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GSPI-QA of Teaching Staff-Draft3
GSPI-QA of Teaching Staff-Draft3
Case Report
Main actors
Main actors
Established Sep 2011 Permanent full time staff - 3 University self-assessment will be carried out with the help of groups within corresponding faculty/department including 1 student in each group (8 groups) In some specific cases (e.g. strategic planning on university level) well shape temporary groups (engaging other experts)
Rector
QA Center
Faculty QA Group1
Faculty QA Group2
Faculty QA Group8
Quality assurance of teaching staff Institutions should have ways of satisfying themselves that staff involved with the teaching of students are qualified and competent to do so. They should be available to those undertaking external reviews, and commented upon in reports.
Teachers are the single most important learning resource available to most students. It is important that those who teach have a full knowledge and understanding of the subject they are teaching, have the necessary skills and experience to transmit their knowledge and understanding effectively to students in a range of teaching contexts, and can access feedback on their own performance. Institutions should ensure that their staff recruitment and appointment procedures include a means of making certain that all new staff have at least the minimum necessary level of competence. Teaching staff should be given opportunities to develop and extend their teaching capacity and should be encouraged to value their skills. Institutions should provide poor teachers with opportunities to improve their skills to an acceptable level and should have the means to remove them from their teaching duties if they continue to be demonstrably ineffective.
Teachers are the single most important learning resource available to most students. It is important that those who teach have a full knowledge
and understanding of the subject they are teaching, have the necessary skills and experience to transmit their
knowledge and understanding effectively to students in a range of teaching contexts, and can access feedback on their own performance. Institutions should ensure that their staff recruitment and appointment procedures include a means of making certain that all new staff have at least the minimum necessary level of competence. Teaching staff should be given opportunities to develop and extend their teaching capacity and should be encouraged to value their skills. Institutions should provide poor teachers with opportunities to improve their skills to an acceptable level and should have the means to remove them from their teaching duties if they continue to be demonstrably ineffective.
Main points:
Nomenclature of teaching staff positions Qualitative Criteria for positions Recruitment options and procedures
Teachers are the single most important learning resource available to most students. It is important that those who teach have a full knowledge and understanding of the subject they are teaching, have the necessary skills and experience to transmit their knowledge and understanding effectively to students in a range of teaching contexts, and can access feedback on their own performance. Institutions should ensure that their staff recruitment and appointment procedures include a means of making certain that
all new staff have at least the minimum necessary level of competence.
Teaching staff should be given opportunities to develop and extend their teaching capacity and should be encouraged to value their skills. Institutions should provide poor teachers with opportunities to improve their skills to an acceptable level and should have the means to remove them from their teaching duties if they continue to be demonstrably ineffective.
Basis: A new Regulation on this issue is under consideration of QA Committee of Scientific Board. Will be finalized and will be effective on Sep 1, 2012
Main points:
New staff will be given a 1 semester probation period Class auditing and performance assessment by department Assessment based on anonymous evaluation by students and colleagues All lectures and teaching materials should be available online by the start of academic year
Teachers are the single most important learning resource available to most students. It is important that those who teach have a full knowledge and understanding of the subject they are teaching, have the necessary skills and experience to transmit their knowledge and understanding effectively to students in a range of teaching contexts, and can access feedback on their own performance. Institutions should ensure that their staff recruitment and appointment procedures include a means of making certain that all new staff have at least the minimum necessary level of competence.
Teaching staff should be given opportunities to develop and extend their teaching capacity and should be encouraged to value their skills.
Institutions should provide poor teachers with opportunities to improve their skills to an acceptable level and should have the means to remove them from their teaching duties if they continue to be demonstrably ineffective.
Ensuring development of teaching capacity and encouraging to value teaching staff skills.
