Obserwacja klasowa jako narzędzie kompetencyjnego spierania nauczyciela – doświadczenia polskie i wybranych krajów Unii Europejskiej
Class Observation as a Tool for Competent Teacher Support: Polish Experience and Other EU Countries

Summary/Abstract: One of the most effective forms of initiating changes in teacher competences may be an observation – both taking the form of an evaluation visit and a peer observation – ending with factual feedback (supervision). This kind of process of supporting a teacher's competence needs, among others a well thought-out tool thanks to which the observer will be able to constructively address many aspects of the teacher's work. The experience of Polish and selected EU countries shows that the construction of teacher competence support tools, despite common elements, differs due to the specificity and place of work of the teacher and the level of professional competence. In addition, the tools taking into account the different interests of school management policy should be a carefully thought-out construct. Improving this tool is not a one-time act. Analysis of tools for evaluation visits/peer observations from various EU countries, from the perspective of the key objectives of teacher evaluation, leads to the implicit conclusion that the observed teacher benefits more in professional development when observation is more benevolent partner counseling than unpleasant inspection of teacher compliance with teaching procedures. This applies to teachers at every stage of their professional development.

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