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Rama Mathew Delhi University. Monitoring and evaluation of teacher growth. Purpose (Why?). Accountability Improvement. What? . Both pre-service Practitioners . What? . Relationships with children and young people Communicating and working with other people

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Rama mathew delhi university

Rama Mathew

Delhi University

Monitoring and evaluation of teacher growth

Purpose why
Purpose (Why?)

  • Accountability

  • Improvement

Rama Mathew


  • Both pre-service

  • Practitioners

Rama Mathew


  • Relationships with children and young people

  • Communicating and working with other people

  • Personal professional development

  • Professional knowledge and understanding

    • Teaching and learning

    • Assessment and monitoring

    • Subjects and curriculum

    • Literacy, numeracy and ICT

    • Team work and collaboration

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  • Formative

  • Summative

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How use a variety of methods
How? Use a variety of methods

  • Classroom observation

  • Teacher self-evaluation

  • Teacher portfolio

  • School evaluation

  • School external evaluation

  • Students’ evaluation

  • Student scores

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Professional Standards for Teachers (2007)

  • Qualified Teacher Status

  • Core

  • Post Threshold

  • Excellent Teacher

  • Advanced Skills Teacher

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Stages in professional development british council
Stages in Professional Development (British Council)

  • Starting

  • Newly Qualified

  • Developing

  • Proficient

  • Advanced

  • Specialist

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Concept of teacher growth
Concept of Teacher Growth

  • Other terms used

    a. Teacher learning

    b. Teacher thinking

    c. Teacher cognition

    d. Professional Development

    e. Teacher knowledge

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Teacher growth
Teacher Growth

  • Multidimensional

  • Based on prior learning

  • Involves different forms of learning

  • Implies cognitive and affective changes

  • Occurs in a range of contexts

    (Elliott and Calderhead1995)

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Two dimensional model of teacher growth
Two-dimensional model of Teacher Growth

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Novice withdraws from mentoring C Novice grows through

relationship with H development of new

no growth possible A knowledge and images




ENovice becomes confirmed

Novice is not encouraged to consider N in pre-existing images of teaching

or reflect on knowledge G

and images E



  • Can we have a system of evaluation where teachers can be enabled to move from one stage to another?

  • Can we create the necessary cadres/support systems?

Rama Mathew