

The inspector (who has been appointed by the authorities of Inspectorate) collects the

information needed for teachers appraisal personally using the following research tools:

- Interview with the teacher being evaluated- Questionnaire to be filled by the teacher- Questionnaire to be filled by the head team- Questionnaire to be filled by the Didactic Department Head- Meeting with pupils (a number of pupils between 6 and 10)- Observing two teaching lessons in different grades- Analysing documents and tools used and produced by the teacher.

With the results of that process of compilation, the Inspector values every indicator using aqualitative scale: VS=Very Satisfactory, S=Satisfactory, U=Unsatisfactory, VU=VeryUnsatisfactory. The data processing programs turns the qualitative scale into a numericalscore, adding both the partial and total punctuation. Finally, the Inspector writes a reportabout the appraisal results and send it to the teacher.

The main strength of the appraisal system in Spain is the opportunity given to teachers forpromotion. The main weakness which is underlined in the Spanish teacher aprraisal systemis that appraisal of the teacher is not compulsory and it is only performed in somecircumstances (if a teacher want to became a headmaster, to reach a sabbatical year, or torise to the next level in the civil-service ranking). However, the recent new educational law(LOCE) makes an effort in order to achieve the aim of the regular appraisal of individualteacher for the improvement of their teaching work. At article 61 (see 2.6.2.2) the law


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courses (such as a PGCE) and those being assessed for the award of QTS whilst working asa teacher.

The tests are computerised and can be taken at any of over 40 test centres that are located

throughout England. The tests may be taken as many times as necessary. A teacher cannotstart the induction year until he/she has passed all the skills tests and been awardedQualified Teacher Status.

The assessment procedure includes observation normally by the head teacher. Incircumstances where it is considered appropriate a teachers team leader may appoint asuitably experienced person to carry out teaching observation and associated feed back theappointed person will report to the team leader.


Qualified teachers are appraised by the LEA and the Chief Education Officer. The LEA mustensure that the performance of teachers is reviewed in accordance with the regulations. TheChief Education Officer is responsible for implementation of the performance review

arrangements and must report annually to the local education authority about the operationand effectiveness of performance management procedures.

The school qualified teacher appraisal is compulsory and is undertaken every year. It isdesigned to encourage and achieve good practice in schools and it draws on therecommendations of the National Steering Group on School Teacher Appraisal (NSG). Theinspectorate system has no responsibilities for teachers appraise and it is the LocalEducation Authority (LEA) that appears to be the appraising body for the schools. The head


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Teachers appraisal involves the evaluation of the professional performance of the teacher bythe appraisee and the appraiser together, and the establishment of targets for future actionand development. The components of appraisal for school teachers are:

- classroom observation, whereas teachers are normally observedteaching for a total of at least one hour spread over two or moreoccasions

- an appraisal interview, in which targets for action are established- the preparation of an appraisal statement- follow up, including a review meeting between the appraiser and

appraisee in order to review the progress of the appraisee and providethe teacher an opportunity to raise any particular issues relating to hisor her work.

The process may also include an initial meeting between the appraiser and the appraisee,self-appraisal by the teacher (this is not compulsory) and, after consultation with theappraisee, collection of data from sources other than classroom observation (i.e. work andprogress of pupils). The main strength of the appraisal system is the criteria based, whereasthe negative side of the competence assessment against standards is that they are inflexible

too bureaucratic and too instrumental. It is believed that the system take teachersprofessionalism away and make them less motivated.

The following issues on teachers appraisal should be highlighted for comparative reasons:

It appears that in Austria, Spain and Netherlands qualified teachers are classified intwo different categories, those with and without tenure. In Austria, though, a teacherto become tenure must be assessed by the responsible Inspector, whereas in Spain, if


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the Department of Education that standards are being maintained and in the UK is toencourage and achieve good practice in schools. In Cyprus and Spain, the mainfocus of teacher appraisal is upon promotion procedures, rather than professionaldevelopment of teachers, although, this is not mentioned in any policy document or in

the relevant educational law. On the contrary, in Netherlands, the main focus ofteacher appraisal is personal development.

Finally, it must noted that in all countries the most important source of information forthe assessment/appraisal of probation/qualified teachers appears to be teachersperformance in the classroom, through observation by the key person responsible forthe appraisal. Moreover, in Netherlands, though, classroom performance would be upto the proper authorities to decide, whether it should be considered the most importantsource of information for the appraisal procedure.


