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Monitoring and evaluation of teacher growth

Rama Mathew Delhi University. Monitoring and evaluation of teacher growth. Purpose (Why?). Accountability Improvement. What? . Both pre-service Practitioners . What? . Relationships with children and young people Communicating and working with other people

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Monitoring and evaluation of teacher growth

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  1. Rama Mathew Delhi University Monitoring and evaluation of teacher growth

  2. Purpose (Why?) • Accountability • Improvement Rama Mathew

  3. What? • Both pre-service • Practitioners Rama Mathew

  4. What? • Relationships with children and young people • Communicating and working with other people • Personal professional development • Professional knowledge and understanding • Teaching and learning • Assessment and monitoring • Subjects and curriculum • Literacy, numeracy and ICT • Team work and collaboration Rama Mathew

  5. How? • Formative • Summative Rama Mathew

  6. How? Use a variety of methods • Classroom observation • Teacher self-evaluation • Teacher portfolio • School evaluation • School external evaluation • Students’ evaluation • Student scores Rama Mathew

  7. Examples Professional Standards for Teachers (2007) • Qualified Teacher Status • Core • Post Threshold • Excellent Teacher • Advanced Skills Teacher Rama Mathew

  8. Stages in Professional Development (British Council) • Starting • Newly Qualified • Developing • Proficient • Advanced • Specialist Rama Mathew

  9. Concept of Teacher Growth • Other terms used a. Teacher learning b. Teacher thinking c. Teacher cognition d. Professional Development e. Teacher knowledge Rama Mathew

  10. Teacher Growth • Multidimensional • Based on prior learning • Involves different forms of learning • Implies cognitive and affective changes • Occurs in a range of contexts (Elliott and Calderhead1995) Rama Mathew

  11. Two-dimensional model of Teacher Growth Rama Mathew HIGH Novice withdraws from mentoring C Novice grows through relationship with H development of new no growth possible A knowledge and images L LOW HIGH SUPPORT L ENovice becomes confirmed Novice is not encouraged to consider N in pre-existing images of teaching or reflect on knowledge G and images E LOW

  12. Challenges • Can we have a system of evaluation where teachers can be enabled to move from one stage to another? • Can we create the necessary cadres/support systems? Rama Mathew

  13. Thank you

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