Tomorrow, Monday, The public presentation of the bill of the Ministry of Education and Religions is expected, entitled "Upgrading the School and Empowering Teachers", by the Prime Minister Kyriakos Mitsotakis and the competent Minister Niki Kerameos.
"The central pillar of the bill is the Autonomy-Evaluation dipole," she told APE-MPE. Minister of Education.
The four axes on which the bill moves, according to the Minister of Education, is:
Ι. Higher degrees of autonomy in school
"A freer school, who chooses the books from which his teachers teach, creates educational groups, has a say in educational programs, operates transparently, is a better school, which gives freedoms and unleashes the creative forces of students and teachers ", explains Mrs.. Kerameos.
II. Empowerment of teachers – evaluation, improvement
"Evaluation is a mechanism for empowering teachers, inextricably linked to training and continuous improvement. In the context of increased freedom, are strengthened accountability mechanisms, transparency and evaluation, with the aim of the overall upgrade of the educational project ", estimates the Minister.
III. Training structures – evaluation of executives
"The substantial contribution of the executives in the implementation of the educational policies in the schools is strengthened, in the psycho-emotional support of students and teachers but also in training and evaluation of teachers», notes Ms.. Kerameos.
IV. Ecclesiastical education
The bill seeks to modernize and reorganize the secondary school on a completely new basis., post-secondary and higher ecclesiastical education, points out the minister and adds: The quality of the lot is upgraded through post-secondary education, but also the highest ecclesiastical academies are rationalized.
The key settings, according to Ms.. Kerameos, include, including:
1. Free choice of book in schools (multiple book). "We move from mechanistic learning to critical analysis and thinking".
2. Autonomy as to the form of the 4-month evaluation tests. "We release the creative initiative of teachers"
3. Strengthening the coordination structures of schools (in-school coordinators, mentors, deputy directors at the suggestion of the director). "We invest in our teachers and strengthen them".
4. Approval of educational programs and collaborations by the school itself. "We trust the teachers- We decentralize the system ".
5. Greek PISA: Evaluation of the effectiveness of the educational system in students of 6th Elementary and 3rd Gymnasium. "We are creating a new one, independent tool for continuous improvement of education ".
6. Teacher evaluation and training. "We empower teachers and strengthen the school".
7. Evaluation of training executives. "We evaluate the quality of the administration in order to continuously improve".
Why evaluation is needed
No education system can be improved if it is not evaluated, emphasizes Mrs.. Kerameos and adds: "Evaluation means recording the current situation, identifying the strengths and weaknesses of the teachers' work, Dissemination of good practices and empowerment of teachers through training where required ". Through the evaluation, the teachers themselves will emerge and the skills will be rewarded, the way they work, notes. also, adds Ms.. Kerameos, "Greater freedom and autonomy at the school level requires a system of checks and balances – an accountability mechanism ".
The evaluation (at central or local level) is a common practice in 90% of European countries, with only exceptions Greece, Turkey, Ireland, Malta and Iceland, points out the Minister of Education.
Type and fields of evaluation
The purpose of formative assessment is to support teacher training and self-improvement efforts, aiming at the ongoing, holistic professional development – not punishment, reports. For this reason, explains, the evaluation is descriptive (4degree descriptive scale) and no quantitative.
There are three areas for evaluation:
"General and special didactics, every 4 years », "Pedagogical climate and classroom management, every 4 years "and" Service consistency and teacher adequacy, every 2 years », reports.
Consequences and motivations
Positive evaluation is taken into account during the selection process in a position of responsibility, while the non-positive evaluation leads to a compulsory training program, mentions and adds: The Quality Supervisor of Education is responsible for the planning and implementation of the specialized training (pedagogical education executive at the level of the Directorate of Education).
In the majority of European education systems, emphasizes, The main purpose of the evaluation is to provide feedback. Providing additional incentives (e.g. bonus) and sanctions are not the norm in EU countries, complements.
Mrs.. Kerameos explains the logic of the wider reform: "As for the autonomy of the school units, Greece is the country in the EU with the lowest percentage of decisions and responsibilities at the school level. Above the 80% educational decisions are taken centrally, while on average in the OECD this percentage is only 35% ".
"So we give more autonomy to the schools, to unleash the creative initiative of teachers and staff close to students and schools and enable them to respond optimally to their particular needs, which they know best of all ", points out Ms.. Kerameos.
What is changing, with regard to midterm evaluation tests
As reported by Minister of Education, teachers are given autonomy to choose the form of assessment tests during the four months. There is provision for a mandatory four-month assessment test in each course, but each teacher will be able to choose its form, that is, if this evaluation will be done with an hourly competition, with some synthetic or interdisciplinary work, with teamwork, or even through methods such as inverted order (flipped classroom), where the student himself is invited to present the lesson of the day, complements.
also, notes that provided to educational freedom make decisions about any other student assessment tests during the four months, without over-regulating details such as the exact duration of the test minutes, as it is done today.
In this way, explains Mrs.. Kerameos, "We show confidence in our teachers, who know best of all the special needs of their students. We enable students to develop skills other than those enhanced through written competitions, such as presenting and communicating the results of a task, the synthesis and critical analysis of information and arguments from different sources, but also collaboration and teamwork. We give teachers the freedom to introduce different and innovative assessment methods, making the lesson more interesting and attractive for students ".
Example, reports, the test of the inverted order, where the student is asked to process a specific educational material and present a piece of the day's lesson in class, makes the student an active participant in the knowledge transfer process, utilizes in an original way the digital educational material that students use in their preparation for the test, and creates time in the classroom for group activities.