GSPI-QA of Teaching Staff-draft3

7/31/2019 GSPI-QA of Teaching Staff-draft3

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Gyumri State Pedagogical Institute

Case Report


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Main actorsTemporary QA Committee of Scientific Board

Established Sep 2011

Members 7 Supervised by Vice-Rector on Research and

External Affairs

Since Sep 2011 almost 50 Regulations on

university policy and procedures aredeveloped (and approved by Scientific Board)


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Main actorsCenter for Quality Assurance Established Sep 2011 Permanent full time staff - 3 University self-assessment will be carried out

with the help of groups within correspondingfaculty/department including 1 student ineach group (8 groups)

In some specific cases (e.g. strategic planningon university level) well shape temporarygroups (engaging other experts)


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Rector

QA Center

Faculty QA

Group1

Faculty QA

Group2

Faculty QA

Group8

QA Committee

of Scientific

Board


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Quality assurance of teaching staff Institutions should have ways of satisfying

themselves that staff involved with theteaching of students are qualified andcompetent to do so.

They should be available to thoseundertaking external reviews, and

commented upon in reports.


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Teachers are the single most important learning resourceavailable to most students.

It is important that those who teach have a full knowledge andunderstanding of the subject they are teaching, have thenecessary skills and experience to transmit their knowledge andunderstanding effectively to students in a range of teachingcontexts, and can access feedback on their own performance.

Institutions should ensure that their staff recruitment andappointment procedures include a means of making certain thatall new staff have at least the minimum necessary level ofcompetence.

Teaching staff should be given opportunities to develop andextend 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 themeans to remove them from their teaching duties if theycontinue to be demonstrably ineffective.


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Teachers are the single most important learning resource availableto most students.

It is important that

to transmit theirknowledge and understanding effectively to students in a range ofteaching contexts, and can access feedback on their ownperformance.

Institutions should ensure that their staff recruitment andappointment procedures include a means of making certain that allnew staff have at least the minimum necessary level of competence.

Teaching staff should be given opportunities to develop and extendtheir 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 themeans to remove them from their teaching duties if they continue tobe demonstrably ineffective.


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Ensuring knowledge, necessary skills andexperience of teaching staff

Regulation for Development ofTeaching Staffeffective on 26 May 2012

Main points: Nomenclature of teaching staff positions

Qualitative Criteria for positions Recruitment options and procedures


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Teachers are the single most important learning resource availableto most students. It is important that those who teach have a full knowledge and

understanding of the subject they are teaching, have the necessaryskills and experience to transmit their knowledge and understandingeffectively to students in a range of teaching contexts, and canaccess feedback on their own performance.

Institutions should ensure that their staff recruitment andappointment procedures include a

. Teaching staff should be given opportunities to develop and extend

their teaching capacity and should be encouraged to value theirskills.

Institutions should provide poor teachers with opportunities toimprove their skills to an acceptable level and should have themeans to remove them from their teaching duties if they continue tobe demonstrably ineffective.


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Ensuring the minimum necessary level ofcompetence of new staff

A new Regulation on this issue is underconsideration of QA Committee of ScientificBoard. Will be finalized and will be

effective on Sep 1, 2012 Main points:

New staff will be given a 1 semester probation period Class auditingand performance assessment by

department

Assessmentbased on anonymous evaluation by studentsand colleagues All lectures and teaching materials should be available

online by the start of academic year


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Institutions should provide poor teachers with opportunities toimprove their skills to an acceptable level and should have themeans to remove them from their teaching duties if they continue tobe demonstrably ineffective.


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Ensuring development of teaching capacity andencouraging to value teaching staff skills. Differentiated System of Supplementary

Payments for Encouraging Research andMethodical Activities

effective on Jan 1, 2012 Main points:

Assigning bonus unitsfor activities (e.g. 30 or 20 fordefending dissertation or supervising doctoral student,25 for a paper in external peer-reviewed journal, 20 forreporting 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


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Ensuring development of teaching capacityand encouraging to value teaching staff skills.(cont)

A new Regulation In-service Training

of Teaching Staff is under consideration. Willbe finalized on Dec 2012

Main points: All faculty must undergo regular mandatory in-

service training and accumulate 30 Credit unitswithin every 5 years

Poor faculty could be assigned shorter period


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Teaching staff should be given opportunities to develop and extendtheir teaching capacity and should be encouraged to value theirskills.


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Ensuring a)opportunities for poor teachers toimprove their skills andb)means to remove demonstrably ineffectiveteachers 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 onannual staff performance assessment derived froma)anonymous evaluation by students and colleagues andb)critical evaluation of annual plans performance


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Total teaching staff - 284 Main faculty - 265 (93%)

Short-time faculty* 19 (7%)

Average chair 11 faculty members

Extras Eng.&Germ.(31), Arm.lang. and History (22)

Phil., Music, Ecology, Rus.lit. (6-4)

*From schools, research institutions and industry


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Number of Students -5200 Student/teacher ratio 20:1


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3122

2217 14

12 12

12

12 11

9

9

9

8

8 8

8

8 8 8 8

7 6

6 5 4

10

3

1 10 0

5

1 1

0

2

0

1

0 0

1

0 0 0 0

1 1

0 0 0

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


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Big ratio of short-time teaching staff at chairof Comp. Science (42%)

Short-time staff is working part-time and

most probably is not dedicated

Enhance status of main, permanent staffbyincreasing salaries and adding benefits to

attract best specialists from schools, industryand research sectors for full-time teachingduties


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31

22

22

17

14

12

121212

11

9

9

9

8

8

8

8

8

8

8

87 6

6 5 4

Eng. & Germ. Arm. lang. History Biology

Psycology Rus. lang. Pedagogy Computer Science

Sport Pedagogy Phys. training Math. analys. Chemistry

Pre-school Ped. Arm. liter. French lang. Physics

Algebra Geography Polit. & Econ. Fine arts

Mil. training Engineer. Philos. Music

Ecology Rus. lit.


