Identical mechanisms are in place for early childhood education and school education. They include the following three main elements which are covered by separate detailed regulations and have slightly different objectives, but all carry forward the overall common goal of quality improvement of education:

• Pedagogical supervision system
• Teacher appraisal
• External pupil assessment (external examinations)

Pedagogical supervision system

The pedagogical supervision system aims to support the development of nursery schools, schools and other educational institutions (hereafter jointly referred to as schools, wherever possible), contribute to better quality of education and equal educational opportunities, and enable comprehensive development of pupils and teachers. It also aims to support the national authorities in designing and pursuing educational policy based on comparable data for the entire school education system. The system includes four inter-related components ofpedagogical supervision:

• evaluation, based on uniform requirements laid down by the legislation, which focuses on the quality of activities conducted by schools;
• legal compliance auditing which aims to check the compliance of activities conducted by schools and teachers with the legislation;
• support for schools and teachers (for example, publication of findings from pedagogical supervision; organisation of conferences and meetings; dissemination of information on school education issues and changes in legislation) aimed at inspiring and intensifying performance improvement processes in schools;
• monitoring which involves collection and analysis of information on the activities of schools to identify and eliminate risks to proper performance of their tasks.

Tasks in the four areas are carried out on a mandatory basis by external pedagogical supervision bodies vis-a-vis public and non-public schools, and by heads of public schools, in cooperation with other staff holding management positions and teachers, as part of internal pedagogical supervision. The regulations on internal pedagogical supervision do not apply to non-public schools which may put in place different approaches. Outcomes of internal evaluation are taken into consideration in external evaluation.

In accordance with the guidelines of the Ministry of Education and Science (until January 2021, the Ministry of National Education responsible for the school education system only), external evaluations are temporarily suspended during the COVID-19 pandemic. It is recommended that the bodies responsible for external pedagogical supervision focus on supporting and monitoring activities of nursery schools, schools and other educational institutions and use, insofar as possible, online communication means to do so.

Chapter 11.1.2, ‘Approaches and Methods for Quality Assurance’, covers only evaluation as a key element of quality assurance.

Teacher appraisal

Arrangements for teacher appraisal are identical for teachers in both early childhood and school education, and in both the public and non-public sectors. Two processes are in place. Performance appraisal is non-mandatory, applies only to teachers holding one of the three higher professional promotion grades, and aims to assess the performance of the teacher’s duties as defined in the national legislation. Assessment of professional achievements is an integral part of the procedure for the promotion to a higher professional grade. It focuses on the extent to which the teacher has implemented a professional development plan, agreed between the teacher and the head for the period preceding the promotion process. A positive outcome of the assessment is one of the preconditions of promotion. For details on teacher promotion, see Chapter 9.2.

External pupil assessment

The external assessment system includes: the eighth-grader exam conducted at the end of the primary school, the final secondary education (maturity exam) at the end of the secondary school, and vocational exams for, among others, vocational secondary and post-secondary school pupils and graduates. External examinations, which enable objective measurement and evaluation of school performance, aim to improve the quality of education, support the assessment of learning achievements and ensure the comparability of results across the country. Results of external exams are taken into consideration in external and internal evaluations of schools as part of pedagogical supervision. Thus, they aim to help schools and educational authorities to undertake activities improving the quality of education. For details about pupil assessment, see Chapters 5.3 and 6.3.

Reforms in the last decade

The present pedagogical supervision system was established in the school year 2009/2010. It replaced previous mechanisms which focused mainly on the compliance of schools’ activities with the legislation and did not address to a sufficient extent their performance and quality improvement.  The mechanisms currently in place, and in particular evaluation, enable more thorough analysis and evaluation of school performance.

In the following years, the scope of external evaluations was slightly redefined, with the number of criteria or requirements reduced from 12 in 2015 to 9 in 2017. The requirements do not embrace all areas of performance, indicating only the main aims, activities and responsibilities of schools (for details, see ‘Approaches and Methods of Quality Assurance’).

