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2 Kwartalnik Pedagogiczny

2 2014

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Ocena i awans zawodowy nauczycieli – różne perspektywy, różne oczekiwania

100%

Zielińska A.

nr 1-2(231-232)

181-202

The new system of evaluation and advancement of teachers introduced in Poland in 1999/2000 was supposed to prepare teachers for new tasks and challenges. The amended Teacher’s Charter included the participation of external bodies from outside of school in this system. The article focuses on the analysis of assessment of the system and proposals for its changes suggested by employees of Supervisory Offices, local authorities which run schools, and experts from the Ministry of Education. Some results of research project The evaluation of effectiveness of teachers’ professional advancement system and quality of school work based on a qualitative method of collecting and processing data are used in the article. Some aspects of teachers’ advancement system functioning were assessed in a similar way by various bodies participating in this process. A commonly shared opinion was that its requirements are too low and that way it neither selects nor diagnoses candidates applying for higher professional levels. The requirements are too theoretical and do not evaluate practical skills. It is worth mentioning that in many cases the assessment of the system was relatively closely related to the role and place of assessing bodies within the system. Strongly enough, local authorities are more willing to introduce changes to the system than the experts from the Ministry of Education.

Sens i bezsens państwowego systemu awansu zawodowego nauczycieli

100%

Anna W.

nr 1-2(231-232)

167-180

The article is based on nationwide research on the system of teachers’ professional promotion, conducted in the years 2010–2012. It presents the main advantages and disadvantages of the system, which was reformed more than ten years ago. The evaluation is made by primary and lower secondary school teachers and principals. The analysis of the gathered materials shows the necessity of important change of the system of promotion and many postulates are formulated in the article, such as: reduction of bureaucracy and formalism, change of procedures, adaptation of advancement requirements to the needs of teachers and schools, solving the problem of teachers’ motivation for systematic professional development, after they achieve the highest degree of the professional ladder.