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6%

48%

46% Doctor of Sciences -16

Candidate of Sciences - 126

Without Degrees - 123


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12

1 1 11

21 1

0

1

0 0

1

0

1

0 0 0 0 0

1

0

1

0 0

6

1112

6

6

8

2

6

23

7

7

4

6

2

7

5

6

4

2

1

3

2

1

43

24

9 9

10

7

3

8

5

9 8

12

5

1

6

0

3

2

4

6

7

3

4 4

11

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Doct. of Sci Cand. of Sci Without degree


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Near half of teachers dont have academicdegrees (46%)

Foreign languages, sport, military and finearts - 70% +

Small number of teachers with secondacademic degrees (6%)

Encourage teachers to pursue academicdegrees


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5%

35%

8%

52%

Professor

Associate Prof.

Assistant Prof.

Lecturer


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12

01

0 01

0

3

1 10 0 0 0

10 0 0 0 0

1

0 0 0 0

3

59 6

2

7

2

41

1

4

4

4

6

1

6

4

3

4 4

2

4

22

1

3

1

3

1 2

1

0

1

0

1

3

0 0

0

0

1

0

0

2 0 03

0

2

0

0

0

25

129

7

10

5

8

3

65

4 3

5

1

6

1

33

4 4

3

1 1

4

4

1

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Professor Associate Prof. Assistant Prof. Lecturer


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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 ofdifferent levels to encourage professional

growth and pursuing academic degrees Develop new detailed job descriptions for all

levels of teaching staff


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Questionnaire for anonymous assessment ofteaching staff by students were developed

Totally 18 questions with 4 possible answers

Students frm certain department assesseddifferent teaching staff having classes in lastsemester

We analyzed the results of questionnaire not for

particular teachers, but average indicators fordifferent teachers, as we intended to reveal thefields that urgently need improvement


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1. Comformity of course content and

curricula

10. The teachers creative approach

toward the subject.2. Clarity of the course material

explanation11. The teachers interest towards the

students success.

3. Your confidence in the teacher's

knowledge

12. The teachers respective attitude to

the students.

4. The teachers oral speech and

articulation

13. The teachers objectivity and

impartiality.5. The teacher keeps the material

interesting during the whole course.

14. To what extent the course promotes

your professional development?

6. Students are encouraged to ask

questions on the material.

15. To what extent the course promotes

your general development.

7. The quality of the answers given to thestudents questions.

16. Your willingness to participate inother courses by this teacher.

8. Effective time management by the

teacher.

17. Your involvement in the course

(questions and answers, etc.)9. Provision of appropriate classroom

order by the teacher.

18. My entire course assessment


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Number of students surveyed 19

Number of teachers assessed 11

Indicators assessed - 18


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Average indicators for teaching staff from

department of foreign languages

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Excel. Good Satisf. Bad


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Goaldisclose areas requiring improvement

The questions received maximum average votesfor bad indicator (16+% of answers)

1. Teachers objectivity2. Teachers oral speech

3. Students willingness to participate othercourses lead by the same teacher

The average deviations for these indicators arealso are near-maximum, meaning that differentteachers receive quiet different marks for theseindicators


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Areas requiring improvement

Possible solutions: this is the most difficultissue. Systematic efforts are needed forimprovement.


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The indicators are near-same for young andexperienced teachers

Possible solutions:

1. In-service trainings

2. Regular class auditing by colleagues


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Possible solutions:

1. This issue is conditioned by previous issuesand will be automatically resolved with them


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Number of students surveyed 9

Number of teachers assessed 5

Indicators assessed - 18


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Average indicators for teaching staff fromManagement dept.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

.


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Goaldisclose areas requiring improvement 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 objectivity3. Quality of time management4. Students willingness to participate other courses

lead by the same teacher

5. Teachers oral speechThe average deviations for these indicators are also arenear-maximum, meaning that different teachersreceive quiet different marks for these indicators


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The indicators are better for young teachersmeaning that more experienced teachers arenot worried about their level of competence

Possible solutions:1. In-service trainings

2. Peer-reviewing (exernal?)of electronic teachingmaterials


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Possible solutions: this is the most difficultissue. Systematic efforts are needed forimprovement.


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The indicators are near-same for young andexperienced teachers

Possible solutions:

1. In-service training


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Possible solutions:

1. This issue is conditioned by previous issuesand will be automatically resolved with them


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The indicators are better for youngteachers, so this is not conditioned byexperience teachers

Possible solutions:

1. In-service trainings2. Regular class auditing by colleagues


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Thank you for your attention

Questions???

Presenter: Gagik Demirjian, Director of QA Center

Email:[email protected]
mailto:[email protected]:[email protected]

Documents

GSPI-QA of Teaching Staff-draft3