Moreover, in 2015, the Ministry of National Education abolished an arrangement for external evaluation where the extent of the school’s compliance with the requirements was assessed on a five-point rating scale (from low to very high level). Emphasising that evaluation should be based on a formative rather than summative approach, the Ministry considered that rating-based evaluation did not serve sufficiently well the purpose of improving the performance of schools and supporting their development. It focused their attention more on whether the rating given was justified than on self-reflection and self-analysis, a development plan to be devised and the implementation of changes. Ratings were not always comparable and tended to encourage labelling and ranking rather than reflection on the development of schools. In some cases, they could have also triggered undesirable developments such as attitudes of reluctance to evaluation or a tendency to provide inaccurate information during an evaluation for fear of receiving a low rating. Currently, an evaluation report presents evaluation findings and conclusions, indicating the areas where the school performs well and those where improvement is needed.

The pedagogical supervision system has been supported by European Social Fund projects (Operational Programme ‘Human Capital’). A portal ‘Pedagogical supervision:  – School Education Evaluation System’ (in Polish only) has been established as part of the project ‘Enhancing the effectiveness of the pedagogical supervision system and quality evaluation of schools’, which involved the Centre for Education Development (Ośrodek Rozwoju Edukacji) as the lead partner. The portal contains not only information about the pedagogical supervision system and individual school evaluation reports, but also various publications and materials, and information about conferences, training events and study visits. The National Centre for Supporting Vocational and Continuing Education (Krajowy Ośrodek Wspierania Edukacji Zawodowej i Ustawicznej) (currently integrated into the Centre for Education Development) developed ‘Quality standards for VET’ (2013) (in Polish only). This is a tool which VET providers may use, on a voluntary basis, to improve quality, based on the 2009 Recommendation of the European Parliament and Council on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training (EQARF/EQAVET).

In recent years, changes have also been introduced in teacher appraisal. Until the end of the school year 2017/2018, two processes were in place: performance appraisal and assessment of professional achievements. Performance appraisal was conducted as mandatory for all teachers except those holding the grade of trainee teacher (the first of the four professional promotion grades) who were required to undergo an assessment of professional achievements when applying for promotion to the next grade. Assessment of professional achievements was conducted when a teacher intended to apply for promotion to a higher grade. The legislation in force from the school year 2018/2019 provided only for performance appraisal which was also linked to the promotion to a higher professional grade, thus replacing a separate assessment of professional achievements. The legislation in force since the school year 2019/2020 has re-established two processes: performance appraisal and assessment of professional achievements. However, performance appraisal is no longer mandatory, and detailed appraisal criteria are no longer laid down by the legislation.

Responsible Bodies

Bodies responsible for external quality assurance

The main institutions involved in external quality assurance are pedagogical supervision bodies. They are responsible for the four above-mentioned processes: evaluation, legal compliance auditing, support and monitoring for nursery schools, schools and other educational institutions (hereafter jointly referred to as schools, wherever possible). These bodies include:

• the minister responsible for school education, and the ministers responsible for culture and national heritage, agriculture and justice who supervise specific types of schools;
• the Heads of the Regional Education Authorities (REAs) (kurator oświaty).

The Heads of the REAs and bodies administering schools also have specific tasks related to teacher appraisal.

In January 2021, the position of the Government Representative for General Education and Pedagogical Supervision was established.

See also information about Examination Boards, responsible for external pupil assessment, in Chapters 5.3 and 6.3.

Minister of Education and Science

The Ministry of Education and Science was established in January 2021, following the merger of the Ministry of National Education and the Ministry of Science and Higher Education.

The Minister of Education and Science exercises direct pedagogical supervision over specific types of schools and institutions (so-called Polish schools: schools at Polish diplomatic and military missions and consulates abroad; national public continuing education institutions; in-service teacher training institutions; and experimental schools and institutions). The Minister also oversees and coordinates pedagogical supervision activities across the country and, in particular, those undertaken by the Heads of the REAs. The Minister:

• sets the main lines of the national education policy to be implemented by the Heads of the REAs, and in particular those related to their pedagogical supervision tasks;
• monitors the efficiency and effectiveness of pedagogical supervision exercised by the Heads of the REAs and compliance with the legislation in this respect, and may give the Heads of the REAs written guidelines and instructions, except in individual cases which are subject to administrative decisions;
• may instruct the Heads of the REAs to provide information, documentation, periodic reports and reports on specific issues;
• may organise training courses, seminars and conferences for the Heads of the REAs;
• may publish in the official ministerial journal recommended standards for school equipment and facilities to be used in the teaching of general subjects.

