May 27, 2020

Thus he believes that the educational community to be evaluated to teachers | Society

Should we evaluate the teachers? The question posed this week by Education Forum The country has received more than 250 responses from members of the educational community, mainly teachers, who are inclined to do so as a way to improve the quality of the education system. Spain is now one of the OECD countries where less is evaluated To the teaching staff. The Government announced in November its intention to introduce an evaluation system to which teachers can voluntarily join.

A sector of the teachers that has participated in the debate raised by this newspaper on its website is against two main arguments: it would take time to prepare the classes and attend to the students, as it says, among others, María Ángeles Sánchez, a professor at Melilla; and it would not be fair to evaluate only teachers and not other public employees, such as doctors, judges and other officials, says Catalina Roig, a secondary school teacher in Ibiza.

The affirmative answers outline the elements that, according to the educational community, should be part of the evaluation. They are the following:

What to evaluate The most repeated data to take into account is the academic result of the students of the teacher evaluated in the short and medium term (that is, when they are no longer in charge). Teachers such as Miriam Arriola and Lara Crespo mention others, such as the degree of collaboration that the teacher has with his classmates, his involvement in the center and his work with families.

Who should do it? The professors manifest themselves mostly in favor of being evaluated by other professors, educational inspectors or, in any case, professionals who have years of experience in the classroom and know the contents of the subject. Voices like that of teacher Sandra Ruiz advocate that she do it personal that does not belong to the center. Others, such as Pedro José Martínez, a professor in Murcia, demand that the "diversity of teachers" be respected; that is to say, that a teacher can be good both relying heavily on new technologies and doing so on the oral presentation and the board.

Economic consequences. The results of the evaluation must have, according to part of the answers, reflection in the professional career – in fact, it should serve to articulate a professional career that does not exist today, highlights Joaquín García Andrés, professor in Burgos – and therefore have direct or indirectly wage consequences. However, many teachers believe that the main objective of the evaluation should be to help the teacher by showing him what he should improve.

Value the context. The evaluation must take into account the socioeconomic context in which the professional develops his work, notes, among others, Víctor Manuel Rodríguez, educational director of the Fuhem Foundation. Academic performance, they emphasize, is not the same in a school where students whose parents have university studies predominate than in another with a high exclusion rate.

Evaluate the address. Several responses seem necessary to evaluate not only the teachers, but also the management of the center. Héctor Valencia, a teacher in Lexington, Kentucky (USA), proposes “to analyze the data obtained by courses and at the whole school level to find the strengths of the center and the areas for improvement”.

The role of the students. Several parents argue that students intervene in the evaluation. The professors, in general, reject it, considering that they would reward above all the teachers who were generous with the grades. Francisco Testón, head of studies in Salamanca, says that his center has been doing surveys of students for years and that the results are useful.

The EL PAÍS Education Forum will raise a new question on its website on Monday: Extracurricular: how many are too many?

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