Criteria for assessing the effectiveness of workers in education. Activity of the teacher

The current system of national education is at a difficult stage of its development. In general, it is not surprising, because in a modern globalizing world, any social institution is transformed in a certain way, trying to adapt to the new conditions of existence.

The demands that society makes today on education no longer allow it to ignore processes that take place both within the state and at the international level. All of the above leads to the need to determine the main criteria for assessing the activities of people involved in the implementation of one of the most important social tasks - education.

Who evaluates the work of the teacher and what is it for?

The task to be discussed is rather complex and very responsible. It requires special attention, because the criteria for assessing the effectiveness of the work of educators is difficult to determine, given the nature of their work.

A considerable amount of scientific and journalistic publications and a number of normative legal acts are devoted to this issue today.

The latter include documents of various levels:

• Laws that set the general direction of development of this sphere;
• Decisions of the education committee governing the activities of all levels included in this process;
• State standards; Here the requirements concerning structure, volume, conditions of realization and development of documents of the next level are specified;
• Programs that are developed on the basis of previous papers by the educational institutions themselves;
• Provisions; Here, the requirements and criteria for assessing the effectiveness of the activity of workers in the education of a specific training organization are clearly formulated.

As we can see, the process of determining the qualitative indicators of the teacher's and teacher's work attracts a whole system of state bodies. Naturally, it also involves the educational organizations themselves.

The purpose of this process is to gain an opportunity to assess the quality of teaching activities, to influence it and, on the basis of this, to economically motivate workers in this field. Although, it should be noted that today the entire system is far from perfect.

How is the assessment system formed?

Each self-respecting teacher, as a rule, has his own ideas on how to implement the learning process. It is clear that at a certain stage of activity he forms his methods, methods of teaching, which in general can be presented as pedagogical technologies. The effectiveness of the implementation of the latter largely depends on the system that has been created, which will reflect the relationship between the features of these technologies and indicators that allow assessing the degree of their implementation. It must necessarily undergo an experimental check by the pedagogical staff, which will identify its shortcomings and allow them to be adjusted.

What's in the system

It should include the main criteria for assessing the effectiveness of educational workers. It is clear that for each school they will have their own, but there are a number of the most common, within which all the others are formed. So, here include:

• The dynamics of individual achievements in the learning process, the extent to which pupils have mastered a particular subject program;
• The possibility and degree of involvement of students in research and extra-curricular activities, including various competitions, competitions, olympiads, etc .;
• The results of the teacher's methodical work and his participation in writing programs;
• Carrying out of innovative, scientific research work and availability of its documentary confirmation;
• Degree of participation in various additional projects of social, recreational, educational and educational nature, excursion programs, etc .;
• Work with complex students, including psychological and various innovative forms of activity;
• Degree of involvement in various pedagogical projects, which are implemented by the team;
• The implementation of activities that allow you to interact with the parents of students, their level, frequency of the meeting and the availability of feedback;
• Participation in the design of educational infrastructure components: cabinets, special auditoriums, workshops, laboratories, museums, etc .;
• Presentation of the peculiarities of their pedagogical activity and the effectiveness of its organization: the availability of certificates, diplomas, participation in professional competitions, etc.

As can be seen from the above list, the criteria for assessing the effectiveness of the work of educators are not exhausted only by educational and methodological and educational work, but also relate to the most diverse spheres of activity.

Evaluation Difficulties

It is clear that, in general, the above criteria only set the upper bar. Unfortunately, they can not always reflect all aspects and features of the teaching work. To obtain an adequate assessment it is necessary that it, as an integral indicator, correspond to a number of factors, among which are the following: objectivity, universality, timeliness, reliability, accuracy and flexibility.

However, it can definitely be said that the main task of any teacher is active work on oneself and constant improvement of one's skills. This purpose is served by special organizations whose activities are aimed at improving the qualifications of educators.

Where can teachers

Considering that teachers and teachers of higher education institutions and other participants in this process are entrusted with such an important and difficult task as educating and educating the younger generation, then the level of their own education should always be on top. As a rule, once every five years a teacher or teacher should improve his professional level, and the institute of professional development of educators helps him in this.