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Part 3: THE USE OF PORTFOLIO FOR TEACHER ASSESSMENT

3.1 Definition of portfolio

The concept of portfolio has gained prominence internationally over the last few years with anumber of definitions offered in the literature. Portfolios that are considered as types ofperformance-based assessment are appropriate forms of assessment in teacher educationcontexts (Wolf, 1991) and they can be found under the title of authentic assessment,whereas the term alternative and authentic assessment are often used synonymously. ForTillema and Smith (2000), the way portfolios capture achievements under realisticcircumstances and record them, as authentic evidence is probably their most importantfeature. However, from the outset it should be made clear that there are many types ofportfolios, which are used for a variety of assessment purposes. The literature on portfoliosdevotes remarkably much attention on different types of portfolio, such as the studentportfolio (Winsor et al, 1999; Tillema and Smith, 2000; Barett, 2001;), the student teachersportfolio (Klenowski, 2000; Darling-Hammond and Snyder, 2000; Darling, 2001), the teachingportfolio (Shulman, 1994; Seldin, 1997), the teachers (Wolf, 1991; Van der Westhuizen &Smith, 2000; Campbell et al, 1997) and professional portfolio (Martin, 1999; Campbell et al,1997).

According to Martin (1999), since anything a teacher knows or does in the classroom cannotbe easily measured with traditional paper/pencil methods of assessments, other means ofdocumenting teacher performance and growth must be explored. Lyons (1998) warns of thetensions associated with the implementation of new forms of assessment (such as portfolio)in policy of contexts dominated by bureaucratization and assessment systems based onscales, measures and grades. Darling-Hammond and Snyder (2000) expand on the idea ofauthentic assessment to include opportunities for developing and examining teachers


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and job applications, and it could serve purposes of assessment of competence and ongoingprofessional development.

On the other hand, a teaching portfolio is considered to be the structured documentary

history of a (carefully selected) set of coached or mentored accomplishments substantiatedby samples of student work and fully realized only through reflective writing, deliberation andserious conversation (Shulman, 1994, p.37). Seldin (1997) defines the teaching portfolio asa factual description of a professors teaching strengths and accomplishments(p.2), whichmay contain material that validates the quality of a teachers teaching performance. For thepurpose of this study, the term teacher portfolio will be broadly defined to mean a collectionof any items which demonstrate anything that a teacher learns or does as a professional, forthe purposes of professional development and assessment of competence. In other words, ateacher portfolio is considered to be a new method that allows the teacher to demonstratehis/her professional development by performing meaningful activities and by judging theseperformances self-critically.

3.2 Qualitative assessment of education systems abroad that are using orexperimenting with portfolios (digital or paper-based)

In Europe, there has been little action and a lot of declarations regarding the use of portfoliosand digital portfolios as alternative assessment tools for educators. The University ofLoughborough, UK, has been experimenting with digital portfolios for probation candidates 1.Furthermore, in the Netherlands, the Amsterdam Faculty of Education (EFA) has been quiteactive in this respect since 1997, when it was transformed into an Experimental TeacherEducation Program (Wielenga 1998). Along with the University of Twente, also in theNetherlands, EFA has been developing initiatives such as the creation of a web-based


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On the other hand, Portfolio assessment is appearing in the Irish educational system. Forpre-service teachers (Primary), portfolios are used as Reflective Journals in some subjectareas (Art and Crafts, Drama). For qualfied teachers, though, portfolio is introduced only asa new assessment of pupils, which includes using a pupil portfolio combined with

standardized tests as a means of assessing whole pupil development.

Nonetheless, portfolio is not widely used in post primary education, since only someUniversities (i.e Cork) have introduced the portfolio (combined with other methods) in studentteacher appraisal. St. Angelas College, is another example that has introduced the teachingpractice portfolio at pre-service level, as a means of appraising students (pilot scheme in itsthird year). According to the Professional Studies and Teaching Practice Programme thedevelopment of a Project Based Learning approach utilising Teaching Portfolios enablesstudent-teachers to solve significant, conceptualised and real-world problems while beingsupported by resources, guidance and instruction from academic staff, fellow students and arange of educational professionals.

The Teaching Portfolio, as it is used in St. Angelas College, builds upon the concept of thereflective practitioner by providing a framework, which

- enables students to develop a greater level of self-awareness about the nature andimpact of their performance and affords opportunities for professional growth anddevelopment.