The Minister also manages an electronic pedagogical supervision platform which includes, for example, information on activities of schools and other educational institutions collected as part of external evaluations, and findings from, and outcomes of, external evaluations. Access to the platform is open to individuals responsible for pedagogical supervision, teachers, pupils, parents and the bodies administering schools and other educational institutions.

In consultation with the other competent ministers, the Minister lays down, by regulation, detailed arrangements for pedagogical supervision, including evaluations. The Minister also publishes, on an annual basis, the national school education policy agenda and a pedagogical supervision plan for the Heads of the REAs. The documents define, among other things, the scope of, and issues to be addressed by, external evaluations of schools.

The other ministers mentioned above exercise pedagogical supervision over specific types of schools according to their remit (for example, agricultural and forestry schools). However, such schools are subject to pedagogical supervision based on detailed arrangements laid down by the minister responsible for the school education system in consultation with the other competent ministers. The other ministers may also establish specialised pedagogical supervision units.

Government Representative for General Education and Pedagogical Supervision

The Government Representative holds the position of secretary of state in the Ministry of Education and Science. As part of his / her responsibilities in the area of pedagogical supervision, the Representative analyses the legislation in force and the approaches in place, identifies issues to be addressed and develops proposals for the key lines of the national education policy to be implemented by the Heads of the Regional Education Authorities (REAs). The Representative may commission studies and expert opinions and appoint expert and advisory teams. In consultation with the Minister of Education and Science, the Representative presents opinions and conclusions and may also draft government documents, based on findings from his / her activities.

The Representative performs his / her tasks in collaboration with the government administration bodies and may also collaborate with institutions within the school education system, parents’ councils, local government units and non-governmental organisations.

Heads of the Regional Education Authorities

The Regional Education Authorities (REAs) are organisational units of the government administration at the province (województwo) level. A candidate for the Head of the REA is selected through a competition. The Head of the REA is appointed and dismissed by the Minister of Education and Science at the request of the province governor (wojewoda) (the head of the government administration in the region). Where no candidate has entered or has been selected in a competition, the Minister may appoint a person he / she has selected who fulfils the competition requirements laid down in the legislation. The Minister may also dismiss the Head of the REA on his / her own initiative. Thus, the Heads of the REAs are not independent from the national authorities.

The Heads of the REAs exercise pedagogical supervision over public and non-public schools within their provinces. They perform their tasks in accordance with detailed regulations on pedagogical supervision, the national school education policy agenda and a pedagogical supervision plan adopted by the Minister.

Detailed responsibilities of the Head of the REA in pedagogical supervision:

• The Head of the REA draws up an annual pedagogical supervision plan for a given province, specifying, for example, the number and scope of external evaluations in supervised schools, and submits a report on findings from supervision in a given school year to the Minister.
• As part of external evaluation of schools, the Head of the REA appoints evaluation panels from among inspectors working in the REA and considers objections to their reports which may be raised by heads of the schools concerned.
• Where it is established, for example, in an external evaluation, that a school is underperforming in terms of educational effectiveness, the Head of the REA instructs the school head to develop a programme and schedule for improving performance / effectiveness of education within a specified timeframe. If the school head fails to eliminate shortcomings in the timeframe set, to develop or implement a performance improvement programme or take into consideration the comments and conclusions presented, the Head of the REA takes steps which lead to dismissal ofthe head of the public school or may result in closing down the non-public school concerned.

As regards teacher appraisal, the Heads of the REA consider appeals filed by teachers against the outcome of a performance appraisal and assessment of professional achievements conducted by school heads (see Bodies responsible for internal quality assurance below). They also appoint their representatives to boards conducting exams for teachers who apply for the contract teacher or appointed teacher grade (the second and third professional promotion grades). Finally, they organise the process of awarding the chartered teacher grade (the fourth and highest grade). They appoint a board, including their representative, who assesses professional achievements and conducts an interview with the teacher, and award the grade. See also details on the promotion of teachers in Chapter 9.2.

