Republic of Latvia Cabinet Regulation No. 501 Adopted 22 August 2017

Procedures for the Organisation of the Quality Assessment of the Professional Activity of Teachers

Issued pursuant to
Section 14, Clause 37 of the Education Law

I. General Provisions

1. This Regulation prescribes the procedures for the organisation of the quality assessment of the professional activity of teachers (hereinafter - the assessment), the assessment directions and description of the quality levels of the professional activity of teachers (hereinafter - the quality level).

2. During the assessment process a teacher has the right to apply for any quality level without following the succession.

3. The quality level shall be the assessment result of the professional activity of a teacher, and it shall be in effect only in that educational institution in which the assessment of the teacher has been carried out.

4. The professional activity of a teacher who has acquired the first quality level is characterised by:

4.1. purposefully organised study process and provision of a favourable learning environment;

4.2. selection of appropriate teaching methods and cooperation form directed towards organisation of the process to be focused on the learning of educatees and developing competences of educatees.

5. The professional activity of a teacher who has acquired the second quality level is characterised by:

5.1. purposefully organised study process and provision of a favourable learning environment, and also selection of appropriate teaching methods and cooperation form directed towards organisation of the process to be focused on the learning of educatees and developing competences of educatees;

5.2. use of varied teaching strategies in everyday work by achieving and maintaining the achievements of educatees corresponding to their abilities on regular basis;

5.3. comprehensive understanding of learning processes by creating possibilities for educatees to cooperate and develop communication skill, capacities and competences by actively participating in the learning process.

6. The professional activity of a teacher who has acquired the third quality level is characterised by:

6.1. purposefully organised study process and provision of a favourable learning environment, and also selection of appropriate teaching methods and cooperation form directed towards organisation of the process to be focused on the learning of educatees and developing competences of educatees;

6.2. use of varied teaching strategies in everyday work by achieving and maintaining high achievements of educatees on regular basis;

6.3. comprehensive understanding of learning processes by creating possibilities for educatees to cooperate and develop communication skill, capacities and competences by actively participating in the learning process;

6.4. the skill to find appropriate solutions both in standard and non-standard situations by using professional experience and innovations in teaching;

6.5. active involvement in the development of personality, ensuring the transfer of his or her own experiences and promotion of the development of the educational institution.

7. The awarded quality level shall be attested by the order of the head of the educational institution which shall be issued until 31 May of the current year.

II. Assessment Directions

8. If a teacher implements the general pre-school education programme or general basic education programme, or general secondary education programme, or professional education or professional orientation education programme or interest education programme, the quality of his or her professional activity shall be assessed in conformity with the following assessment directions of professional activity (hereinafter - the assessment directions):

8.1. the planning and managing of teaching process, and evaluation of the results of activity of the teacher (efficiency, purposefulness, result of teaching process);

8.2. the contribution of the teacher in the development of individual abilities of an educatee and meeting the needs of the educatee;

8.3. the contribution of the teacher in the development of the educational institution;

8.4. the cooperation of the teacher, accumulation and transfer of experience.

9. The assessment of a social teacher, speech-language pathologist and educational psychologist shall be carried out in conformity with the following assessment directions:

9.1. the participation in the planning and managing of the teaching process, the evaluation of the results of the activity of the teacher (diagnostics of the development of an educatee, the assessment of the results and co-ordination of the support in teaching process);

9.2. the contribution in the development of individual abilities of the educatee and meeting the needs of the educatee (involvement in problem solving, cooperation with institutions, ensuring feedback);

9.3. the contribution in the development of the educational institution;

9.4. the cooperation of the teacher, accumulation and transfer of experience.

III. Organisation of the Assessment Process

10. The assessment process shall consist of:

10.1. the assessment of the professional activity of a teacher in teaching hours or lessons by using the observation and assessment sheets of teaching hours or lessons (Annex);

10.2. the self-assessment of the work of the teacher which demonstrates the quality of the professional activity of the teacher in accordance with Paragraph 12 of this Regulation.

11. In order to apply for the assessment, a teacher shall submit an application to the head of the educational institution within the time period determined by the educational institution.

