FRAMEWORK OF TEACHER PERFORMANCE ASSESSMENT TO SUPPORT TEACHING

FRAMEWORK OF TEACHER PERFORMANCE ASSESSMENT TO SUPPORT TEACHING 21 ST CENTURY SKILLS Dace Bertule University of Latvia The Interdisciplinary Center for Educational Innovation Valencia, Spain 12. 03. 2019. 1

OUR TEAM Līga Čakāne Inese Dudareva Dace Namsone Anete Butkēviča Dace Bērtule The Interdisciplinary Center for Educational Innovation University of Latvia 2

our office 3

The need to change

“ For teachers, as for students, the most effective evaluation comes from someone who sits beside us and helps us grow 5

SITUATION IN LATVIA An acute need to continuously adapt to the changes for more objective assessment of teacher performance

1 What is theoretical framework for teaching performance to teach 21 st century skills? Analysis of scientific literature and documents, experts’ method, expert focus group discussion, analysis of best practice examples. OUR RESEARCH QUESTIONS AND METHODS 2 How to describe the performance levels according to framework? Selected 5 categories are characterized with 13 criteria. For each criteria, 5 performance levels are described. 3 What results of validation of the framework in school practice show? Field work - lesson observation ( 145 lessons, 18 subjects) and analysis; expert focus group discussions, statistical data analysis (133 teachers, 21 schools). 7

RESULTS 8

Selected category - criteria framework for teaching performance to develop 21 st century skills 1. What is theoretical framework for teacher performance to teach 21 st century skills? 9

Performance level description (PLD) example of chosen criteria - category II 2 nd criteria 1. 2. metacognitive skills. 2. How to describe the performance levels according to the framework? 10

Frequency of performance levels (min 0 - max 4) and average performance observed 3. What do the results of validation of the framework in school practice show? 11

CONCLUSIONS Framework Validation Is created to support the teacher’s professional development in the context of ongoing education reform. Performance level descriptions has been created and validated in the school practice to assess the performance of teachers Development Implementation Next study The study will be continued by extending the criteria for sample selection and study set. International comparative 12

ACKNOWLEDGEMENTS This research is supported by the ERDF research project ''The Application of Principles for Information System Modelling to Structured and Goal-Oriented Competence Management'', agreement No. 1. 1/16/A/252 13

“ It’s the teacher that makes the difference, not the classroom Michael Morpurgo 14

THANK YOU! Any questions? Dace Bertule dace. bertule@lu. lv 15