Abstract:

In this paper we present the teaching quality assurance model introduced at ITMO University (St. Petersburg, Russia) and the faculty professional development framework based on it. This model works on the principles of the multi source assessment method. We argue the model suggests a valuable alternative to traditional teaching quality evaluation methods that consider mostly scientometric indicators.

The quality of teaching requires compliance with certain standards. At ITMO, the standards were arranged in the form of a competence matrix, which became a framework for the teaching quality assurance model. The matrix is a core designed for the evaluation of faculty members and teacher assistants’ teaching proficiency levels. The matrix considers five groups of competences: subject-scientific, pedagogical, meta subject, digital and value-oriented. These competences are evaluated at three progressive levels: basic, advanced, and expert.

The model gains data about teaching proficiency using the results of four evaluative activities: classes observations, teacher self-evaluation, supervisor evaluation, and students questionnaires on teaching quality. These activities are designed to compare the teachers’ competences with the standards stated in the matrix. We involve all the stakeholders of the teaching process to collect objective and comprehensive data. The model was introduced in the 2020/2021 academic year, and so far we have been improving it based on the feedback from all stakeholders.

The teaching quality assurance model serves several goals. Firstly, it helps to monitor and improve teaching quality through methodological recommendations the teachers receive after participation in evaluative activities. Secondly, it helps increase the prestige of the teacher: we organize the EduAward competition to honor the best teachers and the best educational projects of an academic year. And finally, the teaching quality assurance model provides data about professional development needs that we use to design courses and programs for the teachers.

Keywords:

Teaching quality, competence matrix, professional development needs.