Я объясняю новые темы
классу (презентация в виде
Четко определяю задачи
Проверяю домашние задания
Для совместного решения
проблем и задач ученики
работают в малых группах
возникают трудности при
освоении материала и/или для
тех, кто может продвигаться
Я прошу своих учеников
предлагать или помогать в
подготовке плана классных
мероприятий или тем.
ж) Я прошу своих учеников
В начале урока я представляю
Проверяю рабочие тетради
проектами, которые требуют
не менее одной недели для
Я проверяю, задавая вопросы,
действительно ли предмет
Ученики работают в группах
на основе их способностей
Ученики создают материалы,
которые будут использованы
Я провожу тестирование или
опрос для оценки знаний
Я прошу моих учеников
написать эссе, в котором
они, как ожидается, довольно
подробно описывают свои
мысли или рассуждения
индивидуально с учебником
Ученики проводят дискуссии
и отстаивают определенную
не всегда является их
Насколько твердо Вы согласны или не согласны со следующими утверждениями о «целевом классе»? Выберите только один вариант из каждого ряда. Полностью
Когда начинается урок, мне приходится
довольно долго ждать, чтобы ученики
Ученики в этом классе заботятся
о создании приятной атмосферы
Я теряю довольно много времени из-за
прерывания урока учениками
В этом классе очень шумно
Это конец анкеты. Благодарим Вас за сотрудничество!
90 КОНТАКТНАЯ ИНФОРМАЦИЯ В случае возникновения вопросов в ходе ознакомления с содержанием Программы Вы можете
обратиться в Центр педагогического мастерства, по адресу:
Казахстан, 010000, г. Астана, ул. Туркестан, 2, блок 3.
Телефоны: 8 (7172) 79 96 11.
IN-SERVICE TRAINING PROGRAMME FOR THE HEAD STAFF OF THE COMPREHENSIVE SECONDARY SCHOOLS OF THE REPUBLIC OF KAZAKHSTAN SCHOOL-BASED TASKS Transforming practice through collaborative school development First edition www.cpm.kz
93 CONTENT Introduction…………………………………………………………………………………………......................94
Metaphors for explaining the change process: magnets, glue and drivers…………………………......................94
Bringing about change in your own school..............................................................................................................99
94 “Teamwork is the ability to work together
toward a common vision, the ability to
direct individual accomplishments toward
organizational objectives. It is the fuel that
allows common people to attain uncommon
Henry Ford, US industrialist
INTRODUCTION There is now an emerging consensus that there is an urgent need to reform education systems to promote greater
equity and excellence in education for the 21st century. Furthermore most countries are also seeking to promote a
broader range of skills and dispositions, including the development of critical thinking, imagination, cross-cultural
and global awareness, creativity, and civic engagement. However it is widely recognised that policies will only
succeed when there is stronger capacity at the school level to raise the efficacy of teaching and to enhance student
learning. The goal must be excellent teaching for every child.
How to achieve consistency in teaching quality has therefore become central to the agenda of most countries.
Teacher- evaluation systems are part of this agenda. Despite the often contentious nature of discussions about
teacher evaluation in some countries, there are in fact broad areas of agreement between governments and teachers’
organizations that create building blocks for moving forward. Certainly the current evaluation systems in many
countries are simply checklists that generate paperwork without leading to meaningful improvement which need
to be revamped. Indeed the fact that more than a quarter of teachers do not receive any feedback on their teaching,
and that 95 percent receive satisfactory ratings even where student achievement is lacking, suggests the need for
change. The question facing most countries is not whether to have a teacher-evaluation system but how to get it
The Centre of Excellence programme will focus on developing a Kazakhstani specific teacher evaluation
METAPHORS FOR EXPLAINING THE CHANGE PROCESS: MAGNETS, GLUE AND DRIVERS School Leaders from around the world who have transformed school practice think of the critical development
components of the process as magnets, glue and drivers.
