The educational community wants ESO students, ages 12 to 16, to evaluate their teachers. This was agreed by the State School Board, that at the end of this week will send Ministry of Education his final report with proposals to include in the new Education law. "Within public education, it is a totally new measure that allows us to analyze the educational system from the perspective of the students, it is a revolution", explains Carles López, President of the State Confederation of Student Associations (CANAE), body that has submitted the amendment, approved with 32 votes in favor and 29 against. The evaluation would not have any consequence for the teaching staff, it would be "merely informative" and would serve to elaborate improvement plans.
The State School Council – a consultative body of the Government made up of professors, students, families, representatives of the concerted and private schools and members of the Administration itself – has met today to vote on the 500 amendments presented by the different groups; only 122 have gone ahead. Your report is mandatory and not binding, which means that the Ministry will have to study it but its application is not required.
In addition to evaluating the teaching staff, the measure contemplates that the students also note the internal organization of the school and the infrastructures. On the other hand, that same measure has not been approved for its application in Primary (from six to 12 years). "It is important that students think about the resources they have, about whether they have enough teachers or if they do well or badly, but in primary school it does not make any sense because they are not yet mature," says Maribel Loranca, head of the education sector. teaching FeSP-UGT.
More History of the contemporary world.The council proposes that this subject be compulsory in all the baccalaureate modalities.
Spanish. It is proposed that the State fix in the draft organic law a "minimum proportion" of the use of Spanish in all the classrooms of the different communities. In the preliminary draft, Celaá fixed that it is the autonomies that decide that percentage.
Free books. The organism asks that the gratuitousness of books not be "promoted" but that the State "assure" that it be so.
Means for the rural school. Sufficient funding is demanded, provision of computers, broadband and incentives to teachers, among other measures.
Till the date, no government has dared to touch the evaluation of the teaching staff.The Minister of Education, Isabel Celaá, announced last November that she will launch an "integral" reform of the teaching profession, a package of measures with an eye on countries like Canada, although, for the moment, there is no document on the table . The priority, he said, is to turn to the faculty, one of the less supervised OECD, and get their initial and permanent training improved, as well as introduce the voluntary evaluation to "follow the same model of the University". He explained that unlike what happens with higher education, in the case of the school the evaluation would not be linked to seniority, but to economic incentives and professional recognition, as in the case of the University.
The education law of 2006, the LOE, already recognized in his article 106 that the Administrations could develop programs of evaluation of the profesorado with voluntary character, a point that did not modify in the LOMCE (educative law of 2013). However, that mandate of the LOE has barely developed in the different autonomous communities, except in Asturias, according to sources from the Ministry.
In 2013, the OECD showed that Spanish secondary school teachers are the Teachers who spend less external controls, together with the Italians. In his last Talis report (2013) -the next one will be published in 2019- pointed out that 36% of Spanish teachers have never been subjected to a formal and external evaluation of their work, according to the institute directors, while the average of the countries of the organization is 9%.
That same report urged Spain to launch an "authentic system of formal evaluation of teachers", which does not exist, and to get them to feel that their professional development is more attractive and relevant.
What is the best method to evaluate teachers? The formal control of their work can be done, according to Talis, through inspectors, with surveys to the students, evaluating their knowledge and the notes of their students, making them evaluate themselves or attending to the comments of parents and guardians. The most common system, both in Spain and in the OECD, is the analysis of the students' grades, that is, a formula that does not inquire directly into the classroom.
In his book First class, Andreas Schleicher, director of the PISA tests, explains that in the world There are two types of teacher evaluation: an administrative accountability (to the State), and another professional (to the teacher's classmates, students and their families). In places with successful educational models -such as Ontario (Canada), New Zealand, Japan or Finland- they opt for the latter, for "collaborative systems not imposed from above", but the result of a collaborative effort. "People who feel professional are more likely to respond to forms of professional and informal accountability and are bothered by the more administrative, which are associated with industrial work environments," argues Schleicher. In countries like Singapore, teachers are evaluated in 13 competitions. Teachers have to give an account of their contribution to the academic and personal development of their students, their relationship with families and with their schoolmates, as well as their contribution to the school.