Teacher Evaluation in Israel:
Potential for Professional
Development
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Michal Beller
Director-General of RAMA
The National Authority for Measurement and
Evaluation in Education
Evaluation
in the
Service of
Professional
Development
RAMA
February 2013
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 1
RAMA
An independent statutory unit - the National
Authority for Measurement and Evaluation –
RAMA - shall be established as the entity that
leads and provides professional guidance to
the education system with respect to
measurement and evaluation.
RAMA will conduct periodic evaluations of
the education system and evaluations in
schools, and will publish its findings in an
annual report submitted to the National
Council for Education.
From the Dovrat National Task Force in
Education (2004)
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 2
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
Teacher Evaluation
Around the Globe
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 3
Teacher evaluation as a systematic process
 In systems in which a process of teacher evaluation was
implemented it was assumed that it would promote the
following:
 Definition of agreed upon measures with regard to
teacher effectiveness
 The quality of the actual classroom practice of teachers
 The development of an organizational culture that
supports feedback
 The continued professional development of teachers
 The improvement of the quality of student learning (Satain,
Stoelinga & Brown, 2009).
 Significant relations were found between principals'
orientation toward the promotion of pedagogical processes in
school, including the provision of feedback for the
improvement of teaching in the classroom, and promoting
student achievement (Hopkins, 2003; 2006).
 So far, no significant relation was found between teacher
evaluation and student achievement (Satain, Stoelinga & Brown,
2009).
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 4
Opportunities in the evaluation process
For the teacher
 Teachers attest to a raised level of reflective awareness
and orientation towards improvement in response to the
process.
 Deepening of the personal dialogical relations with the
principal and staff, that support planning, feedback and
focus on their essential needs for professional
development .
 Teachers noted the contribution of the conversation before
the observation, attending to the considerations that
guided their planning.
 Teachers appreciate the principals’ interest in the
difficulties they face, and this is a basis for deepening the
teacher-principal relations.
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 5
Opportunities in the evaluation process
For the principal
 Focuses principals on pedagogical processes for bettering
teaching through training and feedback.
 Principals report an improvement in their professional
sensitivity when carrying out observations.
 Principals understand the relationship between teaching
performance and the need for professional development of
teachers.
 Principals note that despite the large amount of time devoted to
the process, it is essential and worthwhile as it brings them
closer to teachers.
 A contribution is apparent with regard the discourse between
principals and their colleagues (community of principals)
related to difficulties and dilemmas in the process of evaluation.
 An on-going support which contributes to addressing
difficulties in the work of the principal as an evaluator.
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 6
The framework for teaching – C. Danielson
http://www.danielsongroup.org/
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 8
The National Board for Professional Teaching
Standards
http://www.nbpts.org/
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 9
A guide for candidates - NBPTS
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 10
Professional standards - England
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
http://www.tda.gov.uk/
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 11
The Excellence in Teaching Project - Chicago
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
http://www.chicagoteacherexcellence.org/
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 12
Range of evaluation tools used
In Chicago and Portugal the following appear together with the evaluation tool:
 Observation and a conversation prior and after the lesson
 Determining required goals for each teacher that are
approved by the school administration
Teacher
Evaluation
Around
the Globe
 Self evaluation includes the contribution of the teacher in
achieving the goals, mainly those related to the improvement
of learning outcomes
Teacher
Evaluation
in Israel
 A standard tool that documents teacher performance in
relation to different dimensions
The
Evaluation
Process
 Additional evidence such as diplomas for completing training,
pedagogical tools the teacher designed or used and tools for
assessment of students' achievement and/or progress
Evaluation
in the
Service of
Professional
Development
 Evaluation is not only done by the principal, but also by role
holders in school
 Professional external evaluators are available for schools to
receive assistance in teacher evaluation according to the
need
 Supporting the teacher in implementing the fair and thorough
evaluation
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 15
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
Teacher Evaluation in
Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 16
Teacher evaluation in Israel
Teacher evaluation in primary and secondary schools is a
ministry policy and part of the official contracts with the unions.
In primary schools it is required for:

determining tenure

promotion to the highest levels during service

professional development
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
In high schools it is required for:

