Бағдарламасы «Назарбаев Зияткерлік мектептері»

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In-service training programme for the pedagogic staff 

of the Republic of Kazakhstan

AEO “Nazarbayev Intellectual Schools” 

Center of Excellence project

Level 2 Teacher Assessment

Second (intermediate) level

Second edition

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Recommended for publishing by 

“Center for Pedagogical Measurements” branch 

under the AEO “Nazarbayev Intellectual Schools” 

© Nazarbayev Intellectual Schools, 2015 

All  rights  reserved.  No  part  of  this  publication  may  be  reproduced  or  transmitted  in 

any form or by any means, including photocopying and recording, without the written 

permission of the copyright holder.

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Level 2 Teacher Assessment

Contents

1 Introduction 40

2 

Assessment of Portfolios  

41

        2.1     Principles for the assessment of portfolios 

41

     

 2.2     Portfolio content 

41

        2.3     The process of assessment of portfolios 

43

3 

Assessment of presentation 43

        3.1     Principles of the assessment of presentation 

43

        3.2     Content of the presentation 

43

     

 3.3     The process of assessment of presentation 

44

4 

Moderation of portfolio and presentation grades              

 

 

 45

5 

Formal approval of the pass list, re-submission and appeals 45

Appendix 1  The Standards for Teachers at Level 2 

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Appendix 2  Requirements for each assignment 

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Appendix 3  Grading against the criteria 

52

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1 

Introduction

This  programme  is  designed  to  train  teachers  to  achieve  the  Standards  for  Teachers 

at Level 2 (Appendix 1). These standards focus on teachers being excellent reflective 

practitioners themselves and also having the ability to support colleagues in developing 

their practice. The Level 2 programme will therefore consist of two interrelated strands:

•  developing personal understanding and practice in relation to new approaches to 

teaching and learning;

•  coaching and mentoring colleagues.

In the first face to face period of the training, teachers will be introduced to the two strands 

of the Level 2 programme: the coaching and mentoring of colleagues in the context of 

new approaches to teaching and learning and Action Research as a rigorous means of 

reflecting on the implementation of new approaches into practice.

During the four-week school-based period of the programme, teachers will carry out the 

Action Research project in their own classrooms which they planned during the first face 

to face. They will conduct two coaching sessions with a small group of colleagues. The 

focus of the coaching will be negotiated with colleagues and based on their needs but 

must relate to ideas from one or more of seven themes:

•  New  approaches  to  teaching  and  learning  (Dialogic  teaching  and  learning  and 

Learning how to learn);

•  Learning to think critically

•  Assessment for and of learning

•  Using ICT in teaching

•  Teaching talented and gifted children

•  Responding to age-related differences in teaching and learning

•  Management and leadership of learning.

.

Teachers will also work closely with one colleague, mentoring them to improve practice 

with a focus on ideas addressed during the small group coaching.

In  the  final  four-week  face  to  face  phase  of  the  programme,  teachers  will  reflect  on, 

discuss and record what they have learned through carrying out the Action Research 

project in their own classrooms. Teachers will also reflect on, discuss and record their 

coaching and mentoring experiences during the school-based phase of the programme. 

In the final face to face phase, teachers will complete a portfolio of evidence relating to 

the two strands of the Level 2 programme. This portfolio provides the main evidence that 

teachers have satisfied the three key criteria for successful completion of the programme. 

These criteria state that:

1.  Teachers have gained knowledge and understanding of the key ideas presented 

in the two strands of the programme;

2.  Teachers are applying these ideas within their own practice;

3.  Teachers are reflecting on the implementation of new practices and considering 

implications for further development.

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The Standards for Teachers at Level 2 (Appendix 1) sets out the detail of how these 

criteria are satisfied at this level.

The  summative  assessment  process  focuses  on  teachers’  reflections  about  the 

implementation of ideas addressed in the programme during the school-based period. 

Evidence  that  teachers  have  satisfied  the  three  key  criteria  and  achieved  the  Level  2 

standards will be found in portfolios and presentation made during the second face to 

face period of the programme. This presentation will be based on work produced for their 

portfolios.

In order to receive accreditation, teachers will also be required to pass an examination 

set by the Centre for Pedagogical Measurement based on key ideas from the Level 2 

programme.

2 

Assessment of Portfolios

2.1  Principles for the assessment of portfolios

Portfolios should contain evidence that teachers have engaged with and understood ideas 

from the two interrelated strands of the programme. The Action Research report involves 

demonstrating  personal  understanding  and  practice  in  relation  to  new  approaches 

to  teaching  and  learning.  The  assignments  about  coaching  and  mentoring  involve 

demonstrating  well  developed  personal  understanding  in  relation  to  new  approaches 

to teaching and learning as well as demonstrating understanding of ideas in relation to 

coaching and mentoring. Reflection on practice is an important component of all three 

assignments. Evidence for each of the key criteria may be stronger in some portfolio 

entries than in others. Several weak pieces of evidence may not be sufficient to suggest 

that a teacher has met one of the criteria whereas two pieces or even one very strong piece 

of evidence may be sufficient.

When  assessing  the  portfolios, Assessors  should  also  consider  whether  teachers  have 

fulfilled the requirements for each assignment (see Appendix 2). The key criteria may be 

met and teachers awarded a Pass without fulfilling all stated requirements. However, if 

substantial elements are missing from assignments this should be reflected in the grade 

given.

2.2  Portfolio content

During the school-based period teachers will engage in a number of teaching, research, 

coaching and mentoring activities and may record these in some way. However, in order 

to  make  assessment  of  the  programme  manageable,  teachers  will  not  be  expected  to 

include records of all activities carried out as part of the programme in their portfolios for 

assessment. However, teachers are expected to include additional records in their portfolio 

which support the assessed entries or which document their wider learning and professional 

development. These additional records may also support formative discussions with peers 

and trainers. During the second face to face phase of the programme teachers will select 

and develop some of their portfolio entries for assessment and presentation purposes.