Dr. Dukagjin PupovciKosova Education Center

TEACHER PERFORMANCE APPRAISAL SYSTEM IN KOSOVO

Regional Workshop onEVIDENCE BASED POLICY MAKING

Vienna, 9-10 November 2009

TEACHER PERFORMANCE APPRAISAL SYSTEM IN KOSOVO

Regional Workshop onEVIDENCE BASED POLICY MAKING

Vienna, 9-10 November 2009

Why teacher performance evaluation matters?

InputsTeachers

StructuresOrganizational

issues

ProcessesTeaching

approaches, QA

OutputsSkills

corresponding to LM needs

OutcomesIncreased

opportunities

Pre-service (until 2002)

• General teachers (grades 1-4)• Normal school (ISCED 3)• Higher Pedagogical School (ISCED 4B)• University Education - Teacher’s

Faculty or Pedagogy• Subject teachers –primary level (5-8)• HPS – subject focus

• Secondary teachers (grades 9-12)• University Education - Academic

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

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

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

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

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

Types of Licences

• Temporary Licence• Career Teacher• Advanced Teacher• Mentor Teacher• Master Teacher

General requirements forobtaining/renewing the Licence• In-service credits• Positive performance appraisal

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

Professional Standards

1. Commitment to students and teaching2. Professional knowledge3. Teaching practice4. Relationship with colleagues, parents

and the community5. Continuous professional development6. Responsible attitude towards working

duties

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...

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.

Performance level

Teacher consistently exceeds expectationsTeacher consistently meets expectations Teacher not always meets expectations Teacher does not meet expectations

Performance scale

Exemplary performanceGood performanceSatisfactory performanceUnsatisfactory performance

Division of responsibilitiesCentral 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

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%)

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%)

Procedure

Step 1: Teacher applies for appraisal with the Municipal Education Directorate (MED)Step 2: MED informs the Performance Appraisal Unit on the applicationStep 3: Teacher submits the self-evaluation report to the school principalStep 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

Procedure

Step 6: Complete documentation is handed over to PAU Regional OfficeStep 7: PAU arranges for classroom monitoring and subsequently for evaluation of classroom performanceStep 8: PAU arranges for evaluation of teacher’s portfolioStep 9: PAU forwards the documentation to MEDStep 10: MED adds the points and determines the performance scale

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

THANK YOU!