individual award for distinguished teachers
Evaluation
in the
Service of
Professional
Development

accumulation of points for advancement of
distinguished specific role holders in schools

professional development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 17
Formative vs Summative
Teacher
Evaluation
Around
the Globe
Formative
Professional
Development
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
Summative
Tenure
Promotion
High Stakes
Different tools??
RAMA
Different goals
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 18
Collaboration with all stakeholders
 The Ministry of Education:
 The Pedagogical Administration: Elementary and Secondary
Education
 The Administration for Teacher Training and Professional
Development
 The Pedagogical Secretariat
 The Religious Education
 The Administration for Social and Youth
 The Arab, Bedouin, Druze and Circassian Departments
 Educational Psychological Department
 Special Education Department
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
 District heads and inspectors
 School principals and teachers
 The Israeli Institute for Educational Leadership
 Teachers’ unions
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 19
Questions
 How to reconcile the tension between formative
and summative evaluation of teachers?
 How to implement formative evaluation that would later be
used in summative evaluation? Can formative evaluation be
preserved?
 Can the same instrument be used for both
formative and summative evaluation or should
there be two different instruments?
 Do countries use different instruments for different roles
and/or different aims?
 Can a detailed instrument that includes a range of indicators
and that is designed for formative evaluation also suit
summative evaluation?
 Can the use of an identical instrument for formative and
summative evaluation inspire a different "spirit" in the
process teacher evaluation (a process that is both bottom-up
and top-down)?
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 20
Questions
 Should pupil achievement be used in evaluating
teacher performance?
 Should teachers' knowledge be evaluated through
achievement tests?
 Does teacher evaluation improve teaching and
learning?
 What should happen in the evaluation process that would
bring about improved teaching?
 How can teachers be empowered through the
process of teacher evaluation? What actions are
needed for this to be accomplished?
 How can teachers be encouraged to benefit from the process
of teachers evaluation for improving their work?
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 21
Questions
 Who should be the evaluator/s? Internal vs.
external by a professional?
 What knowledge is required by the evaluator?
 What is the weight of his/her evaluation in the final
evaluation?
 Should the teacher's self evaluation be included ?
 Should other staff members from school (coordinators/peers)
take part in the summative evaluation of teachers in their
school? What is the potential and what are the risks?
 How should multiple evaluations be weighted?
 What is the place of the school context in teacher
evaluation?
 To what extent can the school and/or classroom complexity
be "taken into account" in teacher evaluation?
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 22
Basic assumptions
 The process of teacher evaluation, their active participation and
involvement in the process, will contribute to the improvement of
teaching and promotion of student learning and well-being.
Teacher
Evaluation
Around
the Globe
 Teacher self-evaluation and the evaluation by the principal of
teachers' work will contribute to the image of the teacher and to
fostering learning processes and continual improvement
Teacher
Evaluation
in Israel
 Constant and continual improvement of teachers is based on
respect, trust, fairness, reflective dialogue and cooperation.
The
Evaluation
Process
 Teacher evaluation is an important component of the role of the
school principal and in establishing administrative quality and
accountability for the development of human capital in his/her
school
Evaluation
in the
Service of
Professional
 Teacher evaluation will strengthen the status of teachers and
the teaching profession through the design of professional
identity, continued professional development, examining the
suitability to teaching, and provision of tenure, promotion in
terms of rank and roles.
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 23
Characteristics of the Israeli tool for teachers
evaluation
 A multi-facet tool for assessing teacher
performance, covering the duration of the
teacher’s professional career
 Teachers are assessed by their principals
who received prior training in teacher
evaluation
 Self evaluation as part of the process
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2010 # 24
Domains for teacher performance (1/3)
Teacher
Evaluation
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Teacher
Evaluation
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The
Evaluation
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Evaluation
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RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 25
Domains for teacher performance (2/3)
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 26
Domains for teacher performance (3/3)
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
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in the
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RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 27
The teachers’ professional development scale
The evaluation scale indicates the level of expected teacher performance
on different development stages and within different domains:
Domains for Teacher Performance
Unsatisfactory
Basic
Skilled
Distinguished
Master
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
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Evaluation
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RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 28
Tool for teacher performance evaluation
Teacher
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Evaluation
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The
Evaluation
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RAMA
The tool enable drawing a teacher profile on different domains.
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 29
A teacher’s profile
Teacher
Evaluation
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© 2013 # 30
Internet Based Questionnaire
Teacher
Evaluation
Around
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Teacher
Evaluation
in Israel
The
Evaluation
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Evaluation
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RAMA
National
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Measurement
and
Evaluation in
Education
© 2013 # 31
Collecting a range of evidence
Instructional
materials
Personal
work
plan
Observations
Class
file
Other ….
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
Planning
a study
unit
Research
product
Student
performa
nce
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 32
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The Evaluation Process
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 33
The process of teacher evaluation (1/2)


