Ocena i awans zawodowy nauczycieli – różne perspektywy, różne oczekiwania

The new system of evaluation and advancement of teachers introduced in Poland in 1999/2000 was supposed to prepare teachers for new tasks and challenges. The amended Teacher’s Charter included the participation of external bodies from outside of school in this system. The article focuses on the analysis of assessment of the system and proposals for its changes suggested by employees of Supervisory Offices, local authorities which run schools, and experts from the Ministry of Education. Some results of research project The evaluation of effectiveness of teachers’ professional advancement system and quality of school work based on a qualitative method of collecting and processing data are used in the article. Some aspects of teachers’ advancement system functioning were assessed in a similar way by various bodies participating in this process. A commonly shared opinion was that its requirements are too low and that way it neither selects nor diagnoses candidates applying for higher professional levels. The requirements are too theoretical and do not evaluate practical skills. It is worth mentioning that in many cases the assessment of the system was relatively closely related to the role and place of assessing bodies within the system. Strongly enough, local authorities are more willing to introduce changes to the system than the experts from the Ministry of Education.