School administering bodies

The body administering a given school appoints a board, including their own representative, to conduct an exam for a teacher applying for promotion to the third promotion grade (appointed teacher), and awards the grade to the teacher. Communes (gmina, local authorities at the lowest level) are usually the administering body for schools in the public sector. See also information on the promotion of teachers in Chapter 9.2.

Bodies responsible for internal quality assurance

The regulations concerning internal pedagogical supervision do not apply to non-public nursery schools, schools or other non-public educational institutions which may put in place their own arrangements. In the public sector, the responsibility for internal pedagogical supervision, which includes evaluation, legal compliance auditing, support and monitoring, rests with the head of a nursery school, school or institution (jointly referred to as schools below) working together with other teachers who hold management positions.

The school head and other management staff conduct internal evaluations on a mandatory basis, use findings to improve the school's performance, and check teachers' compliance with the legislation. They also support teachers in the performance of their tasks; for example, they analyse the performance of the school, design development measures, including those encouraging teachers to undertake continuing professional development activities, and implement such measures (for example, training activities and staff meetings). As part of monitoring, school heads put in place mechanisms for identifying and eliminating risks to proper performance of tasks.

School heads are free to determine the scope of internal evaluation. They carry out their tasks in accordance with a pedagogical supervision plan for each school year. The head submits the plan to the school's teaching council (a collective body composed of the head as its chair and all teachers) before the beginning of the school year, and discusses findings from internal pedagogical supervision with the council at the end of the year. The legislation does not define explicitly the role of the teaching council or individual teachers in internal evaluation. However, the involvement of teachers in internal evaluation processes is not only good practice promoted in training seminars on evaluation for school heads, but also an aspect taken into consideration in external evaluation.

The school head also conducts teacherappraisal and assessment of professional achievements, and the relevant regulations apply to both the public and non-public sectors. The teacher may appeal against the head’s decision to an external pedagogical supervision body, which, in most cases, is the Head of the REA.

Approaches and methods of quality assurance

This chapter describes the following elements of the quality assurance system:

• External quality assurance:
  • Evaluation as a key element of the pedagogical supervision system (see the introductory section)
  • Teacher appraisal (conducted externally, in addition to internal assessment, only as part of the procedure for the promotion to a higher professional promotion grade)

(See also external pupil assessment, indirectly related to external quality assurance, in the introductory section to Chapter 11, and Chapters 5.3 and 6.3)

• Internal quality assurance:
  • Evaluation
  • Performance appraisal and assessment of professional achievements for teachers

The term ‘evaluation’ is defined in the legislation as a process of gathering, analysing and communicating information about the value of activities carried out by the nursery school, school or other educational institution (hereafter jointly referred to as schools, wherever possible). Its findings are used in decision-making which aims at ensuring high quality of educational and care-related activities and their outcomes in the school.

External quality assurance

Evaluation

External evaluation is based on the requirements or criteria laid down in the legislation; see the table below. In terms of its scope, a distinction is made between overall and problem-specific evaluations. Overall evaluation covers all of the requirements defined in the legislation, and problem-specific evaluation addresses selected requirements.

The requirements are common to early childhood education (nursery schools and other pre-school education settings) and school education (identical requirements for schools at all levels of education, including schools for adults and other institutions providing adult education), except for the elements relating to the external exams as not applicable to preschool education.

Requirements

The legislation specifies 9 general requirements for nursery schools and schools (and other institutions) listed below, each together with a more detailed description.

External evaluation takes into consideration findings from internal evaluation. An external evaluation panel should analyse outcomes of internal evaluation and compare them with findings from its own analysis.

Frequency of evaluations

Pursuant to the legislation, external evaluation is conducted on a scheduled and ad-hoc basis. The legislation does not determine the frequency of external evaluations. Scheduled evaluations are carried out in accordance with the aims of the national school education policy and a pedagogical supervision plan in which the Minister of Education and Science defines the scope of evaluations for every school year. Thus, evaluations are obligatorily conducted every school year, but their scope and the proportion of schools concerned vary between years. For example, in the school year 2020/2021, problem-specific evaluations addressing the aspects specified by the Minister represented 60% of all evaluations. Problem-specific evaluations focused on Requirements 7 and 9 in preschool education institutions and on Requirements 1 and 2 in primary and post-primary schools (for the requirements, see above). The remaining 40% were problem-specific evaluations addressing aspects selected by the Heads of the Regional Education Authorities (REA) (kurator oświaty), based on findings from pedagogical supervision in their provinces. The Minister’s guidelines do not specify the number or percentage of schools which should undergo an evaluation in a given year.

