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L'évaluation des enseignants

Selon un scoop sur le site du Café Pédagogique, qui s'est procuré de documents gouvernementaux, l'évaluation des profs se profile un peu plus clairement sur l'horizon.

Cette évaluation se fera tous les trois ans et dans les collèges et lycées c'est le chef d'établissement qui en sera responsable.

A mon sens, il est bien temps que les enseignants en France puissent bénéficier d'un système d'évaluation bien conçue, mais cette évaluation tous les trois ans par le directeur n'est pas suffisante. Les syndicats se plaignent que le chef d'établissement n'est pas en mesure d'évaluer les compétences professionnelles dans toutes les matières, mais le problème n'est pas là. L'expérience anglo-saxonne montre qu'un directeur est bien capable de juger la qualité d'un cours car bon nombre des éléments d'un cours réussi sont génériques. Ce qui manque dans les écoles françaises c'est une structure hiérarchique qui permet une évaluation suffisamment fréquente par un spécialiste dans la discipline. C'est une question mathématique. Un directeur responsable de, disons, soixante professeurs, n'a pas suffisamment de temps pour les évaluer tous les ans, leur donnant en même temps des cibles professionnelles annuelles. Pour ce faire il faut des "chefs de section", des cadres axiaux à l'anglaise. Ces personnes seraient responsables à la fois de l'évaluation (à l'aide du chef d'établissement), et de l'organisation de la section en général.

Dans d'autres secteurs de la vie active ce genre d'hiérarchie et d'évaluation est monnaie courante. Elle permet aux salariés d'avancer dans leur carrière et de bénéficier d'une formation continue au fil des ans. Ce qui est proposé par le gouvernement est un pas en avant, mais un pas relativement timide qui risque de ne pas atteindre ses objectifs.

Les syndicats devraient voir les aspects positifs d'une évaluation qui peut mener à des hausses de salaire et de nouvelles possibilités professionnelles. Pourquoi les enseignants devraient-ils rester à l'abri de la responsabilité de leur travail et des résultats de leurs élèves?


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What teachers are saying about The Language Teacher Toolkit

"The Language Teacher Toolkit is a really useful book for language teachers to either read all the way through or dip into. What I like about it is that the authors Steve Smith and Gianfranco Conti are totally upfront about what they believe to be good practice but back it up with research evidence." (Ernesto Macaro, Oxford University Department of Education)

"I absolutely love this book based on research and full of activities..  The best manual I've read so far. One of our PDs from the Australian Board of Studies recommended your book as an excellent resource.  I look forward to the conference here in Sydney." Michela Pezzi, Teacher, Australia, Facebook)

"Finally, a book for World Language teachers that provides practical ideas and strategies that can actually be used in the classroom, rather than dry rhetoric and theory that does little to inspire creativity in ways that are engaging for both students and teachers alike." (USA teacher, Amazon review)

The Language Teacher Toolkit review

We were delighted to receive a review of The Language Teacher Toolkit from eminent applied linguist Ernesto Macaro from Oxford University. Macaro is a leader in the field of second language acquisition and applied linguistics. His main research interests are teacher-student interaction and language learning strategies pupils can use to improve their progress.

Here is Professor Macaro's review:
The Language Teacher Toolkit is a really useful book for language teachers to either read all the way through or dip into. What I like about it is that the authors Steve Smith and Gianfranco Conti are totally upfront about what they believe to be good practice but back it up with research evidence. So for example the ‘methodological principles’ on page 11 are supported by the research they then refer to later in the book and this approach is very similar to the one that we (Ernesto Macaro, Suzanne Graham, Robert Woore) have adopted in our ‘consortium project’( The point i…

5 great zero preparation lesson ideas

When the pressure is on and there are only so many hours on the week, you need a repertoire of zero preparation go-to activities which promote input and/or practice. Here are five you might well find useful.

1. My weekend

We know that listening is the most important yet often neglected skill for language learning. It's also something some pupils find hard to do. To develop listening skill and provide tailored comprehensible input try this:

You tell the class you are going to recount what you did last weekend and that they have to make notes in English. The amount of detail you go into and the speed you go will depend on your class. Talk for about three minutes. If you spent the whole weekend marking, you can always make stuff up!

You then make some true or false (maybe not mentioned too) statements in the target language about what you said in your account. Class gives hands up (or no hands up) answers. This can then lead into a simple pair work task where pupils make up their own tru…