Basis1: Differentiated System of Supplementary Payments for Encouraging Research and Methodical Activities effective on Jan 1, 2012 Main points:
Assigning bonus units for activities (e.g. 30 or 20 for defending dissertation or supervising doctoral student, 25 for a paper in external peer-reviewed journal, 20 for reporting at Int. Conference, 30 for membership in professional organizations, etc.) 1 unit = 1000 AMD (2 Euros) Payment will be made once a year for units earned during that year
Ensuring development of teaching capacity and encouraging to value teaching staff skills. (cont)
Basis2: A new Regulation In-service Training of Teaching Staff is under consideration. Will be finalized on Dec 2012 Main points:
All faculty must undergo regular mandatory inservice training and accumulate 30 Credit units within every 5 years Poor faculty could be assigned shorter period
Teachers are the single most important learning resource available to most students. It is important that those who teach have a full knowledge and understanding of the subject they are teaching, have the necessary skills and experience to transmit their knowledge and understanding effectively to students in a range of teaching contexts, and can access feedback on their own performance. Institutions should ensure that their staff recruitment and appointment procedures include a means of making certain that all new staff have at least the minimum necessary level of competence. Teaching staff should be given opportunities to develop and extend their teaching capacity and should be encouraged to value their skills.
Institutions should provide poor teachers with opportunities to improve their skills to an acceptable level and should have the means to remove them from their teaching duties if they continue to be demonstrably ineffective.
Ensuring a)opportunities for poor teachers to improve their skills and b)means to remove demonstrably ineffective teachers from teaching duties Basis: Regulation is under development Main points:
Developing a system of regular (or on-demand) in-service training of teaching staff Decision on poor teachers further staffing based on annual staff performance assessment derived from a)anonymous evaluation by students and colleagues and b)critical evaluation of annual plans performance
Total teaching staff - 284 Main faculty - 265 (93%) Short-time faculty* 19 (7%)
Average chair 11 faculty members
Eng.&Germ.(31), Arm.lang. and History (22) Phil., Music, Ecology, Rus.lit. (6-4)
*From schools, research institutions and industry
Extras
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
0 3
1 5
0 1 2
0 1
0 1
0 1 1
31
22 22
17
14
12
12
12
12
9 11 9
9 8
8 8
8 7 6
Problems
Big ratio of short-time teaching staff at chair of Comp. Science (42%) Short-time staff is working part-time and most probably is not dedicated
increasing salaries and adding benefits to attract best specialists from schools, industry and research sectors for full-time teaching duties
8 8 8 8 8 8 8 8 9 9 9
6 5 4
31
22
22
17 14 12 11 12 12 12
Eng. & Germ. Psycology Sport Pedagogy Pre-school Ped. Algebra Mil. training Ecology
Arm. lang. Rus. lang. Phys. training Arm. liter. Geography Engineer. Rus. lit.
History Pedagogy Math. analys. French lang. Polit. & Econ. Philos.
6%
Total - 265
46%
0 2 3 4 6 7 7 8 11 12 6 6 1 2 1 1 1 1 2 1 6 6 2 2 1 3 1 0 0 0 1 0 4 2 1 0 0 0 0 7 5 4 2 1 0 1 0 2 1 0 0 1 6 6 4 3 7 3 4 4 1 1
60%
50% 40% 30% 20% 10% 0%
Doct. of Sci
Cand. of Sci
Without degree
Problems
Possible Decisions
Near half of teachers dont have academic degrees (46%) Foreign languages, sport, military and fine arts - 70% + Small number of teachers with second academic degrees (6%) Encourage teachers to pursue academic degrees
5%
Professor
35%
52%
8%
100% 90% 80% 70% 60% 50% 40% 30% 20% 1 10% 0% 3 1 2 0 1 5 9 6 1 2 0 0 3 7 1 2 1 4 25 1 2 1 1 3 4 4 4 3 1 1 0 1 1 0 0 0 0 1 0 0 0 0 0 4 3 2 1 0 0 4 4 2 2 0 12 7 5 8 10 0 0 0 0 6 3 6 4 3 5 6 0 2 0 0 3 0 3 4 1 0 9 5 1 0 3 3 4 4 4 2 4 3 1 0 1 1 0
1
0 0
Professor
Associate Prof.