The principal presents the process of teacher evaluation to
the teaching staff
The principal presents the tool for teacher evaluation to the
evaluated teacher at the beginning of the year, including the
evaluation process, its stages, and time line throughout the
year

During the year the principal will carry out at least two
documented observations of the teacher's lessons and also
an observation of an individual instructional session.

Prior to the lesson observation the principal will hold a
discussion with the teacher in order to collect information
about the context in which the lesson is taking place and the
lesson's goals.

Following the observation of the lesson the principal will
hold a feedback discussion with the teacher, as close to the
time of the observation as possible.
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 34
The process of teacher evaluation (2/2)


The teacher will also provide a self evaluation
based on the same four dimensions of evaluation
Teacher
Evaluation
Around
the Globe
Teacher evaluation will be based on the
integration of information gathered from various
sources.
Teacher
Evaluation
in Israel

At the end of the year the principal and teacher
will discuss the summative feedback
The
Evaluation
Process

Goals will be set together for the professional
development of the teacher
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 35
Implementation




The evaluation system was first implemented in primary
schools system in September 2010
Each teacher who is a candidate for tenure is evaluated -about 6,000 teachers at the beginning of their career have
been evaluated so far
It is recommended that each teacher at the middle levels (up
to 13 years experience) will be evaluated once in three years
-- about 1,000 teachers at middle levels have been evaluated
so far
Teachers at the higher levels (over 13 years experience) are
evaluated for promotion -- about 1,000 teachers at the higher
levels have been evaluated so far
This year the use of new adapted evaluation tools will be
implemented for : interns, kindergarten teachers, counselors and
health workers
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 36
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
Evaluation in Service of
Professional Development
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 37
A Window of Opportunity
Transparency
Enhanced
Dialogue
RAMA
Pedagogical
Involvement
Teacher
Empowerment
National
Authority for
Measurement
and
Evaluation in
Education
© 2010 # 38
Voices from the field
There is an overall agreement that teacher evaluation is one of
the main roles of the principal, and that the annual evaluation
of a significant number of teachers facilitates meaningful
change in school:
 Enables the principal to locate and identify needs, problems
and points requiring improvement on the level of the school.
 Promotes pedagogical professionalism of the principal in