— Magnets refer to the forces, intentions and expected benefits that attract the leaders and teachers to try out
new ways of working. What this means is that development is more likely to be successful if leaders and teachers
enter into partnerships voluntarily and when all the people involved are determined to work together to develop
pupils’ learning. In the early stages of leadership development, and particularly during school - based period 1 it
will be a good idea for you to identify and work with people who are enthusiastic about changing practice, who
are able to work together and who are determined to make the new approaches work. This group will be the key
— Glue consists of the factors that keep this development team together and prevent the partnership
from falling apart. When teams are set up, the glue is strongest at the top. However to sustain and extend the
development work leadership must be distributed throughout the school team network and activity carried out
over a long period, consequently glue is also needed throughout the development team. When team members feel
part of the decision-making process and are expected to do their job well and are trusted as professional teachers
they are more likely to take on an extra development role. What this means is that glue is about developing a
culture in which people all work together to make the development work succeed so that pupils learning is the
focus of development.
— Drivers are the factors that leaders contribute to the process of development and in establishing school
networks. This is underpinned by leaders who constantly remind the development team of the moral purpose of
the development. In the case of the leadership programme it is to support and encourage those who are working on
development activities, to make mid-course corrections and adaptations, and to propel the partnership forward by
introducing new opportunities and challenges. Without drivers, development loses focus, or member of the team
can become complacent.
The school-based tasks presented here in this booklet are the devices through which school leaders will bring
together ‘magnets, glue and drivers’ so that classroom practice will be focused on pupils’ learning.
95 Ethical Code of Conduct When collecting and handling school data for your portfolio it is important that you conduct your research in
an ethical manner, especially when sharing data with others. When working with other school leaders and trainers
it will be vital that you adhere to the following strict code of conduct.
Informed consent This means that participants (those from whom data is being collected e.g. pupils, parents and teachers) know
why data is being collected about/from them and that you reassure them the data will not be shared with other
people beyond the project and that their repsonse is a vital part of the overall school developemnt process. You can
provide this assurance a) Verbally, through face-to-face discussions, telephone conversations and meetings; and b)
by Written means including letters, information sheets, forms, notes, reply slips and statements.
Privacy One of the reasons why participants might be uneasy about leaders collecting their data is because they are
anxious about their loss of privacy or that they may be judged harshly by the school leadership. There are two
ways that Principals can protect the privacy of participants: a) Anonymity means ‘without a name’ and refers to the
way in which Principals present their data and uses it in their assessed work. b) Confidentiality is guaranteed when
Principals are able to identify a given participant’s responses in their data but promise to not let others ‘connect’
participants with their responses. This means that they will not make comments in their Portfolio linked to a name
or a location that others can e.g. the identity of participants e.g. ‘The male teachers in the school think…’ or the
place (e.g. the city) where the data was collected.
Principals must not discuss data from other schools beyond the programme, which they may have been able
to share in face-to-face session. Principals may wish to reflect on these ethical considerations in their reflective
writing for their Portfolio to demonstrate how they have gathered their data in a fair, open and honest manner.
The next section summaries what you will do at each section of the programme. The activity column summarises
what will be done at each stage. The outcome row section summarises the written documents produced at the end
of the process. The final row sets out what should be included in the assessed portfolio.
There will be further details about each stage following the summary table.
96 Pre Course Tasks Face -to -Face Workshops 1 School-based Period 1 Face -to- face Workshops 2 School-based Period 2 Activity A. Data Collection
Collect data about the school and carry out surveys of pupils, parents and teachers.
B. Data Analysis
School self-evaluation data analysis: 1) Analyse school data. 2) Present key findings to peers. 3) Review trainers’ formative feedback. 4) Write a reflective account of this school based research data and key findings. 5) Read and respond to trainer’s formative feedback. C. Developing School
Development Plan 1 1) Identify a strategic development priority focus for one area of Teaching and Learning in the school. 2) Identify a team of talented teachers, including the deputy principal or level one teacher to be part of the development team. 3) Prepare school development plan, based on your strategic priority (including coaching programme within the school).
