Abstract
This paper is focused on the overall purpose of the evaluation of teachers and on the teachers' evaluation policies in Albania. Evaluation purpose is to protect and improve the quality of teaching, so that boards should ensure a process that allows and encourages supervisors and teachers collaboration to improve teaching practices in the classroom. Developing high-quality professionals should be available for every teacher. Professional development programs should be based on state standards, the district where the school is located, learning goals and the identified needs of students and teachers. In addition, all new teachers must have objective support and participate in an introductory and counselling program. Evaluation of teachers tends to influence professional development and career decisions. The literature suggests that assessment strategies are used by objective. If the objective is the responsibility, there should be used summative strategies; if the objective is professional growth, there should be used formative strategies. According to the Institute of Education Development in Albania, professional standards for teachers are part of a broader framework of documents involving all education system. Teacher evaluation tests are performed only in Tirana from evaluation tests commissions. From this paper it is seen that there is lack of a comprehensive policy for the development of teaching profession and teacher evaluation systems in Albania which lack theoretical foundation. Likewise, there is lack of studies, national estimates on the basis of which would have drawn up policies and would be taken better decisions for teachers. DOI: 10.5901/ajis.2016.v5n2p145
Highlights
Teacher evaluation is a complex process, a series of activities and actions interconnected with a special purpose
Because of the fact that teachers deal with complex problems, they should be regarded as professionals, which means that their standards should be developed by their colleagues and that their evaluation should be concentrated on the level they solve their professional problems with the proper competence (Soar, Medley, DK Coker, 1983)
The candidate is evaluated with five levels: A, B, C, D, E corresponding to assessment with the words "excellent"; "very good"; "good"; "sufficient" and "weak"
Summary
Teacher evaluation is a complex process, a series of activities and actions interconnected with a special purpose. According to IZHA (2010) - the Institute of Education Development, professional standards for teachers are part of a broader framework of documents involving all education system This includes standards for school principal, coach, mentor, pedagogical deputy director, etc. According to IZHA (2010), general basic standards for the teacher are: Standard 1: Relations with children and young people Standard 2: Updating Standard 3: Communication, teamwork and cooperation Standard 4: Individual professional development Standard 5: Curricula Standard 6: Students achievements and their diversity Standard 7: Health and continuity Standard 8: Planning Standard 9: Teaching Standard 10: Assessment, monitoring and results Standard 11: Reflection on teaching and learning Standard 12: The learning environment in the classroom
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