- acts as a self-assessment tool for development in theory or practice;- highlights areas of interest that can be used to develop further learning;- reflects upon and seeks solutions for real world problems;- focuses the profilers attention on what actually happened, during the

teaching/learning experience;


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able to prove that one is growing, and is willing to share the achieved knowledge. Therefore,the assessment replaces several of the tests. However, mature holders of tertiary degreesare obliged to produce portfolios in order to be certified, in order to demonstrate the relationof the evidence with his/her competencies. The European language portfolio is also used

broadly and it is most widely accepted in the primary and the vocational sector.

In Spain portfolio is not used as a method of teacher assessment. Portfolio is not known bythe most part of teachers, in spite o the fact that there is some literature about it. However,the Educational Ministry has started the elaboration of a student teacher portfolio ofLanguages in July, 2001, which is now in the process for testing and revising. It is expectedto be in use by 2004. The language portfolio has mainly three parts: linguistic passport(information about the skills referred to the European standards, Linguistic biography(reflection, analyses, self-evalution an planning about the own learning process) and aDossier (archive with pieces of evidence).

Table 3.1 Summary of the education systems that are using or experimenting withportfolios

Centralmode of teacherassessment

Careerdevelopment

Professionaldevelopment

Probationteachers

Pre-servicestudentteachers

Type

Austria N.D

Cyprus N.D


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American Association for Higher Education, state legislatures, faculty, and students havemoved institutions to reconsider their commitment to teaching and exploring innovative waysto improve and reward it. A series of education studies during the 1980s encouraged theeventual use of professional portfolios. For example, the 1983 federal report A Nation at

Risk stirred public concern about American education and called for increased teacheraccountability and enhanced student learning. Another influential report, the 1986 CarnegieCorporation Report A Nation Prepared: Teachers for the 21st Century suggested aredefinition of the role of the teacher and defined the ideal teacher as flexible, up-to-date,[and] able to lead children into deeper learning (Martin, 1999, pp. 3-4).

Much of the concern about educational reform in the US has found voice in the form ofstandards requirements such as the Interstate New Teacher Assessment and SupportConsortium (INTASC) standards, by which already several states are abiding and integratinginto their Teacher Preparation Programs. The development or enhancement of a portfoliooften accompanies these programs designed for pre-service educators (Martin p. 23). The1998 winter issue of Teacher Education Quarterly featured studies on the use of portfolios inteacher education programs. In the editors preface, Jones (1998) states portfolios haveassumed a significant role in teacher education (p.3). Darling-Hammond and Snyder (2000)also suggest that a growing number of pre-service teacher education programs such as

programs at Alverno College at Milwaukee, WI, University of California at Berkeley,University of Virginia, etc, are using portfolios as a tool to support teacher learning (see pp.523-6, 536-8).

For instance, educational institutions in Orange County, Florida have been experimentingwith the portfolio process with success since 1993 (Dietz 1995). Another case ofexperimentation with the portfolio process is that of the University of Colorado at Denver,Colorado. The process began in 1994 when portfolios were incorporated as part of a


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countries, were familiar with portfolio as a learning and assessment tool used with students.However, they were unfamiliar with portfolios for educators, and it was evident from theinterviews that the teachers portfolio was a new concept to them and that no official requestfor such a tool existed. In Israel, in particular, the teachers portfolio remains limited for use

in pre-service teacher education as a requirement in specific courses, whereas the studentsportfolio is becoming an integrated part of teaching (Van der Westhuizen and Smith, 2000, p.347).

Digital portfolios for educators are an innovation of the early 1990s and are still dealt with ona research level (Barrett 2001). At the University of Alaska Anchorages School ofEducation, Barrett trains educators on how to develop and make use of digital portfolios. In1999 and 2000 the University of Alaska Anchorage received grants to restructure theirteacher education programs and formed partnerships with K-12 (secondary) schools todevelop and implement digital portfolios to support documentation of professional growth.Barrett has extended her action beyond the US and in October 2000 she developed theframework for a workshop in Singapore on digital portfolios, supported by the SingaporeanMinistry of Education2.

Besides the University of Alaska Anchorage, other institutions such as the University of

Vermont, the University of Texas at Austin and the Kalamazoo College have beenexperimenting with this assessment tool. The College of Education and Human Services ofthe University of Florida has also been active in the field and has been engaged in thedevelopment of digital portfolios through using cd-rom technology as part of a pilot project(Boulware et al 1997). Finally, digital portfolios in teacher education and secondary schoolshave been the focus of three conferences of the US Society of Technology and TeacherEducation (SITE), where at least 18 papers on this issue have been presented (Barrett1998).