D. Implement development
plan 1) Mentor deputy principal or level one teacher to work with you in the development team. 2) Develop smart action targets with the development team. 3) Principals work with Deputy principals to develop and introduce a coaching plan to support the work of a small group of classroom teachers. 4) Coaching team of level two teachers and methodologists will support classroom teachers in preparing medium term planning of teaching sequences which include the seven themes. Principal will monitor progress and outcomes. E. Evaluate development plan
1) Record the mentor meeting notes with the deputy principal. 2) Monitor the coaching process and record details of the plans and meetings and targets set. 3) Monitor the Lesson Study process. 4) Monitor the changes in classroom teaching -medium term sequences - lesson evaluations - lesson observations - pupil evaluations - pupils’ work.
H. Detailed analysis of all the
evaluation evidence 1) Analyse all the school data collected during the school -based period including TALS survey data. 2) Present key findings to peers. 3) Write a reflective account of the school based research key findings. I. School Development Plan 2 1) Identify development priorities of the school teaching team using TALIS survey data issued at the end of school based period 1 (Appendix 4). 2) Plan of how you will work with the development team to introduce school wide teacher appraisal and school development of teaching and learning during the six month period of the second school based stages.
J. Implement development plan
1) Assess the competence of all teachers in the school using competence statements (Appendix 3). 2) Allocate coaches in the development team to work with a manageable number of all classroom teachers. 3) Support coaches in identifying teaching and learning development priorities for all the teachers in the school (Appendix 2 and 3). 4) Coaches will support classroom teachers with medium term planning of teaching sequences to use in Lesson Study. 5) Implement coaching and plan revised teaching sequence using Lesson Study. K. Interim Report
Write an interim report to share with your trainers after three months. L. Evaluate development plan
1) Record assessment of competence of all teachers and explain how this has been collected. 2) Record mentor meeting notes with the deputy principal. 3) Monitor coaching process and records of the plans and meetings and targets set. 4) Lesson Study process.
Table 1: Summary of development activities and portfolio assessment
97 F. Synthesise the evidence
from the monitoring development process G. Preliminary Preparation for
School based period 2 Issue TALIS survey to all staff for at the end of the school based period 1 (Appendix 4).
5) Monitor changes in classroom teaching -medium term sequences - lesson evaluations - lesson observations - pupil evaluations - pupils’ work. M. Survey teachers for a second
time using the TALIS survey near the end of the development. And analyse data. Compare with the evidence collected in previous survey. N. Synthesise all the evidence in
the form of the monitoring report See
Guide. O. Write a final report of the
whole development process (2000 words)
Outcome A. Data collated and
reduced into spread sheets and tables
B. 1) PowerPoint
presentation (5 slides maximum). 2) Reflective account (1000 words). C. School
C and D. School development
plan, including action, implementation E. Details of the evaluation of
the development F. Preliminary synthesis of
all the data in the form of a reflective account (1,000 words) G. Data from the TALIS
survey presented in form of a summary table
H. 1) PowerPoint presentation
(5 slides maximum). 2) Reflective account (2000 words). I. School Development Plan
1) Survey analysis and report. 2) Second school development plan.
J. School wide teacher appraisal
scheme, implementation plan parts (1-5) K. Interim three month report
M. Analysis of TALIS survey
(Appendix 4) L, N, O. Monitoring and
evaluation report of changes made during the six-month period to classroom practice throughout the school. Parts (1-5).
98 Final Portfolio entry A. Collated data in
B. 1) Edited
PowerPoint presentation with commentary notes. 2) Edited reflective account with trainer’s feedback (700 - 1000 words). C. School
development plan including details of the action, implementation and evaluation parts of the plan.
C and D. School Development
plan E. Evaluation evidence of School Development Plan 1) Written account of how the talented teachers were selected. 2) Records of mentor meetings with deputy principal or level one teacher. 3) Records of minutes of development team meetings. 4) Coaching plans. 5) Medium term sequences of lessons produced by teachers. 6) Lesson study plans. 7) Classroom observation notes of teachers using lesson sequences. 8) Record of feedback given by coaches to classroom teachers. 9) Evidence produced by classroom teachers of changes taking place in their classroom. 10) Pupils’ views about the changes. 11) Evidence of changes in pupils’ learning. F. Preliminary analysis of all the evaluation evidence (1,000 words).
