Republic of Latvia
Cabinet
Regulation No. 501 Adopted 22 August 2017
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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
Class |
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Number of educatees in the class |
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in the teaching hour |
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Subject |
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Teacher (the
given name, surname) |
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Theme of the
teaching hour |
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Assessor(-s)
(the given name, surname, position) |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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2.4. The teacher efficiently
uses the resources at his or her disposal (educational
materials, material and technical means and Internet
resources) |
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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) |
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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 |
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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 |
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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) |
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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 |
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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.) |
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3.2. The teacher develops
research work skills of educatees (information selection,
systematisation, analysis, synthesis) |
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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) |
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3.4. The teacher facilitates
development of the skill of educatees to show the acquired
(their newly-acquired experience) |
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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 |
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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) |
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I have become familiar with the assessment:
The given name,
surname,
signature of the teacher |
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Date |
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The given name,
surname,
signature of the assessor(s) |
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Date |
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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) |
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Type of professional educational programme: |
professional orientation education |
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professional secondary education |
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Title of the professional educational programme |
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Type of the
teaching hour: |
individual lesson |
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group teaching hour |
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Number of educatees in the class/group |
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in the teaching hour |
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Theme of the teaching hour/lesson |
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Assessor(-s) (the given name, surname, position) |
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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 |
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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 |
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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 |
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1.4. Educatees are disciplined
and comply with the conditions for common work
organisation |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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) |
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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) |
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2.9. Creative, analytical
activities and activities of investigative nature (selection,
systematisation, analysis, synthesis of information) are
facilitated for educatees |
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2.10. Certain requirements are
defined for educatees for the precision in the performance of
tasks and work quality (notes, drawings, models,
performance) |
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3. Assessment |
3.1. The teacher assesses
educatees (for example, praises, positive critics), assesses
achievements of educatees, including individual achievements,
talents, growth dynamics |
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3.2. The teacher ensures a
directing feedback and instructions for educatees what is to
be done in order to improve the performance |
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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 |
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I have become familiar with the assessment:
The given name,
surname,
signature of the teacher |
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Date |
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The given name,
surname,
signature of the assessor(s) |
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Date |
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III. Observation and assessment
sheet of a lesson
(Professional orientation (sports or
interest) educational programmes)
1. General information
Title of the professional orientation/interest educational
programme |
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Number of educatees in the club/group |
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in the lesson |
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Teacher (the given name, surname) |
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Assessor(-s) (the given name, surname, position) |
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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 |
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1.2. The task of the lesson,
selected content and methods correspond to the age and
preparedness of educatees |
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1.3. The teacher provides a
favourable emotional environment, prepares the place of
lessons, uses varied inventory |
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1.4. The teacher motivates
educatees to work |
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1.5. The teacher clearly defines
the tasks by increasing the load (includes posture formation,
breathing and attention exercises in sports lessons) |
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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.) |
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1.7. Appropriate content, amount
and intensity are selected for solving tasks of biomotor
abilities |
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1.8. Teaching methods and
techniques correspond to the achievement of the defined
objectives |
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1.9. The teacher leads educatees
and can work with all sub-groups, provision of individual
approach |
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1.10. The means used and variety
thereof correspond to the complex development of physic
properties |
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1.11. The teacher knows how to
provide feedback in the lesson (positive intensifications,
reflection) |
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2. Learning (activity of educatees) |
2.1. Cooperation skill of
educatees is being developed (work in pairs, groups) |
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2.2. Activities of creative,
analytical, motivating nature are observed, precision in task
performance |
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2.3. Quality of the work results
(performance of notes, drawings, passes) of educatees is
assessed |
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3. Assessment |
3.1. The teacher carries out the
assessment of educatees (incl. praises, positive
critics) |
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3.2. Self-assessment of
educatees and mutual assessment is being used |
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I have become familiar with the assessment:
The given name,
surname,
signature of the teacher |
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Date |
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The given name,
surname,
signature of the assessor |
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Date |
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IV. Observation
and assessment sheet of a speech-language pathology lesson
1. General information
Teacher/speech-language pathologist (the given name,
surname) |
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Individual
lesson |
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Group lesson (2-5
children) |
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Assessor(-s) (the given name, surname, position) |
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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 |
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1.2. Teaching work is organised
and the time is used efficiently |
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1.3. Favourable emotional
environment for the cooperation of the speech-language
pathologist and educatees is ensured |
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1.4. Motivation of educatees to
work is observed |
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1.5. Definition of teaching
tasks is understandable |
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1.6. Explanation of the
teacher/speech-language pathologist is qualitative (the way
of posing a question, use of terms, language culture) |
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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 |
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1.8. Teaching methods and
techniques correspond to the achievement of the defined