12. The procedures for the assessment of the professional activity of teachers developed by the educational institution, co-ordinated with the founder of the educational institution or his or her authorised person and approved by the head of the educational institution shall be applied in the assessment process. In accordance with the assessment directions referred to in Chapter II of this Regulation, the procedures shall include the criteria for the assessment of the quality of the professional activity of a teacher, self-assessment of the teacher, the number of teaching hours/lessons to be observed, the procedures for contesting the decision, conditions for the time period for granting the level and amount of the supplement.

13. The head of the educational institution shall establish the Assessment Commission (hereinafter - the Commission) in the composition of at least three persons and approve the procedures for the activity of the Commission in which the course of the assessment and time schedule, the procedure for compiling results and taking a decision shall be included. The deputy heads of the educational institution, teachers, subject teachers or methodologists of the education sector, representatives of public organisations of teachers, and also representatives of the founder of the educational institution, may be included in the composition of the Commission.

14. The Commission shall carry out the following in accordance with the procedures for the activity of the Commission:

14.1. organise the assessment process;

14.2. observe and assess the teaching hours or lessons;

14.3. assess the result of professional activity provided in the self-assessment of a teacher in accordance with Paragraph 12 of this Regulation;

14.4. compile the results and give a proposal to the head of the educational institution on awarding the quality level or refusal to grant the quality level.

15. External assessors may be invited in teaching hours or lessons for the assessment of the professional activity of a teacher.

16. The head of the educational institution shall, on the basis of the proposal of the Commission, take a decision to grant the quality level or to refuse to grant the quality level.

17. In order to assess the quality of the professional activity of the teacher who resumes teaching activity after absence which has been longer than one study year, or commences teaching activity in another educational institution, he or she shall work at least one year in the educational institution.

Prime Minister Māris Kučinskis

Minister for Education and Science Kārlis Šadurskis

 

Annex
Cabinet Regulation No. 501
22 August 2017

Sample Assessment Forms

I. Observation and assessment sheet of a teaching hour
(General education, including pre-school or professional education programmes)

1. General information

Educational institution

Class

Number of educatees in the class

in the teaching hour

Subject
Teacher (the given name, surname)
Theme of the teaching hour
Assessor(-s) (the given name, surname, position)

The purpose of the observation of the teaching hour - the assessment of the quality of the study process

