Identifying Teacher Professional Development Based On Teacher Standards Rubrics

Identifying Teacher Professional Development Based On Teacher Standards Rubrics

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  • Create Date October 28, 2019
  • Last Updated October 28, 2019

Identifying Teacher Professional Development Based On Teacher Standards Rubrics

The professional standards for the teachers were developed for the first time in Azerbaijan in 2014-2015 and validated in 2015-2016 in the framework of Ministry of Education of Azerbaijan Republic and World Bank Project. The rubrics related to each sub-standards provide opportunities for teachers to assess the level of their professional development according to four levels: less experienced, experienced, professional and leader. Using rubrics the teachers could identify the key areas for evaluating their experience throughout the career stages and receiving feedback from colleagues. Our study showed that the developed rubrics can be used both for assessing the teacher’s professional level and for self-evaluation in order to identify the professional development needs, clarify the most important areas where the teacher could be supported by school leadership or government. Identifying the mechanism for using the results of rubrics-based professional assessment and self-evaluation for the forecasting and planning the professional development of teachers has the particular importance.

  • Individual level. Allow the teacher to reflect and authentically evaluate their own competencies, determine the tasks and ways of their professional development.
  • School level. The areas of professional development needs for each teacher or group of teachers determine. The analysis of assessment data will help to identify the causes of existing problems in the teaching and to determine the necessary courses or other ways of improving the level of professional competence of teacher.
  • Countrywide level. Serve as an excellent tool for analyzing the state of teachers professional development across the country and identifying the areas that require additional state support (strengthening the pre-service and in-service training in this direction).

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