H. 1) PowerPoint presentation
with commentary notes. 2) Reflective account of the first school based period research key findings (1,500words). I. School Development Plan 2 1) Analysis and report from TALIS survey data (1000 words). 2) School Development Plan to include action, implementation and evaluation parts of the plan.
K. Interim three month report
with formative feedback L. Monitoring report
1) Report of how teachers’ competence was assessed. 2) Account of the allocation of coaches to classroom teachers. 3) Synthesis of mentor meeting notes with the deputy principal. 4) Synthesis of the coaching process and records of the plans and meetings and targets set. 5) Report of the Lesson Study process. 6) Synthesis of the changes in classroom teaching -medium term sequences - lesson evaluations - lesson observations - pupil evaluations - pupils’ work. M. Analysis of TALIS survey
(Appendix 4) N. Synthesise the evidence from
the monitoring development process O. Final
process (2000 words)
99 BRINGING ABOUT CHANGE IN YOUR OWN SCHOOL A) Pre-course tasks Before you arrive at the first face-to-face seminar you will have collected data about your own school. The
instructions for this are in the Pre course task booklet. We have asked you to survey part of your school. The
outcomes of the pre course task will provide you with only a partial audit of your school. However this partial
audit will serve as a useful starting point for the first stages of the Action Research School Development Planning
B) Data Analysis One of the first things you will do will be to reduce this raw data into a series of more manageable tables and
summaries. Then you will analyse the data and interpret the data to present key findings in the form of a reflective
account of between 700 – 1000 words. This analysis will be used in the first face to face session to prepare a
presentation of the key findings. Your trainer will provide you with formative feedback.
C) Preparing the Teaching and Learning strand of a school development plan for use during school based period 1. This planning process will be discussed in detail during the seminars; you will be supported by your trainer and
also in a School Development Planning supplementary guide available on the portal. The outcome from the first
face-to-face seminar will be a detailed school development plan for the Teaching and Learning strand, which will
include action, implementation and evaluation details.
What you will do during school - based period 1 The self-reflection of your school using data collected prior to starting the programme will be used in the face
to face seminars. This will help you to identify strategic priorities for the first small scale school development
which you will carry out during the first school based period. Trainers will work with you using the Centre of
Excellence model of School Development Planning (Figure 1) and use criteria for identifying which areas of the
school need to develop (See Appendix 2).
а) Actions 3. Plan b) Implementation c) Evaluation Agree success criteria
Carry out actions to bring about
Identifying focus og change
Decide on data collection
Reflect on the change
4. Monitoring Report 1. Audit 2. Strategic Priorities Figure 1: The Centre of Excellence School Development Planning Model for developing Teaching and Learning
100 For example:
The school self-evaluation has identified that pupils in Grade 7 are not engaged in learning and parents have
also verified this in their survey responses. Figure 2 shows the process you will carry out with the support of your
trainer to solve this problem.
To do this classroom teachers will be supported by more experienced teachers who will coach them in how to
change and evaluate their classroom practice. You as Principal will work closely with other senior teachers in your
team to support the coaching team to carry out the pupil focussed development process. Appendix 3 provides level
descriptors to help you discuss teacher competences. The School Development Planning Guide also provides other
indicators to help inform discussions with the deputy principal and coaching teams.
By the end of the first school-based period you will have collected data about the coaching process and the
outcomes of the classroom development. See Figure 3 for a summary of the data, which might be collected
Grade 6 teachers work
with coaches to develop
Figure 2: School development planning process to address an identified strategic priority.
