Theoretical foundations of the teacher evaluation competence development system

This paper aims to explore the integrated mode of intelligent classroom and teaching evaluation in higher vocational education. Through a detailed literature review, the development, methods, and theoretical foundations of intelligent classroom and teaching evaluation are sorted out. Based on the theoretical foundation, integration strategies are proposed, including data sharing, personalized learning path design, and real-time feedback mechanisms. The criticality of teacher training and student participation is emphasized, and the successful implementation of integration is promoted through technical training and student feedback mechanisms. Ultimately, through the design and implementation of the integrated mode, by combining intelligent classroom and teaching evaluation, a more flexible and personalized learning environment is provided for higher vocational education to promote the all-round development of students.

Recent research on the professional competencies of mathematics teachers, which has been carried out during the last decade, is characterized by different theoretical approaches on the conceptualization and evaluation of teachers’ professional competencies, namely cognitive versus situated approaches. Building on the international IEA Teacher Education and Development Study in Mathematics (TEDS-M) and its follow-up study, TEDS-FU, the paper compares cognitive and situated approaches on professional competencies of teachers. In TEDS-FU, the cognitive oriented framework of TEDS-M has been enriched by a situated orientation including the novice-expert framework and the noticing concept as theoretical approaches on the analyses of classroom situations. Correspondingly, the evaluation instruments were extended by using video vignettes for assessing teachers’ perception, interpretation, and decision-making competencies in addition to cognitive oriented knowledge tests. The paper discusses the different kinds of theoretical frameworks and the consequences for the evaluation methods, the strengths, and weaknesses of both approaches. Furthermore, connecting the results of TEDS-FU with TEDS-M allows comprehensive insight into the structure and development of the professional competencies of mathematics teachers, the complex interplay between the different facets of teachers’ competencies, and the high relevance of teaching practice for the development of these competencies. The analyses show on the one hand that both approaches—cognitive and situated—are needed for a comprehensive description of teachers’ professional competencies. On the other hand, it is shown that both approaches can be integrated in a productive way. The paper closes with prospects on further studies coming even closer to the real classroom situation.

NCLB waiver requirements have led to development of teacher evaluation systems, in which student growth is a significant component. Composite teacher evaluation scores commonly sum up the results of measurements made using several instruments. We hypothesize that, across different measures, there is more than one underlying factor and each measure can be decomposed into distinct factors. By performing factor analysis on the disaggregated evaluation data (observation components and survey items), we can identify several orthogonal factors, of which only one is associated with student test performance. We use teacher evaluation data collected by the Measures of Effective Teaching (MET) project as a model of state teacher evaluation system, which includes a value-added score as a measure of student performance, an observational rubric, and a student survey. We find that one possible model of the latent data structure has three factors, of which only one is associated with value-added scores. This factor is also strongly associated with observation and survey items that deal with classroom control. The second factor is associated with such aspects of pedagogy as classroom dialog, questioning techniques, etc. The third factor is associated with items related to the notions of teacher sensitivity to students’ well-being and includes mostly student survey items. Those factors can be interpreted as reflecting “effective,” “constructive,” and “positive” dimensions of teaching respectively. Each of them is an important and independent input into child development, while only first of them leads to achievement gains measurable in the short run. The importance for policy of identifying orthogonal underlying factors is, first, that it provides precise knowledge of what exactly the evaluation system is measuring. This knowledge can be used by policy-makers to make an informed decision on how to combine the aspects of teaching into a single “teacher utility” function or, alternatively, if a multidimensional (matrix) evaluation system should be used. Second, it makes clear that teacher effectiveness consists of more than just the ability to promote student growth as measured by test scores. Additional factors may be weighted differently, for example, in identifying a teacher to become a mentor vs. to become a principal, which may require interpersonal capabilities unrelated to promoting student growth. Third, evaluating teachers using several independent factor scores may help target resources (such as professional development) more accurately. NCLB waiver requirements have led to development of teacher evaluation systems, in which student growth is a significant component. Composite teacher evaluation scores commonly sum up the results of measurements made using several instruments. We hypothesize that, across different measures, there is more than one underlying factor and each measure can be decomposed into distinct factors. By performing factor analysis on the disaggregated evaluation data (observation components and survey items), we can identify several orthogonal factors, of which only one is associated with student test performance. We use teacher evaluation data collected by the Measures of Effective Teaching (MET) project as a model of state teacher evaluation system, which includes a value-added score as a measure of student performance, an observational rubric, and a student survey. We find that one possible model of the latent data structure has three factors, of which only one is associated with value-added scores. This factor is also strongly associated with observation and survey items that deal with classroom control. The second factor is associated with such aspects of pedagogy as classroom dialog, questioning techniques, etc. The third factor is associated with items related to the notions of teacher sensitivity to students’ well-being and includes mostly student survey items. Those factors can be interpreted as reflecting “effective,” “constructive,” and “positive” dimensions of teaching respectively. Each of them is an important and independent input into child development, while only first of them leads to achievement gains measurable in the short run. The importance for policy of identifying orthogonal underlying factors is, first, that it provides precise knowledge of what exactly the evaluation system is measuring. This knowledge can be used by policy-makers to make an informed decision on how to combine the aspects of teaching into a single “teacher utility” function or, alternatively, if a multidimensional (matrix) evaluation system should be used. Second, it makes clear that teacher effectiveness consists of more than just the ability to promote student growth as measured by test scores. Additional factors may be weighted differently, for example, in identifying a teacher to become a mentor vs. to become a principal, which may require interpersonal capabilities unrelated to promoting student growth.

