Бағдарламасы «Назарбаев Зияткерлік мектептері»

1,
 2
Very  str
ong
Str
ong
W
eak
Not 
pr
esent
В2
Records of critical events, with brief commentary (250 words) fr
om the 4 
taught sessions planned in B1 that include:
• 
minimum 
1 
scanned 
record 
from 
Reflective 
Journal 
according 
to 
learning 
and teaching issues; • 
maximum 
6 
digital 
images 
(photo), 
illustrating 
practic
e 
of 
active 
learning 
and principal task accomplishing; • 
short 
feedbac
ks 
from 
principals 
according 
learning 
and 
teaching, 
which 
can be used for reflective practice;
1, 2
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ong
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ong
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eak
Not 
pr
esent

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• 
expert, 
colleague 
or 
mentor
 feedback 
on 
observation 
for 
improving 
trainer 
practice in future; • 
short 
video 
(if 
there 
is) 
about 
supporting 
principals 
in 
their 
learning 
and 
ef
fective management of classroom situation.
В3
Records on formative and summative assessment, including:
(а
) 
Thr
ee
 records, which demonstrate your use of formative assessment 
in your practice, in particular:
• 
how you use formative assessment during four sessions with principals;
• 
how 
you 
use 
formative 
assessment 
during 
princi
pals’
 presentations 
according its evidences; • 
how 
you 
use 
formative 
assessment 
during 
observation 
of 
principals 
practice at school
NB
 Records should include feedbacks, which you gave to your principals. In 
your short commentary (250 words) you should explain, why you choose this  or that approach
(b)
 Tw
o records, which demonstrat
e, how you use principal portfolio 
summatively as independent trainer 
1, 2
Very  str
ong
Str
ong
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eak
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pr
esent

146
В4
Evaluation (1500 words) of 4 sessions (fr
om 
В
1) analysing
:
• 
how successfully principals learned during these sessions;
• 
advantages 
and 
aspects 
for 
self-improvement 
in 
own 
practice 
of 
teaching 
principals new approaches in future. 
Account should be based on evidence analysis of
:
• 
principals successful learning
;
• 
influence of learning environment on formation of principals values;
• 
using principals experience as a base for learning;
• 
logic and sequence in applying of used materials and recourses
• 
selection 
ef
fectiveness 
of 
forms, 
strategies 
and 
ways 
taking 
into 
account 
peculiarities of candidates; • 
ef
fectiveness of using principals’
 assessment practice;
1, 2
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ong
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ong
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eak
Not 
pr
esent
• 
understanding 
cause-and-ef
fect 
relations 
in 
problem 
arising 
during 
principals learning; • 
understanding 
the 
improve
ment 
necessity 
of 
own 
practice 
in 
teaching 
principals new approaches in future;  • 
constructiveness 
of 
conclusions 
and 
suggestions 
acco
rding 
alterations 
of 
further trainer practice.
 
С
Reflection and development
1, 3
Very  str
ong
Str
ong
W
eak
Not 
pr
esent
С
Reflective account  (1500 words) of trainer
’s learning, 
including descrip
-
tion and analysis of: 
• 
knowledge of own prac
tice, gained in the course of and through prin
-
cipals training; • 
directions of trainers p
ractice changes in future as the result of reflec
-
tion on modern theories, ideas and approaches to learning and teaching;  • 
planning specific chang
es for application during future learning ses
-
sions

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Appendix 8: Role definitions
Assessment Board 
for Trainer and Ex-
pert Certification 
(“Assessment Board”)
The Assessment Board oversees all assessment procedures, and is respon-
sible for approving the pass lists for Trainers and Experts.
Principal Expert
The person designated by the Centre for Pedagogical Measurements (CPM) 
to be responsible for maintaining the overall quality, consistency and ac-
curacy of trainer and expert assessment, leading the whole team of Experts 
in Assessment, and reporting to the Assessment Board and has the power to 
make final decisions on portfolio assessment. 
Team Leaders
The Experts in Assessment are organised into teams, related to language 
and region, and for each team one Expert is designated as Team Leader, 
responsible for the assessment work of the team, and accountable to the 
Principal Expert.
Experts in Assessment
The Experts in Assessment are the assessors engaged by CPM to be respon-
sible for assessing and mentoring Trainers, and moderating assessments of 
teacher portfolios and presentations.
Trainers
Trainers are engaged by Centres of Excellence and are responsible for plan-
ning and preparing, teaching, assessing and evaluating teacher professional 
development programmes.

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