ISSA Quality Standards Using standards in Azerbaijan

Reforms in Azerbaijan: toward raising quality  Promote student-centered teaching  New National Curriculum: promotes standards-based approach  Establish effective quality management system: teachers’ accreditation  Meet international quality standards

NEW GOALS – NEW CONCEPT OF EDUCATION  Individual development  Student – subject of education process  Applicable knowledge and skills  Life-long learning National Curriculum

Needs  Establish effective quality management system: shared criteria of quality.  Update system of monitoring and evaluation: proactive use of assessment, on-going assessment for development and improvement.  Renew teacher education curriculum: toward reflective and responsible teaching.  Revise in-service teacher training institutions’ curriculum.  Include teachers in national discourse about quality of education: teachers as subjects of change rather than mere receivers of new policies and innovations.  Promote parental involvement.  Formulate new understanding of quality: nationally determined and accepted by ALL stakeholders.  Address social inclusion and diversity.

Addressing the needs ISSA Standards helped us to present:  understanding of quality based on child-centered philosophy in concrete terms and observable practices with focus on real classroom.  new proactive use of evaluation for professional development of teachers.  new approach for on-going assessment.  new approach of constructive work of LED consultants and schools.  self-assessment capacity of teachers for improvement.  the idea of parental involvement  idea of social inclusion and diversity as criteria of quality education

What was done in Azerbaijan  Presentation of ISSA standards at the MoE as example of internationally recognized quality standards.  Initiation of the discussion of pedagogical standards as necessary mechanism for quality management.  Promoted idea of assessment for improvement and development rather than traditional assessment apart from real classrooms and real teachers.  Conducted observations of innovative and traditional classrooms, assessed observed practices against the criteria set by standards.  Created working group consisted of BCED methodologists and CIE experts and developed new quality assessment tool based on ISSA standards and reflecting present country context.  Initiated discussion of the necessity of professional development not only teachers but school inspectors and methodologists at ministry level.

Further steps Short-term plans:  Pilot new instrument.  Develop plan for improvement of teaching practices.  Provide development trainings for professionals responsible for quality monitoring.  Promote institutionalization of new instrument for on- going assessment. Long-term plans:  Develop university-level courses for methodologists.  Establish in-service courses for school methodologists, head teachers, administrators and teachers.  Develop national standards of quality.  Set base for national system of teachers’ accreditation.