The object of research is the system of development of individual and organizational competence in the project of creating a virtual logistics center of a construction company. One of the most problematic places is the lack of systematic approach in construction organizations for development of personnel, the improvement of organizational competencies and the formation of technological maturity in the field of project management. To address these shortcomings, the project considers the filling of 28 competencies according to the model of the International Project Management Association. Based on the models of the International Project Management Association and Harold Kerzner, a combined model for development of organizational and individual competencies is proposed. In the model, the levels of technological maturity in the field of project management are aligned with the main elements of competencies inherent in the levels, as well as the main values. The tasks that the system for managing the development of the competence of the project team for creating a virtual logistics center for a construction company should be formulated. In the course of the study, the method of analyzing international standards and the synthesis method for constructing a combined model was used. An effective mechanism for the associated development of individual and organizational competencies in the construction organization is obtained. This is due to the fact that the proposed combined model has a number of features, in particular, system, the interconnectedness of individual and organizational elements of competence, the existence of a value dimension. Thanks to this, it is possible to increase the efficiency of organizational activities of construction organizations as a result of using the model by 10–15 %. In comparison with similar known models, this provides such advantages as: the interconnected development of individual and organizational competencies, the value measurement of competence and the possibility of constructing an integral value-competence strategy for the development of a construction organization.

Introduction. The epicenter of modern philosophical and pedagogical discourse is the development and implementation of effective training of competent specialists. The problem has a priority meaning for the pedagogical specialty, since modern high military schools require active, initiative lecturers, who are ready to solve successfully educational and professional tasks during interactive communication under conditions of a foreign communication environment. The foreign language communicative competence of the lecturers of the HMEI is an instrument that will ensure the implementation of the priority tasks of the higher military school development.Purpose. The purpose of the article is to reveal theoretical and methodological foundations of foreign language training, to find out the psychological and pedagogical conditions for the development of foreign-language communicative competence of lecturers of the HMEI.Methods. In order to achieve the aim and to solve the problems, the system of theoretical research methods was used: analysis, synthesis, generalization and systematization.Results. The conducted analysis of philosophical, didactic, pedagogical, linguodidactic aspects has shown that the development of foreign-language communicative competence is closely linked with the subject-subject interaction, which is realized in interpersonal communication, ways of communicative behavior, an ability to navigate in the appropriate communication situation, to build tactics and to establish productive communication, taking into account subjetive and objective circumstances, verbal and nonverbal features of the language.Originality. The article reveals theoretical and methodological foundations of foreign language training and psychological and pedagogical conditions for the development of foreign-language communicative competence of lecturers of the HMEI.Conclusion. The analysis of theoretical and methodological foundations for the development of foreign-language communicative competence of lecturers of the HMEI has shown the advantages of a competent approach, the essence of which is to prepare lecturers for active professional activity, productive pedagogical communication, interpersonal interaction, creativity in order to solve effectively educational tasks, problems, conflict situations. Prospects for further research are the development of a diagnostic apparatus, criteria and norms for assessing the levels of foreign language communicative competence of lecturers of the HMEI formation.