2. The assessment of the professional activity of the teacher in a teaching hour

Statements	Assessment						Facts attesting it
	yes	rather yes	partly	rather no	no	not observed
1. Planning and organising the study process
1.1. The teacher cooperates with educatees in order to reach a mutual understanding of how the acquisition of the theme of the teaching hour will be organised, why it is important to acquire the theme and what measurable result is expected from them in the end of the teaching hour because the teacher has defined clear objectives which can be implemented in reality
1.2. The teacher cooperates with educatees in order to create interest and motivate them to act in order, to reach mutual understanding of the objective of the teaching hour, the result to be achieved, how it will be detected, why it is important to acquire the theme of the teaching hour
1.3. The teacher efficiently (with focus on the objective and reference to it) uses techniques which recall previous knowledge and experience that generates confidence among the educatees that the objective will be achieved, as the learning activities organised by the teacher in the teaching hour are meaningful, interrelated and successive
1.4. Educatees successfully take part in the course of the teaching hour because the work pace of the teacher is adjusted to the learning needs of educatees, the working time is planned and controlled
2. Purposefulness and effectiveness of the course of the study process
2.1. The activity of educatees indicates that instructions, explanations, questions of the teacher during the teaching hour are clearly defined, constructive, understandable and the way of communication (including eye contact, voice tone, language pace, gestures, mimicry) facilitate further progress of the educatees
2.2. The teacher uses learning methods purposefully and efficiently (methods, work forms, strategies), provides instructions precisely which help the educatees to discover the accrued experience and demonstrate the skill to act independently in order to achieve the result
2.3. The teacher purposefully and efficiently ensures a possibility for educatees to analyse, explain, compare the acquired information with knowledge acquired in other subjects of study because the teacher purposefully directs learning of educatees by emphasizing the essential, giving practical examples, encouraging to ask, to explore
2.4. The teacher efficiently uses the resources at his or her disposal (educational materials, material and technical means and Internet resources)
2.5. Educatees take part in the fulfilment of tasks, exercise in the strengthening of the newly-acquired knowledge and skills in order to find out the essence of the theme, ask questions, express their opinion, participate in conversations in conformity with the learning situation because the learning environment created by the teacher is supportive (the teacher listens and accepts the opinion of educatees, directs replies of educatees by posing guiding, clarifying questions)
2.6. All educatees purposefully take part in the acquisition of the theme of the teaching hour because the teacher respects different learning needs of educatees (including special needs), learning styles, accepts the mistakes of educatees and his or her own mistakes, encourages to solve the problems jointly
2.7. The teacher knowingly, purposefully and efficiently provides directing feedback to the educatees to see their achievements and keep track of their growth in order to support the educatees in the achievement of their defined objectives, and indicates what is to be done in order to improve the performance
2.8. Educatees participate in the assessment of the course and results of the teaching hour, taking decisions on the next steps because the teacher uses the time provided for the teaching hour for the assessment of the results of the jointly performed work (conversation about the achieved, examination of the acquired, problem solving, conclusions for the further work)
2.9. Educatees analyse their individual achievements and improvements to be made because the teacher emphasizes and assesses individual achievements and talents (growth dynamics) of educatees, helps the educatees to develop their skill to assess their own results
3. Productivity/efficiency of the study process
3.1. The teacher develops learning skills of educatees (to organise his or her own work, to plan the time, to choose the most efficient technique for the achievement of the result, to seek sources of reference, to use IT, foreign languages etc.)
3.2. The teacher develops research work skills of educatees (information selection, systematisation, analysis, synthesis)
3.3. The teacher facilitates the skills of educatees to work independently (to find out what is to be done, what steps are to be taken, what is not known yet, to seek help)
3.4. The teacher facilitates development of the skill of educatees to show the acquired (their newly-acquired experience)
3.5. The techniques used by the teacher develop the skill of educatees to undertake responsibility for their work, its timely and qualitative performance, to assess the work done and their growth
3.6. Educatees are disciplined and comply with the conditions for common work organisation (orderly work environment, creative (dis)order, free atmosphere, positive micro-climate, behaviour culture)

I have become familiar with the assessment:

The given name, surname, signature of the teacher

Date

The given name, surname, signature of the assessor(s)

Date

II. Observation and assessment sheet of a teaching hour/lesson
(In professional orientation (art, music and dance) education programmes and
in educational institutions subordinated to the Ministry of Culture which implement professional secondary education programmes)

1. General information

Teacher (the given name, surname)

Educational institution

Type of professional educational programme:	professional orientation education
	professional secondary education

Title of the professional educational programme

Subject

Class/group

Type of the teaching hour:	individual lesson
	group teaching hour

Number of educatees in the class/group

in the teaching hour

Theme of the teaching hour/lesson

Assessor(-s) (the given name, surname, position)

The purpose for the observation of the lesson - the assessment of the quality of the study process