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pupils life, at home as well as in school. On the other hand, teachers from Africa do notconsider computer literacy as a first priority skill a teachers should have, since most of theschools involved in the study are still without electricity. It was clear from the study that whatteachers choose to include in their portfolios could be expected to differ between groups of

teachers. Moreover, Van der Westhuizen and Smith (2000) note that portfolio choices andreflections might also differ between individual teachers as well, thus justifying the view thatportfolios are very personal. In this regard, Dzvimbo and Van der Westhuizewn (1997)expand on the idea of authenticity and support that teachers are true to themselves inauthentic situations and develop a sense of control and identity.

A similar view is shared by Seldin (1997) who notes, because portfolio is a highlypersonalized product, no two are exactly alike (p.4). Seldin (1999) concludes that the itemschosen for the teachers portfolio depend on the teaching style of the teacher, the purpose ofthe portfolio and any further requirements of the individual school and, therefore, it isexpected that individual differences in portfolio content and organization should beencouraged among teachers.

Based on evidence provided from the literature (Wolf, 1991; Seldin, 1999; Van derWesthuizen & Smith, 2000; Darling-Hammond and Snyder, 2000), certain items clearly turn

up in portfolios with much more frequency than others, falling into the following categories:

EVIDENCE FROM ONESELF

This category presents all selected information on teaching responsibilities and activities,along with solid evidence of their effectiveness, as well as any further information about thepersonality of the teacher, inside and outside the school:


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Documents about teachers personality

- Knowledge of teachers subject matter

- A reflective statement by the teacher, describing his/her personal teaching philosophy,strategies, objectives, and methodologies

- Participation in programs on sharpening instructional skill- Participation in out-of-school activities- Hard evidence in form of certificates from teacher education, pre- and in-service.-

EVIDENCE FROM OTHERS

The other common finding across the literature is the emphasis on documents that derivefrom the evaluations of others. Candidates assemble a body of evidence to demonstratewhat other people have to say about their teaching competence across different areas, suchas:

- Tests and samples of student work (with or without teacher feedback)- Feedback from others

- References to working with peers- Notes from others and the sharing of ideas with colleagues- Official reports from inspectors and letters of recommendations- Notes by an observer of teaching, peer or administrator recommendations, student

evaluations.


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R E F E R E N C E S

Barrett, H. (2001) Electronic portfolios and standards. Educational TechnologyEncyclopedia. [On-line]. Available:

http://transition.alaska.edu/www/portfolios/encyclopedianetnry.htm

Barrett, H. (2000) Create your Own Electronic Portfolio, Learning & Leading withTechnology, vol. 2, no. 7, pp.14-21.

Barrett, H. (1998) Strategic Questions: what to consider when planning for electronicportfolios, Learning & Leading with Technology (October 1998). [On-line]. Available:http://transition.alaska.edu/www/portfolios/LLTOct98.html [1999, February].

Borko, H., Michalec, P., Timmons, M., & Siddle, J. (Nov.-Dec. 1997) Student teachingportfolios: A tool for promoting reflective practice. Journal of Teacher Education, 48 (5), 345-358.

Boulware, Z., Bratina, T., Holt, D., & Johnso, A.C., (1997) Developing Professional TeachingPortfolios Using CD-ROM Technology as a Teaching-Learning Tool, [On-line]. Available:http://www.unf.edu/~tbratina/cdrom.htm

Bradley, A. (March 1997) Standards board touted for elevating teaching profession.Education Week on the Web. [On-line]. Available: http://www.edweek.org/ew/vol-16/26ind.h16

Campbell, D.; Cignetti, P.; Melenyzer, B.; Nettles, D; Wyman, R. (1997) How to developa professional portfolio: A manual for teachers. Needham Heights, MA: Allyn & Bacon.
http://transition.alaska.edu/www/portfolios/encyclopedianetnry.htmhttp://transition.alaska.edu/www/portfolios/LLTOct98.htmlhttp://www.unf.edu/~tbratina/cdrom.htmhttp://www.edweek.org/ew/vol-16/26ind.h16http://transition.alaska.edu/www/portfolios/encyclopedianetnry.htmhttp://transition.alaska.edu/www/portfolios/LLTOct98.htmlhttp://www.unf.edu/~tbratina/cdrom.htmhttp://www.edweek.org/ew/vol-16/26ind.h16


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Kyriakides, L. & Cambell, R.J. (2003) Teacher evaluation in Cyprus: Some conceptual andmethodological issues arising from Teacher and School Effectiveness Research. Journal ofPersonnel Evaluation in Education.