Many issues about teacher evaluation have been discussed in Russia where evaluation procedures are constantly under review as the teachers seek continuous improvement. This chapter contributes to this discussion, first, by adding a wider international perspective, secondly, by exploring the experiences of participants (observers, in-service teachers) and, finally, by drawing on research related to teacher evaluation. The authors present the outcomes of the survey conducted among teachers in Russia’s Sakha Republic (Yakutia) and in the Republic of Kazakhstan. The research objectives were: evaluation of the adaptation process in professional and personal development of in-service teachers caused by changes in education system of Russia and the development of basic professional competences of teachers. The study aimed to explore the views of teachers and analyses of teacher evaluation via a mixed-method approach. The rationale for this study was born out of the disillusionment with teacher evaluation. Therefore, it was concluded that existing evaluation practices may need to be examined to see if they serve the best interests of teachers.

This article addresses the problems of competency development and of competency-based approach to labour stimulation. The objective of the performed research was to determine the key types of professional competencies, their influence upon work performance, and way of their development. Two variants of competency understanding are outlined depending on the actual performance enabled by the competency presence and maturity: competency as an employee’s potential, and competency as the measure of labour activity goal achievement, which is in fact the realization of the potential. The system of labour remuneration based on the competency approach and including three types of bonuses was worked out. It includes minimum bonus applied for one-time reward of an employee’s success, qualification bonus requiring formal proof of the qualification level, bonus rewarding successful competency appliance. The competency classification based on three key features was suggested for more efficient analysis of competency appliance opportunities: maturity, or development degree; source or way of acquire ment; scope of possible appliance. The need to spend time and effort for obtaining and developing nearly all possible competencies was po inted out. Special attention is paid to forming labour competencies during the period of a person’s life when he is emp loyed. The sources of the competency formation for the employees were discussed and the problem of performing competency development activities at the expense of other types of activities was stressed out. The conclusion was made, that the employers and em ployees need to share the weight of means and efforts required for competency formation and development to enable the latter to perfo rm their duties more effectively in the future.

This paper uses the case of New York City teachers’ interpretations of the labels that are assigned to their performance to explore how teachers experience teacher evaluation systems. Based on our analyses of 141 interviews with New York City teachers, we argue that the ordinal performance labels assigned to teachers by New York City’s Advance teacher development and evaluation system—Highly Effective, Effective, Developing, and Ineffective—have meanings that extend beyond how they locate teachers in relation to one another, or in relation to an absolute standard of teaching performance. The labels can evoke powerful emotions in teachers, and may stymie policymakers’ hopes that they will be motivated by the labels to redouble their efforts to teach well. Teachers’ reactions to the labels can also reveal their strategies to resist the redefinition of teachers’ work.

This article presents a comprehensive analysis of the theoretical foundations underpinning the formation and development of leadership competence to officers of the signal and cybersecurity forces in the face of modern military challenges. The authors underscore that in the context of hybrid warfare, the increasing scale of cyber threats, and Ukraine’s need to align with NATO standards, the training of military leaders has become particularly critical. Leadership competence is conceptualized as an integrative formation that encompasses professional knowledge, managerial capabilities, communication skills, psychological resilience, and the value-based orientation of the officer.The article proposes a structural model of leadership competence comprising six interrelated components: cognitive-analytical, organizational-managerial, communicative, motivational-value, emotional-volitional, and innovation-adaptive. This model allows leadership competence to be viewed not merely as an individual trait but as a multi-level phenomenon that determines the operational effectiveness of military units under complex and dynamic conditions. The authors argue that the development of this competence is critically important for officers of signal and cybersecurity forces, as they are responsible for maintaining command continuity, ensuring the resilience of communication systems, protecting the information domain, and coordinating interagency cooperation.Special emphasis is placed on the integration of formal and non-formal education in the professional training of officers. The importance of simulation technologies, command-and-staff exercises, training programs, and practice-oriented activities in shaping leadership skills is highlighted. Furthermore, the article stresses the need to implement modern pedagogical approaches aimed at developing to future officers the ability to operate under uncertainty, make accountable decisions, and sustain the moral and psychological resilience of their units.In conclusion, the development of leadership competence to officers of the signal and cybersecurity forces is identified as a key element in the modernization of Ukraine’s military education system. It is directly linked to the resilience and operational effectiveness of the national security and defense sector, as well as to the integration of the Armed Forces of Ukraine into the Euro-Atlantic security environment. Future research directions include the development of comprehensive models for leadership competence, the expansion of diagnostic tools for its assessment, and the experimental validation of the effectiveness of newly introduced educational technologies.