101 Level 1 teacher or Deputy Principal Mentoring PRINCIPALS Included in Portfolio Records of meetings Audio tapes Experienced teacher Or Level 2 teacher Or Methodologist Coaching Photographs Reflective logs Videos Coaching plans Lesson observations Records of meetings Medium Term plans Classroom teacher Or Level 3 teacher Classroom teacher Or Level 3 teacher Classroom teacher Or Level 3 teacher Classroom teacher Observations Lesson Study Interviews Lesson evaluations Children Children Children Children Children Children Children Pupils’ attitudes Pupils’ work Parents’ views Figure 3: monitoring and evaluating principals’ action researc
102 D) Implement School development plan 1) Mentor deputy principal or level one teacher to work with you in the development team.
2) Develop smart action targets with the development team.
3) Identify the coaching team and the focus of their teaching
4) Develop a series of coaching plans for level 2 and methodologist to use with classroom teachers
5) Introduce coaching plans to introduce Lesson Study to support the work of a small group of classroom
6) Coaching team to support classroom teachers in preparing medium term planning of teaching sequences
which include the seven themes.
E) Evaluate development plan 1) Record the mentor meeting notes with the deputy principal.
2) Monitor the coaching process and record details of the plans and meetings and targets set.
3) Monitor the Lesson Study process.
4) Monitor the changes in classroom teaching
-medium term sequences
- lesson evaluations
- lesson observations
- pupil evaluations
- pupils’ work
F) Synthesize evidence Review emerging evidence collected in the classroom during meetings, classroom observations. Reduce the
data and synthesize the findings into a reflective account of 1,000 words. Provide tables and graphs. Include data
in the appendices.
H) Preparing the Teaching and Learning strand of a school development plan for use during school based period 2. During the second face to face seminars you will analyse the outcomes of the school based research you have
undertaken during the first school-based period. You will start by writing a second reflective account of 1,500
words, which will summarise the key findings of this first cycle of an action research school development planning
Furthermore you will also be introduced to international models of school wide teacher development so that we
can develop strategies, which will work in a Kazakhstani context.
I) Second School Development Plan By the end of the second seminar programme you will have developed a second but more extensive School
Development Plan which will be the second cycle of the Action Research Process. The second plan will include
strategies for developing all teachers in your teaching team through active teacher evaluation, which is also called
appraisal in international contexts.
Appraisal is defined as the process of teacher’s work being reviewed by the principal, or by his or her colleagues.
This appraisal can be conducted in a range of ways from a more formal, objective approach (e.g. involving set
procedures and criteria) to the more informal, more subjective approach (e.g. through informal discussions with
This appraisal process will provide you with details of each teachers’ strengths and limitations and the
direction in which teachers will need support to develop their classroom practice. The OECD Teacher survey
(See Appendix 4) will be a useful tool to find out about the starting point of teachers’ views of Professional
Development at the start and the end of the development process.
You should issue the TALSI survey to your team at the end of the school based period 1.
J-O) Second school based period During the second school based period you will be supported by your trainer in two ways, firstly by weekly
email or Skype and by a face-to-face visit to your school. You will also have access to on line Forum where you
will be able to post questions. Furthermore support will be available via the peer network set up during face-to-face
Implementation of school development Plan 2 Your trainers will at the mid point of the period after the first three months of the development to review
your interim report (K) and to provide formative feedback. Therefore you will need to write an interim reflective
103 account of 1,000 words to provide an update on the progress of the developmental process. Your role during the
school based stage will be to support the implementation of the school development plan and to monitor this
process (J). Towards the end of the process you will also need to survey the teachers again using the TALIS survey
(M). At the end of the process you will synthesis all the findings (N). This will include teachers medium term
plans, coaching plans, an update on the introduction of the teacher support programme and a summary of your key
findings at the mid point and also at the end of the six months. Finally at the end of the six months you will need to
write a final report (O) which will include an update on the mid-point report as well as survey data about pupils and
their parents views and teachers views about the development programme. Additionally you should also include
evidence about pupils learning in classrooms drawing on suggested data collection methods in the monitoring and
By the end of the six months you will be asked to submit parts A-O set out in this document. This will be
assessed by CoE trainers and this process will be moderated by CPM experts and also potentially by International
104 Appendix 1: ASSESSMENT OF PRINCIPALS PORTFOLIOS AGAINST THE STANDARDS The Principal’s portfolio will meet
the standards through providing the
following written evidence.
