Post by account_disabled on Feb 24, 2024 23:55:40 GMT -5
We want everything to be evaluated," Eligio Hernández, a 31-year-old Mexican teacher, told BBC Mundo. "Everything, not just them." And, like him, thousands of teachers in Mexico refuse to be evaluated, a measure included in the educational reform that the government enacted in 2013 and that today is blocked and has caused violent protests, the last one this weekend in Oaxaca. . But it doesn't just happen in Mexico. Teachers from other countries have also shown their rejection of this type of initiative. This happened, for example, in Chile, before a similar measure was approved in 2006. However, "the majority of countries with good educational results evaluate their teachers," Cristián Cox Donoso, an expert in teaching strategy at UNESCO's Regional Education Office for Latin America and the Caribbean, told BBC Mundo. Mandatory and formal in Asians This is the case of Shanghai, Singapore, Hong Kong and Japan, who lead the most recent report of the Program for International Student Assessment (PISA), for which the Organization for Cooperation and Development Economic Development (OECD) compares the mathematics, science and reading performance of half a million 15-year-old students in 65 countries.
In Shanghai, as in the rest of the People's Republic of China, there is a complex system designed to measure the quality of its teachers. The general criteria are established at the national level, detailed at the local level, and each school is responsible for carrying out the evaluations. These also measure the teacher's "professional integrity or values," not just his or her skills and abilities. The process includes self-assessment, questionnaires to colleagues, students and Bahamas Mobile Number List parents, and also takes into account any awards that the teacher may have received and the academic results of his or her students. And the results go directly to the central government. “The challenge in China is to redefine the system to make it more scientific,” writes Vivien Stewart as one of the conclusions of the teaching profession summit, organized by the Asia Society in 2013. In addition to advising the organization dedicated to strengthening ties between Asia and the West, Stewart is the author of "A World-Class Education: Learning from International Models of Excellence and Innovation." . There are many aspects that are taken into account in Asian countries when evaluating each teacher.
The report also refers to Singapore's teacher evaluation system - called the Performance Improvement Management System -, another of the countries at the top of the PISA report. In this Asian country, the evaluation has been mandatory since 2005 for all teachers, who must undergo it every year. It is carried out in each school, and takes into account not only the academic results of the students, but also the pedagogical initiatives that the teacher implements, the contributions to his colleagues and his relationship with the parents of the students and with community organizations. Likewise, the teacher must draw up his or her own plan for the course, which will be reviewed by the director or assistant director at three times during the year. In the same way, in Japan each teacher sets his objectives together with the vice-principal and the principal at the beginning of the year, and at the end of the year he evaluates to what extent he has achieved them. Student academic results are only part of the teaching evaluation.
In Shanghai, as in the rest of the People's Republic of China, there is a complex system designed to measure the quality of its teachers. The general criteria are established at the national level, detailed at the local level, and each school is responsible for carrying out the evaluations. These also measure the teacher's "professional integrity or values," not just his or her skills and abilities. The process includes self-assessment, questionnaires to colleagues, students and Bahamas Mobile Number List parents, and also takes into account any awards that the teacher may have received and the academic results of his or her students. And the results go directly to the central government. “The challenge in China is to redefine the system to make it more scientific,” writes Vivien Stewart as one of the conclusions of the teaching profession summit, organized by the Asia Society in 2013. In addition to advising the organization dedicated to strengthening ties between Asia and the West, Stewart is the author of "A World-Class Education: Learning from International Models of Excellence and Innovation." . There are many aspects that are taken into account in Asian countries when evaluating each teacher.
The report also refers to Singapore's teacher evaluation system - called the Performance Improvement Management System -, another of the countries at the top of the PISA report. In this Asian country, the evaluation has been mandatory since 2005 for all teachers, who must undergo it every year. It is carried out in each school, and takes into account not only the academic results of the students, but also the pedagogical initiatives that the teacher implements, the contributions to his colleagues and his relationship with the parents of the students and with community organizations. Likewise, the teacher must draw up his or her own plan for the course, which will be reviewed by the director or assistant director at three times during the year. In the same way, in Japan each teacher sets his objectives together with the vice-principal and the principal at the beginning of the year, and at the end of the year he evaluates to what extent he has achieved them. Student academic results are only part of the teaching evaluation.