This work presents the results of our sociological study aimed at evaluating the professional and personal well-being of teachers of Yakutia, as well as the issues of a methodological nature that stem from the topic. The purpose of this research is to study the professional and personal well-being of teachers, including their satisfaction with their work, factors leading to professional ‘burnout’, means for overcoming professional crises, formation of basic professional competencies, evaluation of teachers’ quality of life, as well as the level of satisfaction with additional professional education. Additionally, the paper looks at the issue of development and self-development of professional competencies of teachers. The paper presents the results of our sociological survey of teachers that was held in 2015-2016, covering various aspects. The conducted research confirms the necessity for scientific rethinking of the values of the system of forming professional competencies in the current changing conditions. The results of the research are used in the work of North-Eastern Federal University Institute of Continuing Professional Education to develop additional professional programmes of further education and retraining, organize workshops and training sessions. This article has practical value for education managers and teachers who are interested in personal growth.

The goal of this article is the study of legal and organizational aspects for professional development of civil servants of Russia and searching for possible ways of improving the existing mechanism of planning, organization and implementation of professional development of civil servants. Methodological basis of the study of the problem of steel General scientific methods such as induction, deduction, analysis, synthesis, grouping, etc. Conducted interdisciplinary analysis of literature and sources on the subject of professional is mand professional development, particularly in relation to public servants. Identified relevant legal issues hindering the process of professional development of civil servants in the context of further education. The proposed solution according to the decision of legal issues, professional development of civil servants. Particular emphasizes placed on finding ways of improving the existing mechanism of planning, organization and implementation of professional development of civil servants at the local level. A proposal about the organization of educational space with in the institutions of various levels of subordination. The leading trend in the development of the principle of professional development of state personnel policies is the requirement for continuous enhancement of the professionalism of the work force through continuous professional development of civil servants, the development of competencies is replaced by installing the development of professional competences and improvement of professional competence. Despite the high level of scientific elaboration of the Institute of professional development of civil servants, as well as the recommendations of the legislator in this direction, the development of modern professionalism of the civil servant becomes the task of the civil servant and the institution where he serves. The study showed that at the present stage, a considerable part of the problema rises in the system of additional professional education of state civil servants, which are by law mandatory. Basically, it is the problems of organizational and legal nature, and their solution requires not just changes at the state and municipal levels, and the drastic reorganization of the existing system of training of civil servants. The beginning of the process can be laid at the local level. In addition to the ʼglobalʼ recommendations for improving the system of professional development of civil servants, a proposal to organize their own educational space with in the institutions of various levels of subordination. The training center will allow not only to optimize the entire mechanism of civil servants' training process and management, but also increase their motivational level for self-development, and the main activities that can increase the efficiency and effectiveness of operations in general

Aim of the study: to develop an additional professional competence «Emergency care in cardiac arrest» and to evaluate a set of tools for its development among the graduating students majoring in general medicine (code 31.05.01).Material and methods. The study was done in two stages. During the first stage, within the framework of PC (professional competence)-11 «Readiness to participate in providing first medical aid in conditions requiring urgent medical intervention» an additional professional competence «Emergency care in cardiac arrest» was developed with the definition of performance assessment. During the second one, the scientific research was conducted at the medical institute of the Immanuel Kant Baltic Federal University during the study of Anesthesiology, resuscitation, and intensive care, which has been included in the block 1 discipline (module) list, being a basic part of the General Medicine curriculum (code 31.05.01). The study involved 140 six-year students majoring in general medicine (code 31.05.01). The students were divided into two groups. The main group included 80 students who studied in 2021 (average age 25±1.5 years), while the control group comprised 60 participants who studied in 2019 (average age 25.9±1.6 years, retrospective analysis).Results. An additional professional competence «Emergency care in cardiac arrest» and its stratified structure have been developed. Specific elements were elaborated for each component stratum. Based on the developed elements, which were mastered by the student in the process of training, the necessary competence was developed. The novel pedagogical technologies in the curriculum contributed to more effective learning and development of the competence. The levels of development of additional professional competence «Emergency care in cardiac arrest» differed between the groups. Most students in the control group had a threshold level of competence. The basic and advanced levels of competence were significantly higher among the students in the main group compared with the control group (P<0.05).Conclusion. We have shown the necessity of developing an additional professional competence «Emergency treatment in case of cardiac arrest» within the «Readiness to participate in providing first medical aid in conditions requiring urgent medical intervention» PC-11. We have successfully implemented and validated in practice the system of development of additional professional competence using pedagogical innovations, including those based on advanced information and communication technologies.