Within the framework set by the Minister, the Heads of the REAs develop detailedplans for pedagogical supervision in their provinces for a given year and determine the criteria for the choice of schools to be evaluated. The Head of the REA may take into consideration, for example, the date of the previous evaluation, unsatisfactory learning achievements of pupils, complaints and irregularities or voluntary applications for evaluation from schools. Ad-hoc external evaluations are carried out in case it is necessary to take action which was not envisaged in the pedagogical supervision plan. In accordance with the national legislation and guidelines, during the COVID-19 pandemic, evaluations are temporarily suspended by a decision of the Head of the REA.

Evaluators

Evaluation is conducted by an inspector or a panel of inspectors appointed by the Head of the REA from among those working in the REA (however, in the case of schools and institutions supervised by more than one body, such as art or agricultural schools, a joint evaluation panel can be set up; see Chapter 11.1.1).

Inspectors conducting evaluations are required to have qualifications specified in the legislation. This position can be taken only by:

• appointed or chartered teachers (the third or fourth professional promotion grade, which are the two highest grades for school education teachers) who hold a Master’s degree and:
  • have completed in-service training courses in administration or management, or
  • have at least 2-year work experience in a management position in a school (a nursery school or another educational institution), or
  • have at least 2-year work experience in a pedagogical supervision body or a body administering a school (a nursery school or another educational institution) in a position related to the organisation of work at a school (nursery school or another education institution);
• academic teachers who have at least 5-year work experience in a higher education institution and have completed in-service training courses in administration or management.

In addition, all inspectors conducting evaluations are required to complete, at least every two years, an in-service training course in evaluation commissioned by the Minister of Education and Science.

Evaluation procedure

The procedure includes an analysis of documentation provided by the school to be evaluated, a site visit and the preparation of a report by an inspector or team of inspectors. Evaluation involves teachers and pupils of the school, parents and representatives of organisations and institutions which collaborate with the school, selected by the inspector or the team of inspectors. At the end of the visit, the inspector or team of inspectors presents findings to the teaching council of the school (a collective body composed of the school head as its chair and all teachers). The evaluation report, which contains findings and conclusions from the evaluation, is forwarded by the Head of the REA to the head of the school and its administering body. The school head may raise objections to the report which are considered by the Head of the REA. If the objections are found justified, the report is revised accordingly.

The legislation does not define evaluation tools. It refers only to the participation of the stakeholder groups mentioned above. Recommended tools are described in the document ‘A model and a recommended procedure for external evaluation of schools and other educational institutions’ (Model i zalecany przebieg ewaluacji zewnętrznej szkół oraz placówek) (2014) (in Polish only), produced under the afore-mentioned project ‘Enhancing the effectiveness of the pedagogical supervision system and quality evaluation of schools – Stage III’. They include, for example, quantitative methods such as surveys, qualitative methods such as analysis of documents, individual and group interviews with stakeholders, and observation of classes. The document also provides other more detailed guidelines and examples of good practice in external evaluation.

Consequences for schools

Consequences are specified in the legislation, though it does not refer explicitly to evaluations in this context. Where it is established that a school is underperforming in terms of educational effectiveness, the Head of the REA instructs the school head to develop a programme and schedule for improving performance / effectiveness of education within a specified timeframe.

If the head of a public school fails to eliminate shortcomings in the timeframe set, to develop or implement a performance improvement programme or take into consideration the comments and conclusions presented, the Head of the REA submits a motion to dismiss the head to the school administering body which is binding upon the latter. Where this concerns the head of a non-public school, the Head of the REA may cancel the permit to establish the school; the school is struck from the register and, consequently, closed down.

Evaluation reports

External evaluation reports for individual schools (and nursery schools and other institutions) are published in the portal ‘Education Evaluation System: Pedagogical Supervision’ launched as part of the above-mentioned project ‘Enhancing the effectiveness of the pedagogical supervision system and quality evaluation of schools’. They provide evidence for comparative analysis of findings from evaluation in schools.