2. The assessment of the professional activity of the teacher

Statements	Assessment						Facts attesting it
	yes	rather yes	partly	rather no	no	not observed
1. Planning and organising the study process
1.1. The objectives and tasks of the lesson/teaching hour are clearly defined. The teacher cooperates with educatees in order to reach mutual understanding of the result to be achieved
1.2. The use of the duration of the lesson/teaching hour is optimally planned and controlled. Educatees successfully take part in the course of the teaching hour
1.3. Favourable emotional environment is ensured (positive, inclusive, respectful, tactful attitude), cooperation between the teacher and educatee takes place by creating interest about the subject/theme and motivation to participate
1.4. Educatees are disciplined and comply with the conditions for common work organisation
2. Purposefulness and effectiveness of the course of the study process
2.1. The task defined for the lesson/teaching hour, selected content and methods correspond to the age and preparedness of educatees
2.2. The activities organised by the teacher in the teaching hour are meaningful, interrelated and successive. The teacher uses techniques which recall previous knowledge and experience
2.3. Instructions, explanations, questions of the teacher during the teaching hour are clearly defined, constructive, understandable and the way of communication (incl. eye contact, voice tone, language pace, gestures, mimicry) facilitate further progress of the educatees
2.4. The teacher efficiently, usefully uses the resources at his or her disposal (educational materials, material and technical means and information technologies) for the achievement of the defined objectives
2.5. The teacher purposefully directs learning of educatees by emphasizing the essential, giving practical examples, encouraging to ask, to explore. He or she ensures a possibility for educatees to analyse, explain, compare the acquired information with knowledge acquired in other subjects of study
2.6. The teacher takes into account the talents and individual achievements of educatees in the study process He or she respects different learning needs, learning styles, accepts the mistakes of educatees and his or her own mistakes, encourages to solve problems jointly
2.7. The teacher promotes cooperation skills (cooperation with others, work in pairs, groups, if it is an individual lesson, then cooperation with the teacher)
2.8. The teacher promotes development of learning skills (to organise his or her own work, to plan the time, to choose the most efficient technique for the achievement of the result, to seek sources of reference, to use IT, foreign languages)
2.9. Creative, analytical activities and activities of investigative nature (selection, systematisation, analysis, synthesis of information) are facilitated for educatees
2.10. Certain requirements are defined for educatees for the precision in the performance of tasks and work quality (notes, drawings, models, performance)
3. Assessment
3.1. The teacher assesses educatees (for example, praises, positive critics), assesses achievements of educatees, including individual achievements, talents, growth dynamics
3.2. The teacher ensures a directing feedback and instructions for educatees what is to be done in order to improve the performance
3.3. The teacher helps to develop the skill of educatees to assess their own results and analyse individual achievements, the improvements to be made. Educatees are being involved in the assessment of the course and results of the teaching hour

I have become familiar with the assessment:

The given name, surname, signature of the teacher

Date

The given name, surname, signature of the assessor(s)

Date

III. Observation and assessment sheet of a lesson
(Professional orientation (sports or interest) educational programmes)

1. General information

Educational institution

Title of the professional orientation/interest educational programme

Club/group

Number of educatees in the club/group

in the lesson

Teacher (the given name, surname)

Theme of the lesson

Assessor(-s) (the given name, surname, position)

The purpose for the observation of the lesson - the assessment of the quality of the study process

2. The assessment of the professional activity of the teacher

Statements	Assessment						Facts attesting it
	yes	rather yes	partly	rather no	no	not observed
1. Teaching (activity of a teacher)
1.1. The objectives and tasks of the lesson are clearly defined and are being achieved
1.2. The task of the lesson, selected content and methods correspond to the age and preparedness of educatees
1.3. The teacher provides a favourable emotional environment, prepares the place of lessons, uses varied inventory
1.4. The teacher motivates educatees to work
1.5. The teacher clearly defines the tasks by increasing the load (includes posture formation, breathing and attention exercises in sports lessons)
1.6. The quality of the explanation by the teacher is related to the content of the main part of the lesson (the manner of asking questions, use of terms, language culture etc.)
1.7. Appropriate content, amount and intensity are selected for solving tasks of biomotor abilities
1.8. Teaching methods and techniques correspond to the achievement of the defined objectives
1.9. The teacher leads educatees and can work with all sub-groups, provision of individual approach
1.10. The means used and variety thereof correspond to the complex development of physic properties
1.11. The teacher knows how to provide feedback in the lesson (positive intensifications, reflection)
2. Learning (activity of educatees)
2.1. Cooperation skill of educatees is being developed (work in pairs, groups)
2.2. Activities of creative, analytical, motivating nature are observed, precision in task performance
2.3. Quality of the work results (performance of notes, drawings, passes) of educatees is assessed
3. Assessment
3.1. The teacher carries out the assessment of educatees (incl. praises, positive critics)
3.2. Self-assessment of educatees and mutual assessment is being used