Lyons, N. (1998) With Portfolio in Hand: validating the new teacher professionalism. NewYork: Teacher College Press.

Martin, D. (1999) The portfolio planner: Making professional portfolios work for you. NewJersey: Merrill, Prentice Hall.

McLaughlin, M. & Vogt, M.E. (1996) Portfolios in teacher education. Newark, DE:International Reading Association.

Odenthal. L., Kuiper, W., van den Akker, J. & Terwindt, S. (2000) Curriculum design asprofessional development for teacher educators. Unpublished paper, University of Twente,Faculty of Educational Science and Technology, Enschede, The Netherlands.

Seldin, P. (1995) Improving College Training. [On-line]. Available:http://www.olemiss.edu/depts/vc_academic_affairs/improve.html

Seldin, P. (Ed.) (1997) The teaching portfolio: A practical guide to improved performanceand promotion/tenure decisions. Bolton, MA: Anker Publishing Company

Seldin, P. (1999) How to produce a teaching portfolio. [On-line]. Available:http://www.lgu.ac.uk/deliberationorkshop/seldin_book.html#chapter1

-Shulman, L. (1994) Portfolios in historical perspective. Presentation at the Portfolios in
http://www.olemiss.edu/depts/vc_academic_affairs/improve.htmlhttp://www.olemiss.edu/depts/vc_academic_affairs/improve.html


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Wolf, K. (1991) The school teachers portfolio: issues in design, implementation andevaluation. Phi Delta Kappan, 73 (2), 129-136.


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APPENDIX A: GLOSSARY

INTERNATIONAL

(UK and IRELAND)

AUSTRIA CYPRUS GERMANY NETHERLANDS SPAIN

Primary education Grundschulbildung Grundschulausbildung Basisonderwijs Educacin primaria

Secondary education Sekundarschulbildung* Sekundarschulausbildung Voortgezet onderwijs Educacin secundaria

Lower Secondary Mittelstufe

Unterstufe De laagste klassen van het

voortgezet onderwijs

Primer ciclo de secundaria

Vocational Education Berufsbildung Berufsausbildung Beroepsonderwijs Formacin profesionalPrimary teacher Grundschullehrer / Primarstufenlehrer Leraar basisonderwijs Maestro (male), maestra (female)

Secondary teacher Not used / Sekundarstufenlehrer Docent voortgezet

onderwijs

Profesor de secundaria

Compulsory

education

Pflichtschulbildung

Pflichtschulbildung Verplicht o nderwijs Educacin o bligatoria

Teacher raining

college

Pdagogische akademie - Studienseminar Instituut voor

lerarenopleiding

Escuela de magisterio (primary)

Centro de profesores y recursos

(teachers who are working)

Qualified teacher Lehrer

Ausgebildeter Lehrer Bevoegd docent Maestros (primary) profesores

(secondary)

Teachers with tenure

position

Pragmatisierte lehrer Verbeamtete Lehrer - -

Teachers without

tenure position /

Probation teacher

Vertragslehrer/unterrichtspraktikant

/

Angestellte Lehrer/

Unterrichtspraktikant

Docent met een tijdelijke

aanstelling

Interinos

Student teacher Studierender derpdagogischen akademie

Lehramtsstudent Student aan eenlerarenopleiding, leraar in

opleiding

Estudiante de magisterio (only forprimary)


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APPENDIX A: GLOSSARY (Continue)

Certificated

teachers

Not used

Lehrer mit

Lehrerlaubnis

Bevoegde docenten Diplomados en magisterio (people that have

studied to be a teacher)

Licenciados con el ttulo de especializacin

didctica (people that have studied any

other degree, and have done the official

pedagogic course)

Head teacher Schulleiter Schulleiter Schoolleider Director de centro educativo

Inspector Inspektor Schulaufsichtsbeamter Inspecteur Inspector

Promotion Befrderung Befrderung Promotie Promocin

Personal

development

Personalentwicklung

Persnlicheentwicklung

Persoonlijke ontwikkeling Desarrollo personal

Assessment Beurteilung Bewertung Beoordeling Evaluacin

Appraisal Leistungsfeststellung Leistungsfeststellung,

beurteilung

Beoordeling Evaluacin

Appraisal

committee

Leistungsfeststellungskom

mission

Prfungskomitee Beoordelingscommissie Comisin d e e valuacin

* This is a translation, but this word is not used in Austria, because we have different types of secondary schools

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