Assistant Prof.
Lecturer
Problems
Possible Decisions
Most of faculty (52%) are on the lowest level (lecturer) Small number of faculty on the position of assistant professor (8%) Make essential breaks between the salaries of different levels to encourage professional growth and pursuing academic degrees Develop new detailed job descriptions for all levels of teaching staff
Questionnaire for anonymous assessment of teaching staff by students were developed Totally 18 questions with 4 possible answers excellent, good, satisfactory and bad Students frm certain department assessed different teaching staff having classes in last semester We analyzed the results of questionnaire not for particular teachers, but average indicators for different teachers, as we intended to reveal the fields that urgently need improvement
1. Comformity of course content and curricula 2. Clarity of the course material explanation 3. Your confidence in the teacher's knowledge 4. The teachers oral speech and articulation 5. The teacher keeps the material interesting during the whole course. 6. Students are encouraged to ask questions on the material. 7. The quality of the answers given to the students questions. 8. Effective time management by the teacher. 9. Provision of appropriate classroom order by the teacher.
10. The teachers creative approach toward the subject. 11. The teachers interest towards the students success. 12. The teachers respective attitude to the students. 13. The teachers objectivity and impartiality. 14. To what extent the course promotes your professional development? 15. To what extent the course promotes your general development. 16. Your willingness to participate in other courses by this teacher. 17. Your involvement in the course (questions and answers, etc.) 18. My entire course assessment
Department of Foreign Languages Number of students surveyed 19 Number of teachers assessed 11 Indicators assessed - 18
70% 60%
50% 40% 30% 20% 10% 0% 1 2 3 4 5 6 7 Excel. 8 9 Good 10 Satisf. 11 Bad 12 13 14 15 16 17 18
The questions received maximum average votes for bad indicator (16+% of answers) 1. Teachers objectivity 2. Teachers oral speech 3. Students willingness to participate other courses lead by the same teacher The average deviations for these indicators are also are near-maximum, meaning that different teachers receive quiet different marks for these indicators
1. Teachers objectivity Possible solutions: this is the most difficult issue. Systematic efforts are needed for improvement.
2. Teachers oral speech The indicators are near-same for young and experienced teachers Possible solutions: 1. In-service trainings 2. Regular class auditing by colleagues
Areas requiring improvement 3. Students willingness to participate other courses lead by the same teacher
1.
Possible solutions: This issue is conditioned by previous issues and will be automatically resolved with them
Department of Management Number of students surveyed 9 Number of teachers assessed 5 Indicators assessed - 18
100% 90%
80%
70% 60% 50% 40% 30% 20% 10%
0%
1 2 3 4 5 6 7 . 8 9 10 11 12 13 14 15 16 17 18
The questions received maximum average votes for bad indicator (20-22% of answers) 1. To what extent the course promotes your professional development? 2. Teachers objectivity 3. Quality of time management 4. Students willingness to participate other courses lead by the same teacher 5. Teachers oral speech The average deviations for these indicators are also are near-maximum, meaning that different teachers receive quiet different marks for these indicators
1. Contribution of the course to students professional development The indicators are better for young teachers meaning that more experienced teachers are not worried about their level of competence Possible solutions: 1. In-service trainings 2. Peer-reviewing (exernal?)of electronic teaching materials
2. Teachers objectivity Possible solutions: this is the most difficult issue. Systematic efforts are needed for improvement.
1.
The indicators are near-same for young and experienced teachers Possible solutions: In-service training
Areas requiring improvement 4. Students willingness to participate other courses lead by the same teacher
1.
Possible solutions: This issue is conditioned by previous issues and will be automatically resolved with them
5. Teachers oral speech The indicators are better for young teachers, so this is not conditioned by experience teachers Possible solutions: 1. In-service trainings 2. Regular class auditing by colleagues
Questions???
Presenter: Gagik Demirjian, Director of QA Center Email: dega001@yahoo.com