rama mathew delhi university n.
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Monitoring and evaluation of teacher growth

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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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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

Rama Mathew

  • Formative
  • Summative

Rama Mathew

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

Rama Mathew


Professional Standards for Teachers (2007)

  • Qualified Teacher Status
  • Core
  • Post Threshold
  • Excellent Teacher
  • Advanced Skills Teacher

Rama Mathew

stages in professional development british council
Stages in Professional Development (British Council)
  • Starting
  • Newly Qualified
  • Developing
  • Proficient
  • Advanced
  • Specialist

Rama Mathew

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

Rama Mathew

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)

Rama Mathew

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

Rama Mathew


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