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In some countries the concept – not to mention the use – of teacher appraisal sparks discussion whenever it is mentioned. According to what criteria? Who decides? And what should the results of teacher appraisals be used for? But education stakeholders are beginning to find some agreement in the idea that teacher appraisal can be a key lever for focusing more on teaching quality and continuous professional development for teachers, in keeping with the growing recognition that the quality of teaching affects student learning outcomes. Teacher appraisal also provides opportunities to incentivise, recognise and reward teaching competence and high performance, which, in turn, may help to address concerns about the attractiveness of teaching as a career choice and about the image and status of teachers, including teachers’ feelings that their work is not sufficiently valued. The third International Summit on the Teaching Profession, hosted by the Netherlands, the OECD and Education International, brings together education ministers, union leaders and other teacher leaders from high-performing and rapidly improving education systems, as measured by the OECD Programme for International Student Assessment (PISA), to discuss how teacher quality is defined and what standards are set and by whom; what systems are in place for teacher evaluation and how evaluations are conducted; and how teacher evaluation contributes to school improvement and teacher self-efficacy.

Research on teaching --- Teacher education. Teacher's profession --- Teachers --- Rating of. --- Teacher appraisal --- Teacher evaluation --- Teacher rating --- Teachers, Rating of

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Classroom management --- Teachers --- Rating of --- Teacher appraisal --- Teacher evaluation --- Teacher rating --- Teachers, Rating of --- School discipline --- School management and organization --- Teaching --- Classroom management. --- Rating of. --- Teachers - Rating of

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Provides a systematic structure and steps for conducting teacher interviews at district and school levels.

Teachers --- Teacher appraisal --- Teacher evaluation --- Teacher rating --- Teachers, Rating of --- Teacher placement --- Teacher selection --- School management and organization --- Selection and appointment. --- Rating of. --- Appointment

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There is increasing recognition that teachers will play a key role in preparing students for the challenges of the future. We expect teachers to equip students with the skill set and knowledge required for success in an increasingly global, digital, complex, uncertain and volatile world. This will involve teachers and schools forging stronger links with parents and local communities, building a sense of social responsibility and problem solving skills among their students. It also means that teachers need to adopt effective and individualised pedagogies that foster student learning and nurture their social and emotional skills. How can education systems help them engage in continuous innovation and professional development to enhance their own practice?This report shows how education systems can support teachers to meet these new demands and encourage a paradigm shift on what teaching and learning are about and how they should happen. Education systems need to create the conditions that encourage and enable innovation. They need to promote best practice through policies focused on professionalism, efficacy and effectiveness in order to help build teachers’ capacity for adopting new pedagogies. Due attention should also be paid to teachers’ sense of well-being so that classroom learning environments remain conducive to students’ own well-being and development.

Teacher effectiveness. --- Teachers --- Teachers. --- Rating of. --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- Teacher appraisal --- Teacher evaluation --- Teacher rating --- Teachers, Rating of --- Teacher quality --- Effective teaching

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How can we really evaluate teacher effectiveness?Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher performance. But do the models used really give a fair evaluation?Based on international research, the authors argue that teacher effectiveness is too narrowly conceptualised and methods of measuring it are not attuned to the real contexts in which teachers work. They propose a model of differential teacher effectiveness which takes into account that:* teachers may be more effective with some categories of

Teacher education. Teacher's profession --- Curriculum development --- Teacher effectiveness. --- Rating of. --- Teacher effectiveness --- Teachers --- #PBIB:2004.3 --- Teacher appraisal --- Teacher evaluation --- Teacher rating --- Teachers, Rating of --- Teacher quality --- Effective teaching --- Rating of --- Lerarenopleiding --- Algemeen.