INDEX TO PRIORITIZE PEDAGOGICAL SUPPORT FOR TEACHERS WITH LOW PERFORMANCE COURSES (IPPS)

The purpose of this study was to design a methodology aimed at calculating an index that will allow prioritize which teachers should be provided with pedagogical support.

The criteria used for prioritization are three: the number of students who evaluate them (teachers), the number of low performance courses (LPC) and the average deficit with the minimum standard of quality in the teacher evaluation.

The calculation of the index to prioritize pedagogical support for teachers (IPPS) with low performance in their courses (LPC) is obtained by multiplying the values of the 3 criteria for each teacher with LPC.

These values of the IPPS are delivered to the Teacher Development Department (TDD) in a descending arrangement, enclosing all teachers with LPC, in order to appear at the top priority list to be supported pedagogically..

From these results, the proposed TDD plans, strategies and actions for a pedagogical support for the "priority teachers" subsequently in the second evaluation the effectiveness of the support given can be measured through the "t" Student test or "z" test.

After the second evaluation for each major area, two statistical analyzes of the LPC are implemented, one descriptive and another inferential considering the teachers supported and unsupported pedagogically.

With this information, the Quality Management Department also calculates the forth indicator: Effectiveness of the improvement of teacher performance, for each academic area.

This methodology and this index will allow an increase in the impact of pedagogical support in improving the teaching-learning process and reducing the areas of opportunity in academic areas, in other words in low performance courses and teachers.