Similar organizations also implement the educational process, which has its own characteristics.

The first is, of course, that specialists here must be of a high standard. Here the best representatives of the education sphere are invited, who already have something to share, psychologists, practitioners, programmers, lawyers, etc.

The second is the length of preparation. It is usually short and can be 36, 72 or 108 hours.

The third is that after the training the institute of professional development of the education workers can continue cooperation with the teachers, offering different platforms for internships, programs, targeted projects and other types of so-called training products.

How is the level of teacher qualifications determined?

From the above-mentioned criteria, which set the framework for characterizing the activity of the educator, one should move on to more specific indicators. Today in Russian schools such an assessment of the professional activity of a teacher is used, such as attestation. It allows to establish the level of its qualification and is produced once in five years. There are two forms of attestation:

• Voluntary, allowing to raise the category and level of a payment;
• Obligatory, determines the teacher's compliance with the position he holds.

In the first case, the result of successfully passing the certification is the assignment of the appropriate category: first or higher. The form of passage here is regulated on the basis of certification rules. However, it can include various creative elements, which are determined by the commission that conducts this event.

The second kind is obligatory certification, it is a confirmation of the teacher's competence. The form of its conduct, as a rule, includes tests for the certification of teachers. Based on the results obtained, a decision is made about the teacher's compliance with the position held.

Sometimes they confuse the attestation of workers in the education of schools and universities, referring to the category of teachers, which formally does not exist. This kind of qualification is possible only with reference to teachers.

The rating system for evaluating teachers

It is used as a supplement to the above. In this case, the assessment of the activity of the teacher is formed in the form of a rating. It is compiled on the basis of a continuous diagnosis of the results of the teacher's work. At the end of each reporting period, the rating is calculated based on a number of indicators.

Criteria included in the rating

They concern different aspects of the teacher's activity and characterize:

• Results of educational work;
• Availability and forms of methodological developments;
• Different types and forms of social work;
• Observance of labor discipline;
• Accuracy in the conduct of documents;
• Classroom management and forms of extracurricular work;
• Observance of safety precautions in the matter of protecting the health and life of students.

At its discretion, the pedagogical staff of the school can make their own adjustments to this list based on the real situation.

The main task of the rating evaluation is to increase the teacher's motivation for further self-development.

Features of the assessment of the work of teachers of higher educational institutions

Here, too, has its own criteria and forms. They make it possible to get an idea of the peculiarities of the evaluation of such participants in the educational process, as university teachers.

Modernization has affected this sphere as well. A vivid example is the introduction of a rating system of assessment, which includes indicators that characterize the activities of the teacher. In general, they are formed on the same principle as for school teachers, only greater emphasis is placed on research work.

Traditional qualification system in universities

It has been formed for a long time and allows us to determine the rank of a scientific and pedagogical employee. This system includes academic degrees and titles.

As for the first indicator, the candidate and the doctor of sciences are distinguished here. The academic degree is awarded on the basis of the teacher writing the corresponding scientific work (thesis) and protecting it at a meeting of the special council. It can take place at a university, research institute or some other organization. The degree of doctor of science can be awarded only in the event that there is already a candidate.

The second indicator of the qualification of the teacher is the academic title. Since 2013, there are two of them: Associate Professor and Professor. Earlier, the academic title could be conferred on the department or on the specialty. This was done based on the place of work. If it was a university, it was awarded the title of associate professor or professor in the department, if it was said about the research institute, then the appropriation went on in the specialty. Today this norm has been abolished by the Higher Attestation Commission. Now, academic titles are assigned without reference to the department or specialty.

Who is a professional teacher?

Today you can find such a phrase. What is it about?
In the formally defined sphere of teacher qualification or teacher certification, this category does not occur. As a rule, speech can go either about the professional culture of the teacher, or about any other qualities that characterize it from this point of view.
Most often such a characteristic is given in the case when it concerns the teaching of any one subject or skill, for example, English, physics or mathematics. Sometimes you can meet the offers of your services by a professional teacher in dance or music.