general, and in processes of observation and evaluation in
particular.
 Creates a language, concepts and pedagogical emphases
for the whole school, fosters school dialogue.
 Creates and strengthens group work, peer study.
 Allows for the improvement of the teachers’ teaching and
learning processes.
 Empowers teachers and ensures their professional
development.
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 39
Evaluation profiles and teaching improvement
Teacher
Evaluation
Around
the Globe
Teacher
School: Identify
directions of
professional
development for
teaching staff
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
System: Identify directions of
professional development for
all teachers (e.g., giving
feedback to students)
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 40
Evaluation in the service of PD (1/3)
 Multi-dimensional
Country
District
School
Class
 The complexity of instruction is
expressed through the
multiplicity and range of
dimensions, these allow for
identifying the strengths and
weaknesses and creating
profiles
 Developmental continuum
 The behaviors are described on
a developmental continuum
from entry into teaching and up
to the level of specialization
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 41
Evaluation in the service of PD (2/3)
 Agreed upon measures
Country
District
School
Class
 Evaluation encourages dialogue
among different stakeholders
based on a common language,
together with it being dynamic
and suited to the context in
which it occurs
 Direct evidence
 The evaluation is based on
evidence that is collected
directly from instruction
(including observations of
lessons)
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 42
Evaluation in Service of PD (3/3)
 A variety of evidence
Country
District
School
Class
 The collection of a range of
evidence shedding light on the
teachers work in and out of the
class
 Self evaluation
 Strengthens the potential for
development, reflectivity and
progress
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 43
Future challenges
The tension between the role of the principal
facilitating professional development of teachers,
and determining their future career
The need for professional development of
principals with regard to the knowledge and
deep understanding of pedagogy and formative
evaluation
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
Coping with possible hurdles in implementing
processes of teacher evaluation (e.g., teacher
unions)
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 44
Future challenges
Additional burden on principals
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
Difficulty in evaluating teachers in subjects in which
the principal is not an expert
Scalability
Sustainability
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 45
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 46
Teacher
Evaluation
Around
the Globe
Teacher
Evaluation
in Israel
Thank you!
The
Evaluation
Process
Evaluation