Standard addressed Task By when Assessment 1.1. Understand and know how to
gather, interpret and use complex
tasks prior to the
training will be
of these data
Follow up analytical report and
reflective account see 2 i.
2.1. Understand the role of the modern Head Teacher •
Principles and values;
Extend Social capital.
2.2. Know and understand the
importance of strategic planning.
2.3. Know and understand the
principles and practices of the
CoE multi level in-service training
2.4 Can review school self
evaluation and development
2.5. Can implement self evaluation.
2.6. Can implement strategic
planning; school self evaluation and
2.7. Understand the importance of
collaborative work with parents and
2.8. Understand the purpose of
consulting parents and community.
2.9. Understand the purpose of
Action Research Cycle One School
plan with a
of teachers and
By the end of
F2F1 to be
carried out during
the school based
Formative feedback will be
provided by the end of F2F1.
105 3.1. Can organise personal and professional development and keeps
up to date with recent innovation
3.2. Has well informed personal
principles and values.
3.3. Can access up to date evidence
of how to manage personal
professional development planning.
3.4. Can review school self
evaluation and development
3.5. Can implement self evaluation.
3.6. Can implement strategic
planning; school self evaluation and
3.7. Can anticipate and plan for new
trends in the framework of a given
3.8. Understand school factors
which influence school culture;
good relationships between
teachers;good relationship between
3.9. Understand the importance
of relationships between effective
teaching’ and students’ outcomes.
3.10. Understand and know how set
high expectations for ALL learners.
3.11. Understand the relationship
between positive working
environments and well being.
3.12. Understand and know how to
gather, interpret and use complex
3.13. Can communicate complex
ideas about data.
3.14. Can anticipate future
trends and staffing and student
Action Research A second
plan which will
plans for how
teachers in the
Mid point school
based period 2
End school based
Three month interim report, oral
feedback with trainer
Portfolio will be submitted online
for summative assessment.
4.1. Can work collaboratively with
parents and the wider community.
4.2. Can set up and maintain
networks of schools.
4.3. Can set up and
maintain professional communities
of school leaders.
4.4. Can work with parents and
community to stay abreast of
change in the wider community.
4.5. Can engage all managerial
staff, teachers, parents, and pupils
with future scenarios of school
development within network of
schools and community.
Access the CoE
based period 2
Online record of network use
Record of F2F meetings with
other schools and parents.
106 Appendix 2: SCHOOL DEVELOPEMNT FOCUS Teaching and learning Beginning development Some development Good practice in place Leading development Leadership
Most leadership is
distributed to senior
and middle leaders
who have been sent
on relevant external
talent among staff
is at an early stage
and rests with
the principal in
The principal and
team know the
identity of the best
teachers over a
range of topics, but
this is not collected
or reviewed on a
Those identified are
to attend relevant
this whole area
development to a
deputy or assistant
being extended to all
Identifying talent is put
on a systematic basis
with regular reviews
linked to classroom
The principal and
senior staff collate
and review their
knowledge of staff
qualities, including the
capacity to work well
This is used in the
deployment of mentors
and linked to
and closely tied to
Staff data is used to
of mentors and
coaches. It is
all staff should
be supported to
develop the skills
of both mentors and
development for staff.
students is at an
Senior staff contribute
their experience to
external courses on
leadership as well
as within partner
The school is skilled
in talent identification
Staff data is
who explore ways of
maximising the use of
integrity. The most
every subject are
and used in
encourages staff to
share good practice
in principle as well as
in practice following
attendance at external
The school has
instituted some peer
There is some
coaching among staff
is unsystematic and
driven by enthusiasts.
The school has
evolved its teacher
Lesson Study with
from pupils and
as part of the
and training is