In addition, the Heads of the REAs obligatorily prepare annual reports for the Minister, which contain findings from pedagogical supervision, including evaluation, in their provinces and publish summary evaluation reports on their website. Findings are used by the Heads of the REAs to devise a pedagogical supervision plan for the coming school year, including specific activities aimed at quality improvement in schools. Findings also feed into the education policy and the pedagogical supervision plan for the next year at national level.

Teacher Appraisal

The teacher appraisal system does not include mechanisms for appraisal of candidates wishing to join the teaching profession; entry requirements for the profession are discussed in Chapter 9.1.

External quality assurance does not comprise periodic assessment of teacher performance. However, external bodies, i.e. a body administering a given school and the pedagogical supervision body / the Head of the REA, appoint boards conducting exams or interviews with teachers applying for promotion to the appointed and chartered teacher grades (two highest professional grades). In order to initiate the promotion process, teachers should, among other things, receive a ‘positive’ grade in the assessment of professional achievements conducted as part of internal quality assurance; see below.  For details about teacher promotion, see Chapter 9.2.

See also information about external exams for pupils, indirectly related to quality assurance, in chapters 5.3[11]Assessment in Primary Education and 6.3[12]Assessment in General Lower Secondary Education.

Internal quality assurance

The arrangements for evaluation discussed below are in place in both early childhood education and school education, but apply only to public schools, nursery schools and other public institutions (hereafter jointly referred to as schools, wherever possible). All types of institutions in the non-public sector may develop different approaches. The arrangements for teacher assessment apply to both the public and non-public sectors.

Evaluation

Internal evaluation of schools is a quality-oriented process.

Pursuant to the legislation, evaluation is carried out on a mandatory basis every school year, but school heads have greater discretion in internal evaluation than the Heads of the Regional Education Authorities (REAs) in external evaluation. Scheduled and ad-hoc internal evaluations focus on issues or topics which the school considers relevant to its activities. The scope and subject of internal evaluation is determined by the school head in consultation with other management staff. However, since internal evaluation is intended to be a team-based activity, the issues to be addressed should be agreed with all teachers.

Evaluations are based on a pedagogical supervision plan which the school head prepares for every school year and submits to the teaching council of the school (a body composed of the school head as its chair and all teachers). A supervision plan should determine the objectives, extent, subject and schedule of evaluation. As evaluation activities should address the specific needs of a given school, such a plan may but does not have to take into consideration the aims of the national education policy or priority tasks in the area of external pedagogical supervision set by the Minister of Education and Science. It should, however, take into account findings from pedagogical supervision from the previous year.

The legislation enacted during the COVID-19 pandemic have not changed the arrangements for internal evaluation. However, school heads may revise their internal pedagogical supervision plans depending on the circumstances. The school education portals offer various tips on internal evaluation during the pandemic. Heads are advised, for example, to focus in an evaluation on aspects related to online teaching such as: classes conducted online and documentation of the teaching process kept by teachers; monitoring of the implementation of the core curriculum; monitoring of pupil attendance at online classes, and assessment of pupils’ learning achievements; safe use of information and communication technologies.

Internal evaluation is conducted by the school head together with other management staff. All teachers should be actively involved. Their engagement not only ensures the validity of the evaluation process, but also is taken into account in external evaluation.

The legislation does not lay down the procedure for internal evaluation. The only tools referred to in the legislation are analysis of teaching and learning documentation and observation. The school head observes classes conducted by teachers, and other activities undertaken in line with the school’s statutory tasks. In practice, this means that observation may cover both classes and other activities such as teachers' meetings with parents.

Findings from internal evaluation in a given school year are presented by the head to the teaching council in a report on pedagogical supervision. Findings from internal evaluation are not published, but they should be used to improve school performance and are taken into consideration in external evaluation.

Teacher appraisal

The legislation provides for performance appraisal and assessment of professional achievements. The arrangements for the two processes are identical for teachers working in the early childhood sector and the school education sector, and for the public and non-public sectors.