in the
Service of
Professional
Development
RAMA
National
Authority for
Measurement
and
Evaluation in
Education
© 2013 # 47
‫כלי הערכה החל משנת תשע"א‬
‫מורים‬
‫‪Teacher‬‬
‫‪Evaluation‬‬
‫‪Around‬‬
‫‪the Globe‬‬
‫‪Teacher‬‬
‫‪Evaluation‬‬
‫‪in Israel‬‬
‫‪The‬‬
‫‪Evaluation‬‬
‫‪Process‬‬
‫‪Evaluation‬‬
‫‪in the‬‬
‫‪Service of‬‬
‫‪Professional‬‬
‫‪Development‬‬
‫סגני מנהלים‬
‫מנהלים‬
‫מטרות‬
‫קביעות‪ ,‬קידום‬
‫ופיתוח מקצועי‬
‫קביעות‪ ,‬קידום‬
‫ופיתוח מקצועי‬
‫קביעות‪ ,‬קידום‬
‫ופיתוח מקצועי‬
‫כלי ההערכה‬
‫מחוון התפתחותי‬
‫מחוון התפתחותי‬
‫מחוון התפתחותי‬
‫תהליך ההערכה שנתי‪ ,‬דיאלוגי‪,‬‬
‫מסתמך על מידע‬
‫בר הגנה (ראיות‬
‫ותצפיות)‪ ,‬הערכה‬
‫עצמית‬
‫המעריך‬
‫המנהל‪/‬ת‬
‫שנתי‪ ,‬דיאלוגי‪,‬‬
‫מסתמך על מידע‬
‫בר הגנה (ראיות‬
‫ותצפיות)‪ ,‬הערכה‬
‫עצמית‬
‫שנתי‪ ,‬דיאלוגי‪,‬‬
‫מסתמך על מידע‬
‫בר הגנה (ראיות‬
‫ותצפיות)‪ ,‬הערכה‬
‫עצמית‬
‫המנהל‪/‬ת‬
‫המפקח‪/‬ת‬
‫‪RAMA‬‬
‫‪National‬‬
‫‪Authority for‬‬
‫‪Measurement‬‬
‫‪and‬‬
‫‪Evaluation in‬‬
‫‪Education‬‬
‫‪© 2013 # 48‬‬
‫מדדי ההצלחה‬
‫מהי הוראה‬
‫במיטבה‬
‫תפיסת תפקיד‬
‫תפיסת תפקיד‬
‫כלי הערכה חדשים – החל מתשע"ג‬
‫‪Teacher‬‬
‫‪Evaluation‬‬
‫‪Around‬‬
‫‪the Globe‬‬
‫‪Teacher‬‬
‫‪Evaluation‬‬
‫‪in Israel‬‬
‫‪The‬‬
‫‪Evaluation‬‬
‫‪Process‬‬
‫‪Evaluation‬‬
‫‪in the‬‬
‫‪Service of‬‬
‫‪Professional‬‬
‫‪Development‬‬
‫‪RAMA‬‬
‫‪National‬‬
‫‪Authority for‬‬
‫‪Measurement‬‬
‫‪and‬‬
‫‪Evaluation in‬‬
‫‪Education‬‬
‫‪© 2013 # 49‬‬
‫עו"ה ממקצועות‬
‫הבריאות‬
‫יועצות‬
‫חינוכיות‬
‫גננות‬
‫מטרות‬
‫קביעות‪ ,‬קידום‬
‫ופיתוח מקצועי‬
‫קביעות‪ ,‬קידום‬
‫ופיתוח מקצועי‬
‫קביעות‪ ,‬קידום‬
‫ופיתוח מקצועי‬
‫כלי ההערכה‬
‫מחוון התפתחותי‬
‫מחוון התפתחותי‬
‫מחוון התפתחותי‬
‫תהליך ההערכה שנתי‪ ,‬דיאלוגי‪,‬‬
‫מסתמך על מידע‬
‫בר הגנה (ראיות‬
‫ותצפיות)‪,‬‬
‫הערכה עצמית‬
‫שנתי‪ ,‬דיאלוגי‪,‬‬
‫מסתמך על מידע‬
‫בר הגנה (ראיות‬
‫ותצפיות)‪,‬‬
‫הערכה עצמית‬
‫שנתי‪ ,‬דיאלוגי‪,‬‬
‫מסתמך על מידע‬
‫בר הגנה (ראיות‬
‫ותצפיות)‪,‬‬
‫הערכה עצמית‬
‫המעריך‬
‫המנהל‪/‬ת בשיתוף‬
‫מומחה תחום‬
‫המפקח‪/‬ת‬
‫בשיתוף המנהל‪/‬ת‬
‫המפקח‪/‬ת‬
‫מדדי ההצלחה‬
‫תפיסת התפקיד‬
‫בפועל‬
‫הסטנדרטים בייעוץ‬
‫החינוכי ותהליך‬
‫ההערכה לשם מתן‬
‫רישיון ייעוץ‬
‫כלי הערכה‬
‫להעצמת הגננת ‪-‬‬
‫קווים מנחים‬
‫לעשייה החינוכית‬
‫התאמת כלי הערכה קיימים‬
‫‪Teacher‬‬
‫‪Evaluation‬‬
‫‪Around‬‬
‫‪the Globe‬‬
‫‪Teacher‬‬
‫‪Evaluation‬‬
‫‪in Israel‬‬
‫‪The‬‬
‫‪Evaluation‬‬
‫‪Process‬‬
‫‪Evaluation‬‬
‫‪in the‬‬
‫‪Service of‬‬
‫‪Professional‬‬
‫‪Development‬‬
‫מורים לחינוך‬
‫גופני‬
‫מטרות‬
‫קביעות‪ ,‬קידום‬
‫ופיתוח מקצועי‬
‫קבלת רישיון‬
‫ופיתוח מקצועי‬
‫כלי ההערכה‬
‫מחוון התפתחותי‬
‫מחוון התפתחותי‬
‫תהליך ההערכה שנתי‪ ,‬דיאלוגי‪,‬‬
‫מסתמך על מידע‬
‫בר הגנה (ראיות‬
‫ותצפיות)‪,‬‬
‫הערכה עצמית‬
‫‪© 2013 # 50‬‬
‫שנתי‪ ,‬דיאלוגי‪,‬‬
‫מסתמך על מידע‬
‫בר הגנה (ראיות‬
‫ותצפיות)‪,‬‬
‫הערכה עצמית‬
‫המעריך‬
‫המנהל‪/‬ת‬
‫בשיתוף המפקח‪/‬ת‬
‫לחנ"ג‬
‫המנהל‪/‬ת בשיתוף‬
‫המורה החונך‬
‫מדדי ההצלחה‬
‫מהי הוראה‬
‫במיטבה‬
‫מהי הוראה‬
‫במיטבה‬
‫‪RAMA‬‬
‫‪National‬‬
‫‪Authority for‬‬
‫‪Measurement‬‬
‫‪and‬‬
‫‪Evaluation in‬‬
‫‪Education‬‬
‫מתמחים‬
‫מורים לחינוך‬
‫מיוחד‬
‫יפותח‬
‫בהמשך‬