The paper presents theoretical and methodological foundations for the construction and practical implementation of the pedagogical system of military-professional competencies development of prospective reserve officers of the RF armed forces. The authors justify the urgency of social and economic expediency and specificity of the reserved for the Armed Forces officers training in civil technical universities. The authors give theoretical and experimentally confirmed justification of content and structure of military-professional competence of the reserved future officer. The authors have generalized an algorithmic model of pedagogical system of students (prospective reserve officers of the military-professionals) competence development. Its structure contains ten functional, interrelated and consistently implemented blocks. The authors describe a functional purpose and essential content of each block of the system model. Special attention is given to the modular technology of military-professional competence development, principles of organization, methods and techniques of its implementation. The authors provide data of a pedagogical experiment that identifies students level of military-professional competence development in the experimental and control groups at the levels of their cognitive, operational and activity components development.

It aims to apply the neural network algorithm to the mining of educational resource data and provide new ideas for the intelligent development of teaching evaluation. The potential correlations between the teaching evalua-tion results and the teacher’s age, gender, professional title, and academic qualification are analyzed with the Apriori algorithm, which is improved with the decision tree based on the research of the existing university teaching evaluation system. The back propagation (BP) neural network model is improved based on the differential evolution algorithm (DEA). The DEA-BP model is applied to the prediction of teaching evaluation results for analysis. The results show that the execution time of the improved association rule algorithm (ARA) is significantly better than that of other models. In addition, the teacher’s age (40 - 50 years old or 50 - 60 years old), gender (female), professional title (senior or deputy senior), and academic qualifications (undergraduate or master) have certain correlation with the teaching evaluation results (excellent). When the DEA-BP algorithm is adopted to predict the teaching evaluation results, the average absolute error (1.05%) and the relative accuracy rate (95.44%) between its prediction value and the true value are optimal. Therefore, the ARA algorithm and DEA-BP algorithm based on the decision tree can intelligently extract the potential laws and knowledge in the teaching evaluation data, and provide support for teaching evaluation decisions. Thus, it exerts the role of promotion in the mining of educational resource data in universities and the intelligent development of decision-making systems

Urgency of the research is due to the fact that social control is an integral and comprehensive component of any society. The development of theoretical, methodological and practical foundations of social control and the application of its cognitive tools in the transformation of consciousness and participation in the development of a democratic society on the basis of sustainability is of paramount importance. The research activity of scientists in studying philosophical, social, legal, economic, educational and other aspects of control as a complex polymorphic phenomenon is due to the fact that social relations are certainly an important component of the economy at all levels. However, the social mechanism for regulating economic systems at various levels remains ineffective. The purpose and the objective of the research are to prove the importance of social control in the sphere of economic management and to determine its theoretical foundations. The research methodology consists in the dialectical method of understanding the essence of social control and assessing its importance in the sphere of economic management; general scientific methods of analysis, abstraction, induction and deduction, synthesis and generalization are used to substantiate the basic theoretical provisions, the formation of the conceptual framework of social control in the sphere of economic management, the formulation of conclusions. The most significant scientific results are as follows: proving the importance of public control in the sphere of economic management, recognizing it as an indispensable element of the social mechanism for the development of economic systems at all levels of the economy; defining its theoretical foundations: the scope of application, object, matter, subject, forms and results. The practical significance of the research is to determine the vector of control development in the sphere of economic management – compliance with standards that affect the economic interest and determine economic behaviour. Value/originality. The results obtained can be considered as forming the concept of behavioural control in the sphere of economic management and create new grounds for developing the theory and practice of social audit as well as reviewing the paradigm of economic management control.