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Teacher Performance Evaluation: A Review of Best Foreign Practices 1192
The paper provides a review of modern foreign systems of evaluating teaching skills and teacher performance. It is argued that the evaluation of professional activities in teachers becomes an effective tool of performance improvement only in the context of professional growth and continuing education. The paper outlines the typology of teacher evaluation forms according to the aims and tasks; normative grounds; tools employed; subject of evaluation. The following key international studies on effective teacher evaluation methods are analysed: ETC (2008), The Sutton Trust (2013), MET (2009-2013).The paper describes the best practices in teacher performance assessment for future teachers (graduates of teacher training programmes) developed within EdTPA, PPAT, TAA, MCTE.Also, the paper addresses the issue of teacher certification on the basis of professional standards such as NBPTS (1987) and APST (2013).Finally, some recommendations are given on how to evaluate teacher performance in the context of the establishment of the national system of teacher growth in the Russian Federation.
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kompetentsii uchitelei v kontekste natsional'noi sistemy uchitel'skogo rosta
[Elektronnyi resurs][Testing the model of the level assessment of teachers'
competences in the context of the national system of teacher
growth].Akademiya APK i PPRO [ Academy APK and PPRO].Moscow:
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dopolnitel'nogo professional'nogo obrazovaniya «Akademiya povysheniya
kvalifikatsii i professional'noi perepodgotovki rabotnikov obrazovaniya»,
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«Federal'nyi institut razvitiya obrazovaniya», 2016.11 p.URL:
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