Performance appraisal

Performance appraisal is conducted for teachers holding one of the three higher professional promotion grades (contract, appointed or chartered teacher) and does not apply to those with the first professional grade (trainee teachers). It is not mandatory. It covers the performance of teaching, education- and care-related duties and other duties related to the statutory activities of schools as defined in the legislation.

As part of their duties defined in the legislation, teachers should:

• demonstrate diligence in the performance of tasks assigned to their position and the key teaching, educational and caring functions of the school, including those related to safety of pupils during classes and other activities organised by the school;
• support each pupil in his / her development;
• strive for full personal development;
• undertake continuing professional development activities in line with the needs of the school;
• teach and educate young people in a spirit of love for the homeland and respect for the Constitution of the Republic of Poland, and in an atmosphere of freedom of conscience and respect for all;
• demonstrate commitment in developing pupils’ moral and civic attitudes based on the ideas of democracy, peace and friendship among people of different nations, races and worldviews;
• conduct classes and educational and care-related activities in direct contact with, or for, pupils;
• conduct classes and other activities as part of the statutory tasks of the school, including care-related and educational activities addressing pupils’ needs and interests;
• conduct classes and other activities as part of class preparation, self-study and professional development;
• be guided in their activities by the wellbeing of pupils, care for their health, moral and civic attitudes, and respect for pupils’ dignity.

The legislation does not lay down detailed appraisal criteria or the frequency of appraisal. A performance appraisal may take place at any time, but not earlier than one year after the previous performance appraisal or assessment of professional achievements.

Appraisal is conducted by the school head at the request of:

• the teacher;
• the body exercising pedagogical supervision (which is the Head of the Regional Education Authorities in most cases);
• the body administering a given school (which is the commune as the lowest-level local government unit in most cases);
• the school council (representatives of teachers, parents and pupils);
• the parents’ council (representatives of parents of all pupils).

During the appraisal process, the school head consults or may consult the following bodies or individuals:

• consults the parents’ council (if such a body is established in a given type of school);
• may consult the pupils’ self-government body;
• may consult on his / her own initiative, and consults at the teacher’s request, the involved methodological adviser about the teacher’s performance, and another chartered or appointed teacher or an academic tutor.

Performance appraisal ends with one of the following overall grades:

• outstanding,
• very good,
• good,
• negative.

Teachers may appeal against the outcome of an appraisal to the pedagogical supervision body (the Head of the Regional Education Authorities in most cases). The grade given by the body is final. Where it is negative, the employment relationship with the teacher is terminated.

Teachers use outcomes of performance assessment when applying for promotion to a higher professional grade or for the position of school head in a competition. School heads and teachers use the outcomes as the basis for incentive allowances and awards to be granted in accordance with internal school regulations, and to support their motions for granting awards which are put forward to higher-level bodies. General findings from teacher performance appraisal also feed into the planning of school activities.

Assessment of professional achievements

Assessment of professional achievements forms an integral part of the professional promotion procedure and is conducted by the school head after the teacher has completed the induction / probation period for a higher professional grade (a period of work preceding the promotion process). The duration of an induction / probation period is 9 months for the promotion to the contract teacher grade, and 2 years and 0 months for the promotion to the grades of appointed and chartered teachers.

The assessment covers the extent to which the teacher has implemented a professional development plan, agreed between the teacher and the school head before the initiation of an induction / probation period. It may end with a positive or negative outcome. A positive outcome is one of the preconditions for promotion (see below). Teachers may appeal against the outcome to the pedagogical supervision body (the Head of the Regional Education Authorities in most cases). The grade given by the body is final.

To be promoted to the next professional grade, teachers should:

• have the qualifications required;
• complete an induction / probation period with a positive outcome of an assessment of professional achievements;

and

• for a trainee teacher applying for the contract teacher grade: obtain approval from a qualifying board appointed by the school head;
• for a contract teacher applying for the appointed teacher grade: pass an exam conducted by an examination board, appointed by the school administering body (a local government unit in most cases);
• for an appointed teacher applying for the chartered teacher grade: obtain approval from a qualifying board, appointed by the pedagogical supervision body (the Head of the Regional Education Authorities in most cases), which is based on an assessment of the teacher’s professional achievements and an interview.

For detailed information about promotion, see the section on ‘Induction’ in Chapter 9.2.