The Mixed Model of Teachers’ Evaluation in Secondary Schools
Palabras clave:quality of education, teacher evaluation, professional qualities, results of activity, HRM system (HRMS).
Schools face the need to create a system for managing the performance of teaching employees whose activities are specific, difficult to formalize, and subjected to experiments with different degrees of success throughout the world. This paper deals with providing and management of teacher’s evaluation in Russian schools. The purpose of the study is to develop a teacher evaluation model based on professional qualities and performance indicators. The results of the study were tested on the basis of a survey of teachers after the implementation of the proposed system of assessment tools and evaluation methods. According to teachers, the new system contributes to their continuous professional development and, therefore, to the sustainable development of the educational organization in a competitive environment. The proposed methodology for teachers' evaluation clarifies the general data and meets their expectations, expectations of students and management in terms of correspondence with the development strategies of educational organizations.
Andreeva, T. and Sergeeva, A. (2016) The more the better… or is it? The contradictory effects of HR practices on knowledge-sharing motivation and behavior. Human Resource Management Journal, 26(2), 151–171, https://doi.org/10.1111/1748-8583.12100
Armstrong, M. and Baron, A. (1998) Performance Management: The new realities. London: CIPD.
Backes, B., Cowana, J., Goldhabera, D., Koedelb, C., Millerc, L. C. and Xu, Z. (2018). The common core conundrum: To what extent should we worry that changes to assessments will affect test-based measures of teacher performance? Economics of Education Review, 62, 48–65, https://caldercenter.org/sites/default/files/Working%20Paper%20152.pdf
Berger, D. R., and Berger, L. A. (2000). The compensation handbook. Columbus: McGraw-Hill.
Çevik, Y. D., Haşlaman, T. and Çelik, S. C. (2015). The effect of peer assessment on problem solving skills of prospective teachers supported by online learning activities. Studies in Educational Evaluation, 44, 23–35, https://doi.org/10.1016/j.stueduc.2014.12.002
Chang, K. (2013). With common core, fewer topics but covered more rigorously. The New York Times, Sept. 3, 2013, Section D, Page 2, https://www.nytimes.com/2013/09/03/science/fewer-topics-covered-more-rigorously.html
Chianese, G. (2015). Developing and assessing teaching effectiveness. Procedia – Social And Behavioral Sciences, Volume 191, 692-695, https://doi.org/10.1016/j.sbspro.2015.04.218
Croft, M. and Buddin, R. (2015). The legality of using school-wide growth measures in teacher. Act Research & Policy. Iowa, IA: ACT Inc.
Darling-Hammond, L., Newton, S. P. and Wei, R. C. (2013). Developing and assessing beginning teacher effectiveness: the potential of performance assessments. Educational Assessment, Evaluation and Accountability, 25, 179–204, https://edpolicy.stanford.edu/sites/default/files/publications/developing-and-assessing-beginning-teacher-effectiveness-potential-performance-assessments.pdf
Fenwick, L. (2016). Promoting assessment for learning through curriculum-based performance standards: teacher responses in the Northern Territory of Australia. The Curriculum Journal, 28(1), 41–58, https://doi.org/10.1080/09585176.2016.1260486
Hubert, R.K. (2003). Total performance scorecard. Redefining management to achieve performance with integrity. Oxford: Butterworth-Heinemann.
Mossholder, K.W, Richardson, H.A. and Settoon, R.P. (2011). Human resource systems and helping in organizations: A relational perspective. Academy of Management Review, 36 (1), 33–52, https://doi.org/10.5465/amr.2009.0402
Niven, P.R. (2003). Balanced scorecard step-by-step for government and not-for-profit agencies. New York: John Wiley & Sons.
Parks-Leduc, L., Rutherford, M.A., Becker, K.L. and Shahzad, A.M. (2017). The professionalization of human resource management: Examining undergraduate curricula and the influence of professional organizations. Journal of Management Education, 42(2), 211–238, https://doi.org/10.1177/1052562917727034
Pogodzinski, B. (2016). The microfoundations of human resources management in US public schools. Journal of Educational Administration, 54(5), 537–557, https://doi.org/10.1108/JEA-09-2015-0076
Roberts, G. (1997). Recruitment and selection. A competency approach. London: CIPD.
Runhaar, P. (2017). How can schools and teachers benefit from human resources management? Conceptualising HRM from content and process perspectives. Educational Management Administration & Leadership, 45(4), 639–656, https://doi.org/10.1177/1741143215623786
Runhaar, P. and Sanders, K. (2015). Promoting teachers’ knowledge sharing. The fostering roles of occupational self-efficacy and human resources management. Educational Management Administration & Leadership, 44(5), 794–813, https://doi.org/10.1177/1741143214564773
Ryabov V., Frolov, Yu. and Masumov, M. (2012). An effective pedagogical worker: evaluate by standard. Kadrovik, 6, 81–89 (in Russian).
Sandholtz, J.H. and Shea, L.M. (2012). Predicting performance: A comparison of university supervisors’ predictions and teacher candidates’ scores on a teaching performance assessment. Journal of Teacher Education, 63(1), 39–50, https://doi.org/10.1177/0022487111421175
Shadrikov, V.D., and Kuznetsov I.V. (2010). Methodology of Teachers' Evaluation. Moscow: Tsentr pedagogicheskogo obrazovaniya (in Russian).
Shirrell, M. (2016). New principals, accountability, and commitment in low-performing schools. Journal of Educational Administration, 54(5), 558–574, https://doi.org/10.1108/JEA-08-2015-0069
Vekeman, E., Devos, G., & Tuytens, M. (2015). The influence of teachers’ expectations on principals' implementation of a new teacher evaluation policy in Flemish secondary education. Educational Assessment Evaluation and Accountability, 27(2), 129–151, https://doi.org/10.1007/s11092-014-9203-4
Ward, P. (1997). 360-degree feedback. London: CIPD.
Derechos de autor 2021 Yury Frolov
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.