Areas of evaluation of vocational high school teachers

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62156489%3A43670%2F23%3A43923793" target="_blank" >RIV/62156489:43670/23:43923793 - isvavai.cz</a>

Result on the web

<a href="https://doi.org/10.21125/edulearn.2023.0412" target="_blank" >https://doi.org/10.21125/edulearn.2023.0412</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2023.0412" target="_blank" >10.21125/edulearn.2023.0412</a>

Result language

angličtina

Original language name

Areas of evaluation of vocational high school teachers

Original language description

Evaluation of work performance is one of the basic activities of the school director. The benefit for all parties involved is undeniable. For the school, it represents basic information about the performance of individual teachers, ideas about their further work and, above all, about the need for further development not only of individuals, but of the school as a whole. The assessment can be very random or comprehensive, including an analysis of the hour completed as part of the inpatient activity. Of course, the question remains who should provide such an assessment. Is it supposed to be the principal? Or the deputy principal? Or the chairman of the subject committee? In the environment of secondary vocational schools, there are specialist-teachers of various fields, therefore it can be difficult for the principal or deputy principal of the school to evaluate the expertise of the given teacher. On the other hand, representatives of secondary vocational schools may be specialized in their fields and may not be fully competent to provide comprehensive feedback on teachers&apos; pedagogical and didactic competences. The question is what can actually be evaluated in secondary vocational school teachers. In January 2023, a meeting of 19 representatives from a total of 17 secondary vocational schools operating in the Zlín region of the Czech Republic was held. This is a region with a long tradition of vocational education. A system of so-called Baťa schools emerged from the region, which influenced the post-war development of vocational education in the Czech Republic. The focus group method was used to find out the areas of assessment, i.e. what can be assessed by the school management of the teaching staff. The discussion resulted in specific areas that school management should reflect upon when providing job performance evaluations. From the point of view of the division of hard skills and soft skills, we can state that the requirement is both in the field of hard skills (setting up and leading the educational process, formulating educational goals, evaluation and others) and soft skills (communication with pupils, communication with parents, cooperation with teachers on the curriculum and others). The article describes the individual areas that teachers perceive as essential for reflection within the regular evaluation interview.

Czech name

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Czech description

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Type

D - Article in proceedings

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2023

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

EDULEARN23: Proceedings

ISBN

978-84-09-52151-7

ISSN

2340-1117

e-ISSN

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Number of pages

5

Pages from-to

1247-1251

Publisher name

International Academy of Technology, Education and Development (IATED)

Place of publication

Valencie

Event location

Palma

Event date

Jul 3, 2023

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

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