objectives |
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1.9. The teacher/speech-language
pathologist uses the most suitable methods for the prevention
of speech rhythm and pace disorders of educatees |
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1.10. Individual approach is
ensured for the educatees with structural and functional
disorders of organs involved in articulation |
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1.11. Educational aids and
materials are used for the achievement of the defined
objectives |
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I have become familiar with the assessment:
The given name,
surname,
signature of the teacher |
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Date |
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The given name,
surname,
signature of the assessor(s) |
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Date |
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V. Assessment
sheet for the results of the activity of a social teacher
1. General information
Social teacher (the given name, surname) |
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Expert(-s) (the given name, surname, position) |
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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 |
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1.2. Work time is planned used
rationally |
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1.3. The teacher cooperates and
attracts resources in solving a problem |
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1.4. The teacher develops an
individual activity plan for solving a problem |
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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 |
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1.6. Individual approach is
ensured, the use of the resources of the school and family
for the achievement of the defined objectives |
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1.7. There is a skill to
facilitate the development of favourable environment for
socialisation |
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1.8. There is a skill to
forecast activity results and take decisions appropriate for
the situation |
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2. Involvement in problem solving |
2.1. The cooperation with a
general teacher and subject teachers takes place |
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2.2. The cooperation with
support staff specialists and school administration takes
place |
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2.3. The teacher attracts
resources in solving a problem |
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3. Assessment |
3.1. Assessment of the problem
solution takes place on regular basis |
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3.2. The teacher cooperates in
problem solving |
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I have become familiar with the assessment:
The given name,
surname,
signature of the teacher |
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Date |
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The given name,
surname,
signature of the assessor |
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Date |
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VI. Observation
and assessment sheet of prophylactic group lessons conducted by
an educational psychologist
1. General information
Class |
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Number of educatees in the class |
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in the lesson |
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An educational psychologist (the given name, surname) |
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The theme of group lesson |
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Expert(-s) (the given name, surname, position) |
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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 |
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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 |
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1.3. Educatees are being
motivated to work |
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1.4. Tasks are plainly
formulated |
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1.5. Explanation of the
educational psychologist is qualitative (the way of posing a
question, use of terms, language culture) |
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1.6. Tasks are related to a real
life |
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1.7. The content of the lesson
is related to school and class situations |
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1.8. Individual approach is
ensured |
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1.9. Educational materials are
used for the achievement of the defined objectives |
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1.10. Material and technical
means are used for the achievement of the defined
objectives |
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2. Activity of educatees (learning) |
2.1. Cooperation (work in pairs,
groups) skill of educatees is developed |
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2.2. Educatees can use the
materials intended for the lesson |
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2.3. Activities of creative,
analytical, research nature are observed |
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2.4. Educatees are involved in
the performance of tasks (the involvement of educatees in the
activity) |
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3. Provision of feedback (assessment) |
3.1. Educational psychologist
provides feedback to educatees |
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3.2. Educatees provide feedback
of a lesson |
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I have become familiar with the assessment:
The given name,
surname,
signature of the teacher |
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Date |
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The given name,
surname,
signature of the assessor |
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|
Date |
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VII. Observation
and assessment sheet of pre-school learning through play
lessons
1. General information
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 |
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1.2. The tasks of the lesson are
related to the weekly theme |
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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 |
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1.4. Differentiated tasks that
correspond to the development level of children are
planned |
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1.5. Conditions for work and
necessary educational materials are provided for
children |
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1.6. The teacher uses literary
works, self-written fairytale, descriptive puzzle and other
techniques for better and expressive performance of the
task |
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1.7. Visual aids, demonstration
material, play elements are used |
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1.8. The objective of the lesson
is achieved |
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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 |
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2.2. Amount of the content and
complexity level correspond to the peculiarities and
development level of the age group of children |
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2.3. Sufficient load is put on
children by taking into account the level of development of
each child |
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2.4. Cooperation of children is
observed (work in pairs, groups for 3-6 years old
children) |
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2.5. Activities of creative,
analytical, research nature are observed by putting forward
problem situations |
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2.6. The teacher encourages
children to plan their activity, to work independently, to
choose work materials |
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2.7. The teacher offers varied
materials for children, encourages to use them while
working |
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2.8. The materials to be used
are at the place accessible by children |
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2.9. Children are given the
opportunity to act creatively by developing their fantasy
when telling about the work done |
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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.) |
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2.11. Attention is paid to the
quality of work performance |
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2.12. Children can eliminate
tiny problems independently, they take active part in the
lesson |
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2.13. Attention is paid to each
child, acknowledgements, praises, encouragements are
expressed |
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2.14. The works of children are
displayed for joint viewing |
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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 |
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3.2. The teacher pays attention
to the language of children |
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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 |
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3.4. The child has a possibility
to move, intellectual work alternates with movement
activities |
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3.5. Interactions between the
teacher and children are positive |
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3.6. Children can positively
assess, be glad for the work done by other children |
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3.7. Children participate in the
assessment of the course and results of the lesson, the
teacher uses feedback |
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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
Translation © 2018 Valsts valodas centrs (State
Language Centre)