I have become familiar with the assessment:

The given name, surname, signature of the teacher

Date

The given name, surname, signature of the assessor

Date

IV. Observation and assessment sheet of a speech-language pathology lesson

1. General information

Educational institution

Form, group

Teacher/speech-language pathologist (the given name, surname)

Theme of the lesson

Individual lesson
Group lesson (2-5 children)

Assessor(-s) (the given name, surname, position)

The purpose for the observation of the lesson - the assessment of the quality of the study process

2. The assessment of the professional activity of the teacher

Statements	Assessment						Facts attesting it
	yes	rather yes	partly	rather no	no	not observed
1. Teaching
1.1. The objectives and tasks of the lesson are clearly defined and achieved
1.2. Teaching work is organised and the time is used efficiently
1.3. Favourable emotional environment for the cooperation of the speech-language pathologist and educatees is ensured
1.4. Motivation of educatees to work is observed
1.5. Definition of teaching tasks is understandable
1.6. Explanation of the teacher/speech-language pathologist is qualitative (the way of posing a question, use of terms, language culture)
1.7. The teacher/speech-language pathologist provides support to those educatees during the study process for whom the initial skill to read and write has not been established
1.8. Teaching methods and techniques correspond to the achievement of the defined objectives
1.9. The teacher/speech-language pathologist uses the most suitable methods for the prevention of speech rhythm and pace disorders of educatees
1.10. Individual approach is ensured for the educatees with structural and functional disorders of organs involved in articulation
1.11. Educational aids and materials are used for the achievement of the defined objectives

I have become familiar with the assessment:

The given name, surname, signature of the teacher

Date

The given name, surname, signature of the assessor(s)

Date

V. Assessment sheet for the results of the activity of a social teacher

1. General information

Educational institution

Class

Educatee

Social teacher (the given name, surname)

Formulation of a problem

Expert(-s) (the given name, surname, position)

Purpose of the assessment - the assessment of the quality of the activity of a social teacher

2. The assessment of the professional activity of the teacher

Statements	Assessment						Facts attesting it
	yes	rather yes	partly	rather no	no	not observed
1. Diagnosing, planning and co-ordinating
1.1. The teacher identifies and defines the problems by carrying out the activities in organised and co-ordinated manner
1.2. Work time is planned used rationally
1.3. The teacher cooperates and attracts resources in solving a problem
1.4. The teacher develops an individual activity plan for solving a problem
1.5. The objectives defined by the teacher are related to actual possibilities, work methods and techniques correspond to the achievement of the defined objectives
1.6. Individual approach is ensured, the use of the resources of the school and family for the achievement of the defined objectives
1.7. There is a skill to facilitate the development of favourable environment for socialisation
1.8. There is a skill to forecast activity results and take decisions appropriate for the situation
2. Involvement in problem solving
2.1. The cooperation with a general teacher and subject teachers takes place
2.2. The cooperation with support staff specialists and school administration takes place
2.3. The teacher attracts resources in solving a problem
3. Assessment
3.1. Assessment of the problem solution takes place on regular basis
3.2. The teacher cooperates in problem solving

I have become familiar with the assessment:

The given name, surname, signature of the teacher

Date

The given name, surname, signature of the assessor

Date

VI. Observation and assessment sheet of prophylactic group lessons conducted by an educational psychologist

1. General information

Educational institution

Class

Number of educatees in the class

in the lesson

An educational psychologist (the given name, surname)

The theme of group lesson

Expert(-s) (the given name, surname, position)

The purpose for the observation of the group lesson - the assessment of the quality of the study process

2. The assessment of the professional activity of the teacher

Statements	Assessment						Facts attesting it
	yes	rather yes	partly	rather no	no	not observed
1. Activity of an educational psychologist
1.1. Clarity of the objectives and tasks of the group lesson and achievement thereof
1.2. The work of the group is organised, and the time is used rationally, a favourable emotional environment is provides for the cooperation of the educational psychologist and educatees
1.3. Educatees are being motivated to work
1.4. Tasks are plainly formulated
1.5. Explanation of the educational psychologist is qualitative (the way of posing a question, use of terms, language culture)
1.6. Tasks are related to a real life
1.7. The content of the lesson is related to school and class situations
1.8. Individual approach is ensured
1.9. Educational materials are used for the achievement of the defined objectives
1.10. Material and technical means are used for the achievement of the defined objectives
2. Activity of educatees (learning)
2.1. Cooperation (work in pairs, groups) skill of educatees is developed
2.2. Educatees can use the materials intended for the lesson
2.3. Activities of creative, analytical, research nature are observed
2.4. Educatees are involved in the performance of tasks (the involvement of educatees in the activity)
3. Provision of feedback (assessment)
3.1. Educational psychologist provides feedback to educatees
3.2. Educatees provide feedback of a lesson

I have become familiar with the assessment:

The given name, surname, signature of the teacher

Date

The given name, surname, signature of the assessor

Date

VII. Observation and assessment sheet of pre-school learning through play lessons

1. General information

Educational institution

Group

Number of educatees in the group

in the lesson

A preschool education teacher (the given name, surname)

Expert(-s) (the given name, surname, position)

The purpose for the observation of the group lesson - the assessment of the quality of the study process

2. The assessment of the professional activity of the teacher

Statements	Assessment						Facts attesting it
	yes	rather yes	partly	rather no	no	not observed
1. Defining the tasks of a learning through play lesson and creating the required conditions
1.1. The objectives and tasks of the lesson correspond to the education programme
1.2. The tasks of the lesson are related to the weekly theme
1.3. The content and structure of the learning through play lesson, the selected methods and organisation forms correspond to the theme and age of children
1.4. Differentiated tasks that correspond to the development level of children are planned
1.5. Conditions for work and necessary educational materials are provided for children
1.6. The teacher uses literary works, self-written fairytale, descriptive puzzle and other techniques for better and expressive performance of the task
1.7. Visual aids, demonstration material, play elements are used
1.8. The objective of the lesson is achieved
2. Disposing and directing of children in study work in a learning through play lesson
2.1. Emotional mood of children, their attention stability and motivation correspond to the micro-climate of the lesson, implementation of study tasks
2.2. Amount of the content and complexity level correspond to the peculiarities and development level of the age group of children
2.3. Sufficient load is put on children by taking into account the level of development of each child
2.4. Cooperation of children is observed (work in pairs, groups for 3-6 years old children)
2.5. Activities of creative, analytical, research nature are observed by putting forward problem situations
2.6. The teacher encourages children to plan their activity, to work independently, to choose work materials
2.7. The teacher offers varied materials for children, encourages to use them while working
2.8. The materials to be used are at the place accessible by children
2.9. Children are given the opportunity to act creatively by developing their fantasy when telling about the work done
2.10. Children comply with the conditions for common work organisation (orderly work environment, creative (dis)order, free atmosphere, positive micro-climate, behaviour culture etc.)
2.11. Attention is paid to the quality of work performance
2.12. Children can eliminate tiny problems independently, they take active part in the lesson
2.13. Attention is paid to each child, acknowledgements, praises, encouragements are expressed
2.14. The works of children are displayed for joint viewing
3. Interaction between the teacher and children
3.1. The language used by the teacher is clearly understandable, good example for children, questions and explanations are easily perceptible by children
3.2. The teacher pays attention to the language of children
3.3. Behaviour of the teacher indicates to the expectations of successful result by expressing it in the languages, gaze, movements, the teacher can see all children; there is eye contact with children
3.4. The child has a possibility to move, intellectual work alternates with movement activities
3.5. Interactions between the teacher and children are positive
3.6. Children can positively assess, be glad for the work done by other children
3.7. Children participate in the assessment of the course and results of the lesson, the teacher uses feedback

I have become familiar with the assessment:

The given name, surname, signature of the teacher			Date
The given name, surname, signature of the assessor(s)			Date

Minister for Education and
Science Kārlis Šadurskis

 

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Translation © 2018 Valsts valodas centrs (State Language Centre)