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TEACHER EVALUATIONIN PORTUGAL
Country background report for OECD
Conceição Castro Ramos
This report was prepared for the Ministry of Education as an input to the OECD Review of Teacher Evaluation in Portugal. The document was prepared in response to guidelines theOECD provided. The guidelines encouraged the author to canvass a breadth of views andperspectives on issues related to teacher evaluation. The opinions expressed are not necessarilythose of the national authority, the OECD or its Member countries.
March 2009
i
CONTENTS
Executive Summary
v
Chapter 1: National Context
11.1. Demographic, economic and job market trends that have an effect on schools and teachers
21.2. Public and private resources 51.3. Public perceptions about the role of school, the quality of education and the status of teachers 7
Chapter 2: The education system and the framework for teacher policy
92.1. Main characteristics of the education system 92.1.1. Public and private teaching establishments and types of state schools 112.1.2. School administration and management and pupil distribution 142.2. Division of responsibilities 162.3. Organisations involved in the development of teaching policies
19
Chapter 3: The teaching workforce
223.1. Main characteristics of the teaching workforce 223.2. Main concerns 293.3. Policy initiatives and their impact 32
Chapter 4: Teacher education
354.1. Main characteristics of teacher education 354.2. Policy initiatives and their impact 434.3. Concerns for the future 46
Chapter 5: Teachers’ careers
47
5.1. Main characteristics of teachers‟ careers
475.1.1. Recruitment 475.1.2. Salary structure 495.1.3. Career development 545.1.4. Recognition of merit 565.2 Main concerns 565.3. Policy initiatives and their impact 62
Chapter 6: School Processes
666.1. School leadership processes 666.1.1. Current practices 706.1.2. :Leadership training 726.2. Current pedagogical management practice 736.2.1. Pre-primary education 736.2.2. 1st cycle of compulsory education 736.2.3. 2nd and 3rd cycles of compulsory education and secondary education 736.2.4. Post-secondary non-tertiary education and education and training of youngpeople and adults 746.2.5. Support staff in schools and work conditions 756.3. Aspects of change 75
Chapter 7: Teacher Performance Evaluation
767.1. Contextualisation and current practice 767.2. Main concerns 787.3. Significant changes
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a new evaluation model 797.4. Importance and effects of the classification system 877.5. Policy initiatives
–
current practice and simplified systemsConclusionBibliographyAcronyms and AbbreviationsGlossaryAnnexes879